Aromando milagros assignment 1 -practica ii - passed

1. Subject: Práctica Docente II
Tutor's name: Aurelia Velazquez
Student's name: Milagros Aromando
Assignment number: 1
Deadline: 27th
August
Daily Lesson Plan
Teacher: Milagros Aromando
Class: 4th grade
Number of students: 24
Class time: 40 Min.
Student's language level: beginners
Thematic Unit: Talking about routines.
Lesson aims
To use present simple tense to talk about daily routines.
To review telling the time.
To present vocabulary to talk about daily routines (get up, go to school,
have lunch, have a shower, etc)
Comentario [AV1]: introduce

2. Language focus
Lexis Function Structure
Rev Times of the day,
the hourtime
Telling the time It´s 7 o´clock in the morning
It´s 6:30 in the afternoon
It´s 9:45 at night
New Get up, get dress,
have a shower,
go to school,
have breakfast,
lunch, dinner,
brushing teeth,
go to bed, etc
Talking about
routines
Pronoun + routine verb +
time
I get up at 7 o´clock
List of Materials (Everything showed and specified above)
Hello song
Blackboard and chocks
Worksheet with the time
Cardboard clock with movable hands
Flashcards with images to describe daily routines
Speaker
Pieces of paper with sentences written on
True and False cards
Routine: (2 minutes)
Greet students, elicit date and ask one of them to write it on the board
with the support of the teacher.
Sing "Hello Song": Standing next to each desk sing along to the song.
Comentario [AV2]: First person
singular?

3. Lyrics for "The Hello Song"
Hello, hello,
How are you today?
Hello, hello,
How are you today?
I’m fine, thank you,
I’m fine, thank you,
I’m fine, thank you,
And how about you?
Hello, hello,
How are you today?
I’m fine, thank you,
And how about you?
Transition comment: Great! You sing beautifully! Now, could anyone tell me
what time is it? While distributing copies of the following worksheet. (Look at your
watch to elicit the answer)
Warm up: (6 minutes)
Reviewing the time
The Teacher will distribute the worksheet to the students and ask them to
cut out the cards (miming the action with his/her fingers). Comentario [AV3]: This is rather
time-consuming. What about asking
students to work in pairs/groups of
three?

4. The students should display their time cards face up on their desk so they
can see all of them.
Once all of them are ready, the teacher will say out loud one of the time
(e.g. twelve o´ clock)
Students have to quickly pick up the correct card repeating the time out
loud as they do so.
After the teacher has checked all students have picked up the correct
card, they should place the cards back on their desks.
Repeat the procedures many times.
Then the teacher will ask different students to say the time, repeating the
procedure until all of them have participated.
Scaffolding strategies: miming the action, repeating the phrases, and if
necessary shown them the time in a cardboard clock with movable hands you
will bring in case you need to use it.
Transition Comment: Very good! Now, can you tell me what time do you get
up? While showing the students the following flashcard Comentario [AV4]: To connect
stages, you may give your own
example using the time cards from the
game.

5. Presentation: (10 minutes)
The teacher will show learners the first flashcard, e.g. ‘get up’, he/she may
also mime the action. He/she will say ‘I get up at 7 o’clock.’
The teacher will encourage choral repetition and then individual
repetition.
After that the teacher will ask learners ‘What about you? What time do
you get up?’. The teacher will elicit the answers from
different children in the class.
The teacher will also vary the question ‘What time do you get up on
Saturday and Sunday?’, to get different answers.
The teacher will present the other flashcards in the same way.
After that, he/she will stick them on the board.
Flash cards:

6. Transition Comment: Now you are going to listen to a routine of one of my
students of the school where I also work, let´s see how similar or different it is
fromof yours.
Practice: (14 minutes)
Listening task
I will make my students to listen to the following daily routine:
https://www.youtube.com/watch?v=zzdz7mDW0eI&t=52s
Then I will give each student a piece of paper with sentences written on,
they should put them in order according to what they have listened.
He goes to school
He gets dressed
He has a shower
He goes to school
He brushes his teeth
He goes to bed
He has dinner
After all of them finish check answers
Speaking task
The teacher will ask some true/ false questions to check understanding
and to allow them to speak and to correct the false ones. For example: Is
the name of the boy John?, Does he go to school by car? Does he play
with his computer before going to bed?
Comentario [AV5]: Why would you
tell them this?
Comentario [AV6]: Pronunciation is
not very good.
Language! After followed by a
comma!
Comentario [AV7]: In order to
reinforce speaking, you may do so
with visual aids, encouraging students
to produce complete sentences. You
may model one, and ask students to
follow your example.
Comentario [AV8]: Yes/ no

7. The teacher will encourage the students to say orally their daily routines
(at least 2 things they do every day)
Scaffolding strategies: The teacher will show the flash cards or the watch if
necessary to help students to produce their routines.
Transition Comment: For next class you have to bring written in your folders your
own daily routine, remember Tommy´s daily routine to use it as a guide.
Written task:
As homework the teacher will ask the students to write their daily routine.
Transition Comment: Now to finish this lesson let´s play a game! Let´s see how
much you remember the vocabulary we have learnt today!
Closure (8 minutes)
The teacher will separate the students in two teams, and he/she will stick
on the board TRUE AND FALSE cards.
The teacher will call one student from each group; they have to stand
one next to the other a distance away from the TRUE and FALSE signs, so
they have to walk to get there.
Show the students one of the flash cards previously used and say a
sentence loud out (This one could be true or false). For example: The
Comentario [AV9]: I would write
CORRECT / INCORRECT.
Comentario [AV10]: Nice!

8. teacher will show them the flash card of “get up” and say out loud: He
has breakfast at 8 o´clock.
After the teacher has finished saying the sentence, he/she will clap his/her
hands.
The students must walk towards the TRUE or FALSE signs and touch the
correct one.
The teacher will assign one point to the team that wins each round.
Repeat the procedure until all of them have participated.
Transition comment: You have worked excellent today! I am really happy! …But
now it’s time to put our things away and say goodbye” (teacher and students
tidy up the classroom)….
“Goodbye to all of you, have a nice day!”
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
Bear lesson aims in mind throughout the lesson plan!
Go over the comments and take them into account for future occasions.