Class number 2

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Young Antonella
Período de Práctica: Nivel inicial
Institución Educativa: Laura Vicuña
Dirección: Colon Nº1133
Sala / Grado / Año - sección: Sala de 5
Cantidad de alumnos: 13
Nivel lingüístico del curso: Starter
Tipo de Planificación: Clase
Unidad Temática: Classroom objects
Clase Nº: 2
Fecha: 22/05/2018
Hora: 16.15hs – 16.45hs
Duración de la clase: 30 min
Fecha de primera entrega: 14/05/2018
 Teaching points: Classroom objects (Eraser, table, pencil, bag,
book, chair)

 Aims or goals: 
During this lesson, learners will be able to…
 Identify and name classroom objects
 Count classroom objects
 Develop cognitive skills by doing activities in which they interact with
the new vocabulary
 Develop listening and speaking skills by sing a chant and doing listening
tasks
 Language focus:
functions lexis structures pronunciation
revision Eraser, table,
Pencil, bag,
Book, chair
Describing
classroom
objects
What is it?
It is a/an …
We have got
We haven’t
got
/u:/ book

2.  Teaching approach: The lesson is based on social constructivism by (Lev
Vygotsky), and organized through the PPP procedure (Harmer, 2010).
Some activities are developed by a course book called kid’s box starter

 Integration of skills: What skills will be integrated and how?
 Speaking by asking questions to pupils, motivating them to speak in L2,
and singing a chant
 Listening by doing listening tasks
 Cognitive by matching vocabulary with pictures and realize what object is
missing


 Materials and resources: 
 Photocopies
 Audio (kid’s box Cds)
 Computer (to play the audios)
 Flashcards (classroom objects)
 Pictures (classroom objects)

 Pedagogical use of ICT in class or at home: In this lesson, audios and
pictures will support the presentation and exposure of the new topic. A
chant, different activities and a game help learners to internalize the new
topics in a motivating and funny way. 

 Seating arrangement: Pupils will be sitting in a circle on the floor to have
eyes contact with the teacher and make interaction more spontaneous.
When they work with photocopies they’ll sit on the chair to be more
comfortable. 

 Assessment: what will be assessed and how: I’ll check learners’
comprehension by doing a listening activity in which pupils have to circle
the correct option and a task to complete with the missing object. Besides
they’ll do a game to support the new topic. 

3. Stages in the lesson
Routine (5’ min)
Purpose:
 To greet pupils and start the lesson
Teaching strategies:
 Make a circle
 Dance with them and miming
Skills:
 Listening ability
 Kinesthetic ability
I’ll come in the classroom and greet students saying “hello, good afternoon!”
Then I’ll ask them to form a circle on the carpet and we’ll sing and dance the usual
Welcome song:
“Hello, hello… can you clap your hands?
Hello, hello… can you clap your hands?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello?”
Hello, hello.
Can you stamp your feet?
Hello, hello.
Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, “Hello?”
Hello, hello.
Can you clap your hands?
Hello, hello.
Can you stamp your feet”
Transition: Now, please sit down on the carpet.

4. Warm – up (5’ min)
Purpose:
 To remember new vocabulary learned the previous class
Teaching strategies:
 Elicit vocabulary by showing classroom objects and named them
 Sing the chant learned in the previous class again
Skills:
 Listening and speaking skills
 Spatial-visual ability
I’ll show learners some classroom objects learned the last class and I’ll ask them what
object it is. Then I’ll put them in the order they appear in the chant learned previously and
then I’ll invite pupils to sing the chant again.
“What it is? (Pointing to a classroom object), and what’s it? (Pointing to other)… I’ll do the
same with the other objects”
“We’ll sing the chant again (pointing to the photocopy saw the last class)”
Chant:
Eraser, table, pencil,
Bag, book, chair,
Eraser, table, pencil,
Bag, book, chair
Development(5’ – 10’min)
Purpose:
 To foster classroom communication
 To internalize the target language
Teaching strategies:
 Miming and doing movements for comprehension

5. Skills:
 Listening and speaking abilities
 Cognitive abilities
Activity 1
I’ll give pupils a photocopy to review numbers and work with classroom objects. Pupils
have to listen and circle the correct number.
Now, I’ll give you a photocopy (pointing to it). We’ll listen and circle the correct number
(while pointing to the example)
I’ll pause after each answer and ask learners what number they circle.
Activity 2
Then, I’ll point to the other activity in the same photocopy. I’ll explain the activity pointing
to the example. Then we do the activity together.
“Look at this! (Pointing to activity 2) what is it? (Pencil), and this? (Table). Ok, we have a
pencil, table, pencil, table, pencil, (pointing to them) and… Oh! What happens here?
(Miming) We haven’t got (nodding with the head) a table (pointing to the line that matches
the answer). Let’s see the other pictures (pointing to the next series of pictures). What’s

6. this? (Chair), and this? (Eraser), ok, Good! We have got a chair, rubber, chair, rubber,
chair, and… Oh! We haven’t got a … yes, very good, an eraser! (Pointing to it) Now,
match, please! (Do the same with the last series)”
Closure (5’ min)
Purpose:
 To support the new topic
 To just relax and enjoy
Teaching strategies:
 Miming and intonation for comprehension
Skills:
 Kinesthetic ability
 Spatial-visual ability
 Speaking ability
I’ll do a treasure hunt game. With anticipation I’ll hide pictures about the objects in
different parts of the classroom. Then, I’ll ask pupils to find these objects.
“Now, we’ll play a game (miming), I’ll hide some classroom objects in the classroom
(doing mimic and different intonation). You look for the objects and when you find them
you say “here” putting the object up” (doing movements to explain).
When learners finished, I’ll ask them to make a circle and tell me what they found.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
x

7. Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Language accuracy x
Observations Minimumscore:18 / 30
Score:__21__ /30
Good,Anto!
For future lessonplans,Iexpectyoutodevelopyour own resources,asI have already
commented. Lookforvideos,songs,chants,visual aids.Youcandoit!
Remembertoinclude thischartat the endof the lessonplans,pls.