This document provides details of an English lesson for a third grade class in Casilda, Argentina. The 45-minute lesson focuses on parts of the house. Students will develop listening, speaking, reading and writing skills through activities like matching flashcards, listening to a story, answering questions about pictures, ordering pictures from the story, and drawing and writing sentences about their favorite part of the story. The teacher aims to help students learn and practice vocabulary related to parts of the house. Various techniques and resources are outlined to engage students and address any issues during the lesson.

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: 2
Fecha: 09/10/15
Hora: 15:00 - 15:45
Duración de la clase: 45 minutos
Fecha de primera entrega: 03/10/15
 Teaching points: Parts of the house.
 Aims or goals:
During this lesson, learners will be able to…
- Develop their comprehension and listening skills by listening to a story.
- Develop their listening and speaking skills by answering questions and
repeating phrases.
- To expand their understanding of commands.
 Language focus:
Functions Lexis Structures Pronunciation
Revision Following
instructions.
Open your
books.
Go to page ...
New Following to new
instructions.
Naming parts of the
house.
Kitchen, living
room,
bedroom,
garage,
bathroom, hall,
garden, study.
Get up.
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
about the teaching points, follow instructions to do the activities, and watch to

2. 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: flashcards (puzzle) of the parts of a house, DVD with a
story, laptop/DVD player and projector from the school lab, blackboard and
chalk, Scoth tape, students’ books (“Your Quest 2”, MacMillan).
 Pedagogical use of ICT in class or at home: short story on video.
 Seating arrangement: first, students will be asked to move around the
classroom in order to find a partner who has the flashcards they need, then
students will sit at their tables facing the board and the teacher will walk
around the tables in order to help them if necessary.
 Possible problems / difficulties and their possible solutions during the class:
some possible difficulties are:
- Students might use their mother tongue when they don’t have the necessary
vocabulary, then I’ll rephrase what they say in English.
- Students may not understand all the instructions, then I’ll use the “sandwich
technique”, gestures and mimes, and modelling to help comprehension.
- If there is any problem with the DVD player, I’ll read the story myself.
- In the case there is a delay in the lab and the last activy cannot be performed,
students will be asked to do it at home.
 Classroom management strategies: if there are students who finish an activity
faster than others, then I’ll ask them to help some other mates in order to
prevent any misbehaviour.
 Assessment: understanding of the new vocabulary and commands will be
assessed through the observation of students’ performance and participation in
the activities.
Note: As the local teacher asked me, I have to use again the activities from the book
so that children are not behind with it. Therefore, warm-up and production stages
include activities designed by myself, and presentation and practice stages include
activities from the book. By doing this, I hope to keep a balance between both kind
of activities.
STAGES IN THE LESSON
Routine (2 minutes)
- Purpose: to start the lesson and establish rapport.
- Activity description and instructions as they will be said to students: I’ll greet the
students “Hello! How are you today?”. SS: “Hello! Fine! And you?”, T: “I’m fine,
thanks!”
- T: “Ok, kids, look at what I brought”.

3. Warm-up (8 minutes)
- Purpose: to get students involved in the lesson.
- Activity description and instructions as they will be said to students: I’ll show the
children a paper bag in which I’d keep the materials. I’ll open it and I’ll take four
flashcards which make up a picture of a living room. I’ll hold them one next to the
other so that children see the complete picture and I’ll ask them what it is. Then I’ll
pretend I drop the flashcards inside the bag again and that I’m worried because they
mix up. So I’ll ask them to help me put them in order again and I’ll hand out flashcards
to everyone. Finally I’ll explain they will have to look for the flashcards which complete
their pictures among their mates.
Every time a picture is completed, I’ll hang it on the board so that everybody can see it
and I’ll ask what it is. Then I’ll congratulate the team.
T: “Look! Here I have pictures of my house, do you want to see them?”, SS: Yes!”, T:
“Ok, look! Here I have a picture of my ... what’s this?”, SS: “A living room!, It’s a living
room!”, T: Right! It’s a living room. I have a picture of my living room and... oops! Oh,
no! I dropped it! Oh! Now it’s all mixed up in here! Look! (while showing them the
inside of the bag which will be full of mixed-up flashcards). Can you help me?”, SS:
Yes!”, T: “Thank you, kids! Let’s do this: I’ll give each of you a flashcard (while handing
the flashcards out) and you will have to find the rest of the picture, can you do that?
Please?”, SS: “Yes!”, T: “Ok, now get up (while making the gesture of getting up with
my hands) and look at your mates’ flashcards (while walking among them and trying
myself to match a couple of flashcards so that they can see what I’m asking them to
do). Try to complete the pictures. Go!”

4. - Teaching strategies: explanation and demonstration of instructions.
- Interaction patterns: Student-teacher and student-student. Group work.
- Skills: listening and speaking when answering the teacher’s questions, and responding
to instructions.
- T: “Well done kids! Excellent work! Now, do you like stories? Would you like to listen
to a story? It’s about a penguin family’s house.”
Presentation (15 minutes)
- Purpose: to recognize and practise the new vocabulary in context and in a controlled
way.
- 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.

5. - Teaching strategies: description of the pictures, explanation and demonstration of
what is happening in the story. Pictures will help children understand meanings.
- Interaction patterns: Student-teacher.
- Skills: listening and speaking when answering the teacher’s questions, and listening
when listening to the story.
T: “Did you like the story? It’s a great story! Now let’s go back to our classroom to talk
about it.”
Practice (10 minutes)
- Purpose: to practise the new vocabulary in a controlled way.
Activity 1 (5 minutes)
- Activity description and instructions as they will be said to students: Students will
have to look at the pictures from the story and number them in the correct order. T:
“Now let’s remember what happened in the story. Please go to the next page, page 8,
and look at the pictures. Ready? What happens first in the story?”, SS: “It’s time for
school!”, T: “Yes! First it’s time for school. So, write down the number 1 in that picture.
Now, what happens next?”, and so on with the rest of the pictures.

6. T: “Well done, kids! Now let’s remember the names of the parts of the house one
more time!”
Activity 2 (5 minutes)
- Activity description and instructions as they will be said to students: Students will
have to complete the picture. Then they’ll have to match the names of the parts of the
house with the pictures. T: “Look, you have to complete the picture drawing a line
which joins the numbers (while showing the children my book and drawing an
imaginary line with my finger) and then you have to match the names (while pointing
at the names) with the parts of the penguins’ house. Ok?”
- Teaching strategies: explanation and demonstration of what they are expected to do.
Miming and gesturing.
- Interaction patterns: Student-teacher mainly. Individual work.
- Skills: listening and speaking when answering the teacher’s questions, and reading
and writing when writing down a sentence below the picture.
T: “Excellent work, kids! What room do you like most in the penguins’ house?”

7. Production (10 minutes)
- Purpose: to practise the new vocabulary 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 penguins are in the hall. 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.
T: “Ok, that’s all for today, great job kids! Bye bye! See you next Friday!”.