This document provides a lesson plan for a 45-minute English class for third graders focusing on parts of the house. The lesson uses activities from the students' textbooks and includes a warm-up activity identifying characters in different rooms, practicing vocabulary by completing sentences about rooms, and playing a game following instructions to move between rooms. The lesson concludes by listening to a story about characters in different rooms.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Valdez Ivón
Período de Práctica: Nivel Primario
Institución Educativa: Colegio Nuestra Señora de la Misericordia
Dirección: Ovidio Lagos 1819, Casilda
Sala / Grado / Año - sección: Tercer grado “Fátima”
Cantidad de alumnos: 30
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Las partes de la casa
Clase Nº: 1
Fecha: 25/09/15
Hora: 15:00 - 15:45
Duración de la clase: 45 minutos
Fecha de primera entrega: 21/09/15
 Teaching points: Parts of the house.
 Aims or goals: During this lesson, learners will be able to...
- Identify and name parts of the house in a meaningful context.
- Develop their comprehension and listening skills by listening to a story.
 Language focus:
Functions Lexis Structures Pronunciation
Revisio
n
Following
instructions.
Naming
objects.
Numbers.
Computer, school
bag, book, car.
Open your books
at page ...
Look at the
picture.
What’s this? It’s
a...
New Following new
instructions.
Naming parts
of the house.
Kitchen, living room,
bedroom, garage,
bathroom, hall,
garden, study.
Draw a line...
Where’s my
book? It’s in the
kitchen. / Let’s
look in the study.
/θ/
bathroom
 Teaching approach: the lesson is based in the Natural Approach and organized
through the PPP procedure.
 Integration of skills: listening and speaking skills (students will listen to the
teacher’s instructions, interact with the teacher when answering her questions

2. about the teaching points, follow instructions to do the activities and to play a
game, and watching to a video); and reading and writing skills (students will
read instructions, complete sentences, and make pictures and write sentences
on them about the parts of the house).
 Materials and resources: poster on a house, Scoth tape, students’ books (“Your
Quest 2”, MacMillan), DVD with the story, DVD player.
 Pedagogical use of ICT in class or at home: short story on video.
 Seating arrangement: students will sit at their tables facing the board since
there isn’t enough room for them to make a circle, so the teacher will walk
around the tables in order to help them if necessary.
 Possible problems / difficulties and their possible solutions during the class:
One possible difficulty is that students might use their mother tongue when
they don’t have the necessary vocabulary, in that case I’ll rephrase what they
say in English. Another possible problem is that students may not understand
all the instructions, to prevent that I’ll use the “sandwich technique” (saying
first a command in English, then in Spanish to help comprehension, and finally
in English again to reinforce input). I’ll also use gestures to help
comprehension. In case there is any problem with the DVD player, I’ll read the
story myself.
 Classroom management strategies: if some students finish faster than others
some activities, I’ll ask them to help some other matein order to prevent any
misbehaviour.
 Potential problems students may have with the language: students might not
understand the new command “draw a line...”. To help understanding I’ll
gesture the action through showing them my book and drawing an imaginary
line with my finger where they are expected to do it.
 Assessment: understanding of the new vocabulary and commands will be
assessed through the observation of students’ performance and participation in
the activities.
Note: The local teacher asked me to use the activities from the book because the
children were behind with it since she was absent from school many times and no
other teacher took her place. Therefore, I’ll try to adapt those activities and also
include at least one activity of my own.
STAGES IN THE LESSON
Routine (2 minutes)
- Purpose: to start the lesson and establish rapport.

3. - Activity description and instructions as they will be said to students: I’ll greet the
students “Hello! How are you?”, SS: “Hello! Fine! And you?”, T: “I’m fine, thanks!”.
- Transition comment to link each stage of the lesson with the next one: “Ok, kids, look
what I brought”.
Warm-up (3 minutes)
- Purpose: to get students involved in the lesson.
- Activity description and instructions as they will be said to students: I’ll hang on the
board a poster of a house. The house will have windows which are movable so that
they can be opened, and the characters of the book they are familiar with will be
hidden behind the windows. T: “Look! This is a house. This is Harry and Holly’s house.
Where are Harry and Holly? Let’s peep through this window... Oh! Who’s this?”, SS:
“Holly! It’s Holly!”, T: “Yes, this is Holly. Holly is in the bathroom.”
- Teaching strategies: demonstration.
- Interaction patterns: Student-teacher.
- Skills: listening and speaking.
- Transition comment to link each stage of the lesson with the next one: “Ok, I’m going
to tell you what Harry and Holly are doing in the house.”
Presentation (5 minutes)
- Purpose: to remember the parts of the house.
- Activity description and instructions as they will be said to students: I’ll tell children a
short story while opening all the windows. I’ll name the different characters and
objects which appear at the windows. T: “So, what are Harry and Holly doing? Let’s
peep through this window again. Holly is in the bathroom, she’s getting ready for
school. And where is Harry? Let’s peep through this window... Oh, look! Who is this?”,
SS: “Harry! It’s Harry!”, T: “Yes! This is Harry. Harry is in the bedroom, he’s making the
bed. Now let’s peep through this window... who is this?”, SS: “ Techna! It’s Techna!”, T:
“Yes! This isTechna. Techna is in the study, she’s using the computer. Now let’s peep
through this window... who is this?”, SS: “Leo! It’s Leo!”, T: “Yes! This is Leo. Leo is in
the living room, he’s watching TV. Now the last window... what is this?”, SS: “A car! It’s
a car!”, T: “Yes! This is a car. The car is in the garage.
- Transition comment to link each stage of the lesson with the next one: “Great! Now
let’s look at what Harry and Holly are doing in your books.”
Practice (25 minutes)
- Purpose: to recognize and practise the new vocabulary in context and in a controlled
way.

4. - Teaching strategies: description of the pictures, explanation and demonstration of
what is happening in the story, modelling and exemplification of what they are
expected to do. Pictures will help children understand meanings.
- Interaction patterns: Student-teacher when telling the story and when explaining
activitites, student-student when they are asked to help their mates.
- Skills: reading and writing when doing the activities, listening and speaking when
answering the teacher’s questions, and listening when listening to the story.
Activity 1 (5 minutes)
- Activity description and instructions as they will be said to students: Students will be
asked to open their activity books at page 3 and to look at the picture of a house. They
will have to complete the sentences provided by the book with the correct part of the
house. T: “Now please open your activity books at page 3. Ok, look at the picture,
what’s that? (while showing the children my book and pointing at the house)”, SS:
“House!”, “It’s a house!”, T: “Very good! It’s a house. It’s Harry and Holly’s house again,
but now Harry and Holly are in different rooms. Now look at the sentences below the
house (while pointing at the sentences), what’s missing? Let’s read it, HARRY IS IN
THE..., where is Harry?”, SS: “In the bathroom!”, T: “Perfect, Harry is in the bathroom!
So, let’s write down the word BATHROOM, ok?”. Then students will be asked to do the
same wit the other sentences.
- Transition comment to link each stage of the lesson with the next one: “Great! Now,
we’re going to play a game!”
Activity 2 (5 minutes)
- Activity description and instructions as they will be said to students: Students will be
asked to change books to play a game in which they will have to draw a line which
joins up the parts of the house they listen to. T: “Please, close your activity books and
open your coloured books. Ok. Open the coloured books at page 5. Now, look at

5. Techna’s game (while showing the children my book and pointing at the game), do you
want to play?”, SS: “Yes!”, T: “Ok, so you have to listen carefully to my instructions and
draw a line (while showing the children my book and drawing an imaginary line with
my finger along the paths in the picture) joining the parts of the house you listen, ok?”,
SS: “Ok!”, T: “Ok, so go to the... kitchen! (while showing the picture and drawing an
imaginary line with my finger along the corresponding path) Now go to the... study!
(again, showing the way) Now go to the... hall! Which number did you arrive to? (while
pointing at the number they should have arrived)”, SS: “One! Number one!”, T:
“Perfect! One! The hall is in number one.” And so on three more times, but from now
on I won’t show them the way.
- Transition comment to link each stage of the lesson with the next one: “Excellent
work! Now that you know the parts of the house, we’re going to listen to a story that
happens in a house! Do you like stories? So, let’s go to the lab to listen to it.”
Activity 3 (15 minutes)
- Activity description and instructions as they will be said to students: Students will be
guided to the lab and to take their books and pencilcases. Once they are there, they
will be asked to go to page 6 in their books and look at the story. They will be asked to
recognise the parts of the house they see (picture Nº1: bedroom, picture Nº2:
bathroom, picture Nº3: study, and picture Nº4: hall) while they guess what happens in
each picture. Some of them will probably answer in their mother tongue since they
don’t have the necessary language to answer in English, in that case I’ll rephrase their
answers in English. T: “Ok, go to page 6. Great! This is the story. Now, before listening
to it, please look at picture number 1, where are the penguins? (while showing the
book and pointing at the corresponding picture)”, SS: “In the bedroom!”, T: “Very
good, they are in the bedroom. And what’s happening here?”, SS: some answers in
Spanish such as “la mamá los llama para ir a la escuela”, T: “Yes! Mummy says it’s time
for school”. Now look at picture number 2...” and so on. This pre-listening activity will
prevent them from interrupting while listening to the story. Then they will watch the
story.

6. - Transition comment to link each stage of the lesson with the next one: “Did you like
the story? It’s a great story! Now let’s go back to our classroom and let’s make a
picture of it!”
Production (10 minutes)
- Purpose: to practise the new vocabulary in context and in a less controlled way.
- Activity description and instructions as they will be said to students: Students will be
asked what their favourite part of the story was and to make a picture of it. Then they
will have to write a sentence on it describing where the characters are. I’ll tell them
which my favourite part is so that they understand the instructions. T: “What’s your
favourite part of the story?”, SS: “When they go to school!, When they find the school
things!, etc.” Some students may answer in their mother tongue since they don’t have
the necessary language to answer in English. In that case, I’ll rephrase their answers in
English. T: “Ok, Your favourite part is when they go to school. Oh, so your favourite
part is when they find the school things, etc.” And so on. T: “Let’s make pictures of
your favourite parts of the story and write down in which room of the house the
penguins are. For example, my favourite part of the story (pointing at myself) is when
the mummy gives the penguins a sandwich. So I’m going to make a picture of that part
(while making a quick picture of that scene on the board) and write THE PENGUINS
ARE IN THE... (while writing the sentence down) Where are the penguins?”, SS: “In the
hall! They are in the hall!”, T: “Perfect! I’ll write HALL”.
- Teaching strategies: explanation and demonstration of what they are expected to do.
- Interaction patterns: Student-teacher mainly.
- Skills: listening and speaking when answering the teacher’s questions, and reading
and writing when writing down a sentence below the picture.
- Transition comment to link each stage of the lesson with the next one: “Ok, that’s all
for today, great job kids! Bye bye! See you next Friday!”.

7. - Transition comment to link each stage of the lesson with the next one: “Did you like
the story? It’s a great story! Now let’s go back to our classroom and let’s make a
picture of it!”
Production (10 minutes)
- Purpose: to practise the new vocabulary in context and in a less controlled way.
- Activity description and instructions as they will be said to students: Students will be
asked what their favourite part of the story was and to make a picture of it. Then they
will have to write a sentence on it describing where the characters are. I’ll tell them
which my favourite part is so that they understand the instructions. T: “What’s your
favourite part of the story?”, SS: “When they go to school!, When they find the school
things!, etc.” Some students may answer in their mother tongue since they don’t have
the necessary language to answer in English. In that case, I’ll rephrase their answers in
English. T: “Ok, Your favourite part is when they go to school. Oh, so your favourite
part is when they find the school things, etc.” And so on. T: “Let’s make pictures of
your favourite parts of the story and write down in which room of the house the
penguins are. For example, my favourite part of the story (pointing at myself) is when
the mummy gives the penguins a sandwich. So I’m going to make a picture of that part
(while making a quick picture of that scene on the board) and write THE PENGUINS
ARE IN THE... (while writing the sentence down) Where are the penguins?”, SS: “In the
hall! They are in the hall!”, T: “Perfect! I’ll write HALL”.
- Teaching strategies: explanation and demonstration of what they are expected to do.
- Interaction patterns: Student-teacher mainly.
- Skills: listening and speaking when answering the teacher’s questions, and reading
and writing when writing down a sentence below the picture.
- Transition comment to link each stage of the lesson with the next one: “Ok, that’s all
for today, great job kids! Bye bye! See you next Friday!”.