Campos TPD- lesson 6- primary level - passed

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNORESIDENTE: Lorena Analia Campos
Período de Práctica: Nivel primario
Institución Educativa: Instituto Niño Jesús
Dirección: San Lorenzo 641_Villa Regina
Sala / Grado / Año - sección: Sala azul- 6to
grado
Cantidad de alumnos: 28
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Objetos de la habitación. Preposiciones (in, on, under,
between). Where’s…? /Whereare…?.Thereis/Thereare.
Clase Nº: 6
Fecha: 26/ 09/ 17
Hora: 08:50
Duración dela clase: 40’
Fecha de entrega: 22/ 09/17
 Aims or goals:
 During this lesson students will be able to recognize the use of
there is/there are, how to answer the questions
‘Where’s…?/Whereare…?. They will be able to know the meaning
and use of the prepositions (in, on, under, between).
Regarding vocabulary, they’ll learn ‘Objects of the bedroom’ how
to apply them correctly, and their correct pronunciation.
 Learners will make use of their listening comprehension skills
when they listen to the teacher and their peers. They’ll also put
into practice their speaking skills, when they interact with their
peers, when they have to produce oral sentences in one of the
activities, and when they all read together the answers of the
activities in order to check them.
 Learners will put into practice their background knowledge when
with the help of pictures, they recognize the ‘Objects of the
bedroom’.
 Regarding the multiple intelligences by Spratt et al,2005. They’ll
use the visual (they’ll learn through seeing pictures and posters)
and the auditory (they’ll learn through hearing the teacher)
 Teaching points: Objects of the bedroom, Where is …?/Where
are…?, There is /There are, Prepositions of place (in, on, under,
between)

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision  Answering
questions.
 Complete
instruction
s.
 Hello
 Look!
 Listen!
 Verb To
Be ‘It is’
‘They
are’
 IS /ɪz/
 ARE /ɑː/
 IT /ɪt/
 THEY/ðeɪ/
 ON /ɒn/
 IN /ɪn/
New
 Prepositio
ns of
place: in,
on, under,
between.
 Objects of
the house
 There
is/There
are.
 Where
is…? /
Where
are…?
 BETWEEN
/bɪˈtwiːn/
 UNDER /ˈʌn
də/
 THERE /ðeə/
 WHERE
/weə/
 SOFA
/ˈsəʊfə/
 BED /bed/
 DESK /desk/
 PLANT
/plɑːnt/
 RUG /rʌɡ/
 DOOR /dɔː/
 TV /ti:vi:/
 CHAIR /tʃeə/
 BOOKCASE
/ˈbʊkˌkeɪs/
 WARDROBE
/ˈwɔːdrəʊb/
 WINDOW
/ˈwɪndəʊ/
 LAMP
/læmp/
 COMPUTER
/kəmˈpjuːtə/
 POSTER
/ˈpəʊstə/
 MIRROR
/ˈmɪrə/
 PLASTICBOX
/ˈplæstɪk/
/bɒks/

3.  Teaching approach or combination of methods / approaches: Communicative
approach- PPP method.
 Integration of skills: What skills will be integrated and how? The skills that will be
integrated during this lesson are reading (they’ll read the posters on the board and
the activities) writing ( they’ll write down when they do their writing activities) ,
listening ( they’ll put into practice their listening skills when they listen to the teacher
and their peers)and the speaking skill (they’ll produce sentences orally when they
interact with their peers and the teacher in the closure activity).
 Materialsandresources: pictures, a poster, sticking tape, photocopies, marker, board.
 Pedagogical use of ICT in class or at home: (I won’t use ICT this time.)
 Seating arrangement: They’ll be sitting in pairs.
 Possibleproblems/ difficultiesandtheir possiblesolutionsduring theclass: Students
may get distracted talking aboutthe different objects they have in their bedrooms. So,
I will tell them in a kind manner that they can talk aboutit later. However, now they
have to pay attention to the lesson.
 Potentialproblemsstudentsmayhavewiththelanguage: Studentsmayhave problems
producing the questions and answers in the ‘closure stage’, dueto many of them are
shy and don’tfeel confidentenough to use the languageorally. So, I’ll encouragethem
to participatein the activity (telling them phraseslike ‘You can do it!’, ‘Come on!’,
‘You’re learning, I’m here to help you’)
 Assessment: I’ll teach students using pictures and a poster. I’ll check if students
understand or not by observing them and asking them Is it clear? (I’llputmy finger up)
or not? (I’ll put my finger down) Do you understand?
_____________________________________________________________
Mandatorylessonstages:
 Routine: 1’
Teacher: Hello children! Howare you today? Fine (‘thumb up’) or bad (thumb down)
(I’lldo mimes, so they can understand whatI’m saying)
Students: Fine!
Teacher: That’s great!
Transition: Ok, now we’re going to start working…
 Warm-up: 3’

4. Teacher: I brought something to show you… Look at these pictures! What can you
see?
Students: habitaciones
Teacher: Yes, great!!
Teacher: Today we’re going to learn some objects we can find in a bedroom,
prepositions of place, how to answer the questions ‘Where is…? Where are…?’ and
how to use ‘There is and There are’.
Transition: Well, now it’s time to learn!
 Presentation: 12’
Teacher: Look at this poster. Here, we have some pictures which represent ‘Objects of
the bedroom’

5. Teacher: You’ll have to match these pictures with the correct word.
Students: Ok…
1 SOFA
2 BED
3 DESK
4 PLANT
5 RUG
6 DOOR
7 TV
8 CHAIR
9 BOOKCASE
10 WARDROBE
11 WINDOW
12 LAMP
13 COMPUTER
14 POSTERS
15 MIRROR
16 PLASTICBOX
Teacher: Here on this poster, we have some prepositions of place. The box and the
ball will help us to understand them.
Prepositions:

6. Teacher: (I’ll read and I’ll point to the ball and to the box/boxes when I read the
sentences. So, they can understand them better.)
1) The ball is in the box.
2) The ball is on the box.
3) The ball is under the box.
4) The ball is between the two boxes.
Teacher: With the help of this picture, you’re going to learn the meaning and use of
‘Where is…? /Where are…? and There is /There are’
Question Answer
Where is the
computer?
Students’ example:

It is on the desk.
Students’ example:

Singular
Where are the
books?
Students’ example:

They are in the bookcase.
Students’ example:

Plural

7. EXAMPLE
Singular There is There is a chair between the desk
and the rug.
Students’ example:

Plural There are There are ten bookcases on the
wall.
Students’ example:

I’ll read studentsthe information on charts and I’m going to explain it to them. I’ll also
ask to them for other examples, and I will write them on the chart.
Teacher: Ok, now we will work on your coursebooks…
Development:
Activity 1: 4’
On exercise 1- page 42 you have to put a tick to the objects you have in your bedroom.
(We’re going to check them all together and I will write the answers on the board)
Activity 2: 6’
On exercise 2-page 42 you have to read Andrea’s blog and you have to match the
correct vocabulary with the correct object of her bedroom.

8. Activity 3: 5’
On exercise 3 -page 42, you have to answer the following questions taking into
account where Andrea’s objects are in her bedroom.
 Closure: 7’
Teacher: Now, you’re going to do an oral and listening activity. You’ll be divided into
two groups, group A (14 students) and group B (14 students).
I will give one picture to group one of the groups.

9. Teacher: For example, I will give this picture to group A. They will look at this picture
and they’ll ask a question regarding this picture to group B.
Example:
Group A: Where’s the plant?
Group B: It is on the desk.
Teacher: Is it clear?
Students: Yes!
Teacher: Ok, so you can start!
(They’ll work with 6 pictures in total)
 Homework: 2’
Teacher: For homework, you have to do exercises 2 and 3 from page 82. (I will explain
students each exercise)

10. Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
X
Coherenceand
sequencing
x
Variety of
resources –
Learningstyles
X
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observations
I have alreadymade several commentsand suggestions in the
lesson plan itself. Take them into account, please.
Have a nice lesson!
Aure