- The lesson plan is for a first grade class of 19 students learning about identifying things that are the same or different. - The lesson will include reviewing what students already know about boys and girls, reading a story, and doing three activities where students color or join objects that are the same or different. - Assessment will check that students can identify the difference between things that are the same and things that are different. The lesson aims to teach students to identify same and different things.

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: 4
Fecha: 31/05/2018
Hora: 11.30- 12 HS.
Duración de la clase: 30’
Fecha de primera entrega: 26/05/2018

2. CLASS Nº 3
• Teaching points: boy- girl- he- she- yes- no
• Aims : During this lesson, learners will be able to…
- Identify things that are the same and different
• Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIA
TION
REVISIO
N
boy-girl- same-
different
blue- red
crayon-table-
glue- scissors-
pencil- book-
crayon
-Revision - Is Lisa a boy? Yes-
no
- Is Ben a boy? Yes-
no
NEW
same
different
- Identifying
things that are
the same
- Are they the same?
Yes- No
- Are they different?

3. - Giving
commands
Yes- No
- Colour in blue/ red
- Join
• Teaching approach: The lesson is based on the TPR, and organized
through
the PPP procedure (Harmer,2010).
• Materials and resources: a copy of the story Lisa and ?, copies of the
activities, colour pencils ( blue and red) .
• Pedagogical use of ICT in class: In this lesson, a Cd 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 o visual presentations.
• Assessment: what will be assessed and how: I’ll check that students
comprehend and identify the difference between the same and different.
ROUTINE: 2 MINUTES

4. 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 the story about Ben and Lisa? my friends? (I will
show the book´s cover again) It is expected to say YES. I will point to Lisa and
ask: Is Lisa a boy or a girl? (the expected answer : A girl!). I will ask another
question about Ben: Is Ben a boy or a girl? (the expected answer: A Boy!). I will
say: So, Ben and Lisa are different. And I will ask kids: Why are they different?
( the expected answer: Because Lisa is a girl and Ben is a boy)

5. Then I will show them pages 56-57 from the story and read them to the kids.
After reading them I will ask them: Are they the same? Yes ( it is the expected
answer) I will ask them: Why? Because Lisa and Ben like books. ( it is the
expected answer)

6. Very good kids!
PRESENTATION: 3 MINUTES
I will ask kids to pay attention. I will take two books and hold up them. I will say:
This is a book. This is a book. They are the same. And then I will ask kids: Are they the
same? Yes! ( it is the expected answer).
Then I will hold up two things that are different: This is a glue. This is a pencil. They
are different. And then I will ask kids: Are they different? Yes! ( it is the expected
answer).

7. ( Book, pencil and glue are vocabulary they have already knownlearnt).
Very good kids!
DEVELOPMENT: 10 MINUTES
In this lesson I will give kids three activities to be done.
ACTIVITY N° 1:
I will give kids a copy of different objects that they have already known. They
will be arranged ( I am not sure about this word) in two groups. In the first
group they have to colour in red the things which are the same and in the
second group they have to colour in blue the things which are different.
The pictures are taken from the Internet.

8. ACTIVITY N° 2:
I will give them a second activity which consists on joining the objects which
are the same
SAME
ACTIVITY N° 3:
And then they have to join the objects which are the same but they are different ( here the
difference will be on the colour of the objects)
THEY ARE DIFFERENT BUT THE
SAME

9. TRANSITION: Excellent work kids!
CLOSURE: 7 MINUTES
I will put on a table different school objects. I will take one item and ask kids to
show me something that ´s the same (for example a red pencil). I will repeat this
process with different objects. I will take glue and ask kids to show me
something that´s different.
I will congratulate them: Good job kids!

10. 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
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

11. Teaching strategies x
Language accuracy x
Observations Minimum score: 18 / 30
Score: _23___ /30
Nice lesson!
You might go deeper into other vocabulary areas, don`t you think? Students should not get tired
of the topic. If they have already grasped the idea, you may move on.
Recycle previous songs! Include some TPR.