1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Natalia Isabel Muñoz
Período de Práctica: Nivel Primario
Institución Educativa: C.P.E.M n 20
Dirección: sarmiento y 22 de octubre Cutral co
Sala / Grado / Año - sección: 1 B turno tarde
Cantidad de alumnos: 23
Nivel lingüístico del curso: Elementary
Tipo de Planificación: clase
Unidad Temática:
Clase Nº: 2
Fecha: 03/10/2018
Hora: 15 a 16.20
Duración de la clase: 80 minutos
Fecha de primera entrega: 30/09/2018
· Teaching points: She is, He is, it is , She isn’t, he isn’t, it isn’t
· Aims or goals:
During this lesson, learners will be able to…
● Identify and name different school projects in complete sentences
● Develop learners’ understanding of an ability to use school projects
vocabulary
● Develop their listening skills by listening to the to the repetition and
listening activities of the new vocabulary and expressions.
● Enable the students to recognize the vocabulary and the grammar
structures to speak in third person singular
● Practise pronunciation focusing on /z/ sound by the repetition of
2. specific words.
● To develop their speaking skills through the answers to answers and
speaking activities
● Deepen their understanding of commands/instructions while
developing their gross motor skills as well.
Language focus:
LEXIS FUNCTION STRUCTURE
S
PRONUNCIATION
REVISIO
N
- Listen!
- Look
- Sit down
- Stand up
Name
Surname
Numbers
- Giving
commands
or
instructions
.
- Identify
and answer
personal
infor.
questions
- Let’s point
out
- Repeat after
me.
What’s your
name?
How old are
you?
What´s your
telephone
number?
/ɒ/
NEW School
projects:
Drama,
Art
&Technolo
gy,
Multimedia
Robotics
Math,
geography
History, etc
- Identify
and name
school
project
vocabulary
- Talk
about 3rd
person
singular
age, name
and school
project
She is in…..
He is in….
/z/
· Teaching approach: the lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer, 2010).
3. · Integration of skills: Listening, reading, writing and speaking will be
integrated through different activities such as questions and answers.
· Materials and resources: ???
· In this lesson, Activities organized through the combination of audio,
photocopies and flashcards enhance language learning and acquisition.
· Seating arrangement: According to the group report, the students will be
sitting in pairs and in groups in order to facilitate the interaction with
their classmates and the teacher. Some activities will be done in groups
in order to motivate students to participate
· Assessment: I will check that students understand and identify the
different language items by observing pictures/objects or listening to
their names. I will provide them with the necessary input so that they
may achieve the proposed.
ROUTINE 5’:
- Purpose: to get students into the mood of work and to establish rapport
with them.
I’ll get into the classroom and greet students: T: “Hello students!” S: “Hi
teacher” T: “how are you today?” S: “Fine and you?” T: “I am fine”
What´s your name? I`m Naty and you? What´s your name? I´m ……..
I’ll ask students: “What date is it today?” I will ask “is it Monday?” No it isn’t,
is it Tuesday? No it isn’t, is it Wednesday? ( I will nod to them) yes it is. I will
write the date on the board.
Transition:
Ok, so now we are going to play a game ok? I want three big groups
WARM UP 5’:
The teacher will name the three groups. The teacher will ask one volunteer of
each group to go next to the board. Teacher will stick on board the name of all
the subjects and school projects. Then, the teacher will show the picture of
the subject and the first student who touches the correct name wins.
T: we are going to play a game I need one volunteer from each group. This group
4. isred and this group isblue and thisis one isgreen, ok? . Iwill show you a picture
and you have to touch the name of the subject. Ok? First, let’spractise and then
we start. The group can help your classmate. If you touch correctly, you have
one point.
Ok?
English Maths Geography History
Science Multimedia Biology
Computer
animation
Music Drama P.E.
Art &
technology
5. Transition:
The teacher will give each student who is in the front a flashcard with the
different pronouns “she, he, it” and a different name and an object.
Ok, so you will be different people and one of you is going to be an object ok? So
here you are, She… Susan, he….. Tom, it…… book.
PRESENTATION 25’:
- Purpose:
● to incorporate new vocabulary.
● to expose the learners to the target language using a real context.
● to foster to comprehension of the target language through oral
questions and answers.
Teacher will present the subject pronouns using different flashcards with
names and the pronouns. The teacher will give to the different students two
Robotics
she he it
6. different flashcards.
Teacher will give to a girl student a flashcard with the subject pronoun “ SHE”
and a different name “ Susan”, to a boy student a flashcard with the subject
pronoun “ HE” and a different name “ TOM” and to a third student “ IT” and
the flashcard of a book.
The teacher will ask to the rest of the class who is she? In order to try to elicit
from student the sentence “She is Megan”. Then, Teacher will say “ She is
Susan” and will write on the board the sentence. Teacher will ask Who is he?
“ He is Tom” and then the teacher will ask what is it? It is a book.
Teacher will explain the use and meaning of the pronouns and the verb to be
in the affirmative and negative form.
Students might answer by using L1 because of their English level
In order to register the vocabulary and grammar learned, the students will
complete the following copy.
Ok, so now, I will give you a copy and you have to complete it.
7. Negate the following
sentences.
1. Jane is 15 years old.
________________________
2. It is a red pencil.
________________________
3. He is in year 3.
________________________
Complete the sentences with
she , he it
1. _______ is Marta.
2. ________ is Ramon.
3. _______is a dog.
4. _______ is a book.
Grammar box
is Laura.
is 16 years old.
isn’t in year 3.
isn’t Ramiro.
is Gaston.
is in Maths.
isn’t a pencil.
is a book.
is red.
Order the words
1. is / years/ She/ eleven / old/
________________________.
2. He/ in/ Robotics/ isn’t
________________________
3. My/ subject/ is / favourite/
Science
________________________
4. a / computer/ is / It
________________________
_
8. Transition
Teacher will ask learners to take out their folders since they will work with a
short listening from the book.
DEVELOPMENT 35’:
- Purpose:
● To foster to contextualized practice of the teaching points.
9. 1 activity
Teacher will ask learners to listen to a short listening with their book closed,
students will try to recognize from the listening the known words. The
teacher will write some words on the board to help students to understand
the listening. Then, teacher will ask learners which words they listened to
and will circle them.
Students will open their books; guess what information is missing, and try to
remember to complete what they had listened before.
Teacher will play the listening again and students will complete the missing
information
Audioscript
Laura is in the Art & Techno project. She’s in Year 3 at school. She’s 14 years old. Lucas
isn’t in Year 3. How old is he? He’s 15. He is in Year 4 and he’s in the A & T Project too.
Mat is 13 years old and he’s in Year 2. Olivia is 12 but she’s in Year 2! How old is Patty?
She’s 15 and she’s in Year 4.
Teacher will write on board some sentences from the listening in which
students have to complete with the pronouns and verb to be.
Laura…………in the Art & Techno project. ………… is in year 3 at school. She
……… 14 years old.
Lucas ……………….. in Year 3. …………. is in year 4. He ………… 15 years old.
10. Teacher will check students´ answers orally.
2nd activity
Teacher will ask students to go back to their students´ book in order to listen
again the previous listening and complete the following activity of their
folder.
Transition:
T: “Excellent students!!! Do you want to play a game? You can sit in two big
groups.
After this, teacher will ask learners to continue working with their folder
and complete activity number three in which they have to match the
vocabulary with the illustrations.
Teacher will check students´ answers.
Ok, now we are going to listen again, and you have to circle the correct option. Ok?
Great
Teacher ask learners to look activity three and repeat after her the project
vocabulary and then teacher asks learners to listen and match the
illustrations with the words.
Ok, now you have to match the pictures with the letters. For example, Drama is number
.......
Activity 3
11. Teacher sticks on board four pictures of girls and boys and write under
them, the name, age and subject or school project.
Closure
Teacher will make three groups and will hand in each group an envelope
with sentences to order. The first group that finishes it will be the winner.
homework
The teacher will give a copy to do in their houses.
Circle the correct option
Paul
9 years old ( x)
7 years old
robotics
Megan
13 years old ( x)
12 years old ( )
science
Pencil ( x)
Book ( )
red
12. He is/isn’t Maria.
He/ She is Santiago.
He is/ isn`t in Maths.
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
Language accuracy x
Observations Minimumscore:18 / 30
Score:__22/30
She/ He is Paula.
She is/ isn’t two years old.
She is in history / P.E.
