5 Dumrauf Johanna - Clase practica 4 - Practica docente I

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: Dumrauf Johanna
Institución Educativa: Instituto Oxford
Dirección: Brasil 854, Bahía Blanca
Cantidad de alumnos: 11
Edad: entre 5 y 7 años
Unidad Temática: Summertime
Clase Nº: 4
Fecha: 30 th October
Hora: 10 hs
Duración de la clase: 60 minutos
Fecha de entrega de la planificación: 28 th October
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Learning aims: 
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During this lesson, learners will be able to…
 To identify and name different clothes and colours
 To develop their speaking and listening skills repeating, asking
and answering questions
 To work collaboratively
Learning focus:
 Revision about clothes vocabulary and colours like: t-shirt –
shorts – trainers – sandals – dress – sunhat – red – green – yellow
– black – blue – pink – red – orange – white.
 Visual and listening skills.
 Imagination, create and paint.
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Integration of skills: 
They will develop their:
• Skills for talking about summertime;
• Interpersonal skills working in groups and sharing material.
• Observation skills;

2. 
Multiple intelligences:
• Pictures (spatial intelligence);
• Self-reflection (intrapersonal intelligence);
• Social experience (interpersonal intelligence): cooperative groups;
• Spatial intelligence.
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Materials and resources:
• Book: Happy House 2 class book.
Photocopy
Crayons or pencils.
Clothing figures.
Children figures (Emma and Tom).
Cardboard suitcases.
https://www.youtube.com/watch?v=cUylJPEg9Q0
Possible contingencies:
• Children talking at the same time when the teacher explains;
• Children getting distracted during the activity and the story;
• Children not wanting to sit down and do the activities;
• Children standing up;
Classroom management strategies:
• Start each activity explaining what it is;
• Use the strategy that already works with them to calm them: raise
your hand and put a finger in front of the lips.
• Call their attention when they get distracted.
Assessment: collecting information and reporting your findings
 I will assess students by making them repeat words, answer and
ask questions, by miming and checking their answers orally.
 Watch children while doing their activity.
 Comment on their work.

3. Lesson stages:
Routine
 Purpose:
To start the lesson and establish rapport with students.
 Timing :10 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
 When the children enter the classroom, I’ll say:
“Hello children! How are you?”
 I’ll ask students to sit down.
 They write the day and the weather in the notebook.
 Transition comment to link each stage of the lesson with the next
one:
“Remember last week that we met Emma and Tom? Today they
came back to join us in class. They need our help. Let's greet them.
(While I stick the characters on the board)”
“Hi Emma and Tom”, “Welcome again”
Lead-in
Presentation
Warm-up:
 Purpose:
To revise the vocabulary related to clothes they already know.
 Timing: 15 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
I will bring to the class a closet that contains both Emma and
Tom's clothes. I will also present Emma and Tom's suitcases. I
will explain that Tom and Emma are preparing for their summer
vacation. They are going to go to the beach and asked us to help

4. them assemble their backpacks.
“These are Emma and Tom's suitcases”. “They are very nice!”
Each student will take a garment out of the closet while I ask
questions. Then they must place the garment in the correct
suitcase.
I will ask:
 “What is it?” (possible answer: “It’s a (t-shirt)”)
 “Yes, it’s a (t-shirt)”
 ” what are they?” (possible answer: “they are (shorts)”)
 “and what color is it?”/” what color are they? (possible answer:
(Yellow)).
 “Yes, it’s (yellow)! well done! /good job! /very good!
I’ll continue in the same way with the other students and clothes
inside the closet.

7.  Scaffolding strategies
 I introduce the closet, the clothes, Emma, Tom and the bags.
 Ask them if they understand and what they have to do.
 Ask questions about clothes.
 Demonstrate the activity. Show them with an example.

8.  Transition comment to link each stage of the lesson with the next
one.
 “Emma and tom thank you for helping them”.
 “We say goodbye and wish them have fun on their vacation
(Happy Holidays!).”
 “Remember Tina? our little mouse from the book?”.
 “Now we are going to listen a short story about her.
Development of the sequence of activities
Activity 1:
 Purpose:
 To introduce children to “Tina’s clothes book”
 To develop listening skills.
 To consolidate vocabulary about clothes.
 Timing: 10 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
We will sit in a circle to hear the story of Tina's clothes book.
 “Tina is on her summer vacation and tells us what she is
using.”
 “Let's sit down and listen to the clothes Tina is wearing.”

16.  Scaffolding strategies:
 Show them the Tina’s clothes book.
 Explain and gesture.
 Tell the story accompanying it with gestures and / or
movements.
 Transition comment to link each stage of the lesson with the next
one:
 “Now that we read what Tina is using. I tell you that I use in the
summer, while I show you an image like the one in the story.”
 “What do you wear in the summer?”
 “Now let's draw what you use in the summer.”
Activity two:
 Purpose:
 To consolidate vocabulary.
 To work visual skills and speaking.
 Timing: 15 minutes
 Activity description and instructions as they will be said to
students (include direct speech):
On a sheet we are going to draw what we use in the summer and below,
we describe what they are using. I show my own example with my
summer clothes.
“Here is my drawing”,” I am wearing a yellow and red dress. And I am
wearing blue sandals.”
“What do you wear in summer?”

17. “Let’s do it.”
Once their sheet is finished, they will turn up and share what they drew
while they ask and describe what they are using in the drawing.
In case the time is enough, invite the students of one by one to approach
the board and discuss the group about their drawing.

20.  Scaffolding strategies:
 Demonstrate the activity with an example.
 Ask them about what they are wearing.
 Make an exchange of questions between their classmates.
 Transition comment to link each stage of the lesson with the next
one:
• “Excellent work children!”
• We proceed to class closure.
Closure
 Purpose:
• To clean up;
• To say goodbye.
 Timing: 10 minutes
 Activity description and instructions as they will be said to
students (include direct speech)
• Tell everyone that they worked really nice and I hope you had
fun.
• We sing: “Boom ChaCha”,
https://www.youtube.com/watch?v=cUylJPEg9Q0 .
Boom ChaCha – Wrap up
Boom Chacha Boom Chacha (x2)
Time is up! Time is up!
Hey yaya Oh Yeah Yeah! (x2)
We are free, WE ARE FREE!!!
• Say goodbye to each of them.

21. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Excellentwork,Johanna!
You createda meaningful contextandwere able todevise asequence thatisboth
engagingandcoherent. Scaffoldingstrategiesare describedindetail.
Keepitup!
Ceci