1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNO RESIDENTE: Ludmila Ruiz Díaz
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Privado República Argentina
Dirección: Lasserre 459, Rio Grande, Tierra del Fuego
Sala / Grado / Año - sección: 1° ESO
Cantidad de alumnos: 21
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Familia / Hogar
Clase Nº: 6
Fecha: 12 de noviembre de 2015
Hora: 13:40 - 14:20
Duración de la clase: 80 minutos
Fecha de primera entrega: 10 de noviembre de 2015
CLASS 6
• Teaching points: Family / House
• Aims or goals: During this lesson, learners will be able to…
✓ Identify and name family members by completing a puzzle.
✓ Identify and name rooms in a house in a meaningful context.
✓ Identify and name different objects and pieces of furniture in a house
✓ Develop their reading skills by working with descriptions of plans
✓ Develop their writing skills by describing pictures
• Language focus:
Functions Lexis Structures Pronunciation
Rev ision Simple Commands
Talking about
families
Identifying and
naming rooms in a
house
Identifying and
naming objects and
pieces of furniture
Imperatives listen / look
at… / write down / glue /
draw
Family members: mother
/ father/ grandmother/
grandfather / brother/
sister
aunt/uncle/
husband/wife / pets
Rooms in a house:
bedroom / bathroom /
garage / dining room /
sitting room / kitchen
Bed / desk / fridge /
table/ char/ TV / sofa /
lamp / cupboard
Commands:
- Write/Complete the chart
’S Genitive
- Bart’s father is Homer
There is / are toshow
existence:
- There are four bedrooms
- There is one kitchen
- There are two lamps
- There is a desk
Pronunciation of
words willbe
practised
through
repetition
(drilling)
Focus on dental
/ð/ as is There
2. New Identifying and
naming rooms in a
house
Identifying and
naming objects and
pieces of furniture
Rooms in a house:
laundry / walk in closet /
TV room
candlestick / fireplace
There is / are toshow
existence:
- There are two walk in
closets
- There is a fireplace
Pronunciation of
new words will
be practised
through
repetition
(drilling)
• Teaching approach: Communicative Approach
• Integration of skills: Listening to the teacher and to each other, speaking by watching a
video and identifying parts of a house, writing a vocabulary chart and classifying its
information, writing a picture description
• Materials and resources: Puzzle based on the Simpson’s family tree arranged by the
teacher1, video of the Simpsons’ house tour2, a worksheet of the Simpsons’ house3
arranged by the teacher, pictures of the real Simpsons’ house in Nevada, US4, colour
copies of different rooms of the Simpsons house, A4 sheets, whiteboard.
• Pedagogical use of ICT in class or at home: laptop and projector
• Seating arrangement: As it is. Students will work in pairs and then in groups of four
• Possible problems / difficulties and their possible solutions during the class: the projector
is already booked, but in case there is a problem with the video I will play it on my laptop.
• Classroom management strategies: for those students who feel reluctant to perform the
activities, changing seats worked the previous lesson so I will resort to this strategy again
if students continue to disperse.
• Potential problems students may have with the language: students could have difficulties
remembering topic vocabulary, I have already checked they have dealt with it in the past
but I will help them in case they cannot recall much; picture description is not an activity
they have practised with me before, so I will suggest some procedures for them to write
one as organised and accurate as possible.
• Assessment: I will correct each groups’ picture description, I will assess students’
knowledge of Family vocabulary through peer correction
Routine 2’
I will greet students in L2 in order to let them know the lesson has begun. I will grant them a little
time to predispose themselves and pay attention.
Warm-up 10’
Purpose: to review Family vocabulary by solving a puzzle
I will tell students ‘Let’s review some vocabulary about Family. I have here a puzzleyou need to solve; you
need to look at the family tree to complete it’, at the same time I will be holding the worksheet for
students to look at. Next, I will right on the board two arrows to show the meaning of Down and
Across, then I will distribute the worksheet:
1
Family tree retrieved fromChampions, Student’s Book, OUP
Puzzle created using http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
2
https://youtu.be/USmLDXUO9MY
3
Pictures retrieved fromhttp://home.nordnet.fr/~rmaufroid/pupitre/houses/simsponshouse.htm
4
http://media.spotcoolstuff.com/television/the-real-life-simpsons-house/
3. Look at The Simpsons’ Family Tree and solve the puzzle
I will tell students ‘Write down your name on the worksheet’ and they I will say ‘Swap puzzles with your
partner. You are going to correct his/her puzzle’ as I show the action with my hands. Then, we will
proceed to check the answers, I will write them on the board, and students will do peer correction.
Students will copy the date and glue the puzzle in their folders/notebooks.
Transition: Very good. You know family members very well. Let’s moveon, I want to show you a video.
Activity 1 20’
Purpose: to recognise and name rooms in a house by watching a video showing a Simpsons’ House tour
I will ask students ‘Where are the Simpsons From?’ EA ‘Springfield’ T ‘Yes, they’re from Springfield.
What’s their address? Do you know?’ I will write their address on the whiteboard ‘Their address is 742
Evergreen Terrace, this is the name of the street they live in. Do they live in a big house or a small house?’
EA ‘Big house’ T ‘Yes, they live in a big house’
I will set the projector and I will tell students ‘This is a video tour of the Simpsons’ house. It is built in a
computer game called Sims. Do you knowthis game? It’s similar to Minecraft’ I will let students
comment on this kind of game since they are very likely to be familiar with them; we will discuss
what you can do and whatkind of things you can build there.
Then I will ask them ‘What rooms are therein a house. For instance, a kitchen. Can you remember any
other rooms in a house?’ I will let students make their contributions and they I will say ‘Good. As you
watch the video, tell me if you can recognise these rooms.’
I will first play the following video nonstop: https://youtu.be/USmLDXUO9MY
Across
2. Patty and Selma are Bart's ________
3. Mona is Bart, Lisa and Maggie's ________
7. Bart is Lisa and Maggie's ________
8. Homer is Bart's ________
Down
4. As students recognise and name the rooms I will praise them, I will encourage them to tell me
which are Bart’s, Lisa’s and Maggie’s bedrooms. After playing the video, I will write two columns
on the board:
There is There are
I will ask students ‘Can you remember therooms in the Simpsons’ house?’ As the name the rooms I will
ask ‘How many kitchens/bedrooms/bathrooms/sitting rooms arethere?’ I will write their contributions
below the correspondent column.
I will play the video a second time and stop at the different rooms in order to complete the
columns according to the video tour.
Then I will say ‘In the Simpsons’ house there is one kitchen…’ until I complete a short description, I
will encourage students to finish the sentences using the vocabulary from the two columns.
Transition: The Simpsons’ live in a very big house, don’t they? Let’s have a look at its plans.
Activity 2 10’
Purpose: to read and complete a house description by looking at the Simpsons’ house plans
I will say ‘These are the plans of the Simpsons’ house. It’s big, isn’t it? It’s got a ground floor and a first
floor’ I will draw a two-storey house on the board and write ‘Ground Floor’ and ‘First Floor’ to make
meaning clear. ‘It has got a lot of roomsin it, as we have seen in the video. This is a description of the
house, you have to look at theplans and choose the right optionsin the description’ I will distribute the
copies and help students with the first sentence for the sake of demonstration.
I will explain laundry and walk in closet by giving definitions such as ‘The laundry is where you wash
your clothes and the walk in closet is where you keep your clothes’ as I touch my own clothes.
Ground
Floor First
Floor
Sittin
g
Roo
m
5. Read the Simpsons’ House description. Choose the correct option.
This is the Simpsons’ house. It is on 742 Evergreen Terrace, Springfield. There is / There are two floors in
the house: the ground floor and the first floor. On the ground floor, there is a big garage and a laundry.
There is a dining room and at the back there is a kitchen / walk in closet. On the left, there is a sitting room
and a TV room. There are / There aren’t any bathrooms on the ground floor.
The bedrooms are on the ground floor / first floor. There are three / four bedrooms; Homer and Marge’s
bedroom, Bart’s bedroom, Lisa’s bedroom and Maggie’s bedroom. There is a long hall / laundry. There are
/ There is two bathrooms and two walk in closets.
I will walk around the classrooms assisting and monitoring students through the exercise. Once
they finish, I will ask for volunteers or appoint students to read aloud so that we can check the
answers with the whole class.
Transition: Very well, now we will moveon. I want to show you somepictures.
Activity 3 20’
Purpose: to identify and namefurniture and objects in a room by working with Simpsons’ house
I will say ‘Did you know there is a real Simpsons’ house? It is in Nevada, United States’ I will probably
have to explain students in L1 that this house was built in a TV contest some years ago and that it
really exists; it is almost a perfect replica of the one in the show.
I will tell students ‘Let me show you some pictures’ I will use the projector to show them these
pictures:
T ‘This is the front of the house. Great, isn’t it?’
T ‘Can you recognise this one? Which room is it?’
EA ‘The kitchen’
I will point to the different objects and
furniture to help students recall prior
knowledge on the topic.
6. T ‘What about these bedrooms? Whoseare they?’ I will keep on asking which objects and furniture
they can recognise and name.
T ‘What parts of the house can you see here?’ EA ‘Dining room and sitting room’
T ‘What do you think of the house? Do you like it?’
7. On the board, I will draw and ask students to copy the following chart:
Furniture and Objects
Kitchen Dining Room Sitting Room Bedroom
Fridge Table TV Bed
I will tell students ‘We are going to work in pairs. With your partner, think about three more objects or
pieces of furniture you can find in each room. For instance, in the kitchen there is usually a fridge. What else
is there in the kitchen?’
I will monitor students’ production for about 5/7 minutes; I will assist them where necessary.
Then I will say ‘Ok, let’s check what you can remember. What objects orfurniture can you find in the
kitchen?’
I will complete the chart with their contributions and ask them to complete theirs with the words
they did not include.
Transition: Good. Now we’re working with our next activity. Please, form 5 groups of four students.
Activity 4 20’
Purpose: to practise ‘there is/there are’ related to Housevocabulary by describing a picture.
Once the groups are organised, I will tell students ‘We are going to describe a picture of a room, now.
Each group will receive a picture of a different room of the Simpsons’ house, all the pictures are different.’
Here I will ask for a volunteer to explain in L1 what the activity entails. Then, I will go on ‘How are
we going to describe this picture?’ I will listen to students’ comments and write their ideas on the
board. I will go on ‘First, we need to identify the room. For instance, what room is this?’ as I show one of
the colour pictures EA (Bedroom) T ‘Good. So, we begin by saying ‘This is the bedroom.’ What can you see
in the bedroom? You can use the vocabulary from the chart we’ve just made, using There is / There are to
describe what you see in the picture’ If necessary, I will explain the whole procedure in L1 since a
misunderstanding of the instructions could lead students to do a different task or worse, to feel
frustrated because they do not know what to do.
I will distribute an A4 sheet of paper to each group and say ‘You are going to write yourdescriptions
here. Then we will glue the pictures on them and we will stick the descriptions on the classroom walls. So
you can use colours to make them more colourful.
I will suggest students to first look at the picture and make a list of the objects they see so that they
can include as many as possible. Then, I will suggest categorising them in two columns as we did
at the beginning of the lesson: there is and there are, so that their writing is more accurate.
These are the pictures students will work with:
8. As the groups work, I will monitor them, providing vocabulary on demand and assessing their
work. I will make sure each group member works. If there is time, I will ask the groups to share
their productions with the rest of the class.
Closure
‘These are great descriptions, I’m very proud of the work you have done today. I will see you on Monday.’
