Clase N°9

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Santiago Cazenave
Institución educativa: Escuela Primaria N°1 “Florentino Ameghino”
Año y sección: 6th B
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 20
Tipo de Planificación: Clase
Unidad Temática: Daily routines
Clase Nº: 9
Duración de la clase: 50 minutes
Fecha de la clase: 21 de junio de 2023
Fecha de entrega de la planificación: 13 de junio de 2023
Learning Aims:
During this lesson, learners will be able to
● Consolidate vocabulary related to daily activities, times of the day and days of the
week.
● Talk about daily routines in the third person singular.
● Develop their interpersonal intelligence by interacting with their classmates and
teacher, their kinesthetic intelligence by playing Daily Routines Charades and
their intrapersonal intelligence by reflecting on their own daily routines.
● Develop their reading, listening, speaking and writing skills through the games
and activities from the lesson.
Language Focus:
LEXIS FUNCTIONS STRUCTURE

2. R
E
V
Verbs: Rides a bike, goes
to bed, gets up, watches
TV, has breakfast, goes to
school, etc.
Morning, afternoon,
evening and night.
Days of the week
Answering personal
information questions
Present simple - first
person
N
E
W
Days of the week
Vocabulary in context
“Sometimes, Always, gym,
lives”, etc.
Verbs: Brush your teeth,
take a shower, get
dressed, etc.
Describing routines Present simple - third
person singular
Materials:
(Actions flashcards)

3. (Susan’s Daily Routine Worksheet)
_Pieces of paper with daily routine activities
Procedures:
ROUTINE (3 minutes)
I do a roll call and greet the students.
WARM- UP (5 minutes)
We’re going to play the game “Say It”, to revise vocabulary from previous lessons related to
actions and times of the day. I’ll say something like: “say an action you do in the morning”
(such as “get up, have breakfast, go to school”, etc.), “Say an action you do in the afternoon”
(watch TV, do exercise, ride a bike, do homework, etc.) , “Say an action you do in the
evening”, and “Say an action you do at night” (brush your teeth, go to bed, take a shower,
etc.). I’ll use the flashcards as a visual aid in case they don’t remember some of these
phrases. Students will have to raise their hand to answer and I will give a point to each
student who gives a correct answer. The student with the most points at the end of the game
wins.

4. PRESENTATION (7 minutes)
In order to revise the days of the week, I’ll ask: “What day is it today?”, to elicit “Wednesday”.
Then I’ll ask “What day is next? What comes after Wednesday?” to elicit “Thursday”. So,
with the help of the students, I’ll write the 7 days of the week on the board in order. Once all
of them are written, I’ll read each word, starting with Monday, and ask students to repeat
after me to check their pronunciation.
Then, I’ll engage in a conversation with the students about their favourite day of the week
and their daily routines. I’ll ask personal questions such as “What is your favourite day of the
week? What do you do on Sundays/ Fridays/ Tuesdays, etc?” (I´ll elicit answers such as “I
watch TV”, “I play football”, “I go to school”, “I brush my teeth”, “I sleep”, among others).
DEVELOPMENT (PRACTICE and PRODUCTION) 25 minutes
Listening activity (Part A):
I’ll hand in the worksheets and tell students that today we are going to read and listen about
Susan’s daily routine. Then I’ll explain the activity. Students have to listen carefully to
complete the exercise using the sentences in the box. I will slowly read the entire text a
couple of times using gestures and changing the tone of my voice to convey meaning and
help identify the missing parts. Once the text is filled in with the missing parts I’ll ask
students to share their responses with the rest of the classroom and read the text aloud.
Focus on comprehension (Part B):
In order to check students’ understanding of the text in general, I’ll write a couple of personal
information questions on the board:
a) How old is Susan?
b) Where is Susan from?
c) What’s Susan’s favourite day?
Students will have to copy these questions and answer them in their notebooks. I’ll tell them
to write complete answers, such as “Susan is… years old, Susan is from…, Susan’s
favourite day is…”. I’ll try to help students in case they have trouble with the new vocabulary
that may appear in the text, like “sometimes”, “always”, “gym” or “lives”, by asking other
classmates about the meaning of these words. Then, I’ll also write them on the board and
explain their meaning.
CLOSURE (10 minutes)
Daily Routines Charades:
I will divide students into two or three teams to play the game. I’ll prepare some small pieces
of paper with actions and daily routine activities and put them in a hat or a bag. For example,
“brush your teeth'', “have breakfast”, “take a shower”, “go to bed”, “watch TV”, etc.
I’ll tell students that each team will take turns acting out the daily routine activity for their
team to guess within a time limit (e.g., 1 minute). The team that guesses the activity within
the time limit gets a point, and the team with most points at the end of the game wins.
After that, we all sing the goodbye song.

5. Lyrics:
“Goodbye, goodbye, goodbye sunshine,
It’s time to finish,
See you soon,
Goodbye, goodbye goodbye sunshine, goodbye sunshine,
Goodbye!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations