1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Sofía Mercado
Período de Práctica: Mayo- nivel inicial
Institución Educativa: Colegio Aberdare
Dirección: Av. Francia 1245
Sala / Grado / Año - sección: SALA DE 5 AÑOS, dolphins
Cantidad de alumnos: 19
Nivel lingüístico del curso: beginners
Tipo de Planificación: clase
Unidad Temática: comida para la hora del té.
Clase Nº: 3
Fecha: 24/05/2018
Hora: 13.20 a 14 hs
Duración de la clase: 40 minutes
Fecha de primera entrega: 22/05/2018
· Teaching points: Food to have tea: sandwiches, tea, milk, sugar,
juice, bread, toasts, ham, cheese, lettuce, tomato, butter + cookies
and chocolate chips
· Aims or goals:
During this lesson, learners will be able to…
-identify and name the different items of food for tea time.
-develop their listening skills by listening and repeating a story.
- recognizing the food items that appear in the story.
- to deepen their understanding of commands and instructions while
developing different activities.
- to dramatize and reinforce what the language and structures they
have learnt in the story by reproducing the dialogue.
- have fun by repeating a tongue twister.
· Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sándwiches
Tea
Milk
Sugar
Ham
Cheese
Lettuce
Butter
Numbers 1
to 10
Following
commands
and
instructions
Let´s make a
semi circle.
What´s the
weather like
today?
Line up!
Come in!
Yes, what is it?
Go away….!
It looks
delicious!
Sugar
Milk
Come in
Juice
Toasts
Delicious
Go away!
NEW Cookies
Cholocate
chips
Cook
Could
Identifying
different tea
time items
Counting how
many... can
you see?
Is… at home?
How many can
you see?
Cookies
Chocolate chips
Cook
Could
2. · Teaching approach: the lesson is based on the Communicative
Approach, which fosters communication and participation of
students. It is organized through the presentation –practice-
production procedure.
· Materials and resources: food flashcards, “magic bag”, projector,
set of slides (Comic Strips, Patty´s visit), table, plastic pottery,
chairs, tongue twisters poster, character´s tags, numerical band.
· Pedagogical use of ICT in class or at home: In this lesson, students
will be working with the set of slides Comic Strips “Patty’s Visit”.
Students have been working with these slides two weeks in time.
By using it, they will be reinforcing and enhancing their
vocabulary and routine phrases.
· Seating arrangement: in order to maintain visual contact with the
group, they will be sitting down in a semi-circle on the floor.
Then, when going to the room where the projector is, they will be
sitting down on row chairs. Finally, while 4 students perform the
role play, the rest of the students will be sitting around a table
making a semi-circle on chairs, pretending to be the audience.
· Assessment: what will be assessed and how: I will check that
students comprehend and identify the different amounts of food
items by asking them to point/show the corresponding number. I
will also check that they can reproduce the name of the tea time
food items correctly. I will also check the way the pronounce by
saying the tongue twister.
Stages in the lesson
1ST PERIOD
Warm-up
Purpose: to start the lesson, get students into the mood for work,
establish empathy.
Timing: 5 minutes
I will greet students at the door of the classroom and will ask them to
come in and sit down:
“Hello k5! I know you are the dolphins! So dolphins, come in and make a
semi-circle on the floor, please”.
When they are all sitting down, I will sit down too and say:
“Hello K5! How are you today?”
St: “Very well, fine”
“Good, that´s great!”
“It is so nice to see you again!”
“Do you all remember my name? What´s my name?”
St: say “Yes, Miss Sophie!”
“Yes, Miss Sophie. Good!”
“Are you ready to sing the Hello Song?”
Source: https://www.youtube.com/watch?v=_BmfySrvVKM
3. Hello, hello, we say hello to you
Hello, hello, and how are you Today?
Welcome friends, welcome friends, it´s nice to see you again!
(we wave our hands and mime.)
Then, I will say: “Look through the window, what can you see?” “What´s
the weather like today?”
St: Today is a sunny day!
“Very good, thank you!”
I will draw a sun on board.
Presentation
Purpose: to introduce the topic and the teaching points while getting to
know each other.
Timing: 5 minutes
I will look for my “magic bag” and shake it. “Today I brought something
new!”
I will ask them: “Do you want to see? Should I open it? What do you
think?”
St: yes!
Out of my magic bag, I will take out the number band.
“Look, numbers!! Miss Carol told me you know how to recite the
number up to ten. Let´s see… let´s count them:
All together: 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10!
Transition: “Very good!”
DEVELOPMENT
ACTIVITY1
Timing: 5 minutes
Game: Counting and correspondence
Materials: I will use the numeric band flashcards and tea time items flashcards.
Purpose: For students to practice the new items in the class, counting and
recognizing some specific numbers.
“But, wait! I believe there is something else inside my bag! Shall I open
it again and see what is inside?”
St: Yes!!
Out of the magic bag, I will take out the following flashcards and will
make them repeat the name after me.
4. “Cookies”
St: cookies
“Chocolate chips”
St: chocolate chips
“Sandwiches”
St: sandwiches
“Tomatoes”
St: tomatoes
Then, I will displace only number 7, 9, 5 and 8 on the floor (Miss Carol
told me these are the ones they have more difficulties in recognizing)
and I will stick on board 8 cookies, 7 sandwiches, 9 chocolate chips, and
5 tomatoes and pointing at them I will encourage them to count the
cookies:
“1, 2, 3,4,5,6, 7 and 8”
“Who can come to the front and stick number 8?”
St: Me!
“Yes, that one! Number 8. Very good”
“Now, let’s count the tomatoes: 1, 2, 3, 4 and 5”
“Who can come to the front and stick number 5?”
St: Me!
“Yes, that one! Number 5. Very good”
“Now, let’s count the chocolate chips: 1, 2, 3, 4, 5, 6, 7, 8, 9”
“Who can come to the front and stick number 9?”
St: Me!
“Yes, that one! Number 9. Very good”
“Now, let’s count the sandwiches: 1, 2, 3, 4, 5, 6, 7”
“Who can come to the front and stick number 7?”
St: Me!
“Yes, that one! Number 7. Very good”
Transition: “Very good! You did it very well!”
ACTIVITY 2
Timing: 5 minutes
Tongue twister
Materials: Tongue twister poster
Purpose: For students to practice pronouncing some of the new items learnt
in the class.
Look what I brought here! This is a TONGUE TWISTER! Tongue Twisters are
veeery difficult to say, that is why there is an image of a boy with the tongue
all twisted around! Haha.
5. “I will try to say it first”
I will try it the first time, and say it properly. Then the second time I will make
a mistake. Then I will say it again for a third time and say it properly.
I will encourage the kids to try to say it all together!
Then I will say:
“Who would like to give it a try?”
St: Me!
I will repeat this procedure several times until many of them say it.
Transition:
I will tell students “now we are all going to go to the secret room, to Patty’s
and Mary’s Room (the library) to keep on practicing!”
I will encourage them to line up by saying: “k5 line up”.
Once they are all lining up: I will encourage students to recite the tongue
twister while walking to the library.
ACTIVITY 3
Timing: 10 minutes
Materials: projector with the set of slides. School provides all of it.
Purpose: to further expose the learners to the target language and to guide
students into practice.
I will tell students: “Sit down on one chair”. (Chairs are all set in rows facing
to the wall)
“Are you ready to start?”
St: yes!
Now, the projector will be on and students will repeat the following lines one
by one after me. The slides will be projected on the wall and each line and
number corresponds to only one slide.
They already know up to slide number 16 and I will introduce C 16 to C 27
Patty’s Visit
By Lía Robles
C1 to C39
1) Ring!Ring!
2) Hullo,Patty !
3) Hullo,Mary!
4) Comein!
5) Teais ready
6) Sit down
7) Thankyou
8) Teaforyou
9) Andtea forme
6. 10)Milk?
11)Yes, please
12)Sugar?
13)Yes, please
14)One…two
15)A sandwich?
16)Mm! they lookdelicious!
17)Thakyou
18)Is Rickat home?
19)Yes, he is
20)He´s inthe garage
21)Riiiick!!
22)Yes?What isit?
23)Patty´s here
24)Hullo,Patty!
25)Hullo,Rick!
26)Mmm! Sandwiches!
27)Thankyou!
28)Giveme thosesandwiches!
29)No, no!
30)Giveme thosesandwiches!
31)No, no!
32)Mummy!!
33)Yes?What isit?
34)Lookat Rick!
35)Dick:put thosesandwichesonthe table!
36)Grrrrr
37)Go out!
38)Hihhih hih!
39)Look!!
We are going to repeat from C1 up to C27 several times in different tones of
voice. By repeating the same dialogue, they will be able to learn it to later on,
reproduce it in the role playing activity.
Finally, I will turn the projector off and ask students to line up again to go
back to the classroom.
“K5 line up”
While returning to the classroom we will recite the tongue twister again.
CLOSURE
Timing: 15 minutes
Materials: table, chairs, pottery, characters’ tags.
Purpose: to develop language patterns learnt, orally.
Once we are at the classroom door (which is around 30 meters form the
library), I will ask them to make a semi-circle with chairs.
“Take one chair and make a semi-circle!”
Miss Carol, Miss Ine or Miss Loli will help me with the following activity: They
will prepare the table with the pottery on it for students to be able to
dramatize the dialogue learnt in the library.
I will say:
“Look! We have a table, two chairs, two cups, a teapot, a plate (with
sandwiches flashcards on it), sugar and a spoon!”
7. “Just like Patty´s and Mary´s tea!”
“Together with Miss Loli we are going to pretend to be Patty and Mary, we are
going to role-play their story! And you are going to be our audience, so you
must keep quiet and pay attention”
We are going to dramatize and say their lines! Modeling how kids have to do
it immediately after.
“did you like it?”
St: (clapping) Yes, very good!
“Ok,now, whowould like to play Patty’srole?
St: ME!
(I willgive him/her Patty’s tag)
“Ok,now, whowould like to play Mary’s role?
St: ME!
(I willgive him/her Mary’s tag)
“Ok,now, whowould like to play Rick’s role?
St: ME!
(I willgive him/her Rick’s tag)
While they are performing the dialogue, I will help them with the lines and guide
them (only if necessary). I will also check their pronunciation and comprehension
(see if they are able or not torelate their miming with what they are saying).
I will repeat the same procedure two or three times.
“Wow! You were all wonderful!!! You did it veeeery well! Congratulations! (Clapping
my hands)
Then, I will say: “Youknow what? It`s time to go to the playground!”
And I willask them to line-up:
“K5 line-up”
I will take them tothe playground reciting “the tongue twister”.
8. 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:24 /30
Great! Rememberyou are the one incharge.
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Sofía Mercado
Período de Práctica: Mayo- nivel inicial
Institución Educativa: Colegio Aberdare
Dirección: Av. Francia 1245
Sala / Grado / Año - sección: SALA DE 5 AÑOS, dolphins
Cantidad de alumnos: 19
Nivel lingüístico del curso: beginners
Tipo de Planificación: clase
Unidad Temática: comida para la hora del té.
Clase Nº: 4
Fecha: 24/05/2018
Hora: 14.20 a 15 hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 22/05/2018
· Teaching points: Food to have tea: sandwiches, tea, milk, sugar,
juice, bread, toasts , ham, cheese, lettuce, tomato, butter,
chocolate chips, cookies + cupcakes, milk jam, chocolate confetti.
· Aims or goals:
9. During this lesson, learners will be able to…
-identify and name the different items to decorate cupcakes.
-develop their listening skills by listening to a story.
- recognizing and counting the food items that appear in the story.
- to deepen their understanding of commands and instructions while
developing different activities.
- differentiate and recognize the different names of tea-time food to
play a bingo.
-learn how to decorate cupcakes.
· Language Focus:
· Teaching approach: the lesson is based on the Communicative
Approach, which fosters communication and participation of
students. It is organized through the presentation –practice-
production procedure.
· Materials and resources: food flashcards, “magic bag”, tea-time
bingo, book: Pete the Cat and the Missing Cupcakes, real food to
decorate cupcakes(chocolate chips, chocolate confetti, milk jam,
cupcakes).
· Pedagogical use of ICT in class or at home: In this lesson, students
will be working with the story: PETE THE CAT AND THE MISSING
CUPCAKES. While reading the book and decorating the cupcakes,
Miss Carol will be taking some pictures to send to the parents via
mail, as well as the link of James Dean narrating the story.
Students will be reinforcing and enhancing their learning process.
· Seating arrangement: in order to maintain visual contact with the
group, they will be sitting down in a semi-circle on the floor.
Then, when going to the room where the projector is, they will be
sitting down on row chairs. Finally, they will be sitting around
table for them to be able to concentrate and complete their sitting
activity.
· Assessment: what will be assessed and how: I will check that
students comprehend and identify the different food items by
asking them to point/show the corresponding flashcard. I will
also check that they can reproduce the name of them correctly,
when playing. The students’ singing the song is a form of
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sándwiches
Tea
Milk
Sugar
Chocolate
chips
Following
commands
and
instructions
Let´s make a
semi circle.
What´s the
weather like
today?
Line up!
Come in!
Sugar
Milk
Juice
Chocolate chips
NEW Cupcakes
Milk jam
Chocolate
confetti
Identifying de
items to
decorate
cupcakes
But who?
Wasn’t me!
Cupcakes
Jam
confetti
10. assessment as well.
Stages in the lesson
BREAK TIME
2nd PERIOD
Warm-up and presentation
Purpose: to start the lesson, get students into the mood for work.
Timing: 3 minutes
Before getting in the classroom, I will tell the children: “Come in and sit
down on the floor in a semi-circle.”
I will take out my magic bag again and tell them it contains something
new!
“You know what? I have something new inside my magic bag! Would
you like to see what it is?”
St: Yes!
I will take out flashcards of:
Milk jam, chocolate chips, cupcakes, chocolate confetti, tea, milk, sugar,
sandwiches and will make them repeat the names of them.
All together:
“Milk, sandwiches, chocolate chips, tea, cookies, sugar”
“Look the new items I brought! Do you know the names of them?”
St: Yes! No!
Pointing at them:
“Cupcakes”
St: cupcakes
“Chocolate confetti
11. “Very good! Wow, you have been learning a lot of things during these
days!” “Congratulations!!”
DEVELOPMENT
Activity 1
Purpose: to further expose the learners to the target language
Timing: 7 minutes
Game: MEMOTEST
Materials: set of flashcards (same as before).
I will tell them:
“Look, I have two flashcards of each of the items. Would you like to play
to a memory game?”
St: Yes!
I will display the flashcards on the floor upside down. While doing it, I
will say the names of each of them one by one.
“Good, Can I have a volunteer to come to the front and pick two
flashcards?”
St: Me!
When each student comes to the front, I will ask them to say the name
of the two flashcards he/she chooses to turn round.
I will repeat the same procedure until we are running out of flashcards.
“Very good!”
ACTIVITY 2
Timing: 10 minutes
Purpose: To engage the students to keep on learning the language
focus
Game: bingo
Materials: bingo cards and cups to place on them
12. “Look what we are going to do now! I have something inside my magic
bag… what are these?”
St: bingo! Bingo cards!
“Right!”
“Do you want to play?”
St: Yes!
“Sit down around the tables that I will give out one bingo card to each of
you! “
When they are all sitting down properly, I will take out from my magic
bag one by one the flashcards containing all the vocabulary about tea-
time dealt along these four classes.
Meanwhile, I will go around the tables checking that they have put the
cup on top of the proper item (according to the ones that have come
already out of the magic bag).
“Who said bingo? You? Let´s see…. Sandwiches, milk jam, cheese,
cookies, cupcakes, chocolate chips! Fantastic!! We have a winner!!
Transition: “well … Now, I have something special for you… Miss Carol
told me you have already read a story about this character. I think you
like this one, too!”
ACTIVITY 3
Timing: 10 minutes
Materials: “Pete the Cat and the missing cupcakes” book.
Purpose: to further expose the learners to the target language
dealt in this class; to expose them to new language structures and
encourage them to repeat them; to count up to ten.
I will ask the children to sit down on the floor in a semi-circle. I will
show the book to them and say: “what can you see here in the cover?”
St: a cat!
13. St: Pete the cat!
“Yes, very good! And what else can you see down here?”
St: cupcakes!
“Great! Look, they are all different, full of colors! Shall we count them?
1, 2,3,4,5,6,7,8,9 and 10!” (Pointing at each of them).
“Very good!
I will open the book and read it using lots of gestures and different
tones of voice.
(Aure, the pictures are upside down. The first one is the last one, and so
on. I do not know why I can not put them in the correct order)
14.
15.
16.
17.
18.
19.
20. Then, I will read the story again, but this time, I will encourage kids to
help me say: BUT WHO? WASN´T ME!
When we finish the story for the second time, I will ask them:
“Did you like the story? Which was the part you liked best?”
“Good to know!”
Activity 4
Purpose: To have real contact with the different language items
dealt in the book.
Timing: 10 minutes
Materials: cupcakes, milk jam, chocolate chips, chocolate confetti
21. and transparent plastic bags.
I will sing the following chant while showing them my magic bag again:
I have a surprise,
I have a surprise,
I have a surprise for you. (Pointing at them)
I have a surprise,
I have a surprise,
I have a surprise for you! (Pointing at them)
I will take out from the bag: cupcakes, milk jam, chocolate chips,
chocolate confetti. (Everything will be separated into mini trays, one for
each table.
“Look what I brought!” and pointing to an item I will encourage them to
say the name of each of them:
St: cupcakes, milk jam, chocolate chips and chocolate confetti.
“Would you like to decorate your own cupcakes to take home?
St: Yes!!!!
“Good to know!”
“Pull up your sleeves and go to the toilettes to wash your hands”
Meanwhile, I will displace the components on each table so that
everybody can decorate their own cupcake.
Once they are all back, I will tell them to sit down around the tables and
prepare their own cupcakes.
While doing it, I will ask them to recite the tongue twister we learnt in
the previous lesson and “One, two, buckle my shoe”.
Closure:
“Wow, you cupcakes look great!!! Would you like to put them inside
these bags and eat them at home?”
St: Yes!
“Now, Miss Sophie is going home, so let’s say good bye all together”:
Goodbye, goodbye (waving my hands)
It’s time to say goodbye (tapping my finger against my wrist)
I am going home, I am going home (rolling my hands)
Good bye, good bye! (Waving my hands)
Homework:
I will be sending an e-mail to the students’ parents posting the link
where they can listen to the story again.
Queridas familias,
Hoy estuvimos trabajando con el cuento: “Pete the Cat and the
Missing Cupcakes”, es el segundo cuento que leen de esta colección.
https://www.youtube.com/watch?v=4fZv8CKnx0g
Además, adjuntamos algunas fotos de los chicos participando de
la actividad y decorando sus propios cupcakes que hoy llevan para
comer en casa! (el colegio tiene autorización de los padres para mandar
fotos de las actividades vía mail)
Cariños,Miss Sophie.
