Lesson Plan Primary 4

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Dario Bressan
Período de Práctica: Nivel Primario
Institución Educativa: Colegio Santa Eufrasia
Dirección: Maria Olguín 653 Río Cuarto - Córdoba
Sala / Grado / Año - sección: 5to grado A Turno Mañana
Cantidad de alumnos: 33 estudiantes
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Clase
Unidad Temática: Revisar lo aprendido en la unidad mediante una Conversación grabada.
Clase Nº: 4
Fecha: 29/10/2015
Hora: 12 a 13 hs.
Duración de la clase: 60 minutos
Teaching points: Revise already learnt clothes vocabulary trough listening and adding How
much is..? / How much are..? constructions
Aims or goals:
During this lesson, learners will be able …
- To revise the already learnt vocabulary in the previous classes. Clothes' vocabulary in a
meaningful context.
- To develop their listening skills by listening to two short conversations.
- To develop their reading skills by reading the scripts of the previous listening.
- To develop their speaking skills by reading out loud sentences from the scripts.
Language Focus:
Lexis Function Structure Pronunciation
Revision Sunglasses
Clothes
Talking about
belongings
trough the use
of possessive " 's
".
Clothes /z /
New Necklace
Belt
Asking about a
price trough the
use of "How
much..."
How much is...?
How much
are...?
Necklace / əs/
Birthday / θ/
Teaching Approach: The lesson is based on Krashen's Natural Approach and organized
under PPP as proposed by Jeremy Harmer.(Third Edition 2001) Extra information from
Learning Teaching by Jim Scrivener (2003)
Materials and resources: Listening from "Sign up" book. Clothes flashcards with their
names on the bottom. Use of the board to make the lesson more graphic. Different images
to create context. CD player. A bag of paper representing a gift.

2. Pedagogical use of ICT in class: Use of listening source.
Seating Arrangement: Students will be seated in groups of four students as they usually
work in regular classes. (One of the activities require this type of seating) According to the
school policies, this improves communication and group working among mates.
Possible problems/difficulties and their possible solutions during class: Children
tend to talk if the class gets boring, so it is quite important to maintain their attention
activated trough the use of games, clear instructions, making the classroom interactive with
students and using the board, for instance. They may get over exited with the group
working, so it is quite important to state clear rules before start the game. Using a book
each, facilitates the visual work and help students to concentrate. Teacher always assists
kids during the class.
Potential problems students may have with the language: They may have problems
with the meaning of some words, so I will use identification of the words before starting the
listening activity. It is important to contextualize the reading (after the listening) improving
students' understanding.
Assessment: What will be assessed and how: I will check understanding by listening to
them and correcting with examples related to the topic which is being worked when reading
answers and when they work alone in the listening and reading stage. Peer correction is
always a good method to encourage them to feel comfortable or less intimidated with
assessments. I will also encourage them by saying "Very good" "Excellent" "Well done"
among others.
Procedures:
Routine: 5 minutes
Purpose: To greet students and let them know the class has started.
T: Hello everybody!! Sts: Hello teacher!! T: How are you today??!! Sts: We are doing fine!!
T: That is great!! Ok, let's start learning!!
I will ask them to look to my bag, a present one.
Warm up: 20 minutes
Purpose: To contextualize the topic of the lesson and begin with the class.
T: Ok, look here!! What is this? Sts: A present!! T: Good, a present bag!! When do we use
these? Sts: On Christmas, birthdays!! T: Good. I have it here because I want to talk about
presents. Do you like presents?? Sts: Yes!!! T: Great, me too!! Ok, before we go on, I'll ask
Miss Valeria to read a question out loud, could you Miss?? (The idea here is someone else
asks me the following questions, so I can answer) V: What do you want for your next
birthday? T: For my next birthday I want... (I'll take out two pictures at random without
looking at the bag) new jeans and a new jacket!!! Thanks miss Valeria!!

3. (Here I show you only some of them, because they are a lot and they need their names on
the bottom. I will do it to print them on Word files)
T: Ok, now you tell me, What do you want for your next birthday? (I'll write "For my next
birthday I want..." on the board) I'll walk around the class so you can take out one image
from the bag. Once you did it, you'll have to read the whole sentence out loud, are you
ready?? Sts: Yes!! T: Ok, let's start!! Some students will take out one picture each until they
run out. For example one girl takes a ring she will say: For my next birthday I want a ring!!
T: Great, very good!! The idea is most of students may revise vocabulary.
As they say the sentence, I will be sticking the images the board.
T: Ok, very good!! Now we will try your memory...take one minute to look at these images
and memorize them...... Ok, now you will all close your eyes!!! Come on, close them!! While
your eyes are closed, I'll remove one of them. Ok, open your eyes...which picture is
missing?? Sts: Mmmm... trousers!! T: Very good!! Now, close them again!!! Now open...Sts:
Shorts!! T: Very good!! Ok, pay attention, I'll remove two this time...Open!! Sts: Shoes and
jeans!! T: Very good!! (And so on till all pictures have been removed)
Transition: OK, good job kids!! Now look to this image...
Presentation: 30 minutes
Purpose: To expose students to listening. They will use all the previous worked as context
to enhance comprehension.
T: Ok, look at this image, what is it?? Sts: A phone!! T: Very good, what do we use it for?
Sts: to make phone calls, to communicate... T: Yes, that's right. This is used by one person
to communicate with another one. Ok, now pay attention to this image..

4. T: What is this?? Sts: It's a shop, a clothes shop T: Great, it is!! Here we go when we need
to buy some clothes, can these two images be related?? Sts: Yes, perhaps someone calls the
shop to make a question...T: That's a possibility...what if I tell these images are related, but
they belong to different conversations... Sts: Perhaps someone calls to another person to go
together to buy something to the clothes shop.. T: Ok, that's another possibility!!! We are
going to solve this mystery by listening to two conversations!!! The first one is related to the
phone and the second to the shop!! Are you ready?? Sts: Yes!!! T: Ok, before we start, it is
important you to pay attention to the number of people involved in each conversation and
where they may be. Remember to pay attention only to the listening, do not distract with
your stuff on the desk or with a partner....are you ready?? Sts: Yes!!! T: Ok, here go...!!
22 Pista 22.mp3
Please, include audio script.
T: I´ll stop in between two conversations to check general understanding by asking about
how many people are involved What were their names? And the same with the second
conversation. OK, did you like it?? Do you want to listen to them again?? Sts: Yes/ No, it will
depend on students (as proposed by Jim Scrivener) T: OK, we will listen to it again, but this
time pay attention to those words we worked previously like clothes and the words we wrote
on the board...
(Here we listen to the audio again)
T: Ok, now we listened to it again, can you tell me what pieces of clothes were named? Sts:
Yes!! Gift, birthday, t-shirt, trousers!! (I'll write them on the board) T: Yes, very good!! Now,
please open your books on page 22 and look to activity N° 2. There you have the listening
scripts, but some words are missing...could you complete the conversations with the words
in the box?? Sts: Yes / No... T: Ok, we will listen to it again, so you can complete the gaps.
Before we start again, pay attention to the words in the box, do you know them? Sts: Yes!!
T: Ok, try not to tell me their meanings, just look at them and try to listen to them in the
conversations...are you ready?? Sts: Yes!!
(Here we listen to the audio again)

5. T: Ok, was it difficult?? Sts: yes / no!! Ok, let´s check your answers, but for that, we will
read the sentences where you wrote the words, ok? I will the first and those who feel
confident to do it, you are welcome!! The first says: "Hello Cathy! How are you?" Did you
choose the same? Sts: Yes!! T: OK, great!! Let's follow with the rest!! (they read all the
sentences with my help trying to motivate them) While they are reading, I'll highligth the
words: "expensive (and the difference with cheap) / how much is...?/ how much are...?" I
will explain when to use one or the other using the already worked context writing some
examples on the board.
Transition: Very good!! Now, let's play a game!!
Development: 15 minutes
Activity 1: 5 minutes
T: Ok, after reading both conversations, you will have to say if the following sentences are
true (T) or false (F) You have two minutes to solve it.
1. Today it is Cathy's birthday.
2. Sam and Cathy will buy a present for Jason.
3. Sam's present costs $21.
4. Sam loves old clothes.
5. Shop assistant gives Cathy and Jason the birthday gift.
6. Sam´s present is a watch.
After they finish the activity, students read their answers out loud to check them.
Transition: Great!!! Now, let´s play a game!!!
Activity 2: 10 minutes
T: This is a group task (they remain seated in groups). You have to work as a team if you
want to win the game. I will give you a sheet of paper where you can see a word search. You
have to find all words listed on the right, you may circle or highlight them. The faster group

6. is the winner. Obviously all words have to be rightly identified. All words are hidden left to
right and down.
Once the teams have finished, we will check them.
Closure: 5 minutes
Purpose: Here I tell students the class has finished.
T: Ok kids, we will stop here. Now pick all your stuff up and put it in your bag. You have
worked quite well!!
See you next class!!
Sts: Bye!!
Sources: Images downloaded from the Internet
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing 
Learning aims

Stages

Activities

Teaching strategies


7. Class. management
strategies 
Language accuracy 
Observations Minimumscore:20 / 32
Score:18 /32 = 8
Dear Darío
Thislessonplanshowsyouare workinghardto improve. Well done!Please,
take intoaccount the commentsmade whendeliveringthe lesson,revise the
laststage inwhichthe SS shouldworkoncommunication,andtake them
requestsintoaccountforfuture lessonplans.
I have watchedvideos2and 3, and again the mainissue isconstantL1 use.
You tendto immediatelytranslate everysingle utterance. Workhardto
avoidthisby applyingthe necessaryteachingstrategies(showing,modeling,
pointing,etc.). Constantuse of L1 hindersL2 learningandacquisition.
I knowyoucan doit! Try yourbest!
Cecilia