In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.

1. Taller de Práctica Docente 2015
Tutora: Prof. Cecilia A. Zemborain
Co – tutoras: Prof. Eugenia Carrión Cantón – Prof. Graciela Inés Manzur
Lesson Plans – Practicum – First Period
I.F.D.C. Lenguas Vivas
Taller de Práctica Docente
ALUMNA PRACTICANTE: Myriam Beatriz Tielve
Período de Practica: Primero – Nivel Inicial
Institución Educativa: Instituto Juana de Ibarbourou
Dirección: Avenida Gral. Rojo 4415 – Gregorio de Laferrere – Buenos Aires
Sala/ Grado/ Año – Sección: Sala de 5 – Turno Mañana
Cantidad de alumnos: 30
Nivel Lingüistico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Nos identificamos
Clase N°: 3
Fecha: 11/05/2015
Hora: 10:50 – 11:20
Duración de la clase: 30´
Fecha de la primera entrega: 6/05/2015
 Teaching Points: Items of clothes (t-shirt/ skirt/ shoes/ tie/ necklace)
 Aims:
During this lesson, learners will be able to…
 Identify and name different items of clothes for boys and girls.

2.  Identify and follow simple commands while getting organized to work.
 Interact with the teacher and peers while listening to a story.
 Understand and follow instructions to work on their books.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Greetings
Hello!
Goodbye!
The
imperative
Sit down!
Stand up!
Colours
Red, pink,
blue, black
People
Boy, girl
Phrasal
Verbs
Put on; take
off.
-Greeting
other people.
-Giving
commands
and
instructions.
-Identifying
and naming
colours.
-Naming kids.
-Wh questions
in the simple
present
-How are you
today? I´m fine.
-What colour are
the boy´s pants?
They are…
-What´s the
boy´s/girl´s
name? It´s…
-Polite requests
-Let´s sit down…
-Let´s put on/
take off
Recognition and
use of the sounds
of
|ɜː| Girl
|ɔɪ| Boy
NEW -Clothes
T-shirt; skirt;
shoes; tie;
necklace.
-Identifying
and naming
clothes.
-Yes/no
questions
-Are these shoes
or ties? They
are…
- Is it a t-shirt or
a skirt? It´s a…
Wh-
Questions?
How do you say
Recognition and
use of the sounds
|ɜː| Skirt
Shirt

3. this in English?
 Teaching approach: Natural approach and Total Physical Response method. In
this lesson a final task is included.
 Integrating skills: Listening and speaking will be integrated as the students will
listen to a story accompanied by background sounds.
 Materials and resources: A computer, a video, flaschcards, crayons and the book
provided by the institution. It is not a commercial book, they are different
photocopies taken from different commercial books. I cannot name the source as
the teacher does not know where the copies have been taken from.
 Pedagogical use of ICT in class: In this lesson I will use my computer and my
speakers in the warm-up period as the institution provides me neither with a
projector nor a television all the times I ask for them. There is only one television
and other teachers need it on that day.
I will also use the computer to play an mp3 file with some sounds which I will use to
create suspense and the right atmosphere to tell the story to the students.
 Seating arrangement: In a semicircle on a carpet to facilitate eye contact and
interaction with the teacher and peers. During the lesson students will be invited to
stand up and sing a song (warm up period). Later the students will sit in groups of
five at different tables. The teacher usually lets them choose their own seat and
table so I will do the same.
 Cooperative work: As learners at this age are in a social play stage, they will play
together but following the teacher´s instructions. As I have observed in previous
lessons, students like interacting among them when they are working at their
tables. Therefore, I will go round the room encouraging them to use the target
language and prompting any word or chunk they do not remember.
 Possible problems / difficulties and their solutions during the class: Children
may get bored and misbehave if an activity lasts longer than it is expected. In this
case I will stop it for a while and encourage them to change their seating
arrangement or sing a song in order to follow with the next stage of the lesson.
Another possible problem will be the use of Spanish while they are working in their
books. I will encourage them to repeat and produce the same words or chunks in
English.

4.  Potential problems students may have with the language: Although this is the
third class, students are not used to being given instructions and using the target
language during the lesson so probably it will demand my use of more gestures,
repetition and modelling to help their understanding. It is also possible that they
have problems with the pronunciation of the words “girl, t-shirt and skirt” so I will
highlight the correct vowel sound when I pronounce these words. If it is possible I
will ask the students to repeat these words after me.
 Assessment: what will be assessed and how: I will assess students´
comprehension while performing the activities and give them encouraging and
positive feedback. I will encourage them to repeat and produce chunks instead of
isolated words. At the time of working in groups, I will go round the classroom
prompting new words or chunks and giving positive and encouraging feedback on
their productions.
Routine: 3´
Purpose: to greet students and get them into a positive mood to start the lesson
I will get into the classroom and pick up the box with their books on my desk to create
suspense and anticipate what will be the final task in this lesson.
Then I will greet students: “Hello!” (waving my hand at the same time) EA: “Hello!”: Then I
will ask the students “How are you today?” and with my thumbs up I will say “I´m fine!” EA:
I´m fine (as it is the third class with the same routine).
Then I will encourage students to sing the Greeting Song:
This is the way I say Hello!
Say Hello! Say Hello!
This is the way I say Hello to you, and you, and you!
Source : Adapted from https://www.youtube.com/watch?v=zoJjUHBNufY
After the song I will encourage students to sing and follow my movements so as to
organize them to start working.
T: Great, kids! Let´s sing the song to organize ourselves and start working. I will be the
model in the song:
This is the way I clap my hands, clap my hands, clap my hands;
this is the way I clap my hands, in the English class!
This is the way I say shh! Say shh! Say shh!

5. this is the way I say shh! In my English class!
Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY
Transition: Well done, kids! Now let´s see what you remember from the last lesson!
Warm up: 5´
Purpose: to revisit vocabularyand structures presented in the previous lesson.
T: Last class we played “the teacher says”, do you remember it? (pointing with my thumb
up) EA: Yes! If students can´t produce the correct answer I will go on like this:
T: No problem! Let´s play the game again! (I will model the actions first and then I will
encourage the students to play). I will act as a prompter so that they can imitate my
movements.
The teacher says: “Put on your pants. One leg to the right, one leg to the left”
The teacher says: “Jump into your pants”
The teacher says: “Take your pants off”
The teacher says: “Put on your jumper. One arm to the left, one arm to the right”
The teacher says: “Jump into you jumper”
The teacher says: “Take you jumper off”
T: Well done, kids! Let´s sing the song with the video
https://www.youtube.com/watch?v=BvJ4si0F9Ui
(I will play the video and sing the song with them only once not to be short of time and not
to let them get bored):
Put on your clothes
Every morning I wake up, I take off my pyjamas.
Then I found my favourite pants,
one leg to the right, one leg to the left.
Jump into my pants all right!
Then I have a look around, to see where my red jumper is.
One arm to the right, one arm to the left.
Ready for the day so bright!

6. Put, put, put on your clothes; right after you wake up!
Put, put, put on your clothes; straight after you take a bath!
Put, put, put on your clothes; where you are going to step aside!
Put, put, put on your clothes; just before you jump in bed!
If there is any problem with the electricity or the computer I will perform the song as a
chant clapping with my hands and encouraging the students to follow me.
Transition: Excellent, kids! Let´s sit down and listen to a nice story!
I will sing this song to help them sit down and keep in silence!
This is the way I say sit down! Say sit down! Say sit down!
this is the way I say sit down! In my English class!
This is the way I say Sh! Say Sh! Say Sh!
This is the way I say Sh! In my English class!
Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY
I will arrange the students in a semi-circle on the floor to foster eye contact and interaction
among them and the teacher.
Presentation : 10´
Purpose: to present new items of clothes for boys and girls in a context of a story.
T: Ok, kids! Let´s listen to a story of a girl and a boy! Are you ready? EA: Yes! Or only
thumbs up!
T: Great! (I will play background sounds of people snoring on my computer)
Once upon a time there was a boy, called Jack, and a girl, called Pam who were sleeping
in their beds. Pam was smiling happily. (At this point I will stop the story and encourage
the students to smile imitating my gestures) Yes, kids! Pam was smiling! But Jack was not
smiling, he was snoring! Listen! Jack was snoring loudly! Can you snore kids! EA: the
students will start snoring.
T: Well done, kids! Jack snored and you snored as well! Let´s go on! At that moment
something happened! (I will play the sound of an alarm ringing in my computer) Wow!
Listen! The alarm is ringing! Can you listen to the alarm? EA: Yes!
T: Well done, kids! The alarm was ringing! At that moment Jack and Mary´s mum
appeared and told them: “Wake up and put on your clothes, kids!” “Wake up and put on
your clothes, kids!” (I will change my voice imitating a mother). How does the mother say?

7. EA: “Wake up and put on your clothes, kids!” (I´ll repeat twice with them).
T: Then Jack and Mary woke up and looked for their clothes in the wardrobe! Jack put on
a t- shirt, a tie, a pair of pants and a pair of shoes! Ok, kids! What colour is Jack´s t-shirt?
EA: blue! T: Yes! It´s a blue t-shirt! (I will go on in the same way with the other items of
clothes).
T: “Then Mary put on a pink t-shirt, a red skirt, black shoes and a necklace! Well done,
Mary!” I will encourage the students to repeat after me. “Mary put on a pink…”
T: Later Jack´s and Mary´s mother appeared again. Mum said: Jack and Mary, are you
ready? Yes, mum I am. (imitating Jack´s voice) Yes, mum I am. (imitating Mary´s voice)
Come on kids! How does mum say? EA: Jack and Mary, are you ready? I will use the
same procedure with Jack and Mary´s answers changing my voice.
T: Then Mum´s said: Jack , Mary, it´s sunny today! Let´s go to the park now!! And then
Jack, Mary and their mum went to the park to enjoy the sunny day!
I do not know how much the children will interact with me and if they will not misbehave
during the story. However, if I have the possibility I would like to change the story and put
some wrong items of clothes to Jack and Mary to elicit the new vocabulary from the
students.
While telling the story I will use the following sequence of flashcards that I will stick on the
board (I will colour the pictures):

8. http://www.imagui.com/a/un-nino-despertandose-para-colorear-TKdAogap5

9. http://www.imagui.com/a/mujer-dibujos-para-colorear-iyEarjrA5
http://www.quierodibujos.com/Despertar-por-la-Manana/765

10. I will addto thisimage the picture of the girl.
http://ideasbloggers.blogspot.com.ar/2012_05_13_archive.html
I will use at the end of the story the flashcards of the “sun and the park” that I used in
lesson number one.
Transition: Nice story! Did you like it kids! Time to work in our books!
I will sing the following song to organize them at their tables!
This is the way I sit at the table! Sit at the table! Sit at the table!
This is the way I sit at the table! In my English class!
Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY
Sit down, please!
Development:10´
Purpose : to identify items of clothes for boys and girls while colouring them in
different colours.

11. Dictation : I will follow the same procedure as their teacher always does to hand in the
books. I will choose two helpers at random who will help me to distribute the books and
some crayons (blue, black, red and pink- these are the colours the teacher wants the
students to paint the items of clothes). Then I will proceed like this:
T: Ok, kids! Open your books on this page, please! (pointing to the poster) Open your
books on this page, please!
I will draw a poster on white paper identical to the one the students have on the page in
their books. I will hold it up so all of them can see the poster while I give them the
instructions:

13. T: “Look here, please!” (Pointing to the boy) “This is Jack! Is Jack a boy or a girl?” EA: A
boy!
T: “Well, done kids! Now, how do you say this in English? (pointing to the t-shirt with the
ball) EA: A t-shirt! If the expected answer is not given I will follow like this: “Is it a t-shirt or
a tie? EA: A t-shirt!
T: Well done, kids! It´s a t-shirt! Jack´s t- shirt is blue! Pick up a blue crayon and paint
Jack´s t-shirt blue! I will go round the tables to check understanding and repeating the
instruction to make sure the students are painting it blue.
Then I will follow with the other items of clothes with the same procedure. I do not expect
to finish with this dictation in this lesson so I will prepare another presentation for the next
lesson to finish with the task on this page.¨
Transition: Well done, kids! (Looking at the clock on the wall) I´m sorry, but time is up!
Closure: 5
Purpose: to put all the material and the books in the right place and greet students
goodbye.
T: Time flew away! Let´s put the crayons and books in the box and we will go on in the
next lesson! While helping students to put the things in order I will sing this song:
“This is the way I tidy my room! Tidy my room! Tidy my room!
This is the way I tidy my room! In my English class!
Source : Adapted for pedagogical use from https://www.youtube.com/watch?v=zoJjUHBNufY
Well done, kids! Goodbye! See you next class! EA: Goodbye!