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TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: Cantaroni Andrea Alejandra
Período de Práctica: primer periodo
Institución Educativa: Primaria
Dirección: Bélgica y Enrique Julio.
Localidad: Bahía Blanca
Sala / Grado / Año - sección: 4 b
Cantidad de alumnos: 25
Nivel lingüístico del curso: beginners
Tipo de Planificación: clase
Unidad Temática: Friends.
Clase Nº: 2
Fecha: 11/06/14
Hora: 13 hs
Duración de la clase: 50 minutos
Fecha de primera entrega: 12/6/2014
• Teaching points:
Vocabulary related to parts of the house and the main character ‘locations. For
instance I can ask “
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Where are you?” “I’m in the sitting room”. “Where is Steve?” “He is in the sitting room”.
• Aims or goals:
By the end of the lesson students will be able to answer the question where are you?
Or where is Milton? He is in the bedroom. During this lesson, learners will be able to
use new vocabulary of rooms and where the rooms are in the house.
• Language focus:
lexis function structure pronunciation
Review Parts of the
house: sitting –
room,
bedroom,
bathroom,
kitchen.
Living room
Bedroom
Bathroom
kitchen
Zappy is in the
kitchen.
Zappy is in the
bedroom
Sonia is in the
bathroom.
Practice the
pronunciation
of names of the
main
characters of
the book.
Zappy, Sonia,
Milton. Voiced
Dental Fricative
/ð/
new Where….?
I ‘m……
Where is…?
Is in the
bedroom. Is
Zappy in the
bedroom? No,
she is not.
Talking about
locations in the
room. Where
are you?
“Zappy is in the
bedroom”.
“Where is
Zappy?”“Zappy
is in the …”
“Where are
you?” “I’m in the
kitchen”.
“Sonia is in
the….
Pronunciations
of Labio Dental
fricative
/f/Voiced dental
Fricative/ð
• Teaching approach: We work mainly with communicative approach.
• Materials and resources: pictures, record player, textbook.
Lesson Procedure:
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Routine & Warm-Up: (5 minutes)
Interaction patterns:
Teacher-Class
Skills / Skills Integration:
Listening and speaking (every day greetings)
Learning styles:
Visual, auditory and kinaesthetic
I will greet the students and I will say:
-Hello people! How are you today?
-Fine, thank you and you?
- Fine, thanks.
Presentation (15 minutes)
Interaction patterns:
Teacher-Students
Skills / Skills Integration:
Speaking
Learning styles:
Visual, auditory and kinaesthetic
It’s time to start working! Today we will be starting with a review of the last class. I will
put up the picture with parts of the house and explain to the kids that we are starting
with a review of parts of a house. And also I will say that we are going to speak about
Zappy. “Do you remember Zappy? Zappy is the main character of the story. Do you
remember? Zappy has friends. Who are they?”They are Milton, Sonia, Ana, Steve and
Paul.
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I will tell them that we will imagine that Zappy is looking for his friends and he is very
sad because she can’t find them. I will use the figure of Zappy and I will say that Zappy
is looking for Milton in the sitting room, but he isn’t in the sitting room. Then I will say
that Zappy is looking for Sonia in the bedroom, but she isn’t in the bedroom. I will ask
students: “is Milton in the kitchen?” they will answer: “No, he isn’t.” Is Zappy in the
kitchen? “No, she isn’t. Is Sonia in the bedroom? No, she isn’t.
Possible problem:
Students might not know how to complete the sentences of the story with the new
vocabulary. I will provide the vocabulary and ask them to repeat the words.
Development (10 minutes)
Interaction patterns:
Teacher-Students
Learning styles:
Visual.
DEVELOPMENT (PRACTICE) Teaching Stage:
Activity Nº 1
I will say that Zappy goes to different part of the house to look for her friends. I will say
that students have to guess in which part of the house Zappy is. Describe where Zappy
is. .I will ask students: Do you like guess? Dou you like mime? Well, I will mime an
action that can be carried out in that room. The class can guess the room.
T: Where is Zappy? Then I will mime:
I am brushing my teeth.
Then they have to guess the answer.
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S: in the bathroom.
After that I will ask:
T: Where is Zappy? I will mime:
I am cooking and beating eggs. Then students have to guess which part of the house
Zappy is. I will wait their answer.
S: in the kitchen
After that I will ask:
T: Where is Zappy?
I will mime: I am watching TV.I will wait their answers:
S: In the bathroom.
I will ask:
T: where is Zappy?
I will mime: I am sleeping in the sofa.
S: In the sitting room: I will say that they are working very well.
Then I will say that Zappy is very happy because she finds her friends Sonia and
Milton in the house. Then I will say that we are going to listen to a cassette and see
the pictures of the book about where Zappy and her friends are. I will ask them to pay
attention to the listening in order to understand the dialogue.
Production:
Activity (15minutes)
Interaction patterns:
Teacher-Students
Learning styles:
Listening and writing.
Possible problem:
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Students can forget the new vocabulary so I will provide it for them. I will make them
repeat it again. Some students cannot understand the procedure. So I will show them
again the pictures and explain them how to complete the sentences.
Activity 2:
Then I will say that Zappy is very happy because she finds her friends in the house. I
will ask student to open their book at page 22 and look at the pictures .After that we will
listen to the record player in order to find Zappy’s friends, Milton and Sonia. Then I will
say that they have to complete the sentences on this page and I will help them to
complete the sentences and answer the question about the sentences they don’t
remember or understand .I will write on the board the answers. Then I will say that we
are going to sing a song about parts of a Zappy’s house in order to conclude the
activities...
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Conclusion: (10 minutes) I will draw the students´ attention back to Zappy’s house by
telling
Them that we are going to sing a song and that I want to share it with them now. It is
taken from http://www.youtube.com/watch?v=Lte1uo5hLVw. Let's Clean Up (Sing-
along)
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I will explain that I can help them by singing with me. Since the lyrics are very simple,
Sts will easily catch them, and will be engaged in fully singing and imaging the different
parts of the house .I will invite the children to suggest other goodies for the song, for
example, “The living is messy. Clean up”. I can get the children to recite the words after
me and then add the melody later, or I can sing the song and get the children to sing
the melody to “ok”. If the song has a word which is frequently repeated or a sound like
'ok', the children will soon start joining in on those words. It is better not to try to do too
much in one session. The first couple of times, I can play the song and sing it once or
twice and encourage the children to join in. There will always be some children who do
not sing and it is not advisable to insist on it. If the song is catchy enough and simple
enough, they will usually want to sing it. I will not worry if the children do not join in at
first as they are listening and doing the actions. They will join in when they feel right.
