Class plan

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Laura Román
Período de Práctica: Escuela Primaria
Institución Educativa: Escuela Manuel Belgrano
Dirección: Viamonte 860, Comodoro Rivadavia
Sala / Grado / Año – sección: 6to grado (sección única) – jornada extendida
Cantidad de alumnos: 15
Nivel lingüístico del curso: A2 CEFR
Tipo de Planificación: Clase
Unidad Temática: De vacaciones
Clase Nº: 3
Fecha: 23/08/2018
Hora: 10:10 a 11:10 hs
Duración de la clase: 60 minutos
Fecha de primera entrega: 19/08/2018
· Teaching points: Past continuous form+ simple past, activities and objects for the
holidays,
· Aims or goals:
During this lesson, learners will be able to…
- Review and learn vocabulary related to activities and objects for the holidays
- Review past forms of everyday verbs
- Practice the past continuous form in context
- Develop the four macro skills
- Enjoy the storytelling of a short story which shows the target language in use
 Language focus:
Functions Lexis Structures Pronunciation
Revision Describe past
holidays
Sunglasses, sunscreen,
go swimming, go
camping, others
Look around, ride a
horse, walk around,
snorkelling, lying,
kayaking, doing water
sports
Simple past
We were in Puerto
Madryn.
d
walked
New Describe
simultaneous
actions in the
past
use
connectors
Tent, campsite, thunder,
set up, take down, wet,
when and while
Past continuous
We were watching the
whales at the sea.

2.  Teaching approach: The lesson is based on the Communicative Approach, and
organized through the PPP procedure (Harmer,2010).
 Integration of skills: students will work on their listening, speaking, reading and writing
skills
 Materials and resources: audio track from the coursebook Big English 5, unit 5, Pearson;
whiteboard and markers; speaker; printouts; two sets of label cards, fñashcards,
 Pedagogical use of ICT in class or at home: I will send the audio of the short story to the
group’s whatsapp chat group for them to listen and further practice pronunciation, fluency
and intonation, especially for the end of the reading assessment. Students will also be
able to consult a digital dictionary on their mobile phones in the last activity.
 Seating arrangement: during the different activities students will be sitting individually at
their desks, standing as they play, and sitting in a circle on the floor during the storytelling
 Assessment: I’ll check that students compehention through questions, their answers to
the activities and their written and oral productions
Routine: Timing 3’
Purpose: to start the lesson, get students in the mood for work, establish rapport.
Grouping : Lockstep
I’ll lead the students from the hall to the classroom, as they will have had their break before the
English class. I’ll have them sit at their desks and once they’re all seated I’ll say: Hello! How are
you? What day is it today? They will open their folders and copy the date.
Warm up: Timing 10’
Purpose: To have students remember and consolidate the target lexis
Grouping : in two groups of 7 and 8 students
I’ll ask the children to form two groups and sit in two circles at the back of the room. I wiil
set two desks in the front, one with flashcards and the other one with labels of the
vocabulary learnt in the two previous lessons. One student from each group at a time, wiil
run to the desks and try to find a pair – image and label. The group with the more pairs by
the end of the game will be the winner. Afterwards, we will paste the pairs on the wall
next to the whiteboard so they can resort to them during the following activities in this
class and the next ones.
Well done! Did you have fun? Now, did you remember to bring the photo of your family
vacation?
KAYAKING

3. Activity 1 Timing: 10’
Purpose: To practice the structure of past continuous and simple past
Grouping: Individual
I will show the children a picture of my family holiday and tell them about it to model the
activity: In this photo my family and I were at the Parque de la Costa in Buenos Aires.
When my sister took that photo, we were arriving at the park.
Then, I will ask them to come to the front of the class, show their picture and tell the rest
of the class about it, using the target structure. Speaking in front of the class, the teacher,
and the observer will also be good training for the upcoming international oral exam of
November.
What beautiful pictures you brought! Would you like to hear a story?
Activity 2 Timing: 15’
Purpose: To preview and pre teach some of the vocabulary they wiil encounter in the
story, to make predictions about what will happen
Grouping: Lockstep
PRE LISTENING
I will write on the board the title of the story: “The best weekend ever”. I will paste on the
board two pictures illustrating the story. Around the pictures, I will also write some
vocabulary they might not know: tent, campsite, set up, take down, thunder, wet. I will
ask, do you know what these words mean? I will encourage them to respond using
English as much as possible. If there’s a word they don’t know and don’t understand by
the explanation in English, I will use the sandwich technique, saying the word in Enlgish,
then in Spanish, and then English again. I’ll have them repeat the word in English.
Afterwards, I will ask them: what can you see in the pictures? Who are they? Where were
they? What were they doing? what was the weather like in the first picture? And in the
second one? Were they happy?
SA: In the first picture they were in the tent, it was raining, mom was making a
sandwhich, and the girl was looking at her phone. In the second one, it was sunny, they
were in the car. They were going home.
Finally, I will ask them to write two predictions about what is going to happen in the story.
I will say, what do you think happened? Why was it the best weekend ever? SA: They
played under the rain. They jumped in the puddles.
Great! Now, listen to the story.
Activity 2: Timing 10’
Purpose: To listen to a short story including target vocabulary and grammar
Grouping: Lockstep
STORYTELLING
I will ask them to sit in a circle on the floor. I will tell them the story myself, not reading it. I
will make use of body language, facial expressions, and onomatopoeias, to convey
meaning.
Afterwards, I will ask them if they liked the story. I will also ask them if any of their
predictions were right.
Activity 3: Timing 7’
Purpose: To read the story and check detailed comprehension
Grouping: individual
I wiil ask the pupils to get back to their seats. I will give them a written copy of the story
and a set of multiple choice questions for them to read and circle the correct option:

5. THE BEST WEEKEND EVER
Read the story and choose the correct answers:
1. When Jenny was looking at the sky, what did she hear?
a. she heard thunder b. she heard rain
2. Why didn’t jenny and her mum go hiking?
a. because it rained all weekend b. because Jenny was playing her video game
3. What did jenny and her mom eat?
a. they ate sausages b. they ate jam sandwiches
4. What was jenny doing when her mom was packing the car to go home?
a. she was making a fire b .she was waiting in the car
5. When did it stop raining?
a. while Jenny’s mum was packing everything into the car
b. while they were driving home
6. What did jenny think about the camping trip?
a. She hated it b. she loved it
I will walk around the classroom to check if they understand the questions and options.
Students will be able to consult the Word reference dictionary app on their mobile
phones. I will check their answers on their folders one by one.
Closure: Timing 3’
I will say: Great job, kids! What was your favourite part of the story? EA: Varied. Great!
It’s time to go. Your parents are coming: Please, put your things away.
As usual, I will wait for each parent to come to the classroom door and say goodbye.
FOLLOW UP: In the next lesson, I will have the children write a plot summary using past
simple + past continuous aided by a set of pictures illustrating the different moments on
the story.
Lesson plan component Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual organization
Coherence and
sequencing
Variety of resources –
Learning styles
Stages and activities
Teaching strategies

6. Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30