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: 3
Fecha: 09/08/2018
Hora: 9.45 – 10.35 hs
Duración de la clase: 50 minutos
Fecha de primera entrega: 04/08/2018
 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 tell the time
 Talk about TV programmes and the time in which students watch them
 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,
quarter 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 chalk
 Photocopies
 Poster
 Paper tape
 Puzzles

 Pedagogical use of ICT in class or at home: -

 Seating arrangement: Students will sit in pairs to work with their partner.
They will sit in groups of four at the end of the lesson to play a game.

 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 about 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 watches the news.
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:
I’ll paste a poster about the time and I’ll ask pupils some questions. Then I’ll paste three
pictures about three kids on the board and I’ll tell Pupils who they are.
T: Look at this! It is a poster about the time. Look at the first time! We use the
phraseO’clock in this case. Can you give me other examples using o’clock?
STS: four O’clock! …. Three o’clock… two o’clock
T: Good! Now pay attention to this time! (pointing 01:15)
T: How many minutes are there? (Pointing to number quarter)

5. STS: A quarter
T: Good! So we say the minutes first (pointing)
T: Okay, we have the minutes! Now, what do we need? (Pointing to the preposition “past)
STS: A preposition!
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 quarter past one, can you
repeat it, please?
STS: It’s quarter past one!
T: Very good! …
(We’ll keep practising with half past, and quarter to)
T: Look at these three children! They are Dan, Shari and Alvin(I’ll paste on the board the
pictures about the three children and point each of them while I say their names). What

6. do you think they will talk about?
STS: TV programmes!
T: Good!
Transition: Now, I’ll read about them…
Development(20’minutes)
Purpose:
 To practise and internalize vocabulary
 To develop listening and cognitive abilities
Teaching strategies:
 Do movements and miming for understanding
Skills:
 Listening and cognitive abilities
DAN SHARI ALVIN

7. Description and instructions: Pupils will listen to me reading about some kids talking
about TV programmes and the time they watch those programmes. They will write the
tasks about the listening part on their folder and then I’ll start to read. Once we finished,
I’ll give them the text and they have to check their answers. Besides they will do an extra
activity in the photocopies.
T: Now, open your folder and write the date, title and activity.
THE TIME
1. Complete the chart.
Time Digital Clock Was it mention?
Quarter to five
Quarter to four
Four o’clock
Half past five
Five o’clock
Quarter past four
Half past seven
T: Now I will start to read the text, you have to pay attention and tick the times that you
listen.
Audio transcription:
Narrator: It’s quarter to four. Dan, Shari and Alvin are in the library.
Alvin: Look at this, Dan. Fun time is on TV1 at four o’clock. Shall we watch it?
Dan: Wait a minute. Animals is on TV2 at quarter 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 four o’clock. 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 half 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!

8. (Once they finished)
T: Now, I’ll give you a photocopy about the text. In pairs, check your answer looking at the
text.
(Once they finished)
T: did you tick point A?
STS: No!
T: Did you tick point B?
STS: Yes!
T: Good! (I’ll tick it on the board)
The same is doing with the rest.
T: Look at the activity under the text. We’ll match the sentences with the correct time.
Let’s do the first as an example. Who wants to read the first sentence?
STS: Me!
T: Ok, start please!
STS: The children are in the library
T: Good! What time are the children in the library? Look at the text and find the
answer. (I’ll wait them a while to find the answer)
STS: they are in the library at quarter to four
T: Very good! So match the first sentences with sentence C. Now, work in pairs and
complete the activity.
Read and match.
1. The children are in the library a. Four o’clock
2. They leave the library b. Quarter past four
3. Fun time is on TV1 c. Quarter to four
4. Animals is on TV2 d. Half past seven
5. The golf finishes e. Four o’clock
Transition: Now, we’ll play a game!
Closure (5’to 10’minutes):
Purpose:
 To enjoy and relax
 To keep practising the time
Teaching strategies:
 Do movements and miming for understanding

9. Skills:
 Cognitive and visual abilities
 Speaking abilities
Description and instructions: Pupils will play a game to practise the time and to enjoy.
They will make group of four and I’ll give them a puzzle. They have to make it and put
their hand up quickly. The first group that puts their hand up has to say the time that
appears in the puzzle. If they say it correctly they will win a point but if they fail the rest
of the groups will have the chance to say it properly. So the second group who raises their
hand will say the time. If they say it correctly they will win a point and if they say it
incorrectly another group will have the chance to win the point. I’ll prepare three puzzles
to play the game.
T: Make group of four. I’ll give you a puzzle (showing them this), you have to solve it and
when you finish you will put your hand up quickly. If the group says the time right, this
group will win a point but, if you say it wrong another group that also finishes the puzzle
has the chance to answer. The group who finishes and says the time right will win a point.
Did you understand?
STS: Yes!
T: Ok, let’s start (I’ll distribute the puzzles in each group and say start)