Primary-Lesson plans

1. Alumno Residente: Báez María José
Periodo de práctica: Nivel Primario
Institución Educativa: Prism institute
Dirección: Av. Del trabajador 1100
Sala/Grado/Año-sección: tercer año. TT
Cantidad de alumnos: 12
Nivel lingüístico del curso del curso: Level 2
Tipo de Planificación: clase
Unidad Temática: Places in town
Clase N°: 1
Fecha: 22/8/2017
Hora: 14:45-15:45
Duración de la clase: 60´
Fecha de primera entrega: 16/8/2017
• Teaching points: prepositions and places ( the cat is on the tree, the
bus station is next to the post office)
• Aims: During this lesson, learners will be able to…
- Identify and name places in town.
- Identify and name prepositions.
- Be able to greet their mates and teacher in English.
- Develop their listening skills by working collaboratively.
- Identify and use the structures: the church is in front of the
square
- To deepen their understanding of commands/instructions while
developing their skills.
- Write sentences
- Ask and answer questions about the topic.
- Develop their speaking and listening abilities by taking part in short
oral exchanges.
- To be able to read and comprehend the text.
• Language focus:
Lexis Function Structure Pronunciation
Revision Hello,
goodbye-
look at the
pictures-
How are you
today?- what
day is
today?-
commands:
sit down!,
repeat
please,
silence.
Greeting,
giving
commands
and
instructions.
there is Recognition
of /ð/
Comentado [A1]: What about the production of this sound?

2. Prepositions:
in.
Playground,
square.
There is, do
you? Has got
buses,
shops,people
New Church,
police
station, ice
cream shop,
post office,
next to, in
front of
Identify
prepositions
and places in
the town.
Ask and
answer
questions
Where is …?
The square
is…
Recognition
of patterns
• Teaching approach: Natural approach- Presentation, practice, production. Communicative
approach where students should use the new vocabulary.
• Materials and resources: flashcards, photocopies, a white board, notebook, text and
games.
• Pedagogical use of ICT in class: Audio material enriches language learning and acquisition.
There is no instance of ICT in the lesson.
• Seating arrangement: Students work in their seats to have visual contact and interaction.
• Cooperative work: Students work as a class, then in groups and finally individually.
• Possible problems/difficulties and their possible solutions during the class: students may
get excited because everyone wants to participate so the teacher will stop the class and
encourage them to sit down and listen.
• Potential problems students may have with the language: students may not understand
instructions or vocabulary so the teacher will repeat the language, use body language,
mimes, intonation and uses visual support.
• Assessment what will be assessed and how: I will pay attention to students’ participation
asking questions to all them. Also, the use of the language is important and I will note how
they do the activities. I will repeat the correct intonation, instructions and the structure
with the aim they repeat and pay special attention to these.
• Skills integration: listening, speaking and writing will be integrated in this lesson.
Routine 2’:
Aim: To greet students and create the right environment.
I will get into the classroom and greet students: “Hello! Good afternoon!
EA: Hello!
T: how are you?
EA: Fine!
T: excellent! Now we are going to start with the class. So, can you tell me what day is
today?
EA: Today is Tuesday 22nd
August

3. I will write this on the board.
T: now look outside and tell me -how is the weather today?
EA: It is…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 2’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during the last
lesson and set the context to introduce the new vocabulary.
I will ask them: where do you live?
EA: Eduardo Castex!
T: what activities can you do here?
EA: We can go to the square, go out with friends…
T: can you play sports?
EA: yes!
T: what about playgrounds? Do you like the playgrounds? Is there any playground near the
square?
EA: yes, there is a playground near the square.
Presentation 15’:
Aim: to introduce the new vocabulary.
I will show learners the following pictures.
T: Do you recognize this? It is the square. The square has got a clock, Argentina’s flag and
monuments. (I will copy each place on the board)
T: and what is it?

4. EA: it is a playground!
T: very good!
T: look at this. This is a bus station. What things do you find in the bus station?
EA: Buses, shops, people…
T: So, what is it?
EA: It is a bus station!
T: Do you recognize this? This is a police station! Repeat with me.
EA: It is a Police station

5. T: and this? This is a church. Repeat please.
EA: It is a church!
T: What is it?
EA: it is an ice cream shop!
T: What is it? It is a post office! Repeat with me!
EA: it is a post office!
Comentado [A2]: You should show a photo of the post office
itself.

6. T: and look at this. It is the city hall. Repeat please.
EA: it is a city hall.
T:Excellent!
To practise and recognize the new vocabulary. I will hand out flashcards and they shouldn’t show
these. Students will ask and join each place with the correct word. Everyone will ask and
participate until all the places are discovered.
For example: one student has the paper with the written word and another student has the
picture.
EA: Have you got a bus station?
EA: yes, I have the picture!
I will show them a picture with the places located in the town and I will say an example: the church
is in front of the square. The bus station is next to the post office. The ice cream shop is between
the post office and the police station. I will encourage them to say sentences using in front of,
between and next to. What is more, the prepositions will be written on the board.
Comentado [A3]: You should make sure everybody understands
what they are expected to do. Encourage them to use the target
language. You can copy the structure they are meant to use on the
board.
You should demonstrate the task.
Comentado [A4]: What is the purpose of this activity? Will you
be describing the map or will you ask students to locate the places
according to the description you provide? It is not clear for me.
Comentado [A5]: Are they familiar with the prepositions?

7. EA: The square is between the city hall and the church.
EA: bus station is in front of the playground.
Development:
Activity 1- 5’
Aim: to recognize and use the target language
I will write on the blackboard the instruction of the following task.
Write on your copybook five sentences about the locations of the places in Eduardo Castex. Use: in
front of, between and next to.
Write five sentences about where the places in Eduardo Castex are. Use: in front of, between and
next to.
Example: In Castex, the church is in front of the square.
To check, students will read the sentences aloud.
Activity 2-5’:
Aim: identify and practice places and prepositions.
I will show them a picture similar to the one above with the places located in the town, but this
time I will change the locations of the places. I will ask each one for example, “where is the bus
station?” and the same question using all the places and prepositions, so everyone will answer. I
Comentado [A6]: You must monitor their performance and
provide the necessary feedback.

8. will ask one or two questions, then I will encourage they ask and answer the questions among
them. I will provide help and support when it is necessary.
Activity 3- 10’:
Aim: to practice the new vocabulary
After completing the new map I will give one or two minutes for them to look at the picture and
remember the locations of the places. Then, The picture will disappear and in two groups we will
play to tic, tac, toe.
Example: where is the bus station?
EA: It is ….
T: Correct! So group number two where do you put your point?
EA: in the center!
And so on. the group who is wrong loses the turn and the other group can respond until
completing the tic, tac, toe.
Activity 4- 6’:
Aim: To read and comprehend a text using the new vocabulary.
I will give students a short text.
MY TOWN
My town is big. There are lots of shops and there are lots
of cars too. There are playgrounds and there are lots of
trees. I like to ride my bike with my friends but I don’t like
to play football. My favourite playground is in front of the
ice cream shop. The bus station is between the city hall
and the square.
Kate
Comentado [A7]: I cannot see how this tic tac toe will help them
practise the new vocabulary.
You may include a picture of a place in town in each square, and ask
groups to put their circles and crosses in those places, naming them.

9. T: who is the volunteer that want to read the text? You read till the stop. You read to the
following point. So pay attention because I will choose the person that will continue reading.
In order to check comprehension students will tick the images that the text mentions.
T: Read the text again and tick the images that the text mentions.
1 2 3 4 5
6 7 8 9 10
All together will check the correct answers.
T: finish? Maria tell me one image that you have ticked
EA: Picture 2.
T: do you agree?
EA: yes!
T: you stick the copy in your notebook.
Activity 5- 7’:
Aims: to comprehend the text.
Students wil read the sentences and write yes or no
I will write on the blackboard and students will copy on their copybooks
Read the text and write yes or no
1) The town is not big…….
2) There are not bikes……..
3) There is a playground…….
4) There is a bus station…..
Comentado [A8]: Are they used to reading aloud? What are the
benefits/drawbacks?
Comentado [A9]: Check understanding.

10. 5) There is not a square……….
All together will chek the task
T: Benji read sentence number one
EA: The town is not big no. The town is big.
T: very good!. Laura continue reading sentence number 2.
Closure:
Activity 6- 8’:
Aim: To assess students what they learned in class.
Listen to the teacher and complete the map.
I will draw a map on the blackboard and they will draw this. Then, I will say the police station is in
front of the square. The ice cream shop is next to the bus station, etc. students will listen to me
and write the places in the correct place.
T: you will draw this map. I will say sentences and you write the places in the correct order. Do
you understand?
For example the police station is in front of the square.
EA: yes!
T: let’s see what you have written!
I will check the productions of each learner.
T: great children! See you the next class. Goodbye!
EA: Goodbye teacher!
Coherence and
sequencing
x
square
Comentado [A10]: This will be too time-consuming. Why don´t
you make copies of the map?

11. Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Nice lesson! Working on their own city is a good choice. Devote time to checking
instructions and encourage students to use the target language.
You have included plenty of activities. Keep an eye on timing so that you can get
the most out of this lesson. Remember that if they have to copy, it will probably
take more than expected. Consider preparing copies.
Mind your grammar and spelling, please.
Have a lovely time!
Aure