The document provides details of an English lesson plan for 5th grade students focusing on giving directions in a city. The 80-minute lesson includes reviewing vocabulary from previous lessons, presenting new vocabulary through a video, and developing students' listening, speaking, and reading skills through 4 activities. The activities include completing lyrics while watching a video, a dictation activity tracing a path on a map, filling in an empty map based on a text, and working in pairs asking and answering questions about missing buildings on maps. The lesson aims to help students identify and produce directional vocabulary in context and develop their ability to give directions through a communicative approach integrating different language skills.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PARTICIPANTE:María CeciliaNievas
Períodode Práctica: Primaria
InstituciónEducativa:LiceoMilitarGeneral Roca
Dirección:Av.HipólitoIrigoyens/n –ComodoroRivadavia(Chubut)
Sala/ Grado / Año - sección:5to
grado – Azul – Turnomañana
Cantidadde alumnos:30
Nivel lingüísticodel curso:Principiantes
Tipode Planificación:Clase
UnidadTemática:Instruccionesenlaciudad
Clase Nº:1
Fecha:03/09/2015
Hora: 09:10 a 10:30
Duraciónde laclase:80’
Fechade primeraentrega: 29/08/2015
CLASS Nº 1
 Teachingpoints: Givingdirections
 Aimsor goals:Duringthislesson,learnerswill be able to…
- Identifyandproduce vocabularyrelatedtodirections inameaningful context
- Developtheirlisteningskills by listeningtoasong/dictation andcompletingactivities.
- Developtheirabilitiestogive directions(communicative skills).
 Language focus:
Lexis Functions Structures Pronunciation
REVISION Buildings:shop,museum, restaurant,
police,busstop,station,school,
church, hospital,park.
Prepositions:nextto,near,behind,
opposite,infrontof,between.
Follow
commands
and
instructions.
Excuse me.
Is there ...?
Yes,there is...
No,there isn’t.
NEW Turn left,turnright,go straight. Give directions
to finda place.
Where’sthe ...
?
Turn /3:/
 Teachingapproach:The lesson isdeliveredunderthe Communicative Approach inorderto
encourage students’ communication.Itisorganized throughthe Presentation-Practice-
Produce method.
 Integrationof skills: They will developtheirlistening(presentation,activity1andactivity
2), speaking(activity4) andreading(activitythree) skillsthroughoutthe lesson.

2.  Materialsandresources: firstmap(warm-up),Sally,PaulaandPablo’spicture,the video,
the little posterswiththe directions,lyricsfromthe video,copiesof the firstmapand
Pablo,copiesof the emptymapand texttocomplete it(activity3),colored piecesof paper
representingthe buildings,mapsstudentA andstudentB.
 Pedagogical use of ICTinclass or at home:We will see avideoaboutdirections.
Furthermore,there will be flashcardsaboutthe vocabularywe will reviewincase that
studentsneedtosee them.
 Seatingarrangement:Studentswillbe sittingattheirdesksasusual.
 Possible problems/difficultiesandtheirpossiblesolutions duringthe class:If there isno
electricityIwill have the laptop’sbatterycompletelyfull.
 Classroommanagementstrategies: Activitiesare designedinordertoencourage students
to participate duringthe whole classsotheydonotfeel boredandbehave properlywhile
theystudy.Anyway,if anystudentpreferstotalkinsteadof work,Iwill standnear
him/herandencourage him/hertocontinue withthe activities.
 Potential problemsstudentsmayhave withthe language: If studentsdonotremember
the vocabularyfromthe previouslessons,we willuse the flashcards.If studentsdonot
understandthe instructionsof anyactivity, Iwill repeatthe explanationwithdifferent
words,use gesturesandexamplesinordertohelpthemunderstand.
 Assessment:Students’comprehensionof the vocabularyandstructureswillbe checkedby
monitoringif theyparticipate andcomplete activities usingthe correctdirectionsand
structures.
Routine – 5’
Purpose:To create a good atmosphere to work and make the studentsmove.
I’ll greeteachstudentwhentheyarrive tothe classsaying“Hello”.Iwill waituntil theychoose
theirdesksandI will sayhellotothe whole group“Goodmorning,kids!How are you?” EA:“Fine,
thankyou./ Fine, andyou?” ThenI will add“Do youremembermyname?”EA:“Miss Cecilia/No”.
I will repeatmyname if itis necessaryandthenIwill explain tothem“I am goingto be your
teacherduringa fewweeks.Let’sstartworkingandhavingfuntogether!”Iwill write atthe board
while Iaskthem“What day is ittoday?”EA: “August,Thursdaythe 3rd
” and I will say“Exactly,
couldyou please spell Thursday? Ineedhelp”EA:“T-H-U-R-S-D-A-Y”If theydonot rememberany
letterIwill helpthem.
Transition:AsI paste the followingmap onthe blackboardI will say“Let’ssee a mapof a little
townin ourprovince”
Warm-up– 7’
Purpose:To reviewvocabulary theylearnt during the last part of the previousclass and create
the contextto start working on the newtopic.
I will askthem“Do yourememberthe name of thisbuilding?”asI pointto the bank.EA: “A bank/
It’sa bank”AndI will add“That’s right!And,where’sthe bank?”asI pointto the church and the
hospital EA:“Nexttothe hospital/church./Betweenthe churchandthe hospital.”“Hooray!”Iwill

3. continue askingaboutotherbuildingsuntil we review the prepositions(behind,between,
opposite,infrontof andnextto).FinallyIwill add“Wow!I’mimpressed.”
SOURCES:
http://www.clipartpanda.com/categories/hospital-clip-art-free-printable
https://www.timetoast.com/timelines/history-of-banking-ed7c3378-2d9e-4110-8bad-35776d80bf3a
http://www.clipartpanda.com/categories/church-building-clip-art
http://www.freelargeimages.com/museum-clipart-4179/
http://www.clipartpanda.com/categories/city-park-clipart
http://cliparts.co/bus-stop-clipart
http://classroomclipart.com/clipart-search/all-phrase/restaurant/
http://classroomclipart.com/clipart-view/Clipart/Transportation/Train/train_station_travel_02_jpg.htm
http://clipgid.com/coffee-shop-building-clipart.html
http://www.clipartpanda.com/categories/store-clipart-black-and-white
http://images-pictures.org/school-building-clip-art-photo-and-pictures.html
Transition:Iwill say:“Look,thisis Sally,she wantstogo to the bank”
Presentation– 10’
Purpose:To presentthe new topic.
I will stickSally(the girl fromthe video)nexttothe restaurantandI will askthe students“Where’s
the bank?” EA: “It isbetweenthe churchandthe hospital”“Oh!Yes!”and I will pointthe wayto
the bank.“Let’s see a videotohelpSallyinorder to arrive there.”AndIwill playthe firstpartof
thisvideo.
https://www.youtube.com/watch?v=AgTkKGM0TWE

4. Afterthat,I will encourage themtorepeatthe instructionsinthe video.“So...where’sthe bank?”
as I pointthe way.EA: “Go straightandturn right” andI will add“Great job!”I will paste some
little posterswiththe instructions:“Gostraight”and “Turn right” onthe board.AfterthatI will
place the othergirl that appearson the videonexttothe shopand I will say“Paulawantsto find
the school,couldwe helpher?”as I pointthe shortestway.EA:“Go straightand turnleft”.If they
do notrememberthe wordleftIwill helpthem.AdditionallyIwill paste the little posterwiththe
instruction“Turnleft”.“Now,let’ssee if we diditright”andI will playthe lastpart of the video.
Transition:Iwill say“It’sa classrecord!Now I will deliversome copieswiththe lyricssowe can
complete itandsingthe song”
Development– 55’
Purpose:To provide contextswhere students can practise the language.
Activity1 – 10’
I will explainthe activity. “Lookatthe copy,there are some wordsmissing!We will watchthe
videoagainandyou will complete itwiththe wordfromthe box,OK?” and I will deliverthe copy
to each student. Iwill showthe videoagainwithoutthe transcriptioninit.
While theysee the videoIwill tell themwhenthe secondpartstarts.
Whentheyfinish,Iwill askthem“Doyou needtowatch the videoagain”EA:“Yes/No”According
to the answerI will playthe videoagainornot.If not,we will check the activityall together.“Let’s
readthe songaltogether”While we doit,Iwill copythe answers onthe blackboardso theycan
Go straight– turn left– turnright – bank – school – thanks
PART 1
Excuse me,where’sthe _______?
Go straightand __________.
Oh! Thanks,__________.
PART 2
Excuse me,where’sthe ________?
___________ and__________.
Oh! Thanks,thanks.

5. check theircopy.Then I will say“Iwill playthe videoagainandwe can singthe song!”I will play
the videoandI will startsingingtoencourage themtoparticipate.
Transition:Iwill say“Well done everybody,youare greatsingers!”
Activity2 – 10’
I will give themanothercopy,withthe same mapthatwe usedpreviouslyandalittle boy.
“Look,now youhave a copy of thismap!Thislittle boyisPablo”while Ishow thema copyof the
boy.“Paste Pablonexttothe station.”Iwill walkbetweenthe studentswhile theypaste itandI
will add“Nowwe are goingto doa listeningactivity,adictationsoyouneedto be silentinorder
to listentome.You have to trace his way.”AndI will pointinone copya way,so theyunderstand
the instruction.“Let’sstart.”I will readthe followingtextslowly.
“Pablogoesstraightand turnsright.Then,he turns leftat the busstop andhe goesstraight.After
that, he turnsleftagain.Finally,he turnsrightatthe hospital andhe goesstraight...where ishe?”
EA: “At the park!” “That’sthe correct answerverygood!”If theyneedit,I will readthe textagain
so everyone isable tocomplete the activity.
Transition:“Verygood!Youdidit! Let’svisitandcomplete anew townnow.”
Activity 3 – 15’
I will deliveranewcopy,an emptymapand piecesof coloredpaperthatwill representbuildings(I
made some examplesbelow).
Text:
Thisis mytown.There is a verybigpark here,Ilove it!My school isbehindthe park.There isa
restaurantinfront of my school.If yougo straightfrom myschool,there isa hospital,apolice

6. stationanda busstop.The police stationisbetweenthe hospitalandthe busstop.If you turn left
fromthe busstop,you can finda museum.There isachurch opposite the museum.
There isa banknear the restaurant,too.Andthere isa stationin frontof the bank.What else?Oh!
Yes,there isa Café nearthe bank,too.
I will explainthe activity“Thisisanemptymapand youhave to paste the buildingsinthe red
boxes.But,youneedtoread the textinorderto complete it.Let’sdothe firstone together. Who
wantsto read the firstpart of the text?”A volunteerwillreadthe firsttwosentences.Iwill ask
“So, where’sthe park?”EA:“Here!”Studentswill point tothe biggestsquare.“Wow!Verygood.
Now,continue working,youcandoit inpairs”I will walk amongthemas theydevelopthe activity,
I will helpthemif theyneeditwithsome cluesinEnglish.
Transition:“Well done everybody!Inthe followingactivitywe will needourmate’shelp.”
Activity 4 – 15’
Now,theywill workinpairs,too:I will give adifferentcopytoeachstudent.One student makes
questionsaboutmissingbuildings,the otherone answersusingprepositionsordirections. “You
will workwithyoursame classmate fromthe previousactivity.Youhave differentcopiessodon’t
showit to yourpartner.”I will checkthattheyunderstandupto now,and I will continue“Student
B makesquestionsaboutthe missingbuildings,forexample, Istherea bank?.The otherstudent
couldanswerNo,there isn’tor Yes, there is a banknextto thepark. Let’sdo the firstone
together.”Iwill take a copyas a secondstudent:“So,studentsA,isthere abank?” EA:“Yes, there
isa bank betweenthe museumandthe shop”“Verygood.StudentsBshouldwrite the workbank
inthisemptybox betweenthe museumandthe shop.”Iwill waituntil all studentsBcomplete
theirmapsand I will add“Great,now start workinginpairs” I will walk amongthe studentsguiding
and helpingthemwhentheyneedit.
BANK SHOP RESTAURANT

7. STUDENT A
STUDENT B
Transition:Once Icheck that all the studentsfinishthe activityIwill say“Wow, we onlyhave a few
minutes,let’sdoourlastactivity”
Closure – 5’
Purpose:To close the topic and greetstudents.
“We are goingto singone lasttime our songabout directions”We will singthe songandIwill say
“Well,we are on time,we shouldleave.Putthingsawayandlet’sgo. Thiswasa fantasticlesson!
See younextThursday.Bye!”