Restivo- Primary- Lesson 2

1. Alumno Residente: Restivo Gisela
Período de Práctica: Nivel Primario.
Institución: Escuela Manuel Belgrano
Dirección: Viamonte 860- Comodoro Rivadavia
Sala / Grado / Año - sección: 3er grado
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Mi casa.
Clase Nº: 2
Fecha: 4/8/2016
Hora: 13.50 a 14. 50hs
Duración de la clase: 60 minutos
Teaching points: The house. Rooms, furniture and family members
Aims: During this lesson, learners will be able to:
 Name and identify new family members
 Develop their reading skills by reading a story.
 Review lexis and structures by playing a game.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Bedroom, kitchen,
bathroom, door,
window, colours,
mother, father,
brother and sister.
Saying where
people are
Describing
They are in...
This is the garden
Vowel /uː/ in
bedroom, dining room
NEW
Aunt, uncle, cousin,
Living room, bed, TV
Describing family
relationships.
Saying where things
are-
He/ she is my...
They are my...
It is a....It is in.....
Teaching approach: The lesson is based on the communicative approach

2. Pedagogical use of ICT in class: During this lesson plan, there is no use of ICT since all the activities were
taken and adapted from different texts books.
Materials: a digital photo of my family, students´ text books: “Big English 2” Pupils ‘book. Unit 3. Pearson
Longman, a poster of the family tree, 5 board games, 5 dices and medals made of paper for winners.
Seating arrangement: During the first part of the class, students will sit as they always do (in pairs). Then, to
play the game, they will work in groups of four. I will ask each pair of students to join the classmates who are
near them.
Cooperative work: During the game, students will work cooperatively. They are a team and they have to help
each other in order to win.
Possible problems / difficulties and their possible solutions during the class: Perhaps, during the game,
students become too talkative and they do not do what they are supposed to do. Therefore, during this stage, I
will walk near them to check if they are using the language. If they are not working, I will encourage them to do
it. Moreover, I will tell them there will be a prize if they win. Then, if some groups do not understand how to
play, I will demonstrate it again.
Potential problems students may have with the language: I do not think there will be any problems with the
language. The story is simple and it is accompanied by pictures which will help students to understand. In
addition, the structures were practiced last class and the target vocabulary will be presented in context.
Assessment: what will be assessed and how: In order to assess the first activities, I will ask them to read
their answers and we will use the blackboard. What is more, I will be walking near them, monitoring during the
whole class so that I can identify if there are students who cannot solve the presented activities

3. Routine (5 min)
I will greet my students and ask them “how are you today?” As books and notebooks are on a shelf, I will ask
two students to hand in the books.
Warm up (5 min)
In order to introduce the story they are about to read, I will write the phrase: “Family visit” on the blackboard
Then, I will show them a photo of my family and I´ll say: This is my mother, this is my father and this is my
sister. They live in Bahia Blanca and I love when they come to Comodoro to visit me because we go to the beach!
After that, I will ask: Do you like your family visiting you? EA: I expect my students to answer yes or no.
Development
Presentation (15 min)
I will ask students to open their books at page 30 and I will ask: “Who is he?”, while pointing to the character. I
expect students to recognize the boy because they have been working with the book since the beginning of the
year. EA: Jamie. T: “Yes, he is Jamie.

5. Story taken from “Big English 2” Pupils ‘book. Unit 3. Pearson Longman
Then, in order to help students to store new vocabulary of family members, I will take to the class a poster with
the following Family Tree. I will say: “Look. He is Jaime, and they are his parents. She is his aunt and he is his
uncle”, while pointing to the tree. I will do the same with the cousins. Then, I will ask: “So how many cousins has
Jamie got?” EA: two!
To conclude, I will ask: “have you got any cousins?” At this stage, I expect students to say yes or no, and
perhaps some students may say their cousins ‘names.
Transition: Great! I also have cousins!
Note: The names of Jamie´s brother and sister were taken from previous units of the books. The students are
quite familiar with them.

6. JAMIE´S FAMILY
VuNCLEUNCL
After the presentation, I will invite students to listen to the dialogue. I will use the audio from the book and I
will encourage the rest of the class to follow the reading with their sight.
Once the story finishes, I will ask students: “What do you think? Does Jamie like his family visit?” EA: No.
T: “Ok! It seems he does not like the visit!”
Then I will point at the second square of the story and I will ask: “Where are the boys? “ EA: “in the kitchen”.
T: “Good! Jamie´s cousin are in the kitchen.” After that, I will ask the same question on the following square. I
expect students to answer correctly (in the bedroom), since the vocabulary was introduced the previous class.
GRANDMOTHER GRANDFATHER
UNCLE AUNT MOTHER FATHER
COUSIN COUSIN
JAMIEJENNY
Sister
TONY-
Brother

7. Next, to introduce the target vocabulary, I will add: “Yes! Look they are jumping on the bed!” (while pointing at
the bed)
Finally, I will ask them to pay attention to the last part of the story. I will ask: “Where are they? “ I expect
students to say: “in the living room” because it is in the text and it is also a word we use in L1. So, I will add:
“Good! They are in the living room.” T: And what is this? I will ask by pointing to the TV. EA: “TV”. T: “Yes, it is
a TV. The TV is in the living room!
Then, I will ask them to focus their attention on the characters. I will ask “So, who are they?” (pointing to the
man and the woman) EA: “uncle and aunt”. T: “Perfect! She is his aunt and he is his uncle.” After that, I will do
the same with the cousins.
Practice
Activity 1 (10 min)
In order to check comprehension of the story and practice new lexis, I will invite students to do the following
activity. I will say: “Look at the first picture. Where are they?” EA: kitchen. T: “Yes, Jamie ´s cousins are in the
kitchen. Good. Now, complete the following sentences.” As they are working, I will walk around the desks,
monitoring their productions and providing help if necessary.
Activity taken from “Big English 2”- Pupils ‘book. Unit 3. Pearson Longman

8. After they finish, I will write the following questions on the blackboard:
1. Where are Jamie´s cousins in picture 1?
2. Where are Jamie´s cousins in the second picture?
3. Where is the TV?
I will name a different student for each question: “So, Benjamín, Where are Jamie´s cousins in picture 1?” EA:
Jamie´s cousins are in the kitchen. T: Very Good! Then, I will copy the answer next to the question. I will repeat
the same with the following questions. At this stage, I will encourage students to check if their sentences are
correct.
Before moving to the next activity, I will ask two students to collect their classmates ‘books and put them on
the shelves.
Transition: Good work! Now let´s play a game
Activity 2 (15 min)
I will show the board game and explain: This is a game that Jamie played with his cousins. It is a board game.
Would you like to play? EA: yes!
Board game taken from “English Adventure 1” Unit 6. Pearson Longman.
Note: I will make some changes to the board game.
There will be only 1o squares (not 11). In addition, instead
of tables and chairs, I will draw a bed, and a TV.
Finally, I will add a tree outside the house (garden) and I
will write the word “garden”

9. I will give a board game and a dice to each group. Before playing, I will ask: Can you find the bedroom? EA: yes!
T: What colour is it? EA: Blue! Next, I will do the same with the bathroom, the kitchen and the living room.
After that, I will revise the items around the game. I will ask: “What is number 1?” EA: door. T: yes, it´s a
door. And where is it? EA: in the bedroom. I will do the same with the window, the bed, and the TV.
I will explain while demonstrating: “Each student throws the dice and moves. If you land on a picture, you say
what it is and where it is. For example: It´s a bed. It is in the bedroom. And you paint the bed in the correct
colour (blue). Then, if you land on a word, you read it and you point at the place saying: This is the living room,
for example and you colour the word. The first group which paints all the objects and words is the winner!”
Then I will exclaim: “Excellent! So let´s play!”
I will give students some minutes so that they arrange the desks. At this moment, I will encourage them not to
shout and to be tidy. As they sit in pairs, I will ask them to make a group with the pair of classmates near them.
So, there will be 5 groups of 4 students each one. If a student is alone because his/her partner is absent,
he/she will join another group.
During the game, I will walk through the desks to hear if they are using the language. I will also provide help if
necessary. In addition, I will pay attention to see if all members of the group are participating.
Transition: Time is out! And the winner is....!
Closure (5 min)
Before finishing the class, I will give a medal made of colourful paper to each of the students of the winner
group.
Then, I will encourage students to tidy up the desks and to pack their things before the ring bells. I will greet
them: T: “See you tomorrow!”
Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x

10. Teaching strategies x
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: __23__ /35 = 6.5
Dear Gisela,
Good choice of material for the warm-up stage! Remember to include it in the plan. Students
love to learn about their teachers’ personal lives.
Please, reflect on what pre-teaching new lexis implies and the suggestions made. They are aimed
at developing your teaching and classroom management skills. We hope you find them useful!
Have a nice class!
Cecilia and Aurelia