Preparatory group

1. I.F.D.C.LENGUASVIVAS
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: 3
Fecha: 17/05/2018
Hora: 19:00- 20:00 horas
Duración de la clase: 60’
Fecha de primera entrega: 14/05/2018
 Teaching points: “I’ve got a..(hat)”
Jumper, jacket, belt.



 Aims or goals: 
During this lesson, learners will be able to…
- To learn and revise new clothes items by watching a short
storytelling video
- To learn and practice the structure “I’ve got a..(hat)”
- To develop students’ speaking and listening skills by singing,
acting, and repeating words
- To work collaboratively by using the computer
 Language focus:
Functions Lexis Structures Pronunciation
Revision Recognise
learned
clothes
vocabulary
Shirt, hat,
gloves,
skirt, ear
muffs
What’s it?
It’s a..(hat)
What are
they? They

2. are..(gloves)
New Identify and
name new
vocabulary
and a
grammatical
structure
Jumper,
jacket,
belt
I’ve got
a…(hat) Jumper /ʤ/
 Teaching approach: the lesson is based on the CLT approach and
follows the TPR and PPP instructions. 

 Integration of skills: What skills will be integrated and
how?Speaking skills will be integrated by repeating words and a
new structure, and by singing songs. Listening skills will be
incorporated by doing a listening activity with the computer, by
listening to a storytelling video as well as to a video song at the end
of the lesson.

 Materials and resources: puppets, flashcards, some bags with
clothes, a storytelling video, a computer, worksheets, a video song.
As students will start with a new book soon, the teacher suggested
me to use material from the new book, that’s why the storytelling
video and the listening activity provided from the new book
students will have in a while.
Book: “Family and Friends Starter 2nd Edition, 2014. Naomi
Simmons, Oxford University Press.
Link to the book: https://sachtienganhhn.net/pdf-embed/family-and-
friends-starter-class-book-2nd-edition.html

 Pedagogical use of ICT in class or at home: usual songs, a
storytelling video, use of a computer, a video song.

 Seating arrangement: students will work in their seats in most of
the activities. The tables and chairs will be closer when using the
computer and working collaboratively. At the end of the lesson,
students will stand up in a circle. 

 Assessment: what will be assessed and how: I will assess
students by making them repeat words and a grammatical
structure, by acting, singing and miming when required.

3. Routine: 5’
When students enter the classroom, I’ll say:
“Hello children! How are you?” EA: Hello!
I’ll ask students to take their puppets by taking my own
puppet, 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, we’ll present one another by saying:
“Hello! What’s your name? My name is..”
Warm-up: 5’
Purpose: to introduce the topic and the teaching points.
Students will watch a storytellingvideoin order to introduce
new vocabulary and the structure “I’ve got a..”. They will
also revise learned clothes.
Video:https://sachtienganhhn.net/video-stream/family-
and-friends-starter-video-2nd-edition.html
Transition: “Ok. Now, look at these pictures..”
Presentation: 15’
Purpose: to present and practise the target language, the
new structure and to revise clothes by actingthe storytelling
video.
I’ll show students some flashcards with the clothes that
appeared in the story in order to present the new ones and
revise the already learned clothes. I’ll start by saying:
“Ok, one girl in the video got a jumper” (pointing at the
flashcard of a jumper) “What is it? It’s a jumper” EA:
“Jumper”
I’ll continue in the same way with all the clothes and making
students repeat the words after me.

4. Then, I’ll encourage students to act as if they were the
children in the video. I’ll say:
“Ok, children, here I’ve got some bags for you.. This is for
you… this is for you..” (I’ll give one bag per kid with clothes
from the video)
Then, I’ll say: “Look! I’ve got a belt” (by opening the bag and
taking out a shirt for example. I would expect that students
say ‘no’ and name the correct clothes)
After that, I’ll encourage students to open and name their
clothes using ‘I’ve got a..’
T: “You.. (naminga student) please open your bag and show
what you have. Ok, you have got a…” EA: “hat” T:”Yes!
Repeat after me.. I’ve got a hat” EA: “I’ve got a hat”
Transition: “Very good kids! Let´s do some activities…”
Development: 30’
Purpose: to identify clothes from the video and to work on a
listening activity related to the story.
Activity 1: Students work individually. I’ll give them
worksheets to complete. If necessary, I’ll play again the
storytelling video to help them remember the items that are
mentioned in the video, or I’ll show it again to check their
answers after completing the task.
Name ___________________
Lookand circle the clothes fromthe story

5. Activity 2: Students will work collaboratively. Using a
computer, each student will listen one audio, and then
he/she will match the picture with the correspondingaudio.
Link to the listening activity:

6. Closure: 5’
Purpose: to end the lesson and allow students to sing and
mime a video song they already know and they also like.

7. https://www.youtube.com/watch?v=-jBfb33_KHU
Transcript:
Put on your shoes, your shoes, your shoes.
Put on your shoes, your shoes, your shoes.
Put on your shoes.
Let's go outside.
Hurry up. Hurry up. Hurry hurry up!
Put on your jacket, your jacket, your jacket.
Put on your jacket, your jacket, your jacket.
Put on your jacket.
Let's go outside.
Hurry up. Hurry up. Hurry hurry up!
Put on your scarf, your scarf, your scarf.
Put on your scarf, your scarf, your scarf.
Put on your scarf.
Let's go outside.
Hurry up. Hurry up. Hurry hurry up!
Put on your hat, your hat, your hat.
Put on your hat, your hat, your hat.
Put on your hat.
Let's go outside.
Hurry up. Hurry up. Hurry hurry up!
Put on your shoes.
Your jacket.
Your scarf.
And your hat.
Hurry up. Hurry up. Hurry hurry up
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.
You must always include this chart, which will be completed by your
tutor:

8. 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 Minimumscore:18 / 30
Score:_24___ /30
Great job,Yani! 
Have an awesome time!