1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Yanina Servetto
Período de Práctica: Nivel Inicial
Institución Educativa: Instituto Privado de Enseñanza de Lengua
Inglesa ‘Dreamland’
Dirección: J.M. De Rosas 64, Macachín, La Pampa
Sala / Grado / Año - sección: Preparatorio
Cantidad de alumnos: 5
Nivel lingüístico del curso: Principiante
Tipo de Planificación: Clase
Unidad Temática: Ropa
Clase Nº: 1
Fecha: 09/05/2018
Hora: 19:00- 20:00 HS.
Duración de la clase: 60’
Fecha de primera entrega: 04/05/2018
Teaching points: “What are you wearing? I’m wearing..”
Skirt, shirt, gloves, boots
Aims or goals:
During this lesson, learners will be able to…
- To identify and name different clothes and colours
- To revise and learn new items
- To develop their speaking and listening skills by singing,
repeating, asking and answering questions
- To work collaboratively
-
Language focus:
Functions Lexis Structures
Pronunciation
Revision Clothes
vocabulary
and
colours
T-shirt,
trousers,
shoes,
hat, coat,
What is
this? It’s
a… (hat)
What are
Trousers
/aʊ/
2. scarf,
shorts
they? They
are..
(trousers)
What color
is it? It’s..
(blue)
New Identify
and name
new items
Skirt,
shirt,
gloves,
boots
What are
you
wearing?
I’m
wearing..
(a T-shirt)
Gloves /ʌ/
Teaching approach: The lesson is based on the CLT approach,
and organized through the TPR instruction.
Integration of skills: What skills will be integrated and
how?
Speaking skill will be integrated by asking and answering
questions, by repeating, singing, and by checking the tasks
orally. Listening skill will be promoted through singing and
listening to songs.
Materials and resources: bag, some clothes, worksheets,
pieces of a picture, video song.
Pedagogical use of ICT in class or at home: Usual songs and
a video song will be used during the lesson to promote the
development of speaking and listening skills.
Seating arrangement: Until the closure stage, students will
work in their seats as there is little space in the classroom, and
then for the activity of the closure, students will stand up in a
circle or sit down on the floor.
Assessment: what will be assessed and how
I will assess students by making them repeat words, answer
and ask questions, by miming and checking their answers
orally.
Routine: 5’
Purpose: to start the lesson, and establish rapport with
students
3. When students enter the classroom, I’ll say: “Hello
children! How are you?” EA: Hello!
I’ll ask students to sit down and we’ll sing the usual
welcome song:
“Hello Ricky, it’s time to say
Hello everyone, it’s time to play
(Repeat x3)
After singing, I’ll ask students to take their puppets by
taking my own puppet, and we’ll present one another by
saying
“What’s your name? My name is..”
Warm-up: 5’
Purpose: to introduce the topic and help students revise
vocabulary related to clothes they already know.
I’ll bring to the class a bag which contains different
clothes. Then, I’ll explain them that there are many things
inside the bag and we have to discover and say what they
are.
I’ll put the bag near the students so they can see well,
and together we’ll look inside it.
After opening the bag, I’ll ask one students to take one
item of clothes. Then, I’ll ask:
T: “What is it? EA: T-shirt! T: “Yes, it’s a T-shirt, and what
colour is it?” EA: “red” T: “Yes, it’s red! Very good!
I’ll continue in the same way with the other students and
clothes inside the bag.
Presentation: 15’
Purpose: to introduce the teaching points and present the
target language.
4. I’ll invite Kathleen to work together. I’ll ask her:
“What are you wearing today?” She’ll answer by pointing
and naming her clothes. Then, she’ll ask me the same
question and I’ll describe my clothes.
Then, Kathleen and I will put on some clothes from the bag
I have used before. This time the clothes are new ítems for
the students.
We’ll ask one another again “What areyou wearing today?”
and answer “I’m wearing…”, meanwhile we’ll show
students the new clothes.
Then, I’ll ask them to repeat after me the new words.
Finally, I’ll use the same structures as above to ask
students what they are wearing, and also encourage them
to ask to other pairs. I’ll allow them to put on clothes from
the bag, if they want, and then answer the question.
Transition: “Very good children! Now, let’s do some
activities…
Development: 25’
Purpose: Practice and production
Activity 1: Students work individually. I’ll provide them
the following worksheet.
(the left halves will be coloured so then students will Paint
the other halves using the same colours)
Name _____________________
Match and colour
5. When students finish, we’ll check answers orally as well as
colours (Kathleen will help me with this speaking task).
We’ll use structures like “What is this? What colour is it?”
Transition: “Greatchildren! Now, let’s do one last activity…”
Activity 2: I’ll give students eight pieces from a picture,
and I’ll explain to them that they have to put the pieces
together to make a complete picture.
Additional info: This activity will be adapted to the student
who has motor disability, so the pieces for her will be only
six)
6. Students’ answers will be checked orally.
Both activities can be pasted in students’ notebooks as
homework.
Transition: “Very good job kids! Ok, it’s time to sing the
‘Tidy up song’…”
Tidy up, tidy up
Now it’s time to tidy up
Tidy up, tidy up
Now it’s time to tidy up
(Repeat x 3)
Closure: 10’
Purpose: to end the lesson by singing and miming a video
song
https://www.youtube.com/watch?v=xRyjbyBcPok
Transcript:
This is a song about the colour of your clothes. What colour are you
wearing today?
7. If you're wearing red,
If you're wearing red
If you are wearing red,
Jump up and down
Jump, jump, jump, jump, jump, jump,
Jump up and down.
If you're wearing orange
If you're wearing orange
If you are wearing orange, turn around
Turn, turn, turn,
Turn around.
If you're wearing blue
If you're wearing blue
If you are wearing blue, tap your toes
Tap, tap, tap, tap, tap, tap,
Tap your toes.
If you're wearing purple
If you're wearing purple
If you are wearing purple, stomp your feet
Stomp, stomp, stomp, stomp, stomp, stomp,
Stomp your feet.
If you're wearing green
If you're wearing green
If you are wearing green, touch your nose
Touch, touch, touch, touch, touch, touch,
Touch your nose.
And if you're wearing yellow
And if you're wearing yellow
If you are wearing yellow, shout hurray
Hurray, hurray, hurray,
Shout hurray!
The format in which the stages are presented will vary
according to the teaching approach or combination of
approaches you decide to base your lesson plan upon.
8. You must always include this chart, which will be
completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources –
Learning
styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Minimum score: 18 / 30
Score: _20___ /30
Good start, Yani!
Work on sequencing, so that activities develop smoothly one
after the other.
I am dubious about the worksheet – is it really challenging/
meaningful? Do not feel obliged to give them written activities,
unless they really develop (any) skills. Instead, you should use
class time to develop speaking/listening skills.
Have a nice time!!
