primary

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Antonella Young
Período de Práctica: Primaria
Institución Educativa: Colegio Sagrado Corazón
Dirección: Pellegrini 389
Sala / Grado / Año - sección: 6to grado
Cantidad de alumnos: 12
Nivel lingüístico del curso: Flyers (A1)
Tipo de Planificación: Clase
Unidad Temática: The time
Clase Nº: 2
Fecha: 02/08/2018
Hora: 9.45 – 10.35 hs
Duración de la clase: 50 minutos
Fecha de primera entrega: 28/07/2018
 Teaching points: The time: O’clock, quarter past, half past, quarter to
(digital clock) 



 Aims or goals: 
During this lesson, learners will be able to…
 Identify and say the time
 Talk about TV programmes using the time
 Improve Macro-abilities (listening, speaking, and reading)
 Develop writing skills
 Work in groups and in pairs
 Language focus:
Functions Lexis Structures Pronunciation
New O’clock, five
past…, quarter
past…, twenty
past…, half
past…, quarter
to…, ….
Talk about the
time in which
they watch the
TV
programmes
What time is
it?
It’s…
What time do
you watch the
cartoons?
/ɑ:/ past

2. Revision Cartoon,
comedy,
documentary,
music video,
news, quiz
show, sport,
weather
Talking about
TV
programmes
students
usually watch
My favourite
programme
is…
I like watching
…..
I usually
watch…..
/ju/ Documentary
Music
News
Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer,2010)


 Integration of skills: What skills will be integrated and how?
 Speaking by asking and answering questions 
 Listening by paying attention to an audio and doing written exercises
about it
 Writing by producing a text about their partner’s TV programmes
 Reading by reading sentences during some tasks and reading their
writing production

 Materials and resources: 
 Board and pieces of chalks
 Photocopies
 Audio (CD1 Kid’s box 5)
 Paper strips
 Poster
 Paper tape

 Pedagogical use of ICT in class or at home: -

 Seating arrangement: Students will seat in pairs to work with their
partner. 

 Assessment: what will be assessed and how 
I'll check Learners comprehension by correcting the activities together
orally or on the board. Besides I’ll check students’ performance in the use of
macro-abilities by monitoring the class.

3. Stages in the lesson
Routine(2’ min):
Purpose:
 To greet students and start the lesson
Teaching strategies:
 Ask the date for practice
Skills:
 Listening and speaking abilities
Description and instructions: I’ll enter into the classroom and greet pupils. Then I’ll ask
them what day it is and I’ll take note on the board.
T: Good morning, everybody
Sts: Good morning, teacher.
T: what day is today?
Sts: It’s Thursday
T: Great!
Translation: Is everybody here? yes? Ok, so let’s start.
Warm – up (5’ min):
Purpose:
 To review TV programmes
 To check the homework
 To introduce the new topic (the time)
Teaching strategies:
 Oral questions to check homework
Skills:
 Listening and speaking abilities
Description and instructions: We’ll correct the homework together. I’ll ask students
some questions about the TV programmes they have written on their chart. At the same
time I’ll say some sentences using “the time”, and then I’ll focus on it deeper.

4. T: What TV programmes did you write? Did somebody write a cartoon? Yes? Who?
STS: (Some children raise their hands)
T: Lucia, what cartoon do you watch?
ST1: Phineas and Ferb
T: Ok, and what do you think about it? Do you think it is boring? Or interesting? Or maybe
funny?
ST1: I think it is funny
(The same is doing with those students who put their hand up)
T: did somebody write the news?
STS: (Some children put their hand up)
T: Ok, Do you watch the news?
ST2: No, my father
T: Ok, and what do you think about it? Do you think it is exciting? Or boring? Or
interesting?
ST2: I think it is boring
(The same is doing with the other TV programmes)
T: Look at this! (Pointing a digital clock) it is seven o’clock.What TV programmes do you
watch at seven o’clock?
STS: I watch cartoons… My father watches the news… I watch music video…
[We keep practising the same kind of time (o’clock)]
Presentation (10’min):
Purpose:
 To expose learners to the target language
 To improve their listening and cognitive abilities
Teaching strategies:
 Do movements, miming or use pictures for understanding
 Use motivational phrases to keep learning
Skills:
 Listening ability
 Cognitive and visual abilities
Description and instructions:
Pupils will listen to some kids talking about TV programmes and the time they watch
those programmes. First I’ll paste a poster about the time on the wall just to help pupils if
they do not remember the time. Then I’ll write a list of different times on the board, and
I’ll ask children “what time is it?” Students must come at the front, choose a paper strip
where there is a digital clock and paste it on the correct time. Once they Finished, They
write the task on their folder and then I’ll play the audio once. Then we’ll check with the
audio i.e. I’ll pause it every time “the time” is told and I’ll ask them “what time did he/she
say?”

5. T: Look at this! It is a poster about the time. You can look at this when you do not
remember the time. Look at the first time! What are the minutes?
STS: O’clock!
T: Very good! And the hour?
STS: One
T: Okay, and if I want to say this time, how do I say it? (I’ll write the time on the board)
07:00
STS: It’s seven o’clock
T: Good! Now pay attention to this time! (I’ll write the time on the board)
01:05
T: How many minutes are there? (Pointing to number five)
STS: Five!
T: Good! So we say the minutes first (I’ll say it while write the minutes in letters on the
board)
T: Okay, we have the minutes! Now, what do we need? (Pointing to the word
“preposition”)
STS: A preposition!
T: Yes, what is the correct preposition here? Past? (Pointing) or to? (Pointing)
STS: Past
T: Very good! (I’ll write the preposition next to the minutes) Well, we have the minutes
and the preposition. What else do we need? (Pointing to the word “hour”)
STS: The hour
T: good! What is the hour here? (Pointing)
STS: One!
T: very good! (I’ll write the hour next to the preposition) So It’s five past one, can you
repeat it, please?
STS: It’s five past one!
T: Very good! …
(We’ll keep practising with quarter past, half past, twenty-five to, and quarter to)

6. T: Now, who wants to come at the front and paste the first clock?
STS: Me!
T: Come, please! (Pointing to the student who put his/her hand up first) choose a digital
clock and paste it to the correct time.
STS: (He/she will do this)
(The same is doing with the rest of the times)

7. Once they finished…
T: Please, open your folder and write the date, title and activity.
THE TIME
1. Write the digital clock next to each picture. Then, Listen and tick the time you hear.
a. Four o’clock
b. Ten to four
c. Ten past four
d. Half past five
e. Twenty past four
f. Five o’clock
g. Five to four
h. Quarter past four
i. Half past seven
j. Twenty-five past seven

8. T: Well, now listen and do a tick on the time you hear (miming). Let’s listen the first as an
example, we will do it together.
Audio transcription:
Narrator: It’s ten to four. Dan, Shari and Alvin are in the library.
Alvin: Look at this, Dan. Fun time is on TV1 at ten past four. Shall we watch it?
Dan: Wait a minute. Animals is on TV2 at twenty past four.
Shari: Let’s watch that because we all like it.
Dan: Yeah, that’s a good idea, but what time is it now?
Shari: It’s five to four. If we want to watch it, we have to leave now.
Alvin: Come on, then. Let’s go!
Dan: Phew. Just in time. It’s quarter past four.
Shari: Hi, Dad. Can we put TV2 on, please? We want to watch Animals.
Mr. Nelson: Oh, don’t worry. It finishes at twenty-five past seven!
Three children: Oh.
Shari: Well, boys, I think we can watch TV another day.
Alvin: You’re right. Let’s go and write something about TV for our enzine.
Dan: Yeah. We can’t watch TV, but we can write about it.
Mr. Nelson: Ssshhhh!
Three children: Ooh!
(Once they finished)
T: Let’s check the activity together. I’ll pause the audio every time the time is said and you
have to tell me what time you have ticked.
 Pupils will look at the pictures about the audio and do a last activity before moving
on to the next step. They will match sentences about the kids with the correct time.
T: Look at the pictures. They are the kids of the audio and he is Shari’s dad. There are
some sentences below the pictures. Let’s read it and join with the proper time. Who
wants to read the first sentence?
ST1: Me!
T: Ok, start please! The rest listen carefully!
T: what is the best option to these sentences?
STS: C, at ten to four!
T: Very good!
(The same is doing with the rest of the sentences)

9. Transition: Now, I want to know about you!

10. Development(25’to 30’min)
Purpose:
 To practise and internalize vocabulary
 To develop listening, speaking and writing skills
Teaching strategies:
 Do movements and miming for understanding
Skills:
 Listening, speaking and writing abilities
Activity 1 (10’min)
Role - play
Description and instructions: I’ll tell pupils that they have to ask questions to their
partner about the TV programmes he/she likes , those that he/she doesn’t like and
his/her favourite Tv Programme. They will complete a chart with this information. I’ll
write on the board some questions and answer prompts that pupils can use. Then I’ll
distribute the charts to each learner and I’ll divide them on students A and students B.
Pupils A will start first. I’ll monitor the class and help pupils if necessary. Once they
finished, they will change their role and so students B will ask the questions.
T: I’ll give you a chart like this (showing the chart) in which you have to complete with
your partner’s information. We have already seen how to ask and answer about our
favourite programmes but just in case you don’t remember I’ll write some questions and
alternative answers on the board to bear in mind.
(After I wrote the questions and answers)
T: Let’s practise first! Santiago what TV programmes do you like?
ST1: I like sport programmes!
T: good! Santiago, ask Florencia about what TV programmes she likes.
ST1: What TV programmes do you like?
T: Good! Florencia please answer it!
ST2: I like music video!
T: very good!
T: Well, now! Work in pair and fill the following chart (while I distribute the photocopies)

11. Student’s
name
TV
programme
The time that
it starts
The time that
it finishes
Does he/she like or
doesn’t like it? Is it
his/her favourite
programme?
-----------------
-----------------
-----------------
Questions:
 What TV programmes do you like?
 What time does it start?
 What TV programmes don’t you like?
 What time does it finish?
 What is your favourite TV programme?
Answers:
 I like/don’t like….
 It starts/finishes at…
 My favourite programme is…
Activity 2 (15’to 20’ min)
Writing
Description and instructions: I’ll tell learners what TV programmes I usually watch as
an example. Then I’ll ask them to write a text about their partner’s TV programmes with
the information that they wrote on the previous task. Before they start writing, I’ll paste
on the wall a poster about suitable sentences that they can use to begin, develop and
conclude their writings. Then I’ll give them a model of text to complete. Besides I will
monitor the activity and help them if necessary.
T: Now, you will write a text about your partner’s TV programmes using the information
that you have gathered in the chart. This poster helps you to start, develop and finish
your writing.
T: What will you write at the beginning? Favourite programme? Name? age? (pointing the
poster)
STS: Name and age!
T: Ok, your name? Or the name of your classmate?
STS: Classmate!
T: Ok, good! And then?
STS: TV programmes that she/he likes and doesn’t like

12. T: Good! And… to conclude?
STS: His/her favourite programme
T: Good! Now, I’ll show you a personal example about my friend. (I’ll read it and then I’ll
paste it on the wall as an example) Well, now let’s start! (I’ll give them a photocopy to
write the text and drawing a picture about their mate).
Beginning: He/she is _________________(name) - his/her name is _____________
He/she is _______________________ (age) years old
Middle: He/She likes ____________________ (TV programme) – He/she thinks it is
______________________ (adjective)- He/She watches this program at ________________ – He/She
doesn’t like __________________ (TV programme) – because He/she thinks it is
_______________________(adjective).
Ending: His/her favourite TV programme is ______________________ (TV programme). She
watches it at ______________________(the time) on _____________________ and
_______________________(days of the week)
(Once they finished, they will read it to their classmates and then we’ll paste it on a poster
that will be pasted on the wall)