SlideShare a Scribd company logo
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: López, Fernanda Emili E.
Período de Práctica: Primaria
Institución Educativa: I. F. D. Nº13
Dirección: Italia 144 – Zapala - Neuquén
Sala / Grado / Año - sección: Cuarto Grado “A”
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Descripciones Físicas
Clase Nº: 1
Fecha: 10/11/14
Hora: 15.05 – 15.45hs
Duración de la clase: 40’
Fecha de primera entrega: 06/10/14
Teaching points: Instructions in English
Aims or goals:
During this lesson, learners will be able to:
 Develop listening and speaking skills.
 Learn the lexis to understand commands in English.
 Recognize the instructions the teachers make.
 Identify parts of the body.
 Write a reply to a letter
Language focus:
Functions Lexis Structures Pronunciation
R
E
V
Colours: yellow,
red, violet, blue,
green, orange,
brown, black,
white, pink.
Parts of the
body:
Head – ear – leg
– arm – body -
fingers
-What colour
is it?
Short
questions:
-is it
green/red?
-has it got…?
N
E
W
-Read a
letter.
Parts of the
body: feet -
teeth
-Commands:
STAND UP,
SIT DOWN,
WRITE,
LISTEN,
READ, DRAW,
COLOUR.
/fi:t/ , /ti:θ/
Teaching method: PPP
Materials and resources: flashcards, posters, slips of paper.
Integration of skills: Students will listen to the teacher tell them
a short introduction about one of the monsters they have worked with in
the previous classes.
Seating arrangement: Students will sit in front of the blackboard
in three different lines in front of the blackboard.
Possible problems / difficulties and their possible solutions
during the class: Some students may have problems understanding
what the teacher says since they are not used to being given instructions
in English. Students may use English now that they are told different
phrases to communicate.
Potential problems students may have with the language:
They may find it difficult to understand English commands at the
beginning; however, I will use gestures, miming, flashcards and body
language to help them do so.
Assessment: Students’ correct pronunciation and recognition of
commands and parts of the body will be assessed with short questions.
Some of them will be asked to the whole group and individually.
Procedures:
Routine (7 minutes):
The Teacher greets the students: “Hello, how are you today? Fine?”
The teacher will accompany this question with an “ok” gesture.
The teacher will introduce herself and she will write on the board
her personal information while doing it so: “My name is Fernanda. I’m 26
years old.” She will also state that she will be their teacher for some
classes. “I am your teacher today!”
Then, she will point to the window and she will ask the students.
“What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The
teacher will show them pictures of the weather in case students do not
remember them.
She will then ask them to write the date in their notebooks: “Please
open your notebooks”. She will accompany all expressions with miming.
She will encourage students to work on their own: “Write the dates, come
on!”
Transition: After having the date written in their notebooks, the teacher
will stand in front of the whiteboard and start talking about a character
known by students: “Let’s talk about Mike, the monster, do you
remember him?”
Presentation (10 minutes)
The teacher will bring a picture of Mike the monster. She will show
it to students and will start talking about him. “This is Mike. He is a
teacher. What’s his job?” She will elicit the answer “a teacher” from
students. Then she will tell students the following: “Mike is a very good
teacher so let’s see some of the instructions he gives to students.”
Picture of Mike:
The teacher will ask students to perform the instructions and she
will mime them: STAND UP/ SIT DOWN / WRITE / LISTEN / READ /
DRAW / COLOUR.
She will continue talking about Mike and she will stick the
instructions on the board while telling them aloud and performing them
herself.
The following process will be repeated with all the commands given
in an adaption to the game “Simon says…”
“Let’s play a game now all together. So you should all STAND up
and come to the front. (Students will be encouraged to stand up and come
to the front of the classroom and form a circle). If I say “Mike says….” you
have to do it, if I don’t say “Mike says…” you don’t have to do anything.”
“Ok, now, let’s see if you all understand what you have to do”. The
teacher will practice one instruction until one loses and he/she will have
to be out of the circle.
Transition: The teacher will say “Well done, now let’s talk about Mike’s
friends. What does “friends” mean? Remember?” She will ask some of the
students: “Is X your friend?
Development and Practice
Activity 1 (10 minutes)
The teacher will stick Mike’s friends on the board: “These are Mike’s
friends”.
Picture of Mike’s friends
(Only the monsters will be used)
Consequently, she will separate different charts with monsters’
information at random in the middle of the board. The charts will include
the following questions:
NAME: (What’s the monster’s name?)
HEAD: (Has he/she got a big/small head?; How many heads has he/she
got?)
EYES: (How many eyes has he/she got?; What colour are they?; How
many eyes has he/she got?; Are they big/small?)
LEGS: (How many legs has he/she got?; What colour are they?; How
many legs has he/she got?, Are they long/ short?)
ARMS: (How many arms has he/she got?; What colour are they?; How
many arms has he/she got?, Are they long/ short?)
BODY: (What colour is it? Is he/she tall/short?)
The teacher will have a box with students’ names and she will call
some of them to come to the front and select which chart is the correct
for each monster: “These boxes have the information of each monster,
let’s read them” and she will select students to read the information
aloud. Similarly, she will select one of the students to come to the front:
“X, please come to the front”, the teacher will say to all the students the
following; “We have to help her/him. She/he has to select which
information is the correct for each monster, and stick it next to monster”:
The process will be repeated with all the monsters and the
questions which will elicit information from students are signaled in
parenthesis next to each description.
Transition: The teacher will congratulate students for their job and will
encourage them to continue working with the monsters. “Well done
everyone, let’s read one of the letters from Mike to his friends”.
Activity 2 (10 minutes)
The teacher will say the following: “This a letter Mike wrote to his friends,
let’s read it together”. She will then give some copies with the following
letter to the students:
The teacher will read the letter together with the students. Some
students will be called to read a line aloud. While doing it so, the teacher
will focus only on the physical description.
She will then introduce what students have to do: “Now, imagine
you are one of the monsters and it’s your time to write an answer to Mike’s
letter. Choose one of the characters and tell him how you are these days”.
The teacher will help students with the first lines so that everyone
has the same beginning to the letter, for instance: “Dear Mike, I’m X. I’ve
got…….” And then each student gives the complete description according
the monster they selected.
The teacher will monitor the activity and the ones who finish fast,
they can draw a picture of the monster they selected.
Closure (3 minutes)
The teacher will say to the students: “I chose Lisa’s monster, what
about you?” Some students will answer the question orally in front of
others and they will say goodbye to each other.
Dear Friend,
How are you? We went to Primary School together,
remember me? This is a picture of me!
I’ve got one big head, four ears, and two eyes. I also
have got five short arms and four legs. I’ve got 6 feet.
I’m green and short! I’m a teacher too. What about
you?
Love, Mike

More Related Content

What's hot

Catalan loyola pdii- assignment 1- pass.docx
Catalan  loyola  pdii- assignment 1- pass.docxCatalan  loyola  pdii- assignment 1- pass.docx
Catalan loyola pdii- assignment 1- pass.docx
Fernanda Catalán
 
Restivo tpd journal-period2
Restivo  tpd journal-period2Restivo  tpd journal-period2
Restivo tpd journal-period2
Gisela Restivo
 
Lesson Plan 27/08-21 - Muller Lilia - PDIII - Pass
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLesson Plan 27/08-21 - Muller Lilia - PDIII - Pass
Lesson Plan 27/08-21 - Muller Lilia - PDIII - Pass
LiliaMuller
 
Tpd restivo- lesson plan 3
Tpd restivo- lesson plan 3Tpd restivo- lesson plan 3
Tpd restivo- lesson plan 3
Gisela Restivo
 
Taller de práctica docente 2015 lesson plan august 29th
Taller de práctica docente 2015 lesson plan august  29thTaller de práctica docente 2015 lesson plan august  29th
Taller de práctica docente 2015 lesson plan august 29th
marianacanellas
 
Baez lesson 3- secundaria - passed-pdf
Baez lesson 3- secundaria - passed-pdfBaez lesson 3- secundaria - passed-pdf
Baez lesson 3- secundaria - passed-pdf
Mjbmvg
 
Medina-practica docente II - lesson 1- passed revised
Medina-practica docente II - lesson 1- passed revisedMedina-practica docente II - lesson 1- passed revised
Medina-practica docente II - lesson 1- passed revised
Kei Medina
 
Restivo TPD- lesson plan 1 - 7
Restivo  TPD-  lesson plan 1 - 7Restivo  TPD-  lesson plan 1 - 7
Restivo TPD- lesson plan 1 - 7
Gisela Restivo
 
Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - PassLesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
LiliaMuller
 
Restivo- Primary- Lesson 3
Restivo- Primary- Lesson 3Restivo- Primary- Lesson 3
Restivo- Primary- Lesson 3
Gisela Restivo
 
Tpd restivo- lesson plan 7
Tpd restivo- lesson plan 7Tpd restivo- lesson plan 7
Tpd restivo- lesson plan 7
Gisela Restivo
 
Restivo tpd -lesson plan 2
Restivo  tpd -lesson plan 2 Restivo  tpd -lesson plan 2
Restivo tpd -lesson plan 2
Gisela Restivo
 
Verde Lesson plan 30-06 - Muller Lilia - PDIII - Pass
Verde   Lesson plan 30-06 - Muller Lilia - PDIII - PassVerde   Lesson plan 30-06 - Muller Lilia - PDIII - Pass
Verde Lesson plan 30-06 - Muller Lilia - PDIII - Pass
LiliaMuller
 
Tpd restivo- lesson plan 5
Tpd restivo- lesson plan 5Tpd restivo- lesson plan 5
Tpd restivo- lesson plan 5
Gisela Restivo
 
Baez lesson 6-secundaria- pass (2)pdf
Baez lesson 6-secundaria- pass (2)pdfBaez lesson 6-secundaria- pass (2)pdf
Baez lesson 6-secundaria- pass (2)pdf
Mjbmvg
 
Restivo- Primary- Lesson 4
Restivo- Primary- Lesson 4 Restivo- Primary- Lesson 4
Restivo- Primary- Lesson 4
Gisela Restivo
 
lesson plans, class 3
lesson plans, class 3lesson plans, class 3
lesson plans, class 3
antonella3218
 
Mozetich lesson plan1 Secundaria
Mozetich   lesson plan1 SecundariaMozetich   lesson plan1 Secundaria
Mozetich lesson plan1 Secundaria
Flavia Mozetich
 
Baez lesson 2- secundaria - passed-pdf
Baez lesson 2- secundaria - passed-pdfBaez lesson 2- secundaria - passed-pdf
Baez lesson 2- secundaria - passed-pdf
Mjbmvg
 

What's hot (20)

Catalan loyola pdii- assignment 1- pass.docx
Catalan  loyola  pdii- assignment 1- pass.docxCatalan  loyola  pdii- assignment 1- pass.docx
Catalan loyola pdii- assignment 1- pass.docx
 
Restivo tpd journal-period2
Restivo  tpd journal-period2Restivo  tpd journal-period2
Restivo tpd journal-period2
 
Lesson Plan 27/08-21 - Muller Lilia - PDIII - Pass
Lesson Plan 27/08-21 - Muller Lilia - PDIII - PassLesson Plan 27/08-21 - Muller Lilia - PDIII - Pass
Lesson Plan 27/08-21 - Muller Lilia - PDIII - Pass
 
Tpd restivo- lesson plan 3
Tpd restivo- lesson plan 3Tpd restivo- lesson plan 3
Tpd restivo- lesson plan 3
 
Taller de práctica docente 2015 lesson plan august 29th
Taller de práctica docente 2015 lesson plan august  29thTaller de práctica docente 2015 lesson plan august  29th
Taller de práctica docente 2015 lesson plan august 29th
 
Baez lesson 3- secundaria - passed-pdf
Baez lesson 3- secundaria - passed-pdfBaez lesson 3- secundaria - passed-pdf
Baez lesson 3- secundaria - passed-pdf
 
Medina-practica docente II - lesson 1- passed revised
Medina-practica docente II - lesson 1- passed revisedMedina-practica docente II - lesson 1- passed revised
Medina-practica docente II - lesson 1- passed revised
 
Gramer planı final
Gramer planı finalGramer planı final
Gramer planı final
 
Restivo TPD- lesson plan 1 - 7
Restivo  TPD-  lesson plan 1 - 7Restivo  TPD-  lesson plan 1 - 7
Restivo TPD- lesson plan 1 - 7
 
Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - PassLesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
Lesson Plan 20/08/21 - Muller Lilia - PDIII - Queries - Pass
 
Restivo- Primary- Lesson 3
Restivo- Primary- Lesson 3Restivo- Primary- Lesson 3
Restivo- Primary- Lesson 3
 
Tpd restivo- lesson plan 7
Tpd restivo- lesson plan 7Tpd restivo- lesson plan 7
Tpd restivo- lesson plan 7
 
Restivo tpd -lesson plan 2
Restivo  tpd -lesson plan 2 Restivo  tpd -lesson plan 2
Restivo tpd -lesson plan 2
 
Verde Lesson plan 30-06 - Muller Lilia - PDIII - Pass
Verde   Lesson plan 30-06 - Muller Lilia - PDIII - PassVerde   Lesson plan 30-06 - Muller Lilia - PDIII - Pass
Verde Lesson plan 30-06 - Muller Lilia - PDIII - Pass
 
Tpd restivo- lesson plan 5
Tpd restivo- lesson plan 5Tpd restivo- lesson plan 5
Tpd restivo- lesson plan 5
 
Baez lesson 6-secundaria- pass (2)pdf
Baez lesson 6-secundaria- pass (2)pdfBaez lesson 6-secundaria- pass (2)pdf
Baez lesson 6-secundaria- pass (2)pdf
 
Restivo- Primary- Lesson 4
Restivo- Primary- Lesson 4 Restivo- Primary- Lesson 4
Restivo- Primary- Lesson 4
 
lesson plans, class 3
lesson plans, class 3lesson plans, class 3
lesson plans, class 3
 
Mozetich lesson plan1 Secundaria
Mozetich   lesson plan1 SecundariaMozetich   lesson plan1 Secundaria
Mozetich lesson plan1 Secundaria
 
Baez lesson 2- secundaria - passed-pdf
Baez lesson 2- secundaria - passed-pdfBaez lesson 2- secundaria - passed-pdf
Baez lesson 2- secundaria - passed-pdf
 

Viewers also liked

12th lesson plan time and routines
12th lesson plan time and routines12th lesson plan time and routines
12th lesson plan time and routines
Sabinahb87
 
Giao an anh 3 moi
Giao an anh 3 moiGiao an anh 3 moi
Giao an anh 3 moi
Hung Nguyen
 
English Lesson plan
English Lesson planEnglish Lesson plan
English Lesson planaivarose
 
English lesson plan
English lesson planEnglish lesson plan
English lesson plan
International advisers
 
Giao an 8 ky i (unit1 8)
Giao an 8 ky i (unit1   8)Giao an 8 ky i (unit1   8)
Giao an 8 ky i (unit1 8)ngohien10479
 
Short functional text ppt
Short functional text pptShort functional text ppt
Short functional text ppt
Pratiwi Dian
 
Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2
Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2
Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2
Make A Difference Through Education
 
First conditional lesson plan for secondary level students
First conditional lesson plan for secondary level studentsFirst conditional lesson plan for secondary level students
First conditional lesson plan for secondary level students
Nicolas Antonio Villalonga Rojas
 
KSSR English Lesson Plan Template
KSSR English Lesson Plan TemplateKSSR English Lesson Plan Template
KSSR English Lesson Plan Template
Cynthia James
 
lesson plan reading year 4 kssr
lesson plan reading year 4 kssrlesson plan reading year 4 kssr
lesson plan reading year 4 kssr
Barut Bayi Bengkung Ibu
 
English 7 lesson plan
English 7 lesson planEnglish 7 lesson plan
English 7 lesson plan
Jhun Ar Ar Ramos
 
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Junnie Salud
 

Viewers also liked (14)

12th lesson plan time and routines
12th lesson plan time and routines12th lesson plan time and routines
12th lesson plan time and routines
 
Giao an anh 3 moi
Giao an anh 3 moiGiao an anh 3 moi
Giao an anh 3 moi
 
English Lesson plan
English Lesson planEnglish Lesson plan
English Lesson plan
 
Giao an 8 ki ii
Giao an 8 ki iiGiao an 8 ki ii
Giao an 8 ki ii
 
English lesson plan
English lesson planEnglish lesson plan
English lesson plan
 
Giao an 8 ky i (unit1 8)
Giao an 8 ky i (unit1   8)Giao an 8 ky i (unit1   8)
Giao an 8 ky i (unit1 8)
 
Short functional text ppt
Short functional text pptShort functional text ppt
Short functional text ppt
 
Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2
Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2
Lesson Plan in English-Secondary Lesson 5 Principles of Teaching 2
 
English Lesson plan
English Lesson planEnglish Lesson plan
English Lesson plan
 
First conditional lesson plan for secondary level students
First conditional lesson plan for secondary level studentsFirst conditional lesson plan for secondary level students
First conditional lesson plan for secondary level students
 
KSSR English Lesson Plan Template
KSSR English Lesson Plan TemplateKSSR English Lesson Plan Template
KSSR English Lesson Plan Template
 
lesson plan reading year 4 kssr
lesson plan reading year 4 kssrlesson plan reading year 4 kssr
lesson plan reading year 4 kssr
 
English 7 lesson plan
English 7 lesson planEnglish 7 lesson plan
English 7 lesson plan
 
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
 

Similar to Lesson plan 1 Primary Level

Lesson plan 1 Kindergarten Level
Lesson plan 1   Kindergarten LevelLesson plan 1   Kindergarten Level
Lesson plan 1 Kindergarten LevelEmili López
 
Lesson plan 3 Primary Level
Lesson plan 3   Primary LevelLesson plan 3   Primary Level
Lesson plan 3 Primary Level
Emili López
 
Lesson plan 2 Kindergarten Level
Lesson plan 2   Kindergarten LevelLesson plan 2   Kindergarten Level
Lesson plan 2 Kindergarten Level
Emili López
 
Lesson plan 3 Kindergarten Level
Lesson plan 3   Kindergarten LevelLesson plan 3   Kindergarten Level
Lesson plan 3 Kindergarten Level
Emili López
 
Rodrigues - TPD - Segundo período - Planificación 1
Rodrigues -  TPD - Segundo período - Planificación 1Rodrigues -  TPD - Segundo período - Planificación 1
Rodrigues - TPD - Segundo período - Planificación 1
Natyrod1984
 
Pascual tpd. secondary. lesson 1. passed
Pascual  tpd. secondary. lesson 1. passedPascual  tpd. secondary. lesson 1. passed
Pascual tpd. secondary. lesson 1. passed
PamePascual
 
DU2, Lesson 3 - Practica III
DU2, Lesson 3 - Practica IIIDU2, Lesson 3 - Practica III
DU2, Lesson 3 - Practica III
ValeriaZentner1
 
Campos TPD- lesson 3- primary level - passed
Campos  TPD- lesson 3- primary level - passedCampos  TPD- lesson 3- primary level - passed
Campos TPD- lesson 3- primary level - passed
LORENA CAMPOS
 
NAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docx
NAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docxNAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docx
NAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docx
suyainavarro
 
Mock Lesson Plans- Diagnosis
Mock Lesson Plans- DiagnosisMock Lesson Plans- Diagnosis
Mock Lesson Plans- Diagnosis
Yanina Servetto
 
Mercado lesson 3 - passed
Mercado   lesson 3 - passed Mercado   lesson 3 - passed
Mercado lesson 3 - passed
Sofi Mercado
 
Lesson Plan 23/08/21- Muller Lilia - PDIII - Pass
Lesson Plan 23/08/21- Muller Lilia - PDIII - PassLesson Plan 23/08/21- Muller Lilia - PDIII - Pass
Lesson Plan 23/08/21- Muller Lilia - PDIII - Pass
LiliaMuller
 
Taller de práctica docente 2015. lesson plan 738
Taller de práctica docente 2015. lesson plan 738Taller de práctica docente 2015. lesson plan 738
Taller de práctica docente 2015. lesson plan 738
marianacanellas
 
Baez lesson 4- secondary- passed (1)-pdf
Baez  lesson 4- secondary- passed (1)-pdfBaez  lesson 4- secondary- passed (1)-pdf
Baez lesson 4- secondary- passed (1)-pdf
Mjbmvg
 
Martínez, bárbara lesson plan 1- pca docente iii - pass(1)
Martínez, bárbara  lesson plan 1- pca docente iii - pass(1)Martínez, bárbara  lesson plan 1- pca docente iii - pass(1)
Martínez, bárbara lesson plan 1- pca docente iii - pass(1)
BarbaraMartinez63
 
Tpd beramendi-lesson plan 2
Tpd beramendi-lesson plan 2Tpd beramendi-lesson plan 2
Tpd beramendi-lesson plan 2Cintiab03
 
TPD - HIGH SCHOOL - CLASS N°3
TPD - HIGH SCHOOL - CLASS N°3TPD - HIGH SCHOOL - CLASS N°3
TPD - HIGH SCHOOL - CLASS N°3
Caro Anticev
 
Tpd beramendi-lesson plan 3
Tpd beramendi-lesson plan 3Tpd beramendi-lesson plan 3
Tpd beramendi-lesson plan 3Cintiab03
 
Beramendi lesson plan 1- kinder
Beramendi lesson plan 1- kinderBeramendi lesson plan 1- kinder
Beramendi lesson plan 1- kinderCintiab03
 
Lesson1 soria-feedback
Lesson1 soria-feedbackLesson1 soria-feedback
Lesson1 soria-feedback
MarinaSoria11
 

Similar to Lesson plan 1 Primary Level (20)

Lesson plan 1 Kindergarten Level
Lesson plan 1   Kindergarten LevelLesson plan 1   Kindergarten Level
Lesson plan 1 Kindergarten Level
 
Lesson plan 3 Primary Level
Lesson plan 3   Primary LevelLesson plan 3   Primary Level
Lesson plan 3 Primary Level
 
Lesson plan 2 Kindergarten Level
Lesson plan 2   Kindergarten LevelLesson plan 2   Kindergarten Level
Lesson plan 2 Kindergarten Level
 
Lesson plan 3 Kindergarten Level
Lesson plan 3   Kindergarten LevelLesson plan 3   Kindergarten Level
Lesson plan 3 Kindergarten Level
 
Rodrigues - TPD - Segundo período - Planificación 1
Rodrigues -  TPD - Segundo período - Planificación 1Rodrigues -  TPD - Segundo período - Planificación 1
Rodrigues - TPD - Segundo período - Planificación 1
 
Pascual tpd. secondary. lesson 1. passed
Pascual  tpd. secondary. lesson 1. passedPascual  tpd. secondary. lesson 1. passed
Pascual tpd. secondary. lesson 1. passed
 
DU2, Lesson 3 - Practica III
DU2, Lesson 3 - Practica IIIDU2, Lesson 3 - Practica III
DU2, Lesson 3 - Practica III
 
Campos TPD- lesson 3- primary level - passed
Campos  TPD- lesson 3- primary level - passedCampos  TPD- lesson 3- primary level - passed
Campos TPD- lesson 3- primary level - passed
 
NAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docx
NAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docxNAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docx
NAVARRO - PDSec - Lesson 13, 14, 15 - Pass.docx
 
Mock Lesson Plans- Diagnosis
Mock Lesson Plans- DiagnosisMock Lesson Plans- Diagnosis
Mock Lesson Plans- Diagnosis
 
Mercado lesson 3 - passed
Mercado   lesson 3 - passed Mercado   lesson 3 - passed
Mercado lesson 3 - passed
 
Lesson Plan 23/08/21- Muller Lilia - PDIII - Pass
Lesson Plan 23/08/21- Muller Lilia - PDIII - PassLesson Plan 23/08/21- Muller Lilia - PDIII - Pass
Lesson Plan 23/08/21- Muller Lilia - PDIII - Pass
 
Taller de práctica docente 2015. lesson plan 738
Taller de práctica docente 2015. lesson plan 738Taller de práctica docente 2015. lesson plan 738
Taller de práctica docente 2015. lesson plan 738
 
Baez lesson 4- secondary- passed (1)-pdf
Baez  lesson 4- secondary- passed (1)-pdfBaez  lesson 4- secondary- passed (1)-pdf
Baez lesson 4- secondary- passed (1)-pdf
 
Martínez, bárbara lesson plan 1- pca docente iii - pass(1)
Martínez, bárbara  lesson plan 1- pca docente iii - pass(1)Martínez, bárbara  lesson plan 1- pca docente iii - pass(1)
Martínez, bárbara lesson plan 1- pca docente iii - pass(1)
 
Tpd beramendi-lesson plan 2
Tpd beramendi-lesson plan 2Tpd beramendi-lesson plan 2
Tpd beramendi-lesson plan 2
 
TPD - HIGH SCHOOL - CLASS N°3
TPD - HIGH SCHOOL - CLASS N°3TPD - HIGH SCHOOL - CLASS N°3
TPD - HIGH SCHOOL - CLASS N°3
 
Tpd beramendi-lesson plan 3
Tpd beramendi-lesson plan 3Tpd beramendi-lesson plan 3
Tpd beramendi-lesson plan 3
 
Beramendi lesson plan 1- kinder
Beramendi lesson plan 1- kinderBeramendi lesson plan 1- kinder
Beramendi lesson plan 1- kinder
 
Lesson1 soria-feedback
Lesson1 soria-feedbackLesson1 soria-feedback
Lesson1 soria-feedback
 

More from Emili López

Reflexión Final - Secondary Level
Reflexión Final - Secondary LevelReflexión Final - Secondary Level
Reflexión Final - Secondary Level
Emili López
 
Reflexión Final - Primary Level
Reflexión Final - Primary LevelReflexión Final - Primary Level
Reflexión Final - Primary Level
Emili López
 
Reflexión Final - Kindergarten Level
Reflexión Final - Kindergarten LevelReflexión Final - Kindergarten Level
Reflexión Final - Kindergarten Level
Emili López
 
Journal entries Secondary Level
Journal entries   Secondary LevelJournal entries   Secondary Level
Journal entries Secondary Level
Emili López
 
Lesson plan 8 Secondary Level
Lesson plan 8  Secondary LevelLesson plan 8  Secondary Level
Lesson plan 8 Secondary Level
Emili López
 
Lesson plan 7 Secondary Level
Lesson plan 7  Secondary LevelLesson plan 7  Secondary Level
Lesson plan 7 Secondary Level
Emili López
 
Lesson plan 6 Secondary Level
Lesson plan 6  Secondary LevelLesson plan 6  Secondary Level
Lesson plan 6 Secondary Level
Emili López
 
Lesson plan 5 Secondary Level
Lesson plan 5  Secondary LevelLesson plan 5  Secondary Level
Lesson plan 5 Secondary Level
Emili López
 
Lesson plan 4 Secondary Level
Lesson plan 4  Secondary LevelLesson plan 4  Secondary Level
Lesson plan 4 Secondary Level
Emili López
 
Lesson plan 3 Secondary Level
Lesson plan 3  Secondary LevelLesson plan 3  Secondary Level
Lesson plan 3 Secondary Level
Emili López
 
Lesson plan 2 Secondary Level
Lesson plan 2  Secondary LevelLesson plan 2  Secondary Level
Lesson plan 2 Secondary Level
Emili López
 
Lesson plan 1 Secondary Level
Lesson plan 1   Secondary LevelLesson plan 1   Secondary Level
Lesson plan 1 Secondary Level
Emili López
 
Journal entries Primary Level
Journal entries   Primary LevelJournal entries   Primary Level
Journal entries Primary Level
Emili López
 
Lesson plan 6 Primary Level
Lesson plan 6   Primary LevelLesson plan 6   Primary Level
Lesson plan 6 Primary Level
Emili López
 
Lesson plan 5 Primary Level
Lesson plan 5   Primary LevelLesson plan 5   Primary Level
Lesson plan 5 Primary Level
Emili López
 
Journal entries Kindergarten Level
Journal entries   Kindergarten LevelJournal entries   Kindergarten Level
Journal entries Kindergarten Level
Emili López
 
Lesson plan 4 Kindergarten Level
Lesson plan 4   Kindergarten LevelLesson plan 4   Kindergarten Level
Lesson plan 4 Kindergarten Level
Emili López
 

More from Emili López (17)

Reflexión Final - Secondary Level
Reflexión Final - Secondary LevelReflexión Final - Secondary Level
Reflexión Final - Secondary Level
 
Reflexión Final - Primary Level
Reflexión Final - Primary LevelReflexión Final - Primary Level
Reflexión Final - Primary Level
 
Reflexión Final - Kindergarten Level
Reflexión Final - Kindergarten LevelReflexión Final - Kindergarten Level
Reflexión Final - Kindergarten Level
 
Journal entries Secondary Level
Journal entries   Secondary LevelJournal entries   Secondary Level
Journal entries Secondary Level
 
Lesson plan 8 Secondary Level
Lesson plan 8  Secondary LevelLesson plan 8  Secondary Level
Lesson plan 8 Secondary Level
 
Lesson plan 7 Secondary Level
Lesson plan 7  Secondary LevelLesson plan 7  Secondary Level
Lesson plan 7 Secondary Level
 
Lesson plan 6 Secondary Level
Lesson plan 6  Secondary LevelLesson plan 6  Secondary Level
Lesson plan 6 Secondary Level
 
Lesson plan 5 Secondary Level
Lesson plan 5  Secondary LevelLesson plan 5  Secondary Level
Lesson plan 5 Secondary Level
 
Lesson plan 4 Secondary Level
Lesson plan 4  Secondary LevelLesson plan 4  Secondary Level
Lesson plan 4 Secondary Level
 
Lesson plan 3 Secondary Level
Lesson plan 3  Secondary LevelLesson plan 3  Secondary Level
Lesson plan 3 Secondary Level
 
Lesson plan 2 Secondary Level
Lesson plan 2  Secondary LevelLesson plan 2  Secondary Level
Lesson plan 2 Secondary Level
 
Lesson plan 1 Secondary Level
Lesson plan 1   Secondary LevelLesson plan 1   Secondary Level
Lesson plan 1 Secondary Level
 
Journal entries Primary Level
Journal entries   Primary LevelJournal entries   Primary Level
Journal entries Primary Level
 
Lesson plan 6 Primary Level
Lesson plan 6   Primary LevelLesson plan 6   Primary Level
Lesson plan 6 Primary Level
 
Lesson plan 5 Primary Level
Lesson plan 5   Primary LevelLesson plan 5   Primary Level
Lesson plan 5 Primary Level
 
Journal entries Kindergarten Level
Journal entries   Kindergarten LevelJournal entries   Kindergarten Level
Journal entries Kindergarten Level
 
Lesson plan 4 Kindergarten Level
Lesson plan 4   Kindergarten LevelLesson plan 4   Kindergarten Level
Lesson plan 4 Kindergarten Level
 

Recently uploaded

Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
TechSoup
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Thiyagu K
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
vaibhavrinwa19
 
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
Jisc
 
Model Attribute Check Company Auto Property
Model Attribute  Check Company Auto PropertyModel Attribute  Check Company Auto Property
Model Attribute Check Company Auto Property
Celine George
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
Anna Sz.
 
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
Jheel Barad
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Thiyagu K
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
SACHIN R KONDAGURI
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
kaushalkr1407
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
DhatriParmar
 
678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf
CarlosHernanMontoyab2
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
Peter Windle
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
heathfieldcps1
 
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
MysoreMuleSoftMeetup
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
BhavyaRajput3
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
TechSoup
 
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Sandy Millin
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
EverAndrsGuerraGuerr
 
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdfAdversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Po-Chuan Chen
 

Recently uploaded (20)

Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup   New Member Orientation and Q&A (May 2024).pdfWelcome to TechSoup   New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
 
Unit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdfUnit 2- Research Aptitude (UGC NET Paper I).pdf
Unit 2- Research Aptitude (UGC NET Paper I).pdf
 
Acetabularia Information For Class 9 .docx
Acetabularia Information For Class 9  .docxAcetabularia Information For Class 9  .docx
Acetabularia Information For Class 9 .docx
 
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
 
Model Attribute Check Company Auto Property
Model Attribute  Check Company Auto PropertyModel Attribute  Check Company Auto Property
Model Attribute Check Company Auto Property
 
Polish students' mobility in the Czech Republic
Polish students' mobility in the Czech RepublicPolish students' mobility in the Czech Republic
Polish students' mobility in the Czech Republic
 
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptxInstructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
 
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdfUnit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
 
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe..."Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
 
The Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdfThe Roman Empire A Historical Colossus.pdf
The Roman Empire A Historical Colossus.pdf
 
The Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptxThe Accursed House by Émile Gaboriau.pptx
The Accursed House by Émile Gaboriau.pptx
 
678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf678020731-Sumas-y-Restas-Para-Colorear.pdf
678020731-Sumas-y-Restas-Para-Colorear.pdf
 
Embracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic ImperativeEmbracing GenAI - A Strategic Imperative
Embracing GenAI - A Strategic Imperative
 
The basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptxThe basics of sentences session 5pptx.pptx
The basics of sentences session 5pptx.pptx
 
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
 
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCECLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
 
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp NetworkIntroduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
 
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
 
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.pptThesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
 
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdfAdversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
 

Lesson plan 1 Primary Level

  • 1. I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE ALUMNO PRACTICANTE: López, Fernanda Emili E. Período de Práctica: Primaria Institución Educativa: I. F. D. Nº13 Dirección: Italia 144 – Zapala - Neuquén Sala / Grado / Año - sección: Cuarto Grado “A” Cantidad de alumnos: 17 Nivel lingüístico del curso: Principiantes Tipo de Planificación: Clase Unidad Temática: Descripciones Físicas Clase Nº: 1 Fecha: 10/11/14 Hora: 15.05 – 15.45hs Duración de la clase: 40’ Fecha de primera entrega: 06/10/14 Teaching points: Instructions in English Aims or goals: During this lesson, learners will be able to:  Develop listening and speaking skills.  Learn the lexis to understand commands in English.  Recognize the instructions the teachers make.  Identify parts of the body.  Write a reply to a letter Language focus: Functions Lexis Structures Pronunciation R E V Colours: yellow, red, violet, blue, green, orange, brown, black, white, pink. Parts of the body: Head – ear – leg – arm – body - fingers -What colour is it? Short questions: -is it green/red? -has it got…?
  • 2. N E W -Read a letter. Parts of the body: feet - teeth -Commands: STAND UP, SIT DOWN, WRITE, LISTEN, READ, DRAW, COLOUR. /fi:t/ , /ti:θ/ Teaching method: PPP Materials and resources: flashcards, posters, slips of paper. Integration of skills: Students will listen to the teacher tell them a short introduction about one of the monsters they have worked with in the previous classes. Seating arrangement: Students will sit in front of the blackboard in three different lines in front of the blackboard. Possible problems / difficulties and their possible solutions during the class: Some students may have problems understanding what the teacher says since they are not used to being given instructions in English. Students may use English now that they are told different phrases to communicate. Potential problems students may have with the language: They may find it difficult to understand English commands at the beginning; however, I will use gestures, miming, flashcards and body language to help them do so. Assessment: Students’ correct pronunciation and recognition of commands and parts of the body will be assessed with short questions. Some of them will be asked to the whole group and individually. Procedures: Routine (7 minutes): The Teacher greets the students: “Hello, how are you today? Fine?” The teacher will accompany this question with an “ok” gesture. The teacher will introduce herself and she will write on the board her personal information while doing it so: “My name is Fernanda. I’m 26 years old.” She will also state that she will be their teacher for some classes. “I am your teacher today!”
  • 3. Then, she will point to the window and she will ask the students. “What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The teacher will show them pictures of the weather in case students do not remember them. She will then ask them to write the date in their notebooks: “Please open your notebooks”. She will accompany all expressions with miming. She will encourage students to work on their own: “Write the dates, come on!” Transition: After having the date written in their notebooks, the teacher will stand in front of the whiteboard and start talking about a character known by students: “Let’s talk about Mike, the monster, do you remember him?” Presentation (10 minutes) The teacher will bring a picture of Mike the monster. She will show it to students and will start talking about him. “This is Mike. He is a teacher. What’s his job?” She will elicit the answer “a teacher” from students. Then she will tell students the following: “Mike is a very good teacher so let’s see some of the instructions he gives to students.” Picture of Mike:
  • 4. The teacher will ask students to perform the instructions and she will mime them: STAND UP/ SIT DOWN / WRITE / LISTEN / READ / DRAW / COLOUR. She will continue talking about Mike and she will stick the instructions on the board while telling them aloud and performing them herself. The following process will be repeated with all the commands given in an adaption to the game “Simon says…” “Let’s play a game now all together. So you should all STAND up and come to the front. (Students will be encouraged to stand up and come to the front of the classroom and form a circle). If I say “Mike says….” you have to do it, if I don’t say “Mike says…” you don’t have to do anything.”
  • 5. “Ok, now, let’s see if you all understand what you have to do”. The teacher will practice one instruction until one loses and he/she will have to be out of the circle. Transition: The teacher will say “Well done, now let’s talk about Mike’s friends. What does “friends” mean? Remember?” She will ask some of the students: “Is X your friend? Development and Practice Activity 1 (10 minutes) The teacher will stick Mike’s friends on the board: “These are Mike’s friends”. Picture of Mike’s friends (Only the monsters will be used)
  • 6. Consequently, she will separate different charts with monsters’ information at random in the middle of the board. The charts will include the following questions: NAME: (What’s the monster’s name?) HEAD: (Has he/she got a big/small head?; How many heads has he/she got?) EYES: (How many eyes has he/she got?; What colour are they?; How many eyes has he/she got?; Are they big/small?) LEGS: (How many legs has he/she got?; What colour are they?; How many legs has he/she got?, Are they long/ short?) ARMS: (How many arms has he/she got?; What colour are they?; How many arms has he/she got?, Are they long/ short?) BODY: (What colour is it? Is he/she tall/short?) The teacher will have a box with students’ names and she will call some of them to come to the front and select which chart is the correct for each monster: “These boxes have the information of each monster, let’s read them” and she will select students to read the information aloud. Similarly, she will select one of the students to come to the front: “X, please come to the front”, the teacher will say to all the students the following; “We have to help her/him. She/he has to select which information is the correct for each monster, and stick it next to monster”: The process will be repeated with all the monsters and the questions which will elicit information from students are signaled in parenthesis next to each description. Transition: The teacher will congratulate students for their job and will encourage them to continue working with the monsters. “Well done everyone, let’s read one of the letters from Mike to his friends”. Activity 2 (10 minutes) The teacher will say the following: “This a letter Mike wrote to his friends, let’s read it together”. She will then give some copies with the following letter to the students:
  • 7. The teacher will read the letter together with the students. Some students will be called to read a line aloud. While doing it so, the teacher will focus only on the physical description. She will then introduce what students have to do: “Now, imagine you are one of the monsters and it’s your time to write an answer to Mike’s letter. Choose one of the characters and tell him how you are these days”. The teacher will help students with the first lines so that everyone has the same beginning to the letter, for instance: “Dear Mike, I’m X. I’ve got…….” And then each student gives the complete description according the monster they selected. The teacher will monitor the activity and the ones who finish fast, they can draw a picture of the monster they selected. Closure (3 minutes) The teacher will say to the students: “I chose Lisa’s monster, what about you?” Some students will answer the question orally in front of others and they will say goodbye to each other. Dear Friend, How are you? We went to Primary School together, remember me? This is a picture of me! I’ve got one big head, four ears, and two eyes. I also have got five short arms and four legs. I’ve got 6 feet. I’m green and short! I’m a teacher too. What about you? Love, Mike