I.F.D.C.

LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: María de los Ángeles Svidersky

Período de Práctica: Nivel Inicial

Institución Educativa: Instituto María Auxiliadora – Puerto San Julián

Dirección: Zeballos 1193

Sala / Grado / Año - sección: 1° grado A - TT

Cantidad de alumnos: 23

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Mascotas

Clase Nº: 4

Fecha: 26/06/2019

Hora: 13:10 - 13:50hs.

Duración de la clase: 40’

Fecha de primera entrega: 21/06/2019

• Teaching points: Pets (cat, fish, dog, bird, hamster and turtle)

• Aims: During this lesson, learners will be able to…

- Identify and name different pets, and relate them with the sounds they make.
- Develop their speaking skills by saying their names and colours.
- Talk about different animal sizes (big/small) and identify parts of the body.
• Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Look! Listen! Sing! Giving - What (animal)
Animals (dog, cat, commands or is it? cat /ᴂ/
fish, hamster, bird, instructions. - It’s a… bird/ɜː/
turtle) Identifying.
NEW Sizes (big, small) Making and - How does it
hamster /h/
Parts of the body answering sound?
fish /ʃ/
(legs, tail, wings) questions. - Is it big/small?

• Teaching approach: The lesson is based on the Natural Approach, and organized
through the CBL and TPR procedures.

• Materials and resources: Cellphone and speaker to listen to the songs. A big cube
with pictures of pets to play and say their names. Copies to develop the listening activity.

 Pedagogical use of ICT in class: In this lesson, I will only use some of the songs that I
used the previous class in order to activate prior knowledge and engage them in the
future activities. The rest of the activities will be more visual and using body language or
other elements to play.

• Seating arrangement: As this group of students are in 1st grade, they should be sitting
in rows. However, I will start the lesson again in the main gallery of the school to make
them change the environment, sing the song with enough space to act it and play with
a big cube. Once they enter in the classroom, I will invite them to sit on the floor, as we
did last class, to develop the first activity in group and then go back to their seats to
continue with the class.

• Cooperative work: they will sing the songs and play the game together as well as the
presentation of the vocabulary will be also sitting in a circle. They will remember pets’
names in a collaborative work and then, they will continue working individually in order
to develop cognitive skills as they acquire new vocabulary and structures. It is still quite
difficult to carry out cooperative or group work activities at this age, but they are starting
to get used to work in the same way during their English lessons.

• Assessment: what will be assessed and how: I’ll check that students identify pets by
playing with the cube and saying their names. They will also relate pictures and names
with animals sounds. They will answer questions about sizes and parts of the body. In
this way, they will be able to develop speaking skills in a meaningful way according to
their age and cognitive development. I’ll try to provide them with the necessary input
to encourage them to identify and produce the chunks of language I’m teaching.
Routine: 5’

Purpose: to start the lesson, get students into the mood for work, establish rapport.

I’ll get into the classroom with the students, since this is the first lesson of the day, and
once they are in their places, I’ll greet students saying:

“Hello children! How are you today?” EA: “Hello teacher!”

I’ll ask students to leave their school bags and jackets and make a line to start the class
from the beginning in the main gallery.

T: “Ok children, today we are going to start going outside to sing our songs. Let’s make
a line to go out in order, please. I’ll count to ten to be ready: 1, 2, 3, 4, 5, 6, 7, 8, 9 and
10”.

Once they are outside, I’ll invite them to take their hands and be ready to sing the first
song:

“Now take your hands and let’s start by making a circle first, then we will say hello:”

https://www.youtube.com/watch?v=ALcL3MuU4xQ

“Make a circle big, big, big, small, small, small, big, big, big.
Make a circle small, small, small, hello, hello, hello.
Make a circle round and round, round and round, round and round.
Make a circle round and round, hello, hello, hello.
Make a circle up, up, up, down, down, down, up, up, up.
Make a circle down, down, down, now, sit down.”

In this class, I’ll use the song to say “Hello” that I introduced last class.

T: “Now it’s time to say Hello. Do you remember the new song? Listen and sing”!

https://www.youtube.com/watch?v=tVlcKp3bWH8

Hello, hello, hello, how are you?

Hello, hello, hello, how are you?
I’m good, I’m great, I’m wonderful
I’m good, I’m great, I’m wonderful
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
 I’m tired, I’m hungry, I’m not so good
I’m tired, I’m hungry, I’m not so good
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?
Hello, hello, hello, how are you?

Warm-up 10’:

Purpose: to review vocabulary and introduce the new topic

I’ll start the class by showing them the same pictures of pets that we used last class and
once they have remembered the names, we will play together rolling a cube with
pictures of those pets and saying their names. After that, I’ll ask students to make the
sounds that these animals do.

T: “Let’s play a game! We are going to play with a cube. You have to roll it (I’ll show the
movement) and say the name, ok? Let’s try! I’m going to start!”

…
T: “Great job! Now tell me, do you know how they sound? How does a DOG sound? (I’ll
show the picture and make the sounds and then I’ll invite them to do the same)

Transition: I’ll invite them to stand up, make a line and come back to the classroom to
continue working with pets, but sitting on the floor. “Let’s go to the classroom and sit
down in front of the board as we did last class”.

Presentation 5’:

Purpose: to further expose the learners to the target language, to identify animals
and name them.

I’ll start by showing students the pictures of the six pets we worked last class and
repeating their names. Then, I’ll start describing the animals’ parts of the body
mentioning the words BIG and SMALL and the colour so they can easily identify them.

T: “Let’s guess. I’ll describe a pet and you have to tell me which one it is. Ok?... It’s a
SMALL animal, it has got two wings and it’s blue and yellow. What is it?”

S: “BIRD”
T: “Excellent! It’s a bird”.

(I’ll use body language to describe some new parts of the body)

At the end, I’ll ask them if the animals are BIG or SMALL.

Transition: I’ll invite students to stand up and sit on their chairs to work with their some
copies.

Development 15’:

 Activity 1 - 15’:

Purpose: this and the next activities are aimed at fostering contextualized practice of
the teaching points.

Listening activity: I’ll give students an activity to listen to me reading sentences so they
can circle the correct pets.

T: “I have got a BIG dog, but a SMALL cat. I’ve also got a SMALL bird and a very BIG fish.
My turtle is BIG, too. But my hamster is so SMALL”.

(I’ll read this as many times as they need it, and I’ll make a pause after each pet)
I’ll ask students about their parts of the body and I’ll show them pictures to identify
them.

T: “What animals have got four legs? And what animals have got long tail? And wings?”

(I’ll ask them and I’ll show them these parts of the body in the animals’ pictures. They
will probably say the names in Spanish, but this will also help them to really identify
them).

Finally, students will paint the animals they have circled. While they work, I’ll be asking
them for the animals they’ll be painting.

(I decided to work with only one activity but to take the time to ask them individually
for the pets’ names, since I don’t usually have enough time to check all the activities and
listen to them individually. Painting is a good activity to make them work individually
and stay at their seats)

Closure 5’:

First, I’ll ask students to make the sounds of the animals when I raise and say the animal’s
name. And then I’ll ask them to say the name of the animal when I show them the
pictures.

Finally, I’ll finish the class with the same song as always.
 T: Excellent job!! You did it! But now, it’s time to finish. I’m going to count until 10 to
pack your things and be ready to sing our song.”
“Goodbye my friends,
good bye my friends,
I say goodbye
Every day.”
Students have to finish the song and sit down on their chairs.
T: “Goodbye children”
S: “Goodbye teacher”

Lesson plan Excellent Very Good Good Acceptable Below Standard

component
5 4 3 2 1

Visual organization

Coherence and
sequencing

Variety of resources
– Learning styles

Stages and activities

Teaching strategies

Language accuracy

Observations Minimum score: 18 / 30

Score: ____ /30