TPD - Primary Lesson Plan 2

1. TALLER PRÁCTICA DOCENTE 2017
ALUMNO RESIDENTE: Ailén Moller Poulsen
Período de Práctica: Educación Primaria
Institución Educativa: Colegio Woodville
Dirección: Avda. Los Pioneros km. 2,900 - S.C. de Bariloche, Río Negro
Sala / Grado / Año - sección: 3º grado
Cantidad de alumnos: 28
Nivel lingüístico del curso: Bajo intermedio
Tipo de Planificación: Clase
Unidad Temática:
Clase Nº: 1
Fecha: 03/08/2017
Hora: 11:00 – 11:40
Duración de la clase: 40 minutos
Fecha de entrega: 0129/07/2017
LESSON PLAN
 Aims or goals:
During this lesson students will be able to:
-Understand and follow commands
-Improve their pronunciation of certain sounds
-Continue working and improving their general knowledge
-Keep working on collaboration among peers
 Teaching points:
 Language Focus:
Functions Lexis Structure Pronunciation
Revision Forming
sentences and
questions
Plane, taxi,
driver, trip, bus
What does... / ə/ sound, as in
‘has’, ‘does’
New --- Stuffed animals,
buckles,
--- ---
 Teaching approach or combination of methods / approaches:
The PPP model will be used in this lesson.
 Integration of skills: What skills will be integrated and how?
Listening and writing skills by explanation and worksheet activities.

2.  Materials and resources:
Worksheet, whiteboard, story
 Pedagogical use of ICT in class or at home:
ICT will not be use in this lesson
 Seating arrangement:
Semicircles (one inside the other)
 Assessment: what will be assessed and how
I will check students’ comprehension and understanding by eliciting and going around seeing
how they are working.
STAGES OF THE LESSON PLAN
 ROUTINE (3’)
Purpose: to get students in the mood to start the language class.
T: Hello children!
SS: Hello Miss Ailén
T: How are you today?
SS: Fine, and you?
T: I’m great! How did you spend your winter holidays? Did you enjoy them?
SS: (several possible answers). And you?
T: Great! I worked at the ski centre.
The teacher will write on the board for children to copy:
Today is Thursday August 3rd
Today is cloudy and... (students had to complete it).
Interaction Patterns: T-S
Transition: OK, who’s ready to work?
WARM-UP (5’)
Purpose: to revise vocabulary
Interaction Patterns:
T: So, has anyone made a trip during their winter holidays?
SS: Yes/No
Comentario [A1]: monitoring
Comentario [A2]: Will they understand
the question?

3. T: Where did you go?
SS: ...
T: Did you go there by car, by plane...?
SS: Car/Plane
T: Did you take any toys with you? Any dolls, stuffed animals, cars...?
SS: ...
(If they don’t know some of the words from the list, I will tell them to join the ones they know, and
then try and figure out the others)
T: OK, now I want you to join the words of this list with the drawings.
(This can be done orally and all together, for example having the pictures pasted on the board and
asking students to pass and join them / these are words that appeared on the story).
Stuffed animal
Bus
Seatbelt
Taxi
Airplane
Comentario [A3]: You can give them
some options. Bringing some visual aids
can be a great choice.
Comentario [A4]: Using realia would
be both motivating and helpful to help
them understand the lexis. What´s more,
you could take them in a backpack, since
that term appears in the story, as well.
Comentario [A5]: If you take real
objects, you can stick some labels onto
them. As far as buckle and seatbelt are
concerned, pictures might be OK. Draw
students` attention to buckle as a verb. You
can mime the action and ask students to
pretend to buckle imaginary seatbelts
before listening to the story.

4. Buckle
Transition: OK, who’s ready for a story?
 PRESENTATION (10’)
Purpose: to introduce the story
T: OK, I’m going to read a short story about a little kid, named Jake, who is taking his first airplane
trip. Do you remember your first plane trip?
SS: Yes/No
T: How was it? Where you scared?
SS: ...
T: Very interesting. Now we’ll find out how was Jake’s first trip.
Transition:
Interaction Patterns: T-S

5. NOTE: Since kids had three weeks of winter holidays, I thought it was a good idea to choose a
simple story for them to reactivate their knowledge.
 DEVELOPMENT (15’)
Activity 1:
Purpose: story comprehension
T: Well, now we are going to answer some questions regarding the story.
The teacher will read them out loud and check that everyone understands what they have to do.
Students will work on pairs.

6. Transition:
Interaction Patterns: S-S
 CLOSURE (5’)
Purpose: to let students know the class is over
T: Ok, children let’s put your things away. It’s lunch time.
Transition: ---
Interaction Patterns: ---
 HOMEWORK
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Comentario [A6]: How will you check
the activity?
As you are not including a smashing closure
activity, you should find a fun way of
checking the worksheet. Remember that
the ending of the lesson is really important.

7. Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Nice idea! I really liked the story. I think that if you enter the classroom carrying a
backpack, you will arouse interest and create a nice atmosphere. Young learners
need concrete objects and visual support.
Have a lovely lesson!
Aure