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LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
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:
Pedagogical use of ICT in class or at home: students will listen to a song from
the resource book resources.
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
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.
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!
Activity 1: ( 5 minutes)
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.
Activity 2: ( 15 minutes)
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
Come, come
Come, come
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 Commented [A9]: They probably know the colours of these
vegetables, they might not need the instructions.
activity, if not I will set it as homework. 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.
Coherence and X
sequencing
Variety of resources X
– Learning styles
Stages and activities X
Teaching strategies X
Language accuracy X
Nice ideas, Agos! Try to exploit resources more, working on their organization and sequencing.
Have a nice lesson!