More Related Content
Similar to lesson plan 3- primary level
lesson plan 3- primary level
- 1. I.F.D.C. LENGUAS VIVAS TALLERDE PRÁCTICA DOCENTE Tutora: Aurelia Velázquez ALUMNO RESIDENTE: Yanina Servetto Período de Práctica: Nivel Primario Institución Educativa: Instituto Manuel Belgrano Dirección: Sarmiento 490, Macachín, La Pampa Sala / Grado / Año - sección: 1° año de Secundaria Cantidad de alumnos: 32 Nivel lingüístico del curso: Principiante Tipo de Planificación: Clase Unidad Temática: Partes del cuerpo Clase Nº: 3 Fecha: 27/06/2018 Hora: 17.20 a 18.00 horas Duración de la clase: 40 minutos Fecha de primera entrega: 22/06/2018 Teaching points: Parts of the body (head, arm, ear, eye, finger, foot/feet, hand, leg, mouth, neck, nose, tail, thumb, toe, tooth/teeth) Animals (kanguroo Aims or goals: During this lesson, learners will be able to… - To revise the verb ‘have got’ in affirmative, negative and interrogative forms - To learn new items related to parts of the body - To develop their speaking and listening skills through some activities - To work collaboratively Language focus: Functions Lexis Structures Pronunciation
- 2. Revision Talking about possession Colours,big, face, hair, body, elephant, tiger, monkey. Have got affirmative, negative and interrogative New Describing animals and people Arm, ear, eye, finger, foot/feet, hand, leg, mouth, neck, nose, tail, thumb, toe, tooth/teeth, frog, kangaroo, giraffe. What are (they) like? Thumb /θ / Teaching approach: The lesson is based on the CLT approach and organized by the PPP instruction. Integration of skills: What skills will be integrated and how? Speaking and listening skills will be integrated by listening and repeating new words, by giving examples, checking answers orally and making sentences and/or questions to describe someone. Materials and resources: pieces of paper for the guessing game, flashcards, board, coursebook (‘Phases 1’ Second Edition, 2017, Emma Heyderman, Fiona Mauchline & Daniel Morris. Macmillan Education) Pedagogical use of ICT in class or at home: during this lesson, the use of ICT will be integrated by having students listening to an audio from the coursebook. Seating arrangement: students will work intheir own seats as they are already arranged in pairs so they do not need to move when doing group tasks.
- 3. Assessment: whatwill be assessed and howI will assess students by making them repeat words, giving examples, checking tasks and answers orally and working collaboratively. Routine: 5’ Purpose: to start the lesson and greet students. I’ll enter the classroom and I’ll say: Hello! How are you? EA: Hello! Fine, thank you! Warm-up: 10’ Purpose: to introduce the topic through a guessing game. I’ll tell students they will play a guessing game. They will work in small groups, and I’ll give each group a piece of paper with some sentences describing an animal. (Although, the sentences contain some new vocabulary, students may guess the animals as they know it is an animal’s description). I’ll walk around the classroom in order to help them, if necessary. Once the groups guess the animal, they will write its name on the same paper and will exchange them with other group. This new group will check whether the animal’s name is right or not. Students’ answers will be checked orally. Transition: “Very good students. Now, look at these pictures..” Who am I? I have got four legs. I haven’t got a nose. I have got big ears. (Elephant)
- 4. Presentation: 10’ Purpose: tointroduce the teaching points I’ll make students listen to different parts of the body from the coursebook (Activity 1, page 16). They will listen and repeat each word, and then I’ll show students flashcards with the parts of the body they have just listened from the audio. Once all the parts of the body are presented, I’ll ask students to find examples in the sentences we use previously in the guessing game. I’ll ask them to pay attention to the verb ‘have got’ which appears in the sentences reminding them that we have already learned that this verb is also used to talk about ‘possessions’, but also to ‘describe’ something or somebody physically. Transition: “Good! Now, let´s do some exercises in your coursebook..” Development: 10’ Purpose: to practise the target language and the teaching points. I’ll ask students to open their Student’s books on page 16. I’ll ask about the animals’ names from the picture. In case that they do not know some of them, I’ll write it/them on the board. Before doing the tasks, I’ll remind students that the words in exercise 1 are those they have already listened and repeated. Then, students will complete Activity 1
- 5. After that, theywill complete Activity 2 All students’ answers will be checked orally. Transition: “Very good students! Now, let’s do a last task together..” Closure: 5’ Purpose: to end the lesson and summarize learned contents. Some volunteers will choose any other peer without saying his/her name, and will describe the person using the verb ‘have got’ (affirmative and/or negative) as well as the parts
- 6. of the bodyalready learned. The rest of the class will be able to ask some questions (using the verb ‘have got’ interrogative) in order to help themselves to guess the person’s name. The format in which the stages are presented will vary according to the teaching approach or combination of approaches you decide to base your lesson plan upon. You must always include this chart, which will be completed by your tutor: 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 Minimumscore:18 / 30 Score:_21___ /30 Fine!Ithinkyoushouldhave some visual aids(flashcardsmaybe) toillustrate and/orelicitthe target vocabulary(bodyparts). Have a greattime!