Campos TPD- primary level- lesson 1 - passed

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: 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: Family members and Possessive adjectives
Clase Nº: 1
Fecha: 15/ 08/ 17
Hora: 08:50
Duración de la clase: 40’
Fecha de entrega: 11/08/17
 Aims or goals:
 During this lesson students will be able to recognize the different members
of the family (mother, father, brother, sister, grandmother, grandfather) and
learn how to name each of them applying the correct pronunciation of the
new vocabulary.
 Learners will make use of their listening comprehension skills when they
listen to the teacher,their peers and the song. They’ll also put into practice
their speaking skills, when they interact with their peers in one of the
activities, when they all read together the answers of the activities in order
to check them and when they sing the song.
 Learners will put into practice their background knowledge when they
recognize the Simpsons’ characters, which will help to create the context in
which they’ll learn the members of the family and the Possessive adjectives.
 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 and the songs.)
 Teaching points: The family and Possessive adjectives.

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision  Answering
questions.
 Complete
instructions.
 Hello
 Look!
 Listen!
 Repeat after
me.
 Personal
pronouns.
 Verb To
Be They /ðeɪ/
He /hiː/
She /ʃiː/
You /juː/
I /aɪ/
New
 Completing
activities with
Possessive
adjectives.
 Reading and
completing
tasks.
 Listening and
completing
task.
 The family
(father,
mother,
grandmother,
grandfather,
sister,
brother)
 Possessive
adjectives.
Brother/ˈbrʌðə/
Mother/ˈmʌðə/
Grandmother /ˈɡrænˌmʌð
Grandfather /ˈɡrænˌfɑːðə/
Our /aʊə/

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, writing, listening and speaking skills.
 Materials and resources: pictures, a poster, sticking tape, mobile phone, loudspeakers, photocopies,
marker, board.
 Pedagogical use of ICT in class or at home: I’ll use my mobile phone and my loudspeakers to listen to the
song. Unfortunately the primary school doesn’t have a LCD , so I won’t be able to use videos.
 Seating arrangement: They’ll be sitting in pairs.
 Possible problems / difficulties and their possible solutions during the class: Students may get distracted
talking about The Simpsons’ episodes. In this case, I’ll tell them (in a kind manner) that then they can
talk about The Simpsons’ episodes, but now they have to pay attention in order to learn.
 Potential problems students may havewith the language: Maybe students will mix the verb To Be with
the Possessive adjectives. So, I’ll have to explain to them that they’re different topics, and I’ll clarify all
their doubts.
 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’ll put my finger up) or not? (I’ll put my finger down)
Mandatory lesson stages:
 Routine: 3’
Teacher: Hello children! How are you today? Fine (‘thumb up’) or bad (thumb down) (I’ll do mimes, so
they can understand what I’m saying)
Students: Fine!
Teacher: That’s great!
Teacher: Well, you know my name! I’m Miss Lorena. I want to know your names! (I’ll ask students their
names)
Transition: Ok, now we’re going to start working…
 Warm-up: 3’
Teacher: I brought something to show you… Look at these pictures! Who are they?
Students: Los Simpsons!
Teacher: Yes, great!! The Simpsons
Teacher: What do you think we’re going to learn today?
Students: La familia!
Teacher: Yes! Today we’re going to learn some members of the family. Now look at this picture!

4. https://www.google.com.ar/search?biw=1348&bih=633&tbm=isch&sa=1&q=lisa%27s+saxophone+hd&oq=lisa%27s+saxophone+hd&gs_l=psy -
ab.3...97803.98256.0.98547.3.3.0.0.0.0.155.375.0j3.3.0....0...1.1.64.psy-ab..0.1.153...0i30k1j0i5i30k1j0i8i30k1.jCWvedt5Kqg#imgrc=pzemKSJU3TD_eM:
Teacher: Who is the owner of this saxophone?
Students: Lisa!
Teacher: Yes! Very good!! So, I’ll put a picture of Lisa on the board and I’ll write next to it ´This is her
saxophone.´
Teacher: Today, we’re also going to learn the Possessive adjectives. In this sentence ‘Her’ is the
Possessive adjective of ‘She.’(Lisa)
Transition: Well, now we’re going to start to explain these new topics…
 Presentation: 10’
Teacher: Well, look at this picture. Here we have some members of the family: grandfather or grandad,
grandmother or grandma, father or dad, mother or mum, brother, and sister. (I’ll point to the right
character when I mention each member of the family)
https://www.google.com.ar/search?q=simpson%27s+family+tree&tbm=isch&imgil=RFlOAgTxhx6ItM%253A%253B_YZfB4bnFOcxgM%253Bhttp%25253A%25252F%25252Fwww.englishexercises.org%25252Fmakeagame%252
52Fviewgame.asp%25253Fid%2525253D453&source=iu&pf=m&fir=RFlOAgTxhx6ItM%253A%252C_YZfB4bnFOcxgM%252C_&usg=__RZGtQodfoHA2w__Zvzl_mzIENYQ%3D&biw=1348&bih=633&ved=0ahUKEwjTzMDR-
c3VAhXBg5AKHRDNAwIQyjcITQ&ei=s_2MWZOnLsGHwgSQmo8Q#imgrc=RFlOAgTxhx6ItM:

5. Teacher: Now, you are going to repeat each member of the family after me.
Teacher: Grandfather or grandad
Students: Grandfather or grandad
Teacher: Grandmother or grandma
Students: Grandmother or grandma
Teacher: mother or mum
Students: mother or mum
Teacher: Father or dad
Students: Father or dad
Teacher: brother
Students: brother
Teacher: sister
Students: sister
Teacher: Well done! Very good!!
Teacher: Now, we’re going to do it again!!
Students: Ok!
Teacher: Very good!!
Teacher: Here, we have a poster! Now, we’re going to learn the Possessive adjectives.
Personal Pronouns Possessive adjectives
I
MY sister is Lisa.
You
Lisa! This is YOUR
saxophone.

6. He
HIS sistersare Lisa
and Maggie.
She
HER brother is
Bart.
It
Its name is Santa’s
little helper.
We
OUR parents are
Homerand Marge.

7. You
Bart,Lisa,Maggie!
YOUR grandad is
here.
They
THEIR family is
famous.
I’ll explain the information on the poster to the students.
Teacher: Here, we have the Personal pronouns. ‘I’ What’s the meaning of ‘I’?
Students: Yo
Teacher: Yes, great!
Teacher: Then we have … ‘you’. What’s the meaning of ‘you’?
Students: Vos
Teacher: Very good!
* (The same with all the other Personal Pronouns)
Teacher: Here, on this column we have the Possessive adjectives. These adjectives express possession. Here
we have some examples…
Teacher: Here, we have ‘I’ represented by Maggie. She says: My sister is Lisa. So, what’s the meaning of
‘My’?
Students: Mi

8. Teacher: Yes! Great!
* (The same with all the other Possessive adjectives)
Teacher: Is it clear? do you have any question?
Students: no entiendo lo de ‘you’
Teacher: Ok. Well, we have ‘you’ twice . One refers to ‘you’ singular (I’ll point to him/her), and the other
one to ‘you’ for plural (I’ll point to all the group). In both cases YOUR is the Possessive adjective of ‘you’. For
example: I can say ‘Your notebook’ (singular) and ‘Your classroom’ (plural). (I’ll do mimes, when I give the
examples)Now, is it clear?
Students: Yes!
Teacher: Now, I’m going to read each example of the poster, and you’ll repeat it after me. Do you
understand?
Students: yes!
Teacher: Ok. Let’s start! ‘My sister is Lisa’
Students: ‘My sister is Lisa’.
Teacher: Lisa! This is YOUR saxophone.
Students: Lisa! This is YOUR saxophone.
* (The same with the rest of the examples)
Transition: Now, we’re going to do some activities!
 Development:
Activity 1: 5’
In pairs, you are going to complete the following sentences with the correct Possessive adjectives and
the correct members of the family. Then, you’re going to read them out loud.
1
SHE
….…… …………….……. is Bart.
2
IT
………. name is Snowball.
3
HE
………. …………….…… is Homer.
4
THEY
………. ………………….. is Marge.

9. 5
I
……... ………………….. is Lisa.
6
WE
….…… family is great!
7
YOU
Maggie! This is …………… dummy.
Transition: Now, you’re going to work on your coursebooks.
Activity 2: 10’
(Activity 2 and 3 on page 28.)
Activity 3: 4’
(Activity 4 on page 29)

10.  Closure: 4’
Teacher: We’re going to sing a song. Here you have the copies, there are some missing words, you’ll
complete them when you listen to the song.
You’ll listen to the song three times. Then ,we’re going to check it all together.
Song: https://www.youtube.com/watch?v=aFKk3Y8vm58
MY FAMILY SONG
This is my family
Father, ……………..,me.
And this is my family
father, mother,……………..
This is my family
………………is for me.
And we are a happy family, family!
This is my family
……………., mother ,me.
And this is my family
father, mother, brother.
This is my …………..
Sister is for me.
And we are a happy family, family!
 Homework: 1’
Teacher: For homework, you have to do exercise 6 from page 29 and all the exercises from page 77,
except exercise 6

11. I wouldn’t have included the coursebook’s activities (Activitites 2 and 3) and the homework, because I
don’t like them very much. Besides, they’re quite out of context, but the teacher told me that I must work
with the coursebook!

12. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Nice context! They will surely like working with The Simpsons` family. You may
use different famous families to develop your lessons.
Try to follow a communicative approach. So far, you have just focused on
form. You can include some oral practice. For instance, you may play a
guessing game, encouraging students to use the target language meaningfully.
You may choose a flashcard of one of the members of this family, and give
some hints, so that they guess who that person is. For example, Her mother is
Marge, her father is Homer, her sister is Maggie, her brother is Bart. Who is it?
You can have volunteers producing those sentences too.
Hope my comments and suggestions are clear and useful.
Have a nice lesson!
Aure