Restivo- Primary- Lesson 4

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: 4
Fecha: 5/8/2016
Hora: 13.50 a 14. 50hs
Duración de la clase: 60 minutos
Teaching points: The house. Prepositions of place
Aims: During this lesson, learners will be able to:
 Develop their listening skills by listening to a story and by doing a listening
comprehension activity.
 Develop their speaking skills by speaking about the story.
 Express where things are using prepositions of place.
 Participate in a collaborative activity
 Review lexis of previous classes
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Bedroom,
garden,
mother,
father, sister,
dog, teddy
bear, bed, tv,
colours.
Vowel /uː/ in
bedroom.
NEW On, under,
behind
Saying where
things are using
new prepositions
The teddy bear
is on...
/ˈʌndə/

2. Teaching approach: The lesson is based on the communicative approach.
Pedagogical use of ICT in class: In this unit there is no use of ICT
Materials: images of the story, teddy bear, 20 worksheets of activity 1, 5 sets of cards of activity 2,
5 papers of different colours.
Seating arrangement: During the warm up, the presentation and activity one, students will sit as
they always do (in pairs). Then, for the game they will sit in groups of four.
Cooperative work: During the second activities students will work cooperatively. They have to
form sentences using cards.
Possible problems / difficulties and their possible solutions during the class: Students may
be talkative during the game. So, I will encourage them to work. In addition, I will walk near the
students to call their attention if they are not doing what they are supposed to do.
Potential problems students may have with the language: Students may be confused with the
prepositions “in” and “on”. I will focus on that structure so they can see what the difference is. I will
ask them where a thing is, if they make a mistake with these prepositions, I will correct the mistake
and ask them to repeat.
Assessment: what will be assessed and how: As every class, I will be near the students. I will
assess their productions as they are working. I will congratulate them when they are doing it well
and I will help them when they are not. I will use phrases such as: “well done!” or “are you sure?
“Can I help you?” Then, if they need help, I will provide it.
Routine (5min)
I will greet my students and I will ask how they are. EA: Hello Miss.
Warm up: (5 min)
I will take a teddy bear to the lesson and tell the students that it is my favourite object, I will
describe it, and then I will show them the following image and I will say: “Look. This is Tom and this
is his teddy bear. Tom´s favourite thing is his teddy bear”

3. Then, I will ask: “Where are they?” EA: in the garden. T: yes, Tom and his teddy bear are in the
garden.
After that, I will ask: “Have you got a teddy bear?”I will point at them and to the teddy bear, so
that they are able to understand the question. I expect my students to answer yes or no.
Presentation. (15min)
At this moment I will show them the following image and I will say: “Where is Tom, now?” EA: in
the bedroom. “Right. He is in the bedroom”, I will answer.

4. Next, I will add: “Look. This is his bed and this is his dressing table. What colour is the table”
(pointing at it). EA: blue.
Then I will say: “Good. It is blue. Now, listen: Tom is sad. He cannot find his teddy bear. Is the teddy
bear in the bedroom? EA: NO! T: “No, it is not. It is not on the bed. It is not under the bed. It is not
on the table. It is not under the table. It is not behind the table. I will pause after each sentence and
I will point at the different places.
After that, I will show them the following image and say: “He asks his mother, his father and his
sister: Do you know where my teddy bear is? But nobody knows.

5. To conclude the story, I will say: “Woof woof! Look! The dog finds the teddy bear. It was in the
garden!” (As I show them the following image)
After the story, I will ask: “Is Tom happy now?” EA: yes! T: “Yes, he is happy because he found his
teddy bear!”
In order to introduce prepositions, I will use the second image of the story (the one of the
bedroom)
I will stick the image on the blackboard and I will “put” a teddy bear on the bed. So, I will ask:
“Where is the teddy bear”. I expect students to say: “in the bed”. Therefore, I will explain: He is not
in the bed, he is on the bed and I will stick the word “on” on the bed. At this moment I will make
emphasis on the prepositions so they notice the difference. T: So “Where is the teddy bear? EA: on
the bed. T: fantastic!
On the contrary, if students answer correctly the first time: “on the bed”, I will just congratulate
them by saying: “Excellent! The bear is on the bed!”
Then I will do the same with the preposition under and behind. In this opportunity, I will put a
desk in front of the class and I will call a student to come to the front, too. I will whisper him to
hide under the desk. Then, I will ask: “where is Lucca’?” EA: under the desk. I will repeat with the
same action with the other preposition.
Transition: Perfect! Now let’s work.

6. Practice
Activity 1: (15 min)
In order to allow students to practice the target structure I will give them the following worksheet.
Students will have to listen and draw the teddy bear in the correct place. I will explain: “This is
Tom´s bedroom. Listen where the teddy bears are and draw them where I say”
After all students have a photocopy, I will say: “The blue teddy bear is on the bed.” I will repeat
the sentence three times. As I say the sentence, I will walk near the students monitoring their
work. I will check if they are using the correct colour and if they are drawing the bear in the correct
place. When I notice that all students have drawn the bears, I will say the following sentences:
“The red teddy bear is behind the TV” and “The yellow teddy bear is under the dressing table”
After all students have finished the activity, I will name two students to hand in the notebooks and
I will give them some minutes to stick the worksheets on their notebooks.
Activity 1: Listen to the teacher and draw the teddy bears. Use colours!

7. Activity 2: (15 min)
In order to go on practising the target lexis and structure, I will stick the following image on the
blackboard.
I will ask: “what is this?” I expect students to recognize the image and say: Tom´s bedroom. T:
“Yes: it is Tom´s bedroom. And what can you see there?” At this moment, I expect students to say
some words they recognize such as: car, apple, and bed.
Then, I will name a student and ask: “Brenda, Where is the teddy bear”? EA: in the garden. T:
“Excellent!” So, I will write on the blackboard: “The teddy bear is in the garden.”
After that, I will ask them to work in groups of four. As they are sat in pairs, I will ask them to join
to the classmates who are near them. There will be 5 groups of 4 students. In case there is a
student who is alone because his partner is absent, I will ask him/her to join to any group.

8. After groups are formed, I will give them a set of cards with words and a colour paper, and I will
ask them to form the sentence which is on the blackboard: “The teddy bear is in the garden.” I will
say: Let´s see who can form this sentence (by pointing at the blackboard). 1, 2, 3 Let´s go!
When students finish forming the sentence with the words provided, I will say: “Good! Now, you
have to form four more true sentences about the image. The group who forms them first wins!
The sentences will be:
 The teddy bear is in the garden.
 The plane is on the bed.
 The ball is under the table.
 The apple is on the table.
 The teddy bear is behind the bed.
Note: Every sentence will be split as above.
During the activity, I will be walking around the groups so that I check that all students are
participating. In addition, I will congratulate them when they form correct sentences and help
THE PLANE
IS ON
THE BED.
L

9. them if there are some mistakes. After students finish with all the sentences, I will ask each group
to read one sentence.
Transition: Well done! Now let´s order the classroom.
Closure: (5 min)
I will ask students to order the desks and I will greet my students. I will thank them and I will give
them a sweet.
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
Class. management
strategies
x
Language accuracy x
Observations Minimum score: 21 / 35
Score: _25___ /35 = 7
Lovely lesson! Just take our comments into account, so as to link this lesson to the previous one
and to cater for the needs of different learners´ styles.
Good Job!
Your tutors.