I.F.D.C.

LENGUAS VIVAS BARILOCHE

PRÁCTICA DOCENTE I

Alumno residente: Emiliano Sebastian Torres Tealdo

Institucioó n Educativa: Instituto Concordia San Vicente
Direccioó n: El tarefero s/n
Cantidad de alumnos: 20
Edad: 5 anñ os
Unidad Temaó tica: The house
Clase Nº: 1
Fecha: 29/10/2018
Hora: 10:00 am
Duracioó n de la clase: 40 minutos
Fecha de entrega de la planificacioó n: 24/10/2018

Learning aims:

- To reinforce vocabulary learned in previous lessons about family

members.
- To learn vocabulary of different parts of the house and specific
objects which can be found in the rooms.
- To relate the different parts of the house with actions (kitchen-
cook)
- To relate different objects with rooms of the house.
- To express awareness of their family members by doing artwork.

Learning focus:

Vocabulary:
- Parts of the house: living room, bedroom, kitchen, bathroom.
- Actions: watch (TV), sleep, cook, wash.
- Objects related to the rooms: remote control, pillow, saucepan, soap.
Drawing, painting and thinking.

Integration of skills:

Students will develop their:

- Speaking skills by responding to the matching actions activity.
- Cognitive skills by relating the parts of the house with objects.
- Spatial skills by drawing target objects and family members.
Multiple intelligences:
- Linguistic intelligence (As they use both L1 and L2)
- Spatial intelligence (As they have to draw in Activity 2 and 3)
- Logical-mathematical intelligence.(As they have to match the action
and the object with the correspondent room)
- Bodily-kinaesthetic intelligence (They have to attach the figures to
the flashcard)
- Interpersonal intelligence: (They have to work in pairs to attach the
figures to the flashcards)

Materials and resources:

- Flashcards with parts of the house.
- A big house cardboard
- Pictures of family members depicting actions (made by the
student teacher) with Velcro on the back.
- A saucepan toy, a small pillow, fake soap (a little box with a
drawing on it) and an old remote control.
- Flashcards with parts of the house and an empty space (to
draw objects)
- A flashcard with a house and windows (from the teacher´s
course book)
- Colour pencils, markers, crayons.

Possible contingencies:
- Children not understanding the activities (they are used to
speaking in Spanish during most of the English lessons).
- Children getting distracted during the presentation.

Classroom management strategies:

- Ask for silence when necessary. The index finger in front of the
lips, for example.
- Explain each activity before starting it.
- Explain in L1 if children find the activities and language are too
challenging taking into account children’s level of English (this
strategy will be employed just in absolutely necessary case).
- Ask the students who are not paying attention about the activity
that is taking place. Congratulate them when they answer
correctly.
- Use of gestures as much as possible to help students to
understand what is being said.

Assessment: collecting information and reporting your findings

- Writing the development of the activities in the journal.
- Confirm understanding by asking questions.
 - Saving children’s work inon a folder.

Lesson stages:

Routine
Timing: 3 minutes.

Greet the children, who are sitting in round on a rug, and ask “How are
you today?” In order to help them to understand, use gestures
accompanying the phrases “Are you OK?...” (with a smile and thumbs
up) “…or are you sad?” (sad face and thumbs down).
Ask the children “What is the weather like today?”
Then, ask how many boys and girls came to school and count together.

- Transition comment to link each stage of the lesson with the next
one: “Very good! Now stay sitting on the floor (because normally
they stand up and go to their tables). I´m going to tell you a
secret: I live in a big big big house!” pointing at the board.
- Transition comment: “Very good! Now stay sitting on the floor. I
have something to show you!

Lead-in and Presentation

- Purpose:
To introduce vocabulary about the house (house, living room, kitchen,
bedroom, bathroom), and to reinforce vocabulary about the family
(mum, dad, brother and sister) from previous lessons.

- Timing: 10 minutes

- Activity description and instructions as they will be said to

students (include direct speech):
Place the flashcards (a house, a living room, a bedroom, a kitchen and a
bathroom) on the board. Ask the children “What can you see?” while
pointing at a particular flashcard. Presumably, the students will answer
in L1 and then teach the word in English. Then, the students are
encouraged to repeat the new words. The process is repeated with all
the flashcards.
Then ask the children “Who lives in the house?” Show the images of the
family members and revisit the vocabulary taught in previous lessons
(mom, dad, brother, sister). Pronounce the first sounds of the words and
let the students finish them in case they need help.
Show the students a big cardboard house. Ask them “What can
you see? It is a big house! Let see what is in there!”. Open the house and
demonstrate that it is empty, with four gaps. Show the flashcards with
the parts of the house. Then encourage two children to attach the
flashcard to the house (they have Velcro on the back). Explain (with
gestures or pretend to attach it so they can see how it has to be done)
that on the back of the figure there are two pieces which can stick in
with other pieces on the house.
 - Scaffolding strategies:
Repetition is needed as many times as possible.
Use of gestures accompanying the explanations.
Recast of L1 language.

Development of the sequence of activities

ACTIVITY 1

- Purpose:
To learn different actions and to relate them with the parts of the house.
To develop children´s cognitive skills.

- Timing: 7 minutes.

- Activity description and instructions as they will be said to

students (include direct speech):

Show the children the figures of the family members. Each figure is
performing an action: dad is cooking; mum is positioned as if she was
sitting and has a remote control in her hands. The brother is washing up
his hair and the sister is sleeping.
Ask the students “What is dad doing?” and use gestures when
explaining the word cooking. The process is repeated with the other
figures.
Explain that dad is cooking, mum is sittin, the sister is sleeping.

Explain to them that each action is performed in a certain room and

encourage them to guess the place the figure belongs to. Then, choose
one helper and ask him Encourage a pair of students to help you to
attach each figure, so every student can participate.to stick the figure (it
has Velcro on the back) on the correspondent room.

- Scaffolding strategies:
Use of gestures, questions which are part of the feedback like: “Very
good! You cook in the kitchen. Do you like cooking?” Give positive
feedback constantly.

ACTIVITY 2

- Purpose:
To introduce vocabulary about specific objects (pillow, remote control,
soap, a plastic saucepan).
To reinforce vocabulary learned earlier.
To develop logical skills through the link between the objects and their
use.

- Timing: 10 minutes
- Activity description and instructions as they will be said to
students (include direct speech)
Give the children a sheet of paper with an inside picture of a house with
the four rooms. Each room has an empty space.

There are four objects on the table.

Ask the children “What is this? It is a pillow! What do you use a pillow
for?” Introduce vocabulary Answer the first question for them so they
can understand the activity. “For sleeping! And do you remember where
do we sleep?” pointing at the rooms. “Yes! In the bedroom!”.
Tell the children that they have to draw the pillow (and the rest of the
objects as the activity goes on) on the correspondent gap.
 - Scaffolding strategies:
Use of gestures, asking questions which develop children’s thinking,
recast of the use of L1, give clues if they have trouble for remembering
vocabulary like starting a word and letting them finish.

ACTIVITY 3
- Purpose:
To introduce the word “window”
To facilitate children’s expression and emotions by drawing their family
members.
To foster children’s creativity through artwork.
For the teacher, to recognize children’s development and use of
language through questions.

- Timing: 7 minutes

- Activity description and instructions as they will be said to

students (include direct speech):

Give the students a flashcard (from their own coursebook; they have to
complete one activity per class if possible) with a house with four
windows. Then, explain the word window and point at the windows of
the classroom.
Tell the children that they have to draw their family members in the
windows. While they are drawing and painting, observe their works and
ask about their illustrations, so they will have the chance to use the
language they have learnt not only during this class but from previous
lessons. For example: “Excellent work! Who is this person? Your mum?
Lovely! And what colour is her hair (pointing at the hair)”

- Scaffolding strategies:

Use of gestures, questions which help to re-use new and old vocabulary,
positive feedback.

Closure

- Purpose:
To encourage children to pack away.
For the teacher, to collect the children´s work.
To say goodbye.
 - Timing: 5 minutes.
- Activity description and instructions as they will be said to
students (include direct speech):

Tell the students that they have to pack away the pencils and
crayons. Otherwise, Mr Fox would come and take their pencils!.
As they are packing away, collect the drawings. Then, tell them
that today´s lesson has finished and say goodbye.
-
Each activity must be described in terms of the following components:

 Purpose
 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next
one

Lesson plan Excellent Very Good Good Acceptable Needs

component improvement
5 4 3 2
1

Visual x
organization

Coherence and x
sequencing

Variety of X
resources

Stages and X
activities

Scaffolding X
strategies
 Language x
accuracy

Observations

Very good start, Emiliano!

Make sure you take my comments and suggestions into account for the next plans.
Also, try to vary resources and strategies from lesson to lesson. You are on the right
track.

Have a nice start!

Cecilia