1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Nivel Inicial
Institución Educativa: Jardín Cantepri
Dirección: San Martín 955, Comodoro Rivadavia
Sala / Grado / Año – sección: Sala de 5 años, Los leones
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: El tiempo
Clase Nº: 3
Fecha: 24/05/2018
Hora: 15:20 a 16 hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 19/05/2018
· Teaching points: Clothes according to the weather and weather
conditions
· Aims or goals:
During this lesson, learners will be able to…
- Talk about weather conditions and clothes
- Develop their speaking and listening skills
-To deepen their understanding of commands/ Instructions while
developing their gross and fine motor skills as well.
- To have fun playing a guessing game
Language focus:
Functions Lexis Structures Pronunciation
Revision Look!
Listen!
Sit down.
Stand up.
Watch.
Understanding
commands
window, sunny,
rainy, windy,
cloudy, snowy,
coat, sandals,
shorts
What is this?
It’s …
It’s
New Count.
Order
Color.
Umbrella,
sunglasses,
mittens, boots,
rain boots
What’s the
weather like?
It’s (windy).
weather, windy,
window
2. I need ...
Teaching approach: The lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer,2010).
· Integration of skills: students will work on their listening, speaking, and
reading skills
· Materials and resources: song hello hello
https://www.youtube.com/watch?v=tVlcKp3bWH8, video “How’s the
weather?” https://www.youtube.com/watch?v=rD6FRDd9Hew, flashcards,
labels, tape, worksheets, scissors and glue, color pencils, markers and
crayons
· Pedagogical use of ICT in class or at home: In this lesson, a video will be
used to support the presentation and exposure of the students to the
teaching point. Activities organised through the videos (audiovisual
material) enhance language learning and acquisition. There is no tv set or
tape recorder in the classroom so I’ll take my own computer with full
battery and loud speakers in case there’s a power problem.
· Seating arrangement: due to the very limited classroom space available,
the students will be sitting around the three rectangular tables during most
of the class, except while they sing the hello and goodbye songs
· Assessment: what will be assessed and how: I’ll check that students
comprehend the commands given by watching their actions; I’ll check
their understannding of the new lexis by watching them mime the word,
by their use of realia and by how they respond to the dictation. I’ll
encourage them to produce the chunks of language I’m teaching and
assess their oral production.
Routine: 3’
Purpose: to start the lesson, get students into the mood for work, establish
rapport.
I’ll get into the classroom and greet students: “Hello! How are you today?” EA:
“Hello!” I’ll ask students to stand up next to their chairs – as they usually do -
and look at me while we sing and mime the usual welcome song. I’ll mime the
song myself demonstrating the actions according to the song lyrics
Hello, hello, hello, how are you?
I’m good! I’m great! I’m wonderful!
Hello, hello, hello, how are you?
I’m tired. I’m hungry. I’m not so good
Hello, hello, hello, how are you?
3. T: Well done, kids! Now sit down, please. Oh! Look at the window! What’s the
weather like today? SA: It’s rainy. T: Very good, it’s rainy today?
Warm up: Timing 5’
Purpose: To elicit and review vocabulary introduced the previous class
and sing about the weather
I will ask the students to watch a video of the weather song. As the video
shows different weather conditions, I will pause it and ask What’s the
weather? What is he wearing? As I point to the clothes. SA: Sunny!
Sunglasses
T: Excellent everyone! Look! I brought my magic backpack again.
Development
Activity 1: Timing 7’
Purpose: To review the weather and vocabulary related to clothes, to
practice their listening and speaking skills
I’ll pretend I’m touching something inside the backpack and guess what it
is. I’ll say: I think it’s an … umbrella, no … a boot … no! Sunglasses! I’ll
take out the umbrella ad ask: Is this the umbrella? SA: Yes. I’ll open it and
ppretend to use it. I’ll ask: What’s the weather like? SA: It’s rainy. T: Very
good!
Then, I’ll have each child try to guess an object or clothes saying what
they think it is and the weather.
Activity 2: Timing 5’
Purpose: to have children review clothes and colors, to practice their
listening skills
I will give the students a worksheet and a set of 6 cutouts with the images
of clothes. I’ll ask the children to show, color and paste the images in the
correct order under the numbers. T: Number 1. Show me the boots.
Great! Color ther boots brown. Well done! Now Paste it under number 1.
I’ll do the same with the other clothes and objects.
When they finish I’ll ask them to write their name on top and I’ll put stamp
on their sheet. T: Well done! Now, do you want to play?
Activity 3: Timing 10’
Purpose: To have kids review vocabulary related to clothes and weather
I’ll give each child an envelope with their name containing a set of cards
to play a memory game. The cards will have pictures of clothes and of
4. weather conditions. I’ll say: This is a memory game. (They have played
this kind of game before) I’ll model how they should turn two cards and
say what the weather is or the name of the clothes. They’ll keep on doing
this until they find the 10 pairs. Once they all finish playing I’ll ask them to
put the cards back onto the envelope to take home and play afterwards.
I will give the fast finishers the worsheet of the following activity and
explain what they have to do.
Activity 4: Timing 5’
Purpose: To have kids relate clothes and numebers in a counting
exercise
I’ll show them the mittens again and say: Now, Remember the numbers?
I’ll point to the numbers on the classroom wall. Let’s count. How many
mittens do I have? One, two. I have two mittens.
I’ll then give the children a worksheet for them to read the number and
colour as many items as the number indicates
I’ll go child by child checcking their work and asking randomly: How many
boost are there? How many coats are there? SA: Four coats.
Routine: Timing 5’
Purpose: To mark the end of the class
I will collect the worksheets and ask the children to put away their
pencilcases.
Then, I’ll say It’s time to go! I will play the goodbye song for students to
sing and mime with me.
T: See you next class!
Bye bye goodbye
Bye bye bye bye goodbye
I can clap my hands
I can stump my feet
Bye bye goodbye
