Alumno Residente: Restivo Gisela

Período de Práctica: Nivel Primario.

Institución: Escuela Manuel Belgrano

Dirección: Viamonte 860- Comodoro Rivadavia

Sala / Grado / Año - sección: 3er grado

Cantidad de alumnos: 20

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: clase

Unidad Temática: Mi casa.

Clase Nº: 3

Fecha: 5/8/2016

Hora: 10.00 a 11. 00hs

Duración de la clase: 60 minutos

Teaching points: The house. Old and new things

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

Describe objects by saying if they are new or old.

Develop their reading skills by reading short texts.

Use their reading strategies to identify true and false sentences.

Develop their writing skills by writing a simple text.

Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Bike, TV, bed,

computer,

telephone,

favourite,

uncle, father

Saying what a

thing is.

Expressing likes

It is...

My favourite

thing is... I like

+ ing

Vowel /uː/ in

bedroom, living room

NEW Old, new Describing

objects

This telephone

is new. / əʊld/

Teaching approach: The lesson is based on the communicative approach Pedagogical use of ICT in class: There is no use of ICT

Materials: time machine (box), flashcards of old objects, flashcards of new objects, 20 copies of activity 1, 20 copies of activity 2 and 20 copies of activity 3 Seating arrangement: Students will sit as they always do (in pairs). Cooperative work: During the word search students will work in pairs. They will have to help each other to find the words. In addition, they will work in pairs during the reading comprehension. Although the activities can be done individually, I decided to make them to work in pairs so that they can cooperate with each other if they do not understand something. Possible problems / difficulties and their possible solutions during the class: Students may be talkative during the presentation; therefore, I will allow them to “press bottoms” and take images from the box. I will assign them some responsibility so that they are involved with the task. Potential problems students may have with the language: Students may find it difficult to write a text. Therefore, the previous activities were thought in order to help them since the texts can be followed as models. Moreover, I will be near students helping them when necessary. Assessment: what will be assessed and how: After activities 1 and 2 are done, I will name different student to read their answers and I will encourage the rest of the class to see if they have similar answers. In addition, I will be walking near them during the whole class in order to detect possible problems and help students to solve them.

Routine (5min)

I will greet my students and I will ask how they are. EA: Hello Miss.

Warm up: (5 min)

I will take to the class a box (similar to the picture) and I will ask “What is this?” EA: a machine. T:

“Yes it is a time machine! I will travel to the past. Would like to come with me?” EA: yes!

GO to

the

past!!

Time machine

Transition: Can you press the button, Mateo? 1, 2, 3. Let´s go!

Presentation (10 min)

In order to introduce the new lexis, I will say: “Wow! We are in the past! Look! What is this?”,

while showing them an image of an old telephone, which I will take from inside the box. I expect

my students to say “a phone”. So, I will say: “Yes, It is an old phone!”

After that I will stick the flashcard of the telephone on the blackboard. I will repeat the same

action with different objects: TV, bike, bed and computer.

Then I will write the word OLD, above the pictures on the blackboard.

Next, I will write 2016 on the box and name a student to press the button.

Transition: Fantastic! Now, let´s go to the present again!

I will say: “wow! We are in the present again! Look at this! “What is it?” I will say, while showing

them an image of a new telephone. I expect students to say: a telephone. “Yes, it is telephone. Is it

old?”, while pointing the old things on the blackboard. EA: no! T: Very good. It is not an old phone.

It is a new telephone.

After that, I will write the word NEW, on the blackboard and I will stick the image of the telephone

under the word. I will repeat this action with all the objects: bike, computer, TV, and bed.

Next, when all the objects are on the blackboard and the words “old and new” are written above

the pictures, I will point at the old telephone and say: “This telephone is old”. Then, pointing at the

new one I will express: “This telephone is new.” I will also write the phrases on the blackboard.

After that, I will invite a student to the front and ask him/her to choose an object and express:

“This....is....” I will repeat the same action with 5 students.

Transition: Perfect! Now, let´s work!

Practice

In order to practice the target vocabulary and structure I will give the students the following

activities. The activities will be done in pairs. Each student will do his/her own worksheet but they

can consult each other if they have doubts.

Activity 1: (15 min)

I will explain: Look at picture number 1. What is it? Good, it is a telephone. Now, who is the first to

find the word!

Part 1: In pairs, find the following pictures in the word search

1 2 3 4 5

T E L E V I S I O N

C O M P U T E R M C

E N O O K E L E T B

C F H U E T P I I E

B A U Z A M B L Y D

V I V U D V M D G E

J W K G Y X Z D Z B

T E L E P H O N E V

Part 2. When students finish, I will encourage them to write sentences. I will explain: Look at the

first picture. Is this an old or a new telephone?” EA: Old telephone. T: “Yes, this telephone is old!

So, now complete the sentence.

Old or new?

Complete the sentences.

1. This telephone is ........................................................................

2 This bike is ..........................................................................

3. This bed......................................................................................

4 This......................................................................................

5 ......................................................................................

During the activity, I will walk through the desks in order to check if students are doing the

activities and to detect possible difficulties. I will provide help if necessary.

After all of them have finished, I will invite them to check the activity orally. T: “So, let´s see if you

could do it. Bruno, what can you see in picture 2? EA: This is a new bike. T: excellent! I will do the

same with the rest of the sentences. At this stage, I will encourage students to check their

sentences.

Transition: Fantastic!

Activity 2: (15 min)

In order to go on practising the target vocabulary and structure, I will introduce the following

reading comprehension. Besides, the activity reviews some lexis of the previous units.

First, I will say: “My favourite thing is my computer. It is a new computer. (while pointing to the

computer on the desk).

Then I will hand in the following activity and I will explain: “Now, let´s discover some children´s

favourite things” When all the students have the photocopy, I will name 2 boys and a girl to read

the texts.

Activity 2: Read. Then decide if the sentences are true (T) or false (F). Correct the false ones.

I am Mary. My favourite object is my

bike. It is new! It is red. I love riding my

bike on Sundays!

My name is Tom. I love my uncle´s bike! It is

very vey old! It is black.

Hi! I am Jamie. My favourite

thing is my new computer. I like

playing video games with it!

When they have finished reading, I will say: “Good. Now, you are going to work in pairs. Decide if

the sentences are true or false and correct the false ones. Write T for true sentences and F for false

ones”

a- Jamie´s favourite thing is an old computer.

b- Tom ´s favourite thing is the bike of his father.

c- Mary´s bike is red.

When all students have finished, I will read the sentences one by one and ask: true or false? Then,

if the sentence is false, I will say:”So, which is the mistake?” At this moment, I expect students to

say which the wrong word is. After they say it, I will repeat the whole sentence correctly.

Transition: Good work! Now it is you turn!

Activity 3: (10 min)

For this activity, I will invite students to write a short paragraph. I will say: “Now, you will write

about your favourite thing. You can use the previous activity as a model.” Then, I will give them the

following worksheet.

As they write, I will be reading their texts. I will provide help with vocabulary if necessary and I will

congratulate them on their productions. I will use stickers and write phrases such as “well done!!!”

or “Excellent” when they finish. In addition, if there are fast finishers, I will ask them to draw their

favourite thing.

WRITE ABOUT YOUR FAVOURITE THING. WHAT IS IT? WHAT COLOUR IS IT? IS IT NEW? IS IT OLD?

, if there are

Note: After each activity, I will encourage them to stick the worksheets on their notebooks.

Closure: As students go on in classes and I come back to the classroom in the afternoon, I will only

say: “see you later”

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1

Visual organization x

Coherence and sequencing

x

Variety of resources – Learning styles

X

Stages and activities X

Teaching strategies X

Class. management strategies

x

Language accuracy x

Observations Minimum score: 21 / 35 Score: __24__ /35 = 7 Dear Gisela,

Hi! My name is……………………………………………….. My favourite thing

is......................................................................................................................................

It is……………………………………….....…………………………………………………………………………………………

.............................................................................................................................................

Really nice class! Keep on working on checking understanding. More often than not, especially in a large group, there are students who have doubts and can definitely benefit from other classmates´ explaining what they are meant to do, for instance. Great job. Your tutors