Plannings

TALLER DE PRACTICA DOCENTE 2016
 ALUMNO RESIDENTE: Ginter Mayra Belén.
 Período de Práctica: Nivel Inicial
 Institución Educativa: FASTA Miguel Ángel Tobares.
 Dirección: Ruta 40 km 2127.
 Sala / Grado / Año - sección: Sala Roja de 5 años - TM
 Cantidad de alumnos: 19
 Nivel lingüístico del curso: Principiantes
 Tipo de Planificación: Clase
 Unidad Temática: El clima
 Clase Nº: 1
 Fecha: 09/05/2016
 Hora: 10:45 a 11:15 hs.
 Duración de la clase: 30’
 Fecha de primera entrega: 06/05/2016
Teaching points: The weather (It’s cold, it’s sunny, it’s rainy, it’s snowy)
Aims:
 Develop their listening skills by listening to a story.
 To deepen their understanding of commands/ Instructions while developing their gross
motor skills as well.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sit down.
Giving
commands or
instructions.
Let’s make a
circle…
Snowy /s/ not
/es/
NEW Describing the
weather
conditions.
What’s your
favourite part in
the story?
Teaching approach: The lesson is based on the Natural Approach, and organized through the PPP
procedure (Harmer,2010)
Materials and resources: The book with the story ‘The Snowman’, CD with the story, coloured
pencils, sheets of paper.

Pedagogical use of ICT in class: In this lesson, a CD will be used to support the presentation and
exposure of the students to the teaching point. Activities organized through the combination of
audio and graphics (audiovisual material) enhance language learning and acquisition.

Seating arrangement: Students will be sitting in a circle on the floor in order to facilitate visual
contact and interaction within the group. At some points in the lesson, they’ll move and take
seats.
Cooperative work: Even though children at this age find it difficult to carry out cooperative work,
they will be encouraged to help each other and use and share the same material.
Possible problems/difficulties and possible solutions during the class: Children may get too
excited during the drawing activity where they have to draw their favourite part in the story. In
that case, I’ll remind them we should be careful. I will also clap my hands to get them quiet.
Potential problems students will have with the language: They may not understand the phrase
‘Let’s draw!’ In that case, I will take a piece of chuck and I will demonstrate on the board what I’m
asking them to do.
Assessment: what will be assessed and how: I’ll check if students can identify the different
weather conditions that appear in the story by watching their drawings and by stopping the CD,
showing them the book with the story and asking them ‘what’s the weather like in the story?’
Routine (10’):
 Purpose: to start the lesson, get students into the mood for work.
I will look for the children in their regular classroom and bring them to the English class singing:
T: Hello children!
S: Hello May!
T: How are you?
S: we are good!
We will sit down in a circle on the floor and we will encourage Cheeky Monkey to come out from
his box. We will say:
‘Come on Cheeky! It’s time to go out! Come on Cheeky Monkey!’
Once Cheeky Monkey comes out from his box, we will listen to and sing the ‘Good Morning’ song
‘Hello Cheeky, monkey, monkey,
hello Cheeky, we love you!
Hello Cheeky, monkey, monkey,
hello Cheeky, a kiss for you!’
T: Great! Now let’s sing the circle song! They will listen to and sing the song and do the mimes of
what the song says.
‘Let’s make a circle, let’s make a circle, let’s make a circle, good idea!

Let’s walk this way, let’s walk that way, let’s walk this way, good idea!
Let’s clap our hands, let’s clap our hands, let’s clap our hands, good idea!’
T: Awesome! Now let’s sing the days of the week song! They will sing the song using their hands to
represent the different days of the week.
‘Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
One, two, one, two, three, four.
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
I love the days of the week, I love the days of the week!
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.’
T: Good job guys! Now can you Oli go and open the curtains? Olivia will go and open the curtains.
Then I will ask them: What’s the weather like today? The children will say the weather condition. I
will congratulate them and then I will ask: And what day is today? The children will say: Monday!
Monday! I will ask two students to come to the front and change the weather and the day in the
charts we have on the board. I will ask those children to answer the questions again.
Warm up (5’):
 Purpose: To introduce the teaching points.
I will open the book with the story ‘The Snowman’ and I will say: Do you remember the story?
What’s the weather like in this picture? I will show them the first weather shown in the story which
is sunny. The children will say: Sunny! Sunny! I will congratulate them.
Transition: Now let’s listen to the story!
Presentation (5’):
 Purpose: to further expose the learners to the target language.
T: Now we are going to listen to the story! I will stop the story in some weather and ask them:
What’s the weather like in this picture? The children will answer and I will congratulate them and
tell them the weather condition so they know the correct answer just in case some of them don’t
know it.
Transition: Now do you want to know my favourite weather in the story?
S: Yes! Yes!
T: Ok! My favourite weather in the story is snowy!

I’ll show them the following flashcard while I’m saying so.
Then, I’ll draw my favourite weather on the board to demonstrate what they are going to do.
T: Now it’s your turn! What’s your favourite weather in the story?
S: Sunny! Rainy! Snowy! Windy!
T: Great! Now can you draw your favourite weather? Like I did on the board but on a sheet of
paper!
Development (5’).
Purpose: To practice and check comprehension of the target language.
Activity 1: I will invite the children to take coloured pencils and draw their favourite weather in the
story on the sheets of page I will give them. If Some of the students finish their work first, I will ask
them to add more things or to paint what they did while I’m helping others to finish their job.
Transition: You did a really good job today! Let’s put everything away!
Closure (5’): We will sit in a circle again and sing the goodbye song. I will ask the children to line up
and we will go all together to their regular class singing:
T: Goodbye children!
S: Goodbye May!
T: See you tomorrow!
S: See you tomorrow!
Homework: No homework is given to the children.

 Unidad Temática: El clima, la ropa.
 Clase Nº: 2
 Fecha: 10/05/2016
 Hora: 10:15 a 10:45 hs.
Teaching points: The weather (It’s cold, it’s sunny, it’s rainy, it’s snowy), clothes (t-shirt, shirt, hat,
cap, scarf, coat, boots, gloves)
Aims:
 Identify and draw different kinds of weathers.
 Identify and draw different kinds of clothes they worked with.
Language focus:
REVISION Look!
Listen!
Sit down.
Let’s draw!
Giving
commands or
instructions.
Let’s make a
circle…
Scarf /s/ not /es/
NEW Put ….. on
Materials and resources: Photocopy and pencils.

contact and interaction within the group. At some points in the lesson, they’ll move and come to
the front.
Cooperative work: Even though children at this age find difficult to carry out cooperative work,
excited during the activity where they have to go to the front. In that case, I’ll remind them we
should be careful. I will also clap my hands to get them quiet.
Potential problems students will have with the language: They may not remember some clothes
or weather vocabulary. In that case, I will guide them using the chart we have on the board or
some flashcards.
clothes Cheeky should wear taking into account the weather conditions.
Routine (10’):
T: Hello children!
S: Hello May!
T: How are you?
S: we are good!
what the song says.

T: Good job guys! Now can you Panchi go and open the curtains? Panchi will go and open the
curtains. Then I will ask them: What’s the weather like today? The children will say the weather
condition. I will congratulate them and then I will ask: And what day is today? The children will
say: Monday! Monday! I will ask two students to come to the front and change the weather and
the day in the charts we have on the board. I will ask those children to answer the questions again.
Warm up (5’):
I will put some flashcards with clothes inside a box and I will ask them to take one and tell me
what are they. Once they see some of the flashcards I will tell them we are going to listen and sing
a song.
Transition: Now let’s listen and sing the song ‘I’m cold’!
We will listen and sing the song ‘I’m cold’.
‘I’m cold, I’m cold,
Put your boots on.
I’m cold, I’m cold,
Put your hat on.
Put your scarf on.
Put your coat on.’

I will stop the song and ask them:
T: What is the girl going to put on?
S: A coat! Socks!
T: Let’s see!
I will play the song and check their answers. I will keep on doing that till the song ends.
Transition: Let’s see what we should wear!
Development (5’).
Activity 1: I will stick on the board some flashcards with different weather conditions: sunny,
rainy, snowy. I will also put flashcards with clothes and I will ask some of them to come to the
board and answer:
T: Juan Martin, if it’s sunny, what do you put on?
S: A t-shirt!
T: Very good! If it’s snowy, what do you put on?
S: Gloves!
T: Good job honey!
S: Goodbye May!

 Unidad Temática: La ropa, los colores.
 Clase Nº: 3
 Fecha: 16/05/2016
 Hora: 10:45 a 11:15 hs.
Teaching points: clothes (t-shirt, shirt, hat, cap, scarf, coat, boots, gloves)
Aims:
 Identify different kinds of clothes you wear taking into account the weather.
Language focus:
REVISION Look!
Listen!
Sit down.
Let’s draw!
Giving
commands or
instructions.
Put ….. on Scarf /s/ not /es/
NEW Should /ꭍ/
Materials and resources: Photocopy and coloured pencils.

contact and interaction within the group. At some points in the lesson, they’ll move and take
seats.
Cooperative work: Even though children at this age find difficult to carry out cooperative work,
excited during the painting activity. In that case, I’ll remind them we should be careful. I will also
clap my hands to get them quiet.
vocabulary. In that case, I will guide them using the chart we have on the board or some
flashcards.
clothes by walking around the class.

Routine (10’):
T: Hello children!
S: Hello May!
T: How are you?
S: we are good!
what the song says.

T: Good job guys! Now can you Leandro go and open the curtains? Leandro will go and open the
curtains. Then I will ask them: What’s the weather like today? The children will say the weather
condition. I will congratulate them and then I will ask: And what day is today? The children will
say: Monday! Monday! I will ask two students to come to the front and change the weather and
the day in the charts we have on the board. I will ask those children to answer the questions again.
Warm up (5’):
I will show the children some flashcards with clothes and different weather conditions (sunny,
rainy, snowy) I will ask them:
T: Ok guys, if it’s sunny, what do you put on?
S: A coat! T-shirt! A cap!
I will guide them so they understand what they wear. I will congratulate and encourage them to
participate.
Transition: Now let’s play a game!
I will explain them how the game goes. I will say:
T: Now, we are going to colour what Cheeky should wear because he doesn’t know! He needs our
help! Can we help Cheeky?
S: Yes! Yes!
T: Great! So if it’s sunny, what should Cheeky put on?
S: A scarf! A cap! A t-shirt!
I will congratulate the correct answers and guide the ones who steal needs help identifying the
clothes you wear according to the weather.
Transition: Now take your coloured pencils!
Development (5’).
Activity 1: I will give them to go over the first picture.
T: What’s the weather like here?
S: It’s sunny!

T: Great! Now Panchi, what clothes should Cheeky put on?
S: The t-shirt! A cap! Shorts!
T: So Cheeky should put on a t-shirt, a cap and a pair of shorts!
S: Yes!
T: Good! Can you Panchi repeat after me? Cheeky should put on a t-shirt, a cap and a pair of
shorts!
If they don’t say full answers I will encourage them to do so. I will say the full answer and ask them
to repeat it. I will let them so the other two by themselves. Always guiding and checking what they
do.
S: Goodbye May!
 Clase Nº: 4
 Fecha: 17/05/2016
 Hora: 10:15 a 10:45 hs.
Teaching points: The weather (It’s snowy, it’s sunny), clothes (t-shirt, shirt, hat, cap, scarf, coat,
boots, gloves)

Aims:
 To relate clothes with weather conditions. (That is what their teacher wants them to do)
Language focus:
REVISION Look!
Listen!
Line up!
Giving
commands or
instructions.
NEW Ready, steady
go!
Materials and resources: Plastic rings, clothes, flashcards with weather pictures.
Pedagogical use of ICT in class: ICT are not used in this class.
contact and interaction within the group. At some points in the lesson, they’ll move and line up to
play some games.
excited during the activity where they have to dress up a mate. In that case, I’ll remind them we
some flashcards.
clothes we should wear taking into account the weather conditions, by asking them for example:
When it’s sunny, do I put my coat on? Do I put my t-shirt on?
Routine (5’): Shorter to have time for the game.

T: Hello children!
S: Hello May!
T: How are you?
S: we are good!
will congratulate them and then I will ask:
T: What should I put on today, my coat or my t-shirt?
S: Coat! Your coat!
T: So I put my coat on! Can you repeat with me? Put my coat on!
S: Put my coat on!
T: I can’t here you!
S: Put my coat on!
T: Nice!
Warm up (5’):
I will ask my students:
T: Is it cold or hot today?
S: Cold! Cold! (it’s always cold these days in SMA)
T: Yes! It is cold! Should I Put my t-shirt on? (I will show them a real t-shirt I will have with me)
S: No! No!
T: Great! Should I put my coat on? (I will show them a real coat I will have with me)
S: Yes! Yes!
T: Awesome!
I will separate students in two groups. I will ask them to line up in one line and I will say ‘one, two,
one, two’ and so forth, while moving one child to my left and the other one to my right. Then I will
explain the game:
T: Where is team 1?
S: Here! Here!
T: And team two?
S: Here! Here!
T: Fantastic! Here I have two boxes with clothes. Could you see them? (8 items on each box)
S: Yes!

T: Great! Can you see the circles?
S: Yes!
T: (While explaining I will be doing what I’m asking them to do, I’m short enough to pass through
the rings so I’m ok with that) You have to pass through the circles, take a piece of clothing and put
it on your mate, who is here. But to do so, you have to see what the weather is like! (I’m going to
put a flashcard on the board so they know what the weather is like) Did you understand?
S: Yes! (If somebody didn’t understand the activity I will show it till they get it)
T: Once you put a piece of clothes on, you will run to the back of the line and wait so the whole line
goes through the rings and puts a piece of clothes on your mate. Did you understand?
S: Yes! (If somebody didn’t understand the activity I will explain it till they get it. I will show them
with and example)
Transition: Let’s see if you are ready!
Development (10’).
 Purpose: To practice and check comprehension of the target language.
Activity 1:
I will put a flashcard with a sun and I will say:
T: Ok! It’s sunny so should I put my coat on?
S: No!
T: Should I put my t-shirt on?
S: Yes!
T: Great! Are you ready?
S: Yes!
T: Ready, steady, go!
Comentado [A1]: This looks really entertaining!

I will let them play till they don’t have more clothes for a sunny day. I will organize the groups and
ask them to sit down.
T: Ok, here we have a t-shirt, a cap and a pair of shorts! So when it’s sunny, I put my cap, my t-shirt
and my shorts on! Can you repeat with me? I put my cap, my t-shirt and my shorts on!
S: I put my cap, my t-shirt and my shorts on!
T: awesome! Now let’s change the weather!
Then I will change the flashcard for another one with snow and I will do the same.
S: Goodbye May!
 Clase Nº: 5
 Fecha: 19/05/2016
 Hora: 10:15 a 10:45 hs.
Teaching points: The weather (It’s snowy, it’s sunny), clothes (t-shirt, shirt, hat, cap, scarf, coat,
boots, gloves)

Aims:
 To relate clothes with weather conditions. (That is what their teacher wants them to do)
Language focus:
REVISION Look!
Listen!
Line up!
Ready, steady
go!
Giving
commands or
instructions.
NEW
Materials and resources: Plastic rings, clothes, flashcards with weather pictures.
contact and interaction within the group. At some points in the lesson, they’ll move and line up to
play some games.
excited during the activity where they have to dress up a mate. In that case, I’ll remind them we
some flashcards.
clothes we should wear taking into account the weather conditions, by asking them for example:
When it’s sunny, do I put my coat on? Do I put my t-shirt on?
Routine (5’): Shorter to have time for the game.

T: Hello children!
S: Hello May!
T: How are you?
S: we are good!
S: Coat! Your coat!
S: Put my coat on!
S: Put my coat on!
T: Nice!
Warm up (5’):
I will ask my students:
T: Is it cold or hot today?
S: Cold! Cold! (it’s always cold these days in SMA)
T: Yes! It is cold! Should I Put my shorts on? (I will show them a real t-shirt I will have with me)
S: No! No!
T: Great! Should I put my scarf on? (I will show them a real coat I will have with me)
S: Yes! Yes!
T: Awesome!
I will separate students in two groups in the same way than the previous class (I will ask them to
line up in one line and I will say ‘one, two, one, two’ and so forth, while moving one child to my left
and the other one to my right) Then I will explain the game:
T: I want to hear team 1!
S: Ah!! Eh!!
T: And team two?
S: Ah!! Eh!!

T: Fantastic! Here I have two bags with clothes can you see them?
S: Yes!
T: Great! Can you see the rings with the weather pictures? (8 items on each box)
S: Yes!
T: (While explaining I will be doing what I’m asking them to do, I’m short enough to pass through
the rings so I’m ok with that) You have to go, open the bags with clothes, pick up a piece of
clothing, go a put it in the correct ring. Did you understand? (I will show as many times as they
need it)
S: Yes! Yes!
Activity 1:
I will organize the groups so we can do the activity without problems:
T: Ok! Can you see the sunny picture and the circle?
S: Yes!
T: If it’s sunny, should I put my t-shirt on?
S: Yes!
T: Can you see the snowy picture and the circle?
S: Yes!

T: If it’s snowy, should I put my had on?
S: Yes!
T: Ready, steady, go!
I will let them play till they don’t have more clothes. Then I will say:
T: Ok, here it’s sunny so we have a t-shirt, a cap and a pair of shorts! So when it’s sunny, I put my
cap, my t-shirt and my shorts on! Can you repeat with me? I put my cap, my t-shirt and my shorts
on!
S: I put my cap, my t-shirt and my shorts on! (saying it with me)
T: Awesome! Now let’s see over here! It’s snowy so we have pants, a hat, gloves, a coat and a
scarf! When it’s snowy, I put my pants, my hat, my gloves, my coat and my scarf on! Can you
repeat with me? I put my pants, my hat, my gloves, my coat and my scarf on!
S: I put my pants, my hat, my gloves, my coat and my scarf on! (saying it with me)
S: Goodbye May!
 Clase Nº: 6
 Fecha: 23/05/2016
 Hora: 10:45 a 11:15 hs.

Teaching points: The weather (It’s snowy, it’s sunny, it’s cloudy), clothes (t-shirt, shirt, hat, cap,
scarf, coat, boots, gloves)
Aims:
 To identify clothes and weather conditions by drawing.
Language focus:
REVISION Look!
Listen!
Line up!
Giving
commands or
instructions.
Scarf /s/ not /es/
NEW Simon says…
Materials and resources: Photocopy and coloured pencils.
contact and interaction within the group. At some points in the lesson, they’ll move and sit down
on a chair to work on the tables.
they will be encouraged to help each other and use and share the material they have on their
pencilcases.
excited during the activity where they have to draw. In that case, I’ll remind them we should be
relaxed and in silence so we can hear what Simon says. I will also clap my hands to get them quiet.
or weather vocabulary. In that case, I will guide them using some flashcards.
clothes and weather condition I say by walking around the class and looking at their drawings.
Routine (5’): Shorter to have time for ‘Simon says’.

T: Hello children!
S: Hello May!
T: How are you?
S: we are good!
S: Coat! Your coat!
S: Put my coat on!
S: Put my coat on!
T: Nice!
Warm up (5’):
I will ask my students while showing them some flashcards:
T: What is it?
S: A coat!
T: It is a green coat! Can you repeat with me? It is a green coat!
S: It is a green coat!
T: What is it?
S: A pink scarf!
T: It is a pink scarf! Repeat with me! It is a pink scarf!
S: It is a pink scarf!
T: Good job guys!
I will ask students to take a seat on a chair so we can work on the tables. Then I will explain the
game:
T: Do you know a game called ‘Simon says’?

S: Yes! No!
T: Well, Simon is my friend and we always do what he says. So for example, Simon says stand up!
I will be on a chair and I will stand up when I say that. Some of the students will follow me and
other maybe won’t. I will give some other examples like sitting down, walking around the class and
so forth. Once I make sure they all get the idea I will start the activity.
Activity 1:
I will organize the groups so we can do the activity without problems:
T: Ok! Simon says put your name on the page.
T: Simon says draw a yellow sun.
T: Simon says draw a blue scarf
T: Simon says draw green boots.
T: Simon says draw Cheeky Monkey.
T: Simon says draw a red t-shirt.
I will give them some minutes to finish drawing and painting. It some of the students finish first
than others I will ask them to paint a little bit more their drawings and if they steal have time I will
give them some books we have for fast finishers.
S: Goodbye May!

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