I.F.D.C.

LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez

ALUMNO RESIDENTE: Zungrone Ansola María Agostina

Período de Práctica: Primaria
Institución Educativa: Instituto María Auxiliadora
Dirección: Güemes 89
Sala / Grado / Año - sección: 3ero 2da
Cantidad de alumnos: 27
Nivel lingüístico del curso: principiantes
Tipo de Planificación: clase
Unidad Temática: VEGETABLE WORLD
Clase Nº: 1
Fecha: 2/7/18
Hora: 10.05- 11.15
Duración de la clase: 80 minutos
Fecha de primera entrega: 25/6

 Teaching points: vegetables (carrots, lettuce, asparagus, tomatoes,

sunflower)

 Aims or goals:
During this lesson, learners will be able to…
 Learn about vegetables
 Develop their listening skills by doing and completing a song.
 Learn about natural science as the book is based on CLIL approach.

 Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Colours (red, Following ‘Colour the Red /e/
green, instructions tomatoes….’ Green /i:/
yellow,
orange)
NEW Lettuce, Recognition Listen. Sunflower / ʌ/
asparagus, of What’s this? Carrot / ɒ/
tomatoes, vegetables It’s a carrot
carrots, …
sunflower)
  Teaching approach: the lesson is based on the CLIL approach and organized
through the PPP procedure

 Integration of skills: The listening and speaking approach are integrated

through questions and answers and through showing pictures. They develop their
listening skill by listening and completing a song.

 Materials and resources: board, videotape, pictures, extra copies, book.

 Pedagogical use of ICT in class or at home: students will listen to a song from
the resource book resources.

 Seating arrangement: group seating arrangement.

 Assessment: during the lesson I will assess students’ work by checking

understanding in the repetition of words or indications of them (drink your
milk…). During the writing activities, I will approach students’ chairs by checking
their work and help them if necessary.

ROUTINE: (5 minutes)
I will greet my students, I will say: ‘hello! How are you?’ and I will write the date on the
board.
Purpose: to greet my students and create a good atmosphere

WARM UP: (20 minutes)

I will put some pictures on the board (with their corresponding names)
purpose: to introduce the topic.

Commented [A1]: Try to use colourful visual aids. If possible,

look for real pictures.

Tell students they have to draw the same pictures they see in the board, tell them they have to “eat Commented [A2]: This can be time-consuming. What`s the
purpose? Would you like to systematize these vocabulary words?

and drink” some food. Check understanding by repeating the words and showing pictures. Once they
have finished their drawings say: ‘ drink your milk, please’, ‘eat your chicken’, ‘eat your cheese’. They Commented [A3]: They don´t need the drawings to do that.
They can just mime the actions.

pretend to eat and drink what is required.

Transition: beautiful drawings! Excellent work!! Now, we are going to work with our book (SMARTY 3) Commented [A4]: How appealing is this kind of transition for
students?
What will they be doing with the book? How can you catch their
PRESENTATION: (20 minutes) attention?

Purpose: to present new vocabulary and involve students into the topic.

I will ask students to open their books on pages 22 and 23. I will ask: ‘where is the man?’ tell
students that the man is going to plant some vegetables.

Bring pictures to display on the board: ( CARROT- ASPARAGUS- LETTUCE- TOMATOES- Commented [A5]: Again, real and colourful pictures would be
more suitable, especially at this level.
SUNFLOWER)
I will show one picture and will encourage repetition. I say: ‘now you have to go back to your
book. I will nominate students to read the sentences. Demonstrate meaning if necessary,
using gestures or the board. Commented [A6]: Exploit resources more. Pose questions.

Transition: well done students, let’s keep on working with the book!

DEVELOPMENT: (20 minutes)

Activity 1: ( 5 minutes)

Purpose: to check students’ comprehension on new items

I will say, that now we are going to do the matching activity, (exercise B) ‘ look and match’. I Commented [A7]: What do they have to take into account to
do this matching activity? Explain. Don´t take things for granted –
will assess students’ work by approaching to their chairs and help them if they have they might not understand.

problems.

Transition: excellent, good work!!

Activity 2: ( 15 minutes)

Purpose: to develop their listening skill by revising new items.

Listening activity: I will give students an extra copy for the listening activity. The activity is
a song, it will have some blanks for students to complete it.

Lyrics:
Come to My Pizza Party
CARROTS- ASPARAGUS
Come to my pizza party,
SUNFLOWERS-
Come, come LETTUCE- TOMATOES

Let’s have fun!

Let’s pick the __________________

Daddy can help,

Let’s pick the __________________

And the ______________, too!

Come to my pizza party,

Come, come

Let’s have fun!

Let’s pick the ________________,

Daddy can help,

Let’s pick the _______________,

And the ___________________, too!

Come to my pizza party,

Come, come

Let’s have fun! Commented [A8]: What a strange pizza! ;)

You may ask students if they liked the ingredients in this pizza, and
ask for their favourite toppings.
In the first listening, students just listen to the song. During the second time, I will pause
the recording for students to complete the activity. Students will have on the board the new
vocabulary they will need to do the activity.

Transition: excellent! Now… let’s colour a bit!

Activity 3: ( 10 minutes)

Purpose: revise colours by doing a colour dictation and to reinforce new vocabulary. I will give
students the following copy and say: ‘ colour the tomatoes red’, ‘colour the lettuce green,
‘colour the asparagus green’, ‘colour the carrots orange’ if we have time, we do the matching
activity, if not I will set it as homework.
Commented [A9]: They probably know the colours of these
vegetables, they might not need the instructions.
What I would ask them to do is to draw lines from the vocabulary
words in the box to the corresponding vegetable, to keep on
fostering comprehension.
.

CLOSURE: (5 minutes)

Well done!! I will say goodbye. As they have a break, I will arrange them in order to go to the
yard.

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: / 30

Score: _21_ /30

Nice ideas, Agos! Try to exploit resources more, working on their organization and sequencing.
Have a nice lesson! 