Clase N°8

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: 8
Duración de la clase: 50 minutes
Fecha de la clase: 14 de junio de 2023
Fecha de entrega de la planificación: 7 de junio de 2023
Learning Aims:
During this lesson, learners will be able to
● Consolidate vocabulary related to actions and times of the day.
● Use new vocabulary to talk about daily routines in the first person.
● Familiarise themselves with the concept of “times of the day”.
● Develop their interpersonal intelligence by interacting with their teacher and
classmates, their intrapersonal intelligence by reflecting on their own daily
routines, and their kinaesthetic intelligence by playing Simon Says.
● Develop their writing, listening and speaking skills throughout the lesson
Language Focus:
LEXIS FUNCTIONS STRUCTURE

2. R
E
V
Morning, afternoon,
evening, night
Verbs: play the guitar,
video games, watch TV, go
to bed, eat, go to school,
get dressed, etc.
Expressing likes
N
E
W
“Times of the day”
Morning, afternoon,
evening, night.
Verbs: brush my teeth,
have breakfast, take a
shower, exercise, do
homework, or any other
action in context.
Describing routines In - the evening/
afternoon/ morning
At night
Materials:
(Actions flashcards)

3. Procedures:
ROUTINE (3 minutes)
I do a roll call and greet the students.
WARM- UP (7 minutes)
I’ll introduce the 4 times of the day: morning, afternoon, evening, and night by drawing a
picture on the board. I will draw a simple house in the country, maybe a tree next to it and
the horizon.
It will look something like this:
Then I’ll draw a sun rising over the horizon and I’m going to ask: what time of day is this? (I
will elicit the word “morning”) Next, I will erase the sun and draw a sun high up in the sky to
elicit the word “afternoon”. I will draw the sun low in the sky on the other side of the house to
elicit the word “evening”, and finally a moon and stars to elicit the word “night”. I will write the
times of the day on the board as a reference for the following activities in the lesson.
Then, I’ll invite some students up to the board to draw times of the day as well (“Draw
afternoon/night/morning/evening”).
PRESENTATION (10 minutes)
I will go ahead and ask students about what they do at different times of the day. For
example: “what do you do in the morning? What’s the first thing you do when you get up?
What do you like to do in the afternoon? What’s the last thing you do at night?”, etc. in order
to elicit actions such as “I get up”, “I go to school”, “I brush my teeth”, “I study”, “I have
breakfast”, “I watch TV”, “I play video games”, etc. (some of these actions can be new for the
students so I don’t expect them to mention all of them).
After that, I’ll show them the new flashcards in a way that they can’t read what they are, but
they can see the image in order to guess the action. Then I’ll ask about the time of the day in
which they perform this specific action. For example: “what is this?” (go to bed), “what time
of day do you go to bed?” (at night). I’ll do the same with each flashcard.

4. DEVELOPMENT (PRACTICE and PRODUCTION) 25 minutes
Times of the Day chart:
For this activity, students will have to write about the things they do in their daily routine. I’ll
draw the following chart on the board and tell students to copy it to their notebooks:
They have to write at least 4 things they do at each time of the day (morning, evening,
afternoon and night). I will give an example for each section, such as, “I wake up”, “I study”,
“I go to the gym”, “I watch Tik Tok”. Any kind of activity can be used.
As the students finish I’ll ask students to share and describe their routines with the rest of the
class, talking about what they do at each time of the day (e.g. “In the morning I go to school,
in the afternoon I go shopping, in the evening I walk my dog and at night I watch a movie”).
CLOSURE (5 minutes)
To wrap things up, we’re going to play Simon Says briefly. The idea is to review the new
vocabulary related with actions and routines that we used during the lesson, such as “get up,
take a shower, play video games, watch TV, exercise, do homework, get dressed,” etc.
After that, we all sing the goodbye song.
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

5. Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations