THE SILENT WAY

SUBJECT TEACHER GRADE/EDUCATIONAL DATE

LEVEL

Present Simple Frida Baena Valdez 4th Elementary March 20, 2024

Genny Montserrat
Heredia Flores

Ada Shaddai Pantoja Hoil

Rodrigo Alejandro
Padilla Pacheco

Class

The class has 20 students. This is a class of fourth-grade ten-year-old students who are at A1 level.

Curricular information

· Target skills: Speaking and listening.

· Target grammar: Present simple.

· Target vocabulary: Possessive pronouns.

Objective(s) of the lesson

By the end of the class, the students will be able to:

 Use possessive pronouns (my, your, his, her, their, our).

 Read aloud sentences using the vocabulary and structures learned in the lesson.

 Produce and form sentences using the family members and possessive pronouns they have learned.

Materials: Sound–color chart, word chart, slides, a computer, projector, pointer stick.

Brief description of the class.

First, a review of the main family members is conducted, making students associate them with the Sound-Color
Chart. Subsequently, the new topic of possessive pronouns is introduced. During the class, they are shown the
vocabulary via the Sound-Color Chart, allowing them to associate the new target language words with specific
colors. Then, the teacher instructs the students to match each family member with the appropriate possessive
pronoun, using the Word Chart as a reference. Afterward, they
 act as "teachers" and create sentences using the Word Chart. Finally, the acquired knowledge is tested using the
Sound-Color Chart.

PROCEDURE DESCRIPTION ROLE OF ROLE OF THE

THE STUDENTS
MATERIA TIME
TEACHER
LS

Warm-Up  The Sound-Color Chart Slide 3 The teacher Students actively

is displayed via slides, presentation minutes guides the participate by
[A warm-up activity is a
associating each family . presentation of observing and
quick activity (usually 5
member (mother, the Sound- listening to the
minutes) used at the The Sound-
father, Color Chart, teacher's
beginning of a lesson to Color Chart
brother, sister, ensuring that presentation.
introduce the topic and
grandmother, each
grab the students’
grandfather) with a family member
attention]
specific color. is
associated with
The teacher repeats the pattern
the
until the students associate
correct color.
each family member
with the
corresponding color.

PRESENTATION  Introduction of Slide 3 The teacher Students actively

possessive pronouns presentation guides the engage in the activity
[This is where the minutes
(my, your, his, her, . introduction by listening to the
language is
their, our) using the of possessive teacher's instructions
introduced to the The Sound-
Sound-Color Chart. pronouns. and
learners, usually by Color Chart.
repeating the
way of introducing a The teacher repeats the pattern The teacher
pattern.
context or situation. until the students associate observes
For example, you could each possessive pronoun students' Students take turns
tell or act out a short with the interactions and repeating the
story or anecdote, play a corresponding color. participation possessive pronouns,
short audio clip, show a during the responding to their
clip from a movie or tv activity. partner's prompts.
show or show objects
you’ve brought in]
 PRACTICE  The teacher Slide 3 The teacher The students are
creates several presentation minutes guides students active because they
[This is when students
word combinations in the participate in
use the language in a Word Chart.
using the process of different ways, being
controlled way. This
vocabulary of doing different in charge of their
stage is sometimes
family members combinations own learning.
divided into two - a
along with the with the new
controlled practice and a
possessive vocabulary.
freer practice. You could
pronouns. The teacher
get students to:
Meanwhile, the observes
Drill sentences or students repeat the students’
sounds, chorally or combinations interactions.
individually indicated by the
teacher, using the
Substitution drill in pairs Word Chart as a
Sentence matching reference.
activities  The teacher
displays images of
Gap fill exercises each family 10
Pair work asking and member on minutes
answering questions separate cards
and places them
The aim of this stage is on the table.
accuracy. Error Students, using
correction is important in the Word Chart
this stage] as a reference,
are required to
place the family
member cards
under the
corresponding
possessive. For
example, the
card with the
image of "Father"
should be placed
under the word
"my".
 PRODUCTION  The activity involves Slide 4 The teacher Students will be
students talking on the presentation minutes provides guided to form
[This stage is where the
role of a teacher. They . examples to sentences using
language is used in a
act as the "teacher" and facilitate family members
more open way;
create sentences using understandin and possessive
activities which give
the Word Chart g. And then pronouns. Being
students the opportunity
involving the family becomes active when in
to practice the language
members and passive front of the class.
more freely. Things
possessive pronouns, listening to the
like:
while the other students.
Role-plays students repeat what
the "teacher" is
Communication tasks creating.
Collaborative tasks  Students work in pairs
to match each family
Discussion activities Notebook
member with the 10
There are numerous corresponding Pencil minutes
activities for this stage possessive pronoun,
and what you choose using the Word Chart
will depend on the as reference.
language you are
teaching, on the level of  Students creates 10
Notebook
your students and the simple sentences using 15
Pencil
method you are using] family members and minutes
possessive pronouns
learned during the
lesson.

Wrap up  The Sound-Color Slides 2 The teacher Students practice

Chart is presented, and minutes listens and forming sentences.
[Class wrap up activities Sound-color
the teacher points to provide
can be used to chart Students are active
each color one by one. feedback. But
encourage students to because they review
Students, recalling is mainly
reflect on the material what did they learn
what they've learned, passive.
they have learned during at the class and
will identify the
the class period]4 remember the
meaning of each color,
connection between
and say it aloud.
the words and the
colors.
Team #1:

Frida Baena Valdez Montse

Heredia

Ada Shaddai Pantoja Hoil

Rodrigo Alejandro Padilla Pacheco

MATERIALS

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