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: places in town
Clase Nº: 3
Fecha: 3/9/18
Hora: 10.05- 11.15
Duración de la clase: 80 minutos
Fecha de primera entrega: 29/8

 Teaching points: places ( school, park, bank, buildings, zoo, shop)

 Aims or goals:
During this lesson, learners will be able to…
 Learn about places in town
 Develop their listening skills by doing an activity
 Learn about social science as the book is based on CLIL approach.

 Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION Places: Following ‘it’s a….’ School /u/
(school, instructions Bank /æ/
bank, park,
zoo)
Vegetables:
(carrot,
tomato,
lettuce,
asparagus)
NEW Hospital, Recognition Listen and Streets /i:/
fire station, of places sing Hospital / ɒ/
police
station

 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 completing an activity

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

 Pedagogical use of ICT in class or at home: students will do a listening activity from
the resource book and we will watch a video.

 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 .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: (10 minutes)

I will bring the poster of the previous class (without the names of the places). I’ll encourage
students to say places and stick the names.
I will bring a new poster with new pictures. (POLICE STATION- FIRE STATION- HOSPITAL).
I will elicit information from students, for example: “here you can find doctors”, “here you can
find police men”, “here you can find fire men”, volunteers can go to the board and stick the
words on the correct place in town.

OLD Pictures:

NEW pictures:

purpose: to introduce the topic, revise previous vocabulary and introduce some new words

Transition: Excellent work!! Now, we are going to work with our book!
PRESENTATION: (15 minutes)

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

SMARTY 3: page 38

I will encourage students to speak/describe the picture, and then students will write the places
in the picture.

Listening activity: I will bring to the class copies with the song, but leaving blanks for students
to complete it. POLICE- BUILDINGS- PARKS-
HOSPITAL

Song:
In my town, in my town,
In my town, in my town
There are ______________, there are parks,
In my town, in my town,
In my street, in my street,
There are streets, there are
There are ______________, there are schools,
streets.
__________ station, fire station,
In my street, in my street,
_______________, and
There are stores, there are stores.
Big buildings too,
chorus
Big buildings too,
__________ station, fire station,
Big ______________ too,
_______________, and
And oooooooooooh! What’s that?
Big buildings too,
No! it’s a cat
Big buildings too,

Big ______________ too

I will play the song twice. In the first listening, students just listen. The second time is for
students to complete the song. I will help them when necessary; if it is needed I will stop the
recording when required.

Transition: fantastic!! Now, open your books on page 45 please.

DEVELOPMENT: (45 minutes)

Activity 1: ( 10 minutes)

Purpose: to reinforce new items and develop students’ writing skill.

I will say that now we are going to complete the page with the words that they have above. We
are going to read together and do the activity interactively. I will assess their work and I will
help students if they need so.

Transition: excellent, good work!! Now, let’s watch a video

Activity 2: ( 10 minutes) video: https://www.youtube.com/watch?v=NvzSsnoShcA up to minute

4.33

Purpose: to develop their listening skill by revising items.

We will watch the video together; I will say that they have to pay attention to the places in the
video. Then, I will give them an extra copy: they have to put in order the places that appeared
in the video. We will check the worksheet together.
.

Transition: excellent! Let’s do make a poster!

Activity 3: ( 25 minutes)

Purpose: reinforce new vocabulary and expand students’ creativity.

-posters for the classroom:

I will bring to the class the necessary materials to make our productions. Students are going to
work in small groups.

I will give students the following pictures to be stuck on the posters: Commented [UdW1]: Just 4 pictures? How many posters are
you planning to make?
Make sure everyone works actively.

Once they have decorated their works, they will have to write the name of the places in the
correct pictures. Posters are used to decorate the classroom.
CLOSURE: (5 minutes)

Purpose: to round up the lesson by playing a memory game, we also revise vegetables.

Game: play memo game including vocabulary of places and vegetables. I will put the pictures on
the board, in turns they go to the board and discover the pictures, the student that has the
major number of pairs wins.

Memo pictures: (I will print pictures twice to do the memory game) Commented [UdW2]: Great! You could have pictures + words,
so as to Foster language practice per se.

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: _29_ /30

Have a great time! 