Lesson Plan 1, Primary

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: López, Fernanda Emili E.
Período de Práctica: Primaria
Institución Educativa: I. F. D. Nº13
Dirección: Italia 144 – Zapala - Neuquén
Sala / Grado / Año - sección: Cuarto Grado “A”
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Descripciones Físicas
Clase Nº: 1
Fecha: 10/11/14
Hora: 15.05 – 15.45hs
Duración de la clase: 40’
Fecha de primera entrega: 06/10/14
Teaching points: Instructions in English
Aims or goals:
During this lesson, learners will be able to:
 Develop listening and speaking skills.
 Learn the lexis to understand commands in English.
 Recognize the instructions the teachers make.
 Identify parts of the body.
 Write a reply to a letter
Language focus:
Functions Lexis Structures Pronunciation
R
E
V
Colours: yellow,
red, violet, blue,
green, orange,
brown, black,
white, pink.
Parts of the
body:
Head – ear – leg
– arm – body -
fingers
-What colour
is it?
Short
questions:
-is it
green/red?
-has it got…?

2. N
E
W
-Read a
letter.
Parts of the
body: feet -
teeth
-Commands:
STAND UP,
SIT DOWN,
WRITE,
LISTEN,
READ, DRAW,
COLOUR.
/fi:t/ , /ti:θ/
Teaching method: PPP
Materials and resources: flashcards, posters, slips of paper.
Integration of skills: Students will listen to the teacher tell them
a short introduction about one of the monsters they have worked with in
the previous classes.
Seating arrangement: Students will sit in front of the blackboard
in three different lines in front of the blackboard.
Possible problems / difficulties and their possible solutions
during the class: Some students may have problems understanding
what the teacher says since they are not used to being given instructions
in English. Students may use English now that they are told different
phrases to communicate.
Potential problems students may have with the language:
They may find it difficult to understand English commands at the
beginning; however, I will use gestures, miming, flashcards and body
language to help them do so.
Assessment: Students’ correct pronunciation and recognition of
commands and parts of the body will be assessed with short questions.
Some of them will be asked to the whole group and individually.
Procedures:
Routine (7 minutes):
The Teacher greets the students: “Hello, how are you today? Fine?”
The teacher will accompany this question with an “ok” gesture.
The teacher will introduce herself and she will write on the board
her personal information while doing it so: “My name is Fernanda. I’m 26
years old.” She will also state that she will be their teacher for some
classes. “I am your teacher today!”

3. Then, she will point to the window and she will ask the students.
“What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The
teacher will show them pictures of the weather in case students do not
remember them.
She will then ask them to write the date in their notebooks: “Please
open your notebooks”. She will accompany all expressions with miming.
She will encourage students to work on their own: “Write the dates, come
on!”
Transition: After having the date written in their notebooks, the teacher
will stand in front of the whiteboard and start talking about a character
known by students: “Let’s talk about Mike, the monster, do you
remember him?”
Presentation (10 minutes)
The teacher will bring a picture of Mike the monster. She will show
it to students and will start talking about him. “This is Mike. He is a
teacher. What’s his job?” She will elicit the answer “a teacher” from
students. Then she will tell students the following: “Mike is a very good
teacher so let’s see some of the instructions he gives to students.”
Picture of Mike:

4. The teacher will ask students to perform the instructions and she
will mime them: STAND UP/ SIT DOWN / WRITE / LISTEN / READ /
DRAW / COLOUR.
She will continue talking about Mike and she will stick the
instructions on the board while telling them aloud and performing them
herself.
The following process will be repeated with all the commands given
in an adaption to the game “Simon says…”
“Let’s play a game now all together. So you should all STAND up
and come to the front. (Students will be encouraged to stand up and come
to the front of the classroom and form a circle). If I say “Mike says….” you
have to do it, if I don’t say “Mike says…” you don’t have to do anything.”

5. “Ok, now, let’s see if you all understand what you have to do”. The
teacher will practice one instruction until one loses and he/she will have
to be out of the circle.
Transition: The teacher will say “Well done, now let’s talk about Mike’s
friends. What does “friends” mean? Remember?” She will ask some of the
students: “Is X your friend?
Development and Practice
Activity 1 (10 minutes)
The teacher will stick Mike’s friends on the board: “These are Mike’s
friends”.
Picture of Mike’s friends
(Only the monsters will be used)

6. Consequently, she will separate different charts with monsters’
information at random in the middle of the board. The charts will include
the following questions:
NAME: (What’s the monster’s name?)
HEAD: (Has he/she got a big/small head?; How many heads has he/she
got?)
EYES: (How many eyes has he/she got?; What colour are they?; How
many eyes has he/she got?; Are they big/small?)
LEGS: (How many legs has he/she got?; What colour are they?; How
many legs has he/she got?, Are they long/ short?)
ARMS: (How many arms has he/she got?; What colour are they?; How
many arms has he/she got?, Are they long/ short?)
BODY: (What colour is it? Is he/she tall/short?)
The teacher will have a box with students’ names and she will call
some of them to come to the front and select which chart is the correct
for each monster: “These boxes have the information of each monster,
let’s read them” and she will select students to read the information
aloud. Similarly, she will select one of the students to come to the front:
“X, please come to the front”, the teacher will say to all the students the
following; “We have to help her/him. She/he has to select which
information is the correct for each monster, and stick it next to monster”:
The process will be repeated with all the monsters and the
questions which will elicit information from students are signaled in
parenthesis next to each description.
Transition: The teacher will congratulate students for their job and will
encourage them to continue working with the monsters. “Well done
everyone, let’s read one of the letters from Mike to his friends”.
Activity 2 (10 minutes)
The teacher will say the following: “This a letter Mike wrote to his friends,
let’s read it together”. She will then give some copies with the following
letter to the students:

7. The teacher will read the letter together with the students. Some
students will be called to read a line aloud. While doing it so, the teacher
will focus only on the physical description.
She will then introduce what students have to do: “Now, imagine
you are one of the monsters and it’s your time to write an answer to Mike’s
letter. Choose one of the characters and tell him how you are these days”.
The teacher will help students with the first lines so that everyone
has the same beginning to the letter, for instance: “Dear Mike, I’m X. I’ve
got…….” And then each student gives the complete description according
the monster they selected.
The teacher will monitor the activity and the ones who finish fast,
they can draw a picture of the monster they selected.
Closure (3 minutes)
The teacher will say to the students: “I chose Lisa’s monster, what
about you?” Some students will answer the question orally in front of
others and they will say goodbye to each other.
Dear Friend,
How are you? We went to Primary School together,
remember me? This is a picture of me!
I’ve got one big head, four ears, and two eyes. I also
have got five short arms and four legs. I’ve got 6 feet.
I’m green and short! I’m a teacher too. What about
you?
Love, Mike