Primary-lesson plans

1. Alumno Residente: Báez María José
Periodo de práctica: Nivel Primario
Institución Educativa: Prism institute
Dirección: Av. Del trabajador 1100
Sala/Grado/Año-sección: tercer año. TT
Cantidad de alumnos: 12
Nivel lingüístico del curso del curso: Level 2
Tipo de Planificación: clase
Unidad Temática: Places in town and prepositions
Clase N°: 2
Fecha: 24/8/2017
Hora: 14:45-15:45
Duración de la clase: 60´
Fecha de primera entrega: 20/8/2017
• Teaching points: prepositions and places, explain how to get
somewhere
• Aims: During this lesson, learners will be able to…
- Identify and name places in town.
- Identify and use prepositions.
- Be able to greet their mates and teacher in English.
- Develop their listening skills by working collaboratively.
- Identify and use the structures: the church is in front of the
square. I can go to the supermarket. I go to the hospital and turn
left…
- To deepen their understanding of commands/instructions while
developing their skills.
- Write sentences
- Ask and answer questions about the topic.
- Develop their speaking and listening abilities by taking part in short
oral exchanges.
- To be able to read and comprehend the text.
• Language focus:
Lexis Function Structure Pronunciation
Revision Hello, goodbye-
look at the
pictures- How are
you today?- what
day is today?-
commands: sit
down!, repeat
please, silence.
Prepositions: in,
next to, in front
of, between.
Playground,
Greeting,
giving
commands
and
instructions.
There is…
Where is…?
Can you…?
Correct
pronunciation of
words.
For example:
/tʃɜːtʃ/
/skwɛə/
Comentado [A1]: Giving directions?

2. square There is,
square. There is.
do you? Has got
buses, shops
,people, Church,
police station, ice
cream shop, post
office, house,
school.
Can you?
New Behind, go to, turn
left, turn right.
Supermarket,
hospital, fast food
restaurant, gym,
pet shop, cinema,
bank, library,
beauty center.
Identify
prepositions
and places in
the town and
city. Ask and
answer
questions
How can you
go there?
Correct
pronunciation of
words stress.
For example:
/ˈlaɪbrərɪ/
• Teaching approach: Natural approach- Presentation, practice, production. Communicative
approach where students should use the new vocabulary.
• Materials and resources: flashcards, photocopies, a white board, notebook, text and
games.
• Pedagogical use of ICT in class: Audio material enriches language learning and acquisition.
There is no instance of ICT in the lesson.
• Seating arrangement: Students work in their seats to have visual contact and interaction.
• Cooperative work: Students work as a class, then in groups and finally individually.
• Possible problems/difficulties and their possible solutions during the class: students may
get excited because everyone wants to participate so the teacher will stop the class and
encourage them to sit down and listen. Some others may be distracted or they don’t want
to participate so I will encourage them help me with flashcards or other materials.
• Potential problems students may have with the language: students may not understand
instructions or vocabulary so the teacher will repeat the language, use body language,
mimes, intonation and uses visual support. Also a volunteer can translate the task into
their mother tongue.
• Assessment what will be assessed and how: I will pay attention to students’ participation
asking questions to all them. Also, the use of the language is important and I will note how
they do the activities. I will repeat the correct intonation, instructions and the structure
with the aim they repeat and pay special attention to these.
• Skills integration: listening, speaking and writing will be integrated in this lesson.
Routine 2’:
Aim: To greet students and create the right environment.
I will get into the classroom and greet students: “Hello! Good afternoon!
EA: Hello!

3. T: how are you?
EA: Fine!
T: excellent! Now we are going to start with the class. So, can you tell me what day is today?
EA: Today is Thursday 24th
August
I will write this on the board.
T: now look outside and tell me - how is the weather today?
EA: It is…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 5’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during the last
lesson and set the context to introduce the new vocabulary.
T: Well, do you remember what we did last class?
EA: yes, the places in Castex!
T: very good! Now I will show you different pictures and you have to tell me what are they?
T: What is it?
EA: It is the cu-cu!
T: very good! and where is the cu-cu?
EA: it is in the square.
T: is the square between the town hall and the church?
EA: yes, it is.
T: and this?
EA: it is the bus station
T: correct!
Comentado [A2]: You need to pause here, or use a reported
question.
Comentado [A3]: Instead of relying on their memory, try to
arouse their interest. You can play headsup charades, for instance,
using the flashcards.

4. T: what is it?
EA: it is the police station.
T: and is this the ice cream shop?
EA: no, it isn’t. It is the playground.
T: where is the playground?
EA: It is in front of the bus station!
T: very good!
T: what is it?
EA: It is the church!
T: Where is the church?
EA: It is in front of the square!
T: very good!
T: and this?
EA: it is the ice cream chop!.

5. T: Where is the ice cream shop?
EA: It is next to the ice cream shop.
T: Excellent! Is it the town hall?
EA: no, it isn’t. It is the post office!
T: What is it?
EA: It is the town hall!
T: and this?
EA: it is the school!
T: Excellent! You remember all the places.
Presentation 10’:
Aim: to introduce the new vocabulary.
I will show learners the following pictures.
T: you know that Santa Rosa is big and Winifreda is small. What do you think? Santa Rosa is a
city and Winifreda is a town. What about Castex? Is Castex a city or a town?
EA: Castex is a town!
Comentado [A4]: You may describe the places and ask children
to identify the correct picture, so that they don´t have such a passive
role.

6. T: Can you watch movies in Castex like “Emojis” or” Mama se fue de viaje?”
EA: No, we can’t.
T: Can you go to a restaurant with your family? (I choose this word because is a transparent
word, easy they can understand)
EA: yes, we can.
T: very good! Now look at these pictures.
T: It is a supermarket! You can buy food and drinks here. Repeat with me Supermarket.
I will copy each place on the board
EA: Supermarket.
T: This is a hospital. You can go here when you are ill. Repeat.
EA: It is a hospital.
T: It is a fast food restaurant. Do you like hamburgers and coke?
Comentado [A5]: I think that including real pictures is more
appropriate.

7. EA: yes!
T: Repeat all together. Fast food restaurant.
EA: Fast food restaurant
T: Look at this. This is a gym. You can do exercise here. Repeat gym
EA: Gym.
T: This is a pet shop! You can go here when your pet is ill. Repeat with me pet shop.
EA: Pet shop!
T: look at this. This is a cinema. You can watch movies here! It’s fantastic. I like cinemas. Do you
like cinemas? Where do you watch movies? Repeat with me cinema.

8. EA: Cinema. We like cinema. We go to Pico or Santa Rosa to watch movies.
T: There is a lot of money here. It is a bank! Repeat all together!
EA: it is a bank.
T: and this is a place you go to be beautiful. This is a beauty center! Repeat.
EA: Beauty center!
T: This place has a lot of books!. This is a library! Repeat with me.

9. EA: Library!
T: very good!
To practise and recognize the new vocabulary. I will hand out flashcards and students will match
each image with the word written on the blackboard.
T: Take a card and match with the correct word.
For example: Library
Bank
Development:
Activity 1- 10’
Aim: to recognize and use the target language.
I will show them a city with a lot of places and cards like this. The picture I will use is similar to this
I still have to do the poster using all the vocabulary. If it is necessary I will draw on the board the
prepositions taught in the previous class.

10. T: look at this. What do you think? is it a city or a town? I think it is a city because there are a lot
of places! So how can I go from the library to the house? Can you help me? I think that I should
go to the restaurant and I turn right to the house. Do you agree?
EA: yes!
T: Now how can we go from the school to the restaurant?
EA: We go to the house and we turn left to the restaurant.
T: Is the restaurant in front of the square?
EA: No, it isn’t. The restaurant is behind the square
I will ask questions and I will encourage them to ask and answer questions between them in order
they all can participate and use the new language.
Activity 2-6 ’:
Aim: identify and practise the new language.
I will hand out a copy and in pairs they will find the words with the images
T: I give you a copy and you will find the hidden words with the images
Find the words and write in the correct picture.
…………………. ………………. ……………….. …………………….. …………………….
Comentado [A6]: I think you should you the structure go past,
because you don´t need to go to the restaurant itself.

11. T: how are you?
EA: Fine!
T: excellent! Now we are going to start with the class. So, can you tell me what day is today?
EA: Today is Thursday 24th
August
I will write this on the board.
T: now look outside and tell me - how is the weather today?
EA: It is…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 5’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during the last
lesson and set the context to introduce the new vocabulary.
T: Well, do you remember what we did last class?
EA: yes, the places in Castex!
T: very good! Now I will show you different pictures and you have to tell me what are they?
T: What is it?
EA: It is the cu-cu!
T: very good! and where is the cu-cu?
EA: it is in the square.
T: is the square between the town hall and the church?
EA: yes, it is.
T: and this?
EA: it is the bus station
T: correct!
Comentado [A2]: You need to pause here, or use a reported
question.
Comentado [A3]: Instead of relying on their memory, try to
arouse their interest. You can play headsup charades, for instance,
using the flashcards.

12. T: how are you?
EA: Fine!
T: excellent! Now we are going to start with the class. So, can you tell me what day is today?
EA: Today is Thursday 24th
August
I will write this on the board.
T: now look outside and tell me - how is the weather today?
EA: It is…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 5’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during the last
lesson and set the context to introduce the new vocabulary.
T: Well, do you remember what we did last class?
EA: yes, the places in Castex!
T: very good! Now I will show you different pictures and you have to tell me what are they?
T: What is it?
EA: It is the cu-cu!
T: very good! and where is the cu-cu?
EA: it is in the square.
T: is the square between the town hall and the church?
EA: yes, it is.
T: and this?
EA: it is the bus station
T: correct!
Comentado [A2]: You need to pause here, or use a reported
question.
Comentado [A3]: Instead of relying on their memory, try to
arouse their interest. You can play headsup charades, for instance,
using the flashcards.

13. T: how are you?
EA: Fine!
T: excellent! Now we are going to start with the class. So, can you tell me what day is today?
EA: Today is Thursday 24th
August
I will write this on the board.
T: now look outside and tell me - how is the weather today?
EA: It is…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 5’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during the last
lesson and set the context to introduce the new vocabulary.
T: Well, do you remember what we did last class?
EA: yes, the places in Castex!
T: very good! Now I will show you different pictures and you have to tell me what are they?
T: What is it?
EA: It is the cu-cu!
T: very good! and where is the cu-cu?
EA: it is in the square.
T: is the square between the town hall and the church?
EA: yes, it is.
T: and this?
EA: it is the bus station
T: correct!
Comentado [A2]: You need to pause here, or use a reported
question.
Comentado [A3]: Instead of relying on their memory, try to
arouse their interest. You can play headsup charades, for instance,
using the flashcards.