- The lesson plan is for a first grade class with 19 students learning at a beginner level. The lesson focuses on identifying oneself and others using vocabulary like boy, girl, he, she, yes, no. - During the lesson, the teacher will read a story about two characters, Lisa and Ben, and have students identify the differences and similarities between them. Students will then make puppets of the characters Lisa and Ben. - The lesson incorporates activities like singing welcome and goodbye songs, asking identification questions about dolls, reading and discussing the story, and making character puppets to reinforce the vocabulary and concepts.

1. F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: SILVA RAMIREZ CARINA
Período de Práctica: Nivel Inicial
Institución Educativa: EPB Nº 35 PILOTO BASILIO VILLARINO
Dirección: RUTA NACIONAL Nº 3- KM 803
Sala / Grado / Año - sección: 1º GRADO
Cantidad de alumnos: 19
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: NOS IDENTIFICAMOS
Clase Nº: 3
Fecha: 24/05/2018
Hora: 11.30- 12 HS.
Duración de la clase: 30’
Fecha de primera entrega: 19/05/2018

2. CLASS Nº 3
• Teaching points: boy- girl- he- she- yes- no
• Aims : During this lesson, learners will be able to…
- Identify oneself and other
- Give personal information
- Develop their listening skills by listening to a story
• Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATIO
N
REVISIO
N
boy-girl- he
–she yes-
no
-Revision - Who is the?
She is Lisa
- Are you a boy?
Yes - No
girl/ ɜ:/
boy / ɔ ɪ/
NEW
same
different
- Identifying
things that are
the same
- Are they the
same? Yes- No
- Are we
different? Yes-
No

3. - Giving
commands
- Colour the faces
- Tape the sticks
- Show me
• Teaching approach: The lesson is based on the TPR, and organized
through
the PPP procedure (Harmer,2010).
• Materials and resources: dolls ( Susan and Alan) a copy of the story Lisa
and
Ben, a copy of the characters, ice cream sticks, glue and scissors.
• Pedagogical use of ICT in class: In this lesson, a Cd player will be used
to support the songs.
• Seating arrangement: I will use horseshoe arrangement (it is a small group
in
a bigger classroom) in order to facilitate visual contact and interaction with the
students. As teacher I can command the group `s attention and make a better
use of visual presentations.
• Assessment: what will be assessed and how: I’ll check that students
comprehend and identify the difference between the same and different.

4. ROUTINE: 2 MINUTES
PURPOSE: to start the lesson, get students into the mood for work,
establish a comfortable environment
I’ll get into the classroom and greet students (as they have already known me) :
“Hello! How are you today?” EA: “Hello!”
I’ll ask students to sit down and we’ll sing the usual welcome song (the same
they are used to singing with their teacher at the beginning of the lesson):
Good morning, good morning
Good Morning, Good Morning
Good morning, good morning.
How are you? How are you?
My name is… My name is…
What’s your name? What’s your name?
Resource: Students course book Toy Box CD
Transition: “Very good kids!
WARM UP : 5 minutes.
PURPOSE: To introduce the topic
Now, look! Do you remember my friends? (I will show the dolls again) It is
expected to say YES. I will take the male doll and ask them: Is Alan a girl? (No)

5. Is he a boy? (Yes) Then I will take de female doll and ask the same: Is Susan a
boy? (No) Is Susan a girl? (yes)
Very good kids!
PRESENTATION: 3 minutes
I will call students` attention to listen a story. “Kids, look at this. (I will show them
the cover of a story. This story is taken from the book the teacher is using Toy
Box). T: I am going to tell you a story about Lisa and Ben.
I will show them the picture from page 52. In order to introduce the characters of
the story, I will point to the girl and say: This is Lisa. She is a girl. Then I will
choose a boy and ask him: Are you a girl? (no) Are you a girl? (pointing to a
girl) Yes (it is the expected answer).
Then I point to the boy of the photo. I will say: This is Ben. He is a boy. Then I
will ask the same questions to a boy. Are you a girl?(no) Are you a boy? (yes)
Before start reading the story, I will ask the children again about the characters,
who is this? SS: Ben (pointing to the boy) and who is this? SS: Lisa (pointing to
the girl)

6. DEVELOPMENT: 10 MINUTES
I will start reading the story, showing the children the pages while I am reading.

7. After I reading this page (55), I will ask students : why are they different? SS:
Because one is a girl and the other is a boy ( it is the expected answer)

8. Then I will go on reading pages 56 and 57. I will ask them: Do they like books?
SS: yes ( expected answer) I will say: So they are the same because they like
the same things, in this case, books.

10. After reading page 57, I will ask students: Are they the same? SS: YES ( it is
the expected answer) Why? SS. Because they like school (it is the expected
answer)
I will congratulate them: Very good kids!
I will read the last page. Having finished reading the page, I will ask them : Are
we different? SS: Yes (it will be the expected answer) T: But we may like the
same things. For example, I like watching football matches and there are boys
who like dancing. What other things do you think boys and girls like doing? I
may suggest some activities, so they can answer yes/ no. For example:
listening to music, playing tennis, swimming, running.

11. TRANSITION: Excellent work kids!
CLOSURE: 7 MINUTES
I will give them a copy of the characters` faces and two ice cream sticks for
each student, to make puppets (copy taken from the teacher`s book). I will ask
them: Who are they? SS: Lisa and Ben (it is the expected answer) .They are
asked to colour the faces. I will ask them to cut out the pictures and tape the ice
cream sticks at the back ( I will help them to do it) . I will say: kids please, show
me the girl (it is expected they show Lisa`s picture) Very good kids! Now, please
show me the boy (it is expected they show me Ben`s face)

12. I will congratulate them: Good job kids!
ENDING: 3 MINUTES
It`s time to wash your hands but before leaving, let`s sing the Goodbye song
(the same they are used to singing with their teacher)
Goodbye, children
Goodbye, children,
Goodbye, children,
Goodbye, children,
It’s time for us to go!
Resource: Students course book Toy Box CD

13. 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: _24___ /30
I`m a bit worried about timing, as activities don`t seem to that long. Think of some extra
activities, in case there is spare time. It would be great if they could recycle the song they learnt
the previous class, for instance.
Have a nice time!