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:
Sala / Grado / Año - sección: Sala de 5
Cantidad de alumnos: 13
Nivel lingüístico del curso: Starter
Tipo de Planificación: Clase
Unidad Temática: numbers - Classroom objects
Clase Nº: 1
Fecha:
Hora:
Duración de la clase: 30 min
Fecha de primera entrega:
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
Develop listening skills by listening to a story and a chant
Language focus:
functions lexis structures pronunciation
revision One, two,
three, four,
five, six
Count
classroom
objects
Let’s count
the objects
How many
pencils are
there
Long vowels
/u:/ two
/i:/ three
/ɔ:/ four
new Eraser, table,
pencil, bag,
book, chair
Describing
classroom
objects
What is it?
It is a/an … /u:/ book
2. Teaching approach: The lesson is based on social constructivism
by (teorico), 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 paying attention to a story and a chant
Materials and resources:
Audios (kids’ box - starter )
Photocopies
Magic bag with classroom objects
Videos: hello, hello, can you clap your hands? (welcome
song) (Downloaded in my computer)
Flashcards (new characters and 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 and different activities help learners to
internalize the new topics in a motivating and funny way.
Seating arrangement: Pupils will be seating in a circle on the floor
to have eyes contact with the teacher and make interaction more
spontaneous.
Assessment: what will be assessed and how: I’ll check learners’
comprehension by doing listening activities that they have to
circle the correct option and by doing a game in which they have
to say what object is.
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 mime
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 introduce the topic and the story
Teaching strategies:
Elicit vocabulary by showing flashcards and repeating the objects
Create suspense with different intonations and miming
Skills:
Listening and speaking skills
Spatial-visual ability
I’ll elicit new vocabulary showing pupils some flashcards about classroom objects.
I’ll show them a picture while I’ll say its name and ask them to repeat it. Then I do
the same with the other pictures.
5. “Oh look! It is an eraser!, can you repeat, please? Eraser (Sts repeat)
Good! Now, it is a pencil, can you repeat, please? Pencil (Sts repeat)
Very good!” … (I’ll do the same with the other objects)
Then, I’ll tell learners they will meet some new friends. I’ll use movements and
intonation patterns to create suspense for the next activity.
“Now, we’ll meet new friends. They are Monty, Marie, and Maskman (I show
them flashcards of the characters). They are toys (miming) and when nobody is
here (nodding with the head), they wake up (miming)
Transition: Let’s listen to what happens to them.”
Presentation(10’min)
Purpose:
To foster comprehension of a story
To expose learners to the target language
Teaching strategies:
Making simple questions to check understanding
Doing movements and miming for understanding
Skills:
Listening and speaking skills
Cognitive skills
6. I’ll play the audio and then I’ll ask pupils some questions about the story.
“What’s wrong with mask man? Is the bag small? Is it big? Is it heavy?”
STS: “Noo … yeees… yeeees…”
T: Yes, the bag is very big and heavy (I’ll do movements for understanding).
Now, look at Maskman again!, what object he need to sit down? (doing
movements)
STS: A chair!
T: Very good!
I’ll ask students to point the objects they listen. So I’ll play the audio again.
“Now, listen again and point the objects” (miming to convey meaning)
I’ll stop the recording after an object is named and ask pupils to point the object.
7. When they finish, I’ll ask them to count each object.
“How many erasers are there? (pointing to it) let’s count! One… two… (I’ll count
with them)” the same is doing with the others objects.
Transition: Let’s do some funny activities!
Development(5’ min)
Purpose:
To foster classroom objects comprehension
To internalize the target language
Teaching strategies:
Flashcards order to prepare learners for the chant
Skills:
Speaking abilities
Visual-spatial abilities
Activity 1
I’ll paste the flashcards on the board in the order that they are named in the chant.
Then I’ll ask students to repeat it after me.
“Repeat after me, please! Eraser… table… pencil…Bag…book…chair… Now,
again, please! Eraser… table… pencil…Bag…book…chair… very good!”
Well, we’ll listen to the chant and you can sing, ok? Let’s start
Chant:
Eraser, table, pencil,
Bag, book, chair,
Eraser, table, pencil,
Bag, book, chair
8. Closure (5’ min)
Purpose:
To give a class closure
To enhance learners keep learning the next class
To relax and enjoy
Teaching strategies:
Presenting a magic box to encourage learners to participate
Skills:
Cognitive abilities
I’ll show them the magic bag and I’ll tell pupils that there are some classroom
objects in it. Then I’ll ask them who want to take an object with his/her eyes
closed and guess what it is.
“Here I have a magic bag (pointing to it), there are some classroom objects in it
(miming). Who want to come and take an object without looking (miming for
understanding)”
When the game finishes I’ll put the objects on the floor and I’ll point to them
while learners say what it is.
“Now, they are all (stress the word all and miming) the classroom objects. I’ll
point them and you say what object is.”
Goodbye song??
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
9. Observations Minimumscore:18 / 30
Score:_18___ /30
Nice start,Anto!
I`m positive youcandevelopyourownresources, otherthanthe onesfromKid`sBox.
Bear the commentsinmindforthislessonandfor future lessonplans,pls.
Have a greattime!
