First Assignment (Mock lesson Plan)

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
School: State- run School.
Student: Mariela Iannaci
Class: 4th grade
Class time: 40 minutes
Level of English: Beginners
Teaching points: Daily routines
 Lesson aims:
 To identify daily routines
 To introduce vocabulary related to daily routines
 To foster students´ peer work and cooperative learning
 To promote the development of language skills, focusing on speaking
and listening
 Language focus:
Lexis Function Structure
Review  Vocabulary related to
the weather (sunny,
cloudy, windy and
rainy)
 Pronoun (I)
 Parts of day: In the
morning, at noon , in
the afternoon and at
night.
New  Daily routines
 New vocabulary
related to: get up,
have breakfast, go to
school, have lunch,
do your homework,
have a shower, have
dinner, and go to
bed.
 Describing
different
actions.
 I get up in the
morning.
 I have breakfast
in the morning.
 I have lunch at
noon.
 I do my
homework in the
afternoon.
 I have a shower
in the afternoon.
Comentado [AV1]: Talking about routines (?)

2.  I have dinner at
night.
 I go to bed at
night.
Materials: Blackboard, flashcards, a word search and memory game, markers
and photocopies provided by the teacher.
 Routine: (2 minutes)
-The teacher greets students. Then, she/he will ask the date and one of the
students will write it on the blackboard so all the students in the class can copy
it in their notebooks. After that, the teacher will ask students about the weather
and then, students will check the sky through the window and will answer. Right
after that, students will also write the weather.
 Warm-up stage: (5 minutes)
-To begin with the lesson, the teacher will tell students to think about all the
activities and actions that they do everyday. Then, the teacher will ask
students “Do you remember these actions?” “Can you help me?”. For
example: the teacher will make different gestures to elicit the action “get up”.
Students might say the action in Spanish since they don´t know the new
vocabulary related to daily routines. After that, the teacher will show the
flashcard which belongs to the action to elicit the new vocabulary. The
teacher will do the same with all the other actions to make sure students
have learnt the new vocabulary items (get up, have breakfast, go to school,
have lunch, do your homework, have a shower, have dinner and go to bed).
After each action, the teacher will ask students to repeat the action lots of
times to help students remember and learn pronunciation and stress
patterns. Later on, the teacher will tell students to get ready to start with the
lesson.
Comentado [AV2]: If it is new vocabulary, how do you
expect students to come up with these verbs?
Comentado [AV3]: But the lesson has already
started…

3.  Presentation: (5 minutes)
-Now, the teacher sticks eight flashcards on the board on the first column
and other eight fashcards on the second column. In the first column, there
will be different pictures of daily routines and in the second column, there will
be the written names of the different actions (get up, have breakfast, go to
school, have lunch, do your homework, have a shower, have dinner and go
to bed).
- Then, the teacher will point to one of the pictures and she /he will ask
students what action is itit is. Students might say the action in Spanish
because they don´t know the new vocabulary. For example, she/he points to
a picture like “do your homework” and then, she /he sticks the name next to
it. It will be done with each picture. In this way, the teacher will be fostering
the use of action verbs in routine.
Daily routine flashcards.
Have breakfast
Go to school
Get up
Comentado [AV4]: We should expose students to the
target vocabulary quite a lot so as a to avoid the use of
L1.

4. Do your homework
Have lunch
Have a shower
Have dinner
Go to bed

5. Development (practice and production):
Practice:
 Transition comment to link this stage of the lesson with the next one:
“You have worked very well , so now, we are going to play a fun game.”
 Activity 1: (speaking) (10 minutes)
- The teacher will divide the class into two large groups. Then, the first
group will be divided into three groups of 4 students each one and the
same will be done with the second group. The teacher will ask the first
group to play a memory game with cards of daily routines and the
second group will solve a word search.
- In the memory game, the teacher will explain to students that firstly, they
will shuffle the cards.Then, they will have to lay them on the table, facing
down. The teacher will explain the following steps. She/he will invite one
of the students of the group to turn a card over and she /he will see it and
next, she /he will turn another card over. After that, it will be done by
each member of the group. For instance: if one student turns over the
daily routine card “have lunch” and then, she/he turns over another card
and it has a picture like having dinner so the cards will be turned face
down and it will be the classmate´s turn to play next.The game will finish
when they will have found all the matches for each daily routine.
Memory game
Have
breakfastt
Get up
Have
lunch
Go to
school

6. - In the word search, the teacher will distribute a worksheet to each group.
The students will be asked to find the hidden words on daily routines.
The game will finish when each group will have found all the hidden
words.
- When each group finishes the game, students will tell the teacher what
words were found in the memory game to practise the new vocabulary.
The same will be done with students who discoved the hidden words.
Have a
shower
Do your
homework
Have
dinner
Go to
bed

7. Word search
Scaffolding strategies:
-Explain what they have to do;
-Monitor each group;
-Provide the necessary help;
-Ask students to repeat action verbs lots of time
 Transition comment to link this stage of the lesson with the next one:
Let´s move on! “We are going to practise more. I know that you can do it.”
 Activity 2: (speaking) (10 minutes)
After the presentation, the teacher says “Now, it´s your turn to identify the
different daily routines.” The teacher will divide students in paieers. Then,
she/he will call a paieer of students and she will invite them to come to the front
of the class. The teacher will point to a flashcard and she will ask them “what
do you think?” “What is the action which belongs to it?” . If students don´t know
the answer, the teacher will provide help. For instance, the teacher will point to
the picture of “have dinner” and she/ he will ask them “what is the name of this
action?.” Students will have to stick the right name of the action next to the
picture “Have dinner”. Then, the teacher will write on the blackboard : “I have
dinner at night”. After that, the teacher will ask student to read the sentence
aloud to reinforce the new vocabulary.It will be done with each peers of
students to practise the new vocabulary associated with the different parts of
day.

8. Example:
I have dinner at night.
Scaffolding strategies:
-Explain what they have to do,
-Provide help if they don´t remember the daily routine;
-Ask students to repeat each routine after the teacher.
 Transition comment to link this stage of the lesson with the next
one:
The teacher will tell students: “We are going to play a game called: “
Cchinese whispers”.
 Activity 3: (listening) (5 minutes)
- The teacher will invite students to play a game.
- Students will play as they are sitting, that is in lines of six students each.
- The teacher will think about a verb related to daily routine and she/he will
whisper it to the students who are the first in each line. This students will
Comentado [AV5]: Use complete sentences!

9. whisper what she/he has heard to the student sitting behind. The same
will be done until the line will have completed. Finally, the last student will
say what she/he has heard aloud and the first student will say the original
phrase or word. In most cases, the two phrases are not similar. In this
way, the game will be more attractive and funnier.
Scaffolding strategies:
-Explain what they have to do;
 Transition comment to link this stage of the lesson with the next
one:
The teacher will say: “Now, it´s time to say goodbye but before leaving, you will
tell me what we have learnt”.
 Clousure: (3 minutes)
-The teacher will ask each students that before leaving, they will have to tell the
teacher three daily routines verbs. In this way, the teacher will make sure what
the students have learnt and the students will have a chance to round off with a
nice revision.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Comentado [AV6]: Demonstrate, too.
Comentado [AV7]: They may write them on a piece of
paper and make a paper ball and throw it to the air and
then catch a classmate´s paper ball and see if they
have written similar routines.

10. Language
accuracy
X
Observations The activities are appealing, but they just foster vocabulary practice.
You should expose students to longer chunks of language. They should
find these vocabulary items within significant utterances and a
meaningful context.
What about skills? Have you promoted listening comprehension?