I.F.D.C.

LENGUAS VIVAS

TALLER DE PRÁCTICA DOCENTE

ALUMNO PRACTICANTE: Lescano Maria Celeste

Período de Práctica: Nivel PRIMARIO

Institución Educativa: Instituto María Inmaculada

Dirección: Calle Moreno 800

Sala / Grado / Año - sección: 4to grado- TM

Cantidad de alumnos: 30

Nivel lingüístico del curso: Principiante

Tipo de Planificación: clase

Unidad Temática: comidas

Clase Nº: 1

Fecha: 19/06/2018

Hora: 14:00 - 15:00 HS.

Duración de la clase: 60’

Fecha de primera entrega: 15/06/2018

• Teaching points: FOOD

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

- Identify different food

- Develop their listening skills through listening to a song and Commented [A1]: What about the other skills?

following instructions.
• Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIAT

ION
 REVISION Numbers 1 Describing a - what colour is
/ə/sound
to 40 picture it?
That appears
Colours Saying their It is blue
in there and
colour
How many … are colors
counting there? There is
/there are

What is it? It is
a…

NEW Cheese Describing a Do you like…? /r/ sound

picture.
Yogurt Yes, I do That appears
Naming food in words such
Egg No, I don’t
as hamburger
Hamburger sugar or rice Commented [A2]: Final /r/ is different to initial /r/, position
within a sentence plays a key role, as well. Careful.

Hot dog

Cake

Sugar

Meat

Ice cream

Salad

Rice

Pizza

Honey

fish

• Teaching approach: I will use the TPR approach.

• Materials and resources: proyectorprojector–power point –flashcards -

• Seating arrangement: Students will be sitting in lines during the

presentation and practice stage. During the game, they will be standing in
lines
• Assessment: what will be assessed and how: I will assess my students
comprehension by producing the vocabulary they have learnt and checking
their physical response to it .In case of not understanding I will give them
alternatives for example “is it blue or black ? is it a fish or cake?. So when
the student hears the words I will assess if he can recognize them.

Routine: 5’

, I will get into the classroom and I will greet my students: “Hello!”.
Students answer: “HELLO!” and I will continue by asking: “How are you
today?
Students answer: “FINE”.
I will give them 1 minute to organize themselves and then I will tell them:
Ok , let´s copy the date.
I will say “today is…”
Students will answer “Tuesday”
I will ask: “what number?”
Students will answer: “nineteenth”
I will say “excellent and what month?”
Students will answer” June”
I will say “excellent “How is the weather today?
Students will answer “It is sunny /cloudy/ rainy”

Transition:Great job kids!!

Warm-up 5’:
OK Today we are starting a new unit
What do you think is about? Commented [A3]: Too broad. You should give them some clues.

Students will name different things such as animals or jobs

If someone says : FOOD
I will say : Perfect

Presentation 10´
I will tell my students to look at the picture that I will show them on the
proyector projector
Which food can you see there?
Students may answer:hamburguer, crisps,pizza and cheese
I will say: Perfect!and which drinks can you find?
Students may answer: water, milk , teat and juice Commented [A4]: If it`s a new topic, you should not expect
them to actually produce the words. Instead, you may explicitly ask
if you know how to say any of those words in L2, so as to omit the
part in which they name them in L1. ;)

Transition : “Ok ! excellent job! How are you planning to teach the target vocabulary?

Activity 1 10´
I will show students some flashcards with different food, vegatables
vegetables and drinks and students will name them.
Activity 2 10´
I will copy on the board the following chart
fruits drinks vegetables fruits

In pairs students will complete with the words that we learnt. Commented [A5]: So far, you have not presented the spelling
of the words.
Then, we are going to correct the activity all together and I will add You may carry out a simple matching activity, so that they label the

more vocabulary.
pictures and use that information to complete the chart.

Transition Ok Now lets play a game

Activity 3 10´
Students will open their book “big Big english English trip Trip 1” on the
first page of the unit(page 49) and I will tell them to name the food they
can find.
And add the ones the new vocabulary to the chart in activtiy 2.
Closure 10´
 I will explain the rules of the TRUE /FALSE game
In which if I say something incorrect they have to stand up and if I say
something true they have to clap their hands Commented [A6]: Nice!

I will say for example: This is an apple (showing a flashcard of a pear)

students will stand up.

Lesson plan Excellent Very Good Good Acceptable Below Standard

component 5 4 3 2 1
Visual organization X

Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X

Teaching strategies X

Language accuracy X

Observations Minimum score: 18 / 30

Score: __21__ /30

You should integrate skills. At this level, students need to be exposed to the spelling of the
words.

Think of teaching strategies. You seem to take for granted that they will come up with the target
vocabulary. What if they don`t?

Make the necessary changes so as to polish the lesson up.

Have a great time! 