I.F.D.C.

LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: María de los Ángeles Svidersky

Período de Práctica: Nivel Primario

Institución Educativa: Instituto María Auxiliadora – Puerto San Julián

Dirección: Zeballos 1193

Sala / Grado / Año - sección: 6° grado B - TM

Cantidad de alumnos: 24

Nivel lingüístico del curso: Elemental

Tipo de Planificación: clase

Unidad Temática: Partes de la casa y rutinas

Clase Nº: 3

Fecha: 16/09/2019

Hora: 11:10 - 11:50hs.

Duración de la clase: 40’

Fecha de primera entrega: 12/09/2019

• Teaching points: Parts of the house (kitchen, bathroom, living room, dining room,
bedroom, garden, garage and attic) and action verbs. Grammar: present simple
sentences. Adverbs of frequency.

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

- Identify parts of the house and family members.

- Relate action verbs with people and rooms in the house.
- Develop their writing skills by writing sentences with guided practice.
- Improve their listening and speaking skills playing a game.
• Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Parts of the Identifying. - There’s/ There
house and family Describing. are Brother-sister /ə/
members. Answering - Is there…? Dad /ᴂ/ mum /ʌ/
Pronouns. short - Are there…?
questions.
NEW Action verbs. Talking - I always/
Adverbs of about sometimes/ Watch, sandwich
frequency. routines. never /tʃ/
Present Simple.

• Teaching approach: The lesson is based on the Natural Approach, and organized
through the TBL procedure.

• Materials and resources: The poster of the house we worked last class, flashcards
people and copies of worksheets n°1 and 2. Students’ folders.

 Pedagogical use of ICT in class: In this lesson, I won’t introduce ICT elements since
the class will be developed through the use of paper-based pictures and printed
material.

• Seating arrangement: They always sit in pairs along rows, looking at the board. This is
their normal seating arrangement and, in this opportunity, I will continue with it not to
waste time of the lesson.

• Cooperative work: they will participate together during the presentation of the
vocabulary and in the speaking activities, as well as in the last game. There will be peer
interaction to foster communicative skills.

• Assessment: what will be assessed and how: I’ll check that students recognize the
new verbs by oral and written activities, as well as with the final game. I’ll also check
their understanding of the new grammar structure by the written activities in their
folders. I’ll try to provide them with the necessary input and correct feedback to
encourage them to identify and produce the chunks of language we’re developing
through the activities.
Routine: 5’

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

I’ll get into the classroom and greet the students. I’ll also ask the whole class how they
are and then I’ll ask them individually (just to some of them) how they are and why.
Then, one of the students will have to tell me who the missing students are while I write
the attendance. I’ll ask them to present heir drawings of the house.

Warm-up 5’:

Purpose: to review vocabulary and introduce the new topic

I’ll start the class by showing the students the same poster of the big house that I used
the previous classes and I’ll also show them the pictures of six different people who are
going to be a family. I’ll present them as mum, dad, grandma, grandad, brother and
sister.

T: Look at this family! Who do you think they are?

Then, I’ll ask students where we can find them in the house and what they can do in
each place, and I’ll put them in part of the house they say.

Presentation 10’:

Purpose: to further expose the learners to the target language and grammar structures

I will start putting a poster on the board with the following actions:

READ A BOOK – EAT A SANDWICH – WATCH TV – HAVE A BATH – COOK FOOD – STUDY
FOR AN EXAM – DO MY HOMEWORK – SLEEP – CLEAN – PLAY VIDEO GAMES
I’ll ask students where I can do those actions while I’ll mime them to help them
understand the meaning.
After that, I’ll write on the board the following sentences so they can copy and complete
them:
In the kitchen, I _________________
In the dining room, I_______________
In the bedroom, I ________________
In the bathroom, I ________________
In the living room, I ________________

I’ll monitor the activity walking around the classroom.

Transition: “Very good sentences!! Now, let’s practice a bit more!!

Development 15’:

 Activity 1 - 10’:

Purpose: this activity is aimed at fostering contextualized practice of the teaching

points.

I will take off the phrases from the board and students will have to do the following
worksheet. I’ll explain them first that there are some activities that we ALWAYS do,
SOMETIMES, or even NEVER. I’ll only talk about three adverbs to make it easier to find
the difference between them.

MATCH AND COMPLETE THREE SENTENCES:

 READ  TV
 EAT  VEGETABLES
 COOK  VIDEOGAMES
 HAVE  A BATH
 WATCH  A BOOK
 STUDY  A SALAD
 DO  MY HOMEWORK
 PLAY  FOR AN EXAM

I ALWAYS___________________

I SOMETIMES __________________

I NEVER ___________________
  Activity 2 - 5’:

Worksheet n°2. Students will have to complete the chart with the verbs they will have
worked.

CLEAN – WATCH – COOK – PLAY – READ - EAT

Football A book TV Some sweets Homemade food The kitchen

Videogames A magazine Netflix A salad Vegetables The bedroom
A sport A text videos chocolate chicken The garage

For the ones who finish quickly, they will have to add some more examples in each
column.

Closure 5’:
We will finish the class practicing the new actions. I’ll say and act first, and then, they
will have to do it on their own: THE ACTIONS GAME

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