1. Lesson Plan
ALUMNO PRACTICANTE: Michelle Otero Barnes
Período de Práctica: Primero
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 169
Sala / Grado / Año - sección: Preescolar (sala de 5)
Cantidad de alumnos: 20
Nivel lingüístico del curso: Beginners
Tipo de Planificación: Clase
Unidad Temática: -
Clase Nº: 2
Fecha: 17/6/2014
Hora: 9:00
Duración de la clase: 30 minutos
Fecha de primera entrega: 11/6/2014
• Teaching points: bedroom objects
• Aims or goals:
During this lesson, learners will be able to…
- recognize the objects through pictures
- name the bedroom objects
• Language focus:
- bedroom objects
Function Lexis Structure Pronunciation
Revision
- W-question
- That
- Some colors
- What's that?
New
- Bedroom
objects
- Recognizing
bedroom
objects from
different
pictures:
bedroom, lamp,
bed, mirror, rug
and pillow.
- That's a lamp
- That's a bed
- That's a mirror
- That's a rug
- That's a pillow
- Bedroom
2. • Materials and resources: pictures, posters and a CD
• Integration of skills: listening and speaking
• Seating arrangement: all around a big table or on the floor
• Possible problems / difficulties and their possible solutions during the
class: problems with the pronunciation of some objects, which will be
repeated several times in order to develop their pronunciation.
• Potential problems students may have with the language: there shouldn't
be any problem as most of the lesson is revision, the new vocabulary is
bedroom objects only.
• Assessment: their ability to recognize the objects and name them.
Routine (5’)
Activity 1
- Hello kids! how are you my dears? fine? come and sit down on the floor
with me.
- Now that we are all together let's sing the hello song! Hello children,
hello children, how are you? how are you? how are you this morning, how
are you this morning? fine, thanks, fine, thanks.
- Very good, excellent!
Warm up (5')
Activity 2
- Ok my dears, today we are going to work with bedroom objects (and I
show them two big pictures of bedrooms).
- This is my bedroom (picture 1) and this is Pamela's bedroom** (picture
2).
3. While I say whose each bedroom I use non verbal language to help Ss
understand that picture 1 is my bedroom and that picture 2 is her bedroom.
- My bedroom is pink, Pamela's bedroom is green.
** Pamela Ramírez is the English teacher.
Development (10')
- Oh look at that! (picture 3) What's that? That's a lamp! Yes, that's a lamp!
That is my lamp. My lamp is yellow. My lamp is pretty. What's that? (I
wait for Ss answer). Louder please, what's that? (again I wait for Ss
answer). Very good! That's a lamp.
- Is this Sofia's* lamp? No. Is it Pedro's* lamp? No. Is it Pamela's lamp?
Yes!
To help Ss understand what I mean, I will use non verbal language while
asking these questions.
* They are students' names.
4. - Now look at that (picture 4) What's that? That's a bed! Yes, that's a bed!
That is my bed. My bed is red. My bed is pretty. What's that? (I wait for Ss
answer). Louder please, what's that? (again I wait for Ss answer). Very
good! That's a bed.
- Is this Carla's bed? No. Is this Maria's bed? No. Is this my bed? Yes!
- Ok, now look at that (picture 5) What's that? That's a mirror! Yes, that's a
mirror! That is my mirror. My mirror is red. My mirror is pretty. What's
that? (I wait for Ss answer). Louder please, what's that? (again I wait for Ss
answer). Very good! That's a mirror. (The mirror printed looks red, not
pink)
- Is this Marina's mirror? No. Is this Milagro's mirror? No. Is this my
mirror? Yes!
- What's that kids? (picture 6) That's a rug! Yes, that's a rug! That is my
rug. My rug is green. My rug is pretty. What's that? (I wait for Ss answer).
Louder please, what's that? (again I wait for Ss answer). Very good! That's
a rug.
- Is this Jose's rug? No. Is this Mariano's rug? No. Is this Pamela's rug?
Yes!
5. - Finally, look at that (picture 7) What's that? That's a pillow! Yes, that's a
pillow! That is my pillow. My pillow is white. My pillow is pretty. What's
that? (I wait for Ss answer). Louder please, what's that? (again I wait for Ss
answer). Very good! That's a pillow.
- Is this Maira's pillow? No. Is this my pillow? No. Is this Pamela's pillow?
Yes!
Activity 3
- Now I'm going to hide the pictures and I'm going to show you one. What's
that? (mirror picture), and I wait for Ss answers.
- Ok, now tell me what's that? (lamp picture), again I wait for Ss answer.
- Let's see, what's that? (rug picture). I wait for Ss answer.
- Well, what's that? (pillow picture). I wait for Ss answer.
- Finally, what's that? (bed picture). Again I wait for Ss answer.
If I can tell that Ss are having problems to name one or more of the objects
I will help them with the beginning of the word.
Closure (5')
- That is excellent, very good, well done my dears!
6. - Now we have to say goodbye (and I shake my hand while I start singing)
Goodbye children, goodbye children, see you soon, see you soon. Goodbye
children, goodbye children, see you soon, see you soon.*
* Ss are used to sing alone, only guided by their teacher's singing.
7. - Now we have to say goodbye (and I shake my hand while I start singing)
Goodbye children, goodbye children, see you soon, see you soon. Goodbye
children, goodbye children, see you soon, see you soon.*
* Ss are used to sing alone, only guided by their teacher's singing.
