This document provides details of an English lesson plan for a 4th grade beginner level class. The 50 minute lesson aims to teach students new vocabulary related to parts of a house and furniture. Activities include reviewing vocabulary from the previous lesson, introducing new vocabulary, practicing pronunciation, matching vocabulary words to pictures, filling in blanks with vocabulary words, and playing a memory game to reinforce learning. The lesson concludes by singing a song incorporating the vocabulary.

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TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: Cantaroni Andrea Alejandra
Período de Práctica: primer periodo
Institución Educativa: Primaria
Dirección: Bélgica y Enrique Julio.
Localidad: Bahía Blanca 8000
Sala / Grado / Año - sección: 4 b
Cantidad de alumnos: 25
Nivel lingüístico del curso: beginners
Tipo de Planificación: clase
Unidad Temática: Friends
Clase Nº: 3
Fecha: 18/06/14
Hora: 13 hs
Duración de la clase: 50 minutos
Fecha de primera entrega: 16/6/2014
• Teaching points:
Vocabulary related to parts of the house and the main character ‘locations. And also
they learn new vocabulary about furniture of a house.

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• Aims or goals:
By the end of the lesson students will be able to answer the question where are you?
By the end learners will be able to use new vocabulary of furniture in rooms.
• Language focus:
lexis function structure pronunciation
Review Parts of the
house: sitting –
room,
bedroom,
bathroom,
kitchen.
Refer to the
rooms in a
house : Living
room
Bedroom
Bathroom
kitchen
Zappy is in the
kitchen.
Zappy is in the
bedroom
Sonia is in the
bathroom.
Where is
Zappy?”“Zappy
is in the
…”“Where are
you?” “I’m in
the kitchen”.
Practice the
pronunciation
of names of the
main
characters of
the book.
Zappy, Sonia,
Milton. Voiced
Dental Fricative
/ð/
new Furniture: sofa,
computer,
cooker, bath ,
Television, bed,
lamp, cupboard
trees.
Talking about
furniture in
each room.
This is a sofa.
This is a
computer.
This is a bath
.This is a
cupboard. This
is a bed.
Pronunciations
of Labio Dental
fricative
/f/Voiced dental
Fricative/ð
• Teaching approach: We work mainly with communicative approach.
• Materials and resources: pictures, record player.
Lesson Procedure:
Routine & Warm-Up: (5 minutes)
Interaction patterns:
Teacher-Class

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Skills / Skills Integration:
Listening and speaking (every day greetings)
Learning styles:
Visual, auditory and kinaesthetic
I will greet the students and I will say:
-Hello people! How are you today?
-Fine, thank you and you?
- Fine, thanks.
It’s time to start working! Today we will be starting with a game in order to review the
last class. I will put up the picture with parts of the house and explain to the kids that
we are starting with a review of parts of a house with a simple game . I will write on the
board the game hangman where they have to guess words .I will divide the class in
four groups ,each group have to guess a different word .They have to guess :living
room , kitchen , bathroom and bedroom .Then I will say that we are going to speak
about Zappy. “Do you remember Zappy? Zappy is the main character of the story. Do
you remember? Where is Zappy? In the living room.
Presentation (10 minutes)
Interaction patterns:
Teacher-Students
Skills / Skills Integration:
Speaking
Learning styles:
Visual, auditory and kinaesthetic
Now I will tell them that we will imagine that Zappy gets in the house and she is very
surprised because she finds new things in each room. She gets into the bathroom and
she can see a bath and a toilet, I will say “This is a bath and a toilet”. At the same time I
name each word I write each new word on the board. I will match each new word to
the object in order to remind them in their mind .Then I will tell students that they have
to pay attention in each new word that Zappy find in each room. Then she gets in the
bedroom and she can see a bed and a lamp. I will say this is a bed and a lamp “She

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gets in the kitchen and she sees a cooker and a cupboard. I will say “this is a cooker
and a cupboard”. After that she gets in the sitting room and she can see a sofa and a
television. I will say “this is a sofa and a television” Finally she gets in the garden and
sees a tree. I will say: This is a tree. I will repeat the new words with them. Then I will
say that we are going to do an oral activity. Students have to match the words from
column A with column B.
Possible problem:
Students might not know how to complete the activity with the new vocabulary. I will
provide the vocabulary and ask them to repeat the words. I will help them.
Development (10 minutes)
Interaction patterns:
Teacher-Students
Skills / Skills Integration:
Reading and writing
Learning styles:
Visual, auditory
DEVELOPMENT (PRACTICE) Teaching Stage:
Activity Nº 1
I will say that Zappy sees different things in each room .We are learning new words
that we can find in each room .I will say that students have to match the following part
of the house with the correct furniture .I will say a new word and then I will ask where
is it? For instance I will point to a cooker Then I will ask “ where is the cooker? “ Can
you tell me? they can answer : in the kitchen. Then I will point to the lamp and I will ask

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: “Where is the lamp?” they will answer: in the bedroom .I will ask : “where is the toilet?”
They will answer : in the baththroom. After that I will say that they have to complete the
following sentences about new things that Zappy finds in each room.
Activity 2
After that I will say that I will help them to do the activity and I will correct them. This
activity helps student to record new words in their mind .Then I will say that in the
following activity they have to complete with the right word, they have to say where
Zappy finds each the following furniture. This exercise helps students to imagine many
things that Zappy finds in each room in order to learn them their spelling . I will give a
sheet of paper to each student with the following activity:
Complete the following parts of the house where Zappy finds each new thing.
1) The sofa is in the …………….
2) The cupboard is in the
3) The bath is in the…………
4) The toilet is in the …………
5) The cooker is in the …………………….
6) The tree is in the ………………..
Then I will help them to do the activity and I will explain or I will answer their questions
about how to do the exercise. I will point to the board where are the spellings of the
new words. After that I will explain that we are going to play a game in order to
recognize what things Zappy sees in each room where she gets in the house. It is a
game that helps students to use their memory and record new words in their mind.
Possible problem:
Students might not remember new words so I can help them to find new words on the
board . Students might not know the English words for complete the exercise.
However, some kids might still need help with unknown vocabulary related to the
house so I will provide it when necessary. I will provide the guide to do the activity in
order to learn more and with enthusiasm. For instance ,they ask many questions about
vocabulary .I have to answer and guide them to do the activity .
-
Activity 3 (15 minutes)
Interaction patterns:

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Students-Students
Skills / Skills Integration:
Speaking
Learning styles:
Visual, auditory and kinesthetic
I will explain to the kids that now we are going to play with the cards I have prepared (I
will bring the cards already cut and separated in 5 different set of cards) each group
“No we are going to play a memo test! Do you know how to play memo test? You will
have to look for parts of the house or the furniture. When you turn around a card you
have to say what you see. I will mime the game I will turn around a card and say, “This
is the lamp.” Then another card, “This is the living room” I will continue this until we find
a match. Then the kids will play in their groups. I will walk around and provide help to
those kids who do not remember words or are having some problems.
I will give the following cards to each student. I will say that they have to remember
where Zappy is and what new things Zappy finds in the house. In this way, the game
helps students to remember the new words.
This is a
garden

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this is a
bathroom.

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This is a living room

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This is a cooker

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This is a cupboard
This is a toilet.

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This is a bed.
This is a cupboard
Then I will say that Zappy is very happy because she finds many new things in this
house .All of us are very happy because we did many activities today. In addition, we
are going to listen to the song that we listened last week. They have to pay attention to
the following song.
Conclusion: (10 minutes) I will draw the students´ attention back to Zappy’s house by
telling them that we are going to sing the song. and that I want to share it with them
now. It is taken from http://www.youtube.com/watch?v=Lte1uo5hLVw. Let's Clean Up
(Sing-along)
I will explain that I can help them by singing the song .Since the lyrics are very simple,
sts will easily catch up with them, and will be engaged in fully singing and imaging the
different parts of the house .I will invite the children to suggest other goodies for the
song, for example, “The living is messy. Clean up”. I can write some parts on the
board, I can get the children to recite the words after me and then add the melody later,
or I can sing the song and get the children to sing the melody to “ok”. If the song has a
word which is frequently repeated or a sound like 'ok', the children will soon start joining
in on those words. It is better not to try to do too much in one session. After that I will
say that it was a pleasure to work with them .I will see them the next time. I will say
“good bye children” or they will say good bye miss Andrea”..