This document provides a lesson plan for a 40-minute English class for elementary level students. The lesson focuses on revising pronouns and the verb "to be". It includes a variety of activities like warm-up games, presentations of new vocabulary, reading and coloring activities, and listening exercises from the textbook. The plan aims to develop students' listening, speaking, reading and writing skills through repetition and practice of target grammar and vocabulary. Group work and hands-on activities are incorporated to encourage interaction and participation. The teacher evaluates students through observation and checking comprehension.

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: Revision de pronombres y verbo “to be”
Clase Nº: 3
Fecha: 10/10/2018
Hora: 16.30 a 17.10
Duración de la clase: 40 minutos
Fecha de primera entrega: 8 /10/2018
· revision 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…
● Revise and consolidate different school projects and subject
vocabulary and the verb “To Be”
● 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 and first person

2. ● Practise pronunciation focusing on /z/ sound by the repetition of
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
- Giving
commands
or
instructions.
- Identify the
different
pronouns
and verb “To
Be”
- Let’s point
out
- Repeat after
me.
Who is she?
Who is he?
What is it?
//
NEW School
objects:
pen,
mechanical
pencil,
sharpener,
etc
Colours:
red, blue,
green, etc
- Identify and
name school
objects.
- identify and
name school
objects and
its colours.
What is it?
It´s a pencil
What colour
is it?
It is red
//
· Teaching approach: the lesson is based on the Natural Approach, and
organized through the PPP procedure (Harmer, 2010).
· 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

3. combination of audio, photocopies, flashcards and games 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”
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? No it isn’t, Is it Thursday? ( 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?
Warm up 5´
The teacher will make groups of four and will give each group a dice. Each
student will have to throw the dice and write a short sentence using the
pronoun that the dice fell on. Students will have to write one sentence in the
affirmative and one sentence in the negative form.
The teacher will write extra words on the board so students can use them to
write their sentences. Words can be used more than once.
The teacher will show students how to play for the first time and will write
an example on the board so students can follow the example in case they
find the game difficult.
Ok, so I want groups of four, I will give you a dice and you will have to throw
the dice. if the dice falls on the word “She” you have to write a short sentence

4. in affirmative or negative form using the word “She” and the words that are
written on the board; for example She is Pamela or She isn’t Lucia.
Is isn’t Patricia Lucas Emilia am
Book Antonio Valentina 14 years old am not
6 years old pencil computer notebook
HE
It
HE
She
I
I

5. Presentation 15´
- Purpose:
● to incorporate new vocabulary.
● to expose to the learners to the target language using a real context.
● to foster to comprehension of the target language through oral
questions and answers.
T points out at a bag and she asks a volunteer to put their hands inside it. “Ok,
I need a volunteer. Lucas come here. You have to put your hand inside the bag,
touch and tell me what it is, please. If you want, you can take it”. Students say
possible answers.( students might use their L1 to answer )
The teacher will take the elements that the learners will give her and she will
say their names aloud. (This process will be repeated by different students
several times). So the teacher will tell them. T: “What is it?” S: “It is a pencil ”
T: “Good” “What colour is it? S: “It’s red, green, etc.”.
Inside of the bag, I will put real objects and I will make two cards for each
object so I stick them under the object.
Teacher will stick the object and the name of the object and colour on the
board. Each of the object will have a different colour and then some objects
will have the same colour in order not to teach more colours.
Then, the T says aloud the new vocabulary again and learners repeat after
her.
In order to register the vocabulary learned, the students will complete the
following copy
Photocopy number 1
pencil
blue

6. I will check orally the matching.
Activity 2 10’
purpose
- Purpose:
● To foster to contextualized practice of the teaching points by reading
Then I will write a short text on the board so students in pairs can read and at
the same time colour their previous photocopies.
My backpack is red and my sharpener is red. My ruler isn’t white. It is green.
My calculator is red and yellow. My eraser is blue and red. My backpack is
black. My compass is blue and red. My sharpener is not black. It is yellow. My
pair of scissors is red and green.
Teacher will check orally the assignment.
Transition
Ok now we are going to play a game in small groups. Ok?
Activity 3 10´
Purpose
- Purpose:
● To foster to contextualized practice of the teaching points
Teacher will make groups of four and will hand in each group a photocopy.
Each group will have to paint the colour of the school object according to what
the teacher say; for example the sharpener isn’t red. It is blue. Then, teacher
will collectthe copies and will check all the photocopies the winning team will
have a prize.
Photocopy number 2
DEVELOPMENT 20’:

7. - Purpose:
● To foster to contextualized practice of the teaching points.
Students will use their book page 20. Teacher will play the recording and will
ask learners to write as many words as they know while they are listening the
audio.
Then teacher and students will check the words. Students will open their book
on page 20.
Teacher will ask what the audio is about in order to elicit the topic leaners
might answer in their L1.

8. After this, teacher will ask learners to circle all the words they know from the
dialogue in order to activate their prior knowledge.
Teacher will play the audio and students will have to say true or false to the
sentences that are written on the book. Before this, the teacher will explain
the meaning of true or false.
Teacher will check the activity orally and learners will carry it out
individually.
Activity 2 10´
Learners will carry out activity 2 page 21 of the book in which they have to
match the school object and their names.
Closure 10´
Teacher will hand in a piece of poster so learners have to either stick or draw
different school objects and colour them. Students will have to write the
sentence for each object. For example, my sharpener is blue
Transition
Teacher will give to each student a piece of poster so students
Homework
Teacher will ask learners to complete activity one and two from their activity book page
67 activity 2

9. 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 Minimum score: 18 / 30
Score: _19___ /30
Work on context, keep it clear from the onset. Pre-listening activities are really important,
bear that in mind, too.
I hope they like and exploit the dice game! 
Careful with language mistakes.