This document provides a summary of a teaching practice session held by Natalia Klein. The session took place at Cem 24 secondary school in Rio Colorado, Rio Negro, Argentina. There were 20 students in the beginner/elementary level class. The session lasted 80 minutes and focused on places in the house. Students practiced the structures "there is/there are" and were introduced to "how many" questions. Activities included a role play reviewing city vocabulary, reading descriptions of houses while answering comprehension questions, and writing their own house descriptions.

1. TALLER DE PRÁCICA DOCENTE
Alumno Residente: Klein, Natalia Soledad
Período de la Práctica: Nivel Secundario.
Institución Educativa: Cem 24
Dirección: Calle Cerezos s/n, Colonia J. Echarren. Río Colorado, Río Negro.
Año: 1ro.
Cantidad de alumnos: 20
Nivel linguistico del curso: Elemental/básico.
Tipo de Planificación: Clase.
Unidad Temática: Lugares en la casa
Clase N°: 6
Fecha: 23/06/15.
Hora: 10.20 a 11.50.
Duración de la clase: 80 minutos.
Fecha de primer entrega: 16/06/15
 Teaching Points
 Revision of the structure “there is/there are” (positive-negative)
 Revision of colors.
 Revision of given vocabulary related to places in the city as homework.
 The introduction of the new structure “how many” for questions.
 Learning Aims
During the lesson, learners will be able to:
 Develop their reading skills by working on descriptions of different houses.
 Develop their listening skills by listening to their classmates ‘answers.
 Develop their speaking skills by asking and answering questions / interacting with
their classmates. Develop their writing skills by writing their own descriptions.
 Language Focus
Function Lexis Structure Pronunciation

2. Answering
questions about
a favorite city.
There is/there
are
Interrogative
forms.
Colors : red,
yellow, orange,
brown, blue,
pink, white and
black.
Is there a
cinema in your
city?
Yes, there is/no,
there isn´t.
Are there any
museums in
your city?
Yes, there
are/no, there
aren´t.
The correct
pronunciation
of there is/there
are.
Describing their
houses.
Places in the
house:
bathroom,
bedroom,
garden, kitchen,
living-room.
How many
bedrooms are
there?
There are two.
How many
kitchens are
there?
There is one.
The correct
pronunciation
of the vowels in
the parts of the
house such as in
“garden”.
Teaching Approach: CLT.
Integration of Skills: the reading and speaking skills are integrated through the
use of different descriptions of different houses. The students will foster interaction
among them and with the teacher. Also, the writing skills are presented with a final
task in the closure stage.
Pedagogical use of ICT in class: there is no use of technology. The students
don´t have their netbooks.
Materials: worksheets with exercises for each student, board, marker and
flashcards related to the topic.
Seating arrangement: The Ss will be sitting in pairs in order to feel comfortable
and they could consult doubts. Also, they will sit in a semi-circle to communicate
easily and everyone could see the board and their classmates. And finally, they will
sit in groups of 4 to do cooperative work and share opinions.

3. Cooperative work: The students will work in groups of 4 in one of the stages
because it encourages interaction among them.
Possible problems and possible solutions: the most important problem
could be timing but the lesson plan has only 4 activities and they are calculated
according to the students ‘time.
Assessment: The assessment will be focused on observation of the students and
the correction of every task in order to help them to study and check understanding
of the new topic.
Routine (1 minute)
T: Hello Students! You are welcome to our class. How are you?
Ss: Fine! And you?
T: Right! I´m fine, too!
Well, let´s start the class!
 Transition: let´s sit in a semi-circle...
 Presentation (20 minutes)
T: Ready?
Ss: Yes!
T: Well, last class I gave you some homework. Did you do it? (just in case they didn´t do
the homework, I will give them some time in the class to do it. Also, the students who did
it, I will give them some time to ask their doubts)
Ss: Yes!
T: Very good! Let´s check it!! I gave you a role-play! You will have to choose a city and
make a dialogue similar to the ones we did last class using the new structure. You will do it
in pairs. One of you will ask questions and the other one will answer according to the city
you have chosen. Are you ready to start?
Ss: Yes!

4. T: Which pair wants to start?
Ss: We!! (One of the pair stands up and offer themselves to start the role-play).
T: Right! Could you start? (the students are Juana and Jorgito)
Juana: I chose Bahia Blanca.
Jorgito: Is there a museum in Bahia Blanca?
Juana: No, there isn´t.
Jorgito: Are there any parks in Bahia Blanca?
Juana: Yes, there are.
Jorgito: Is there a zoo?
Juana : No, there isn´t.
(The students divide in 10 pairs. The rest of the pairs did the same procedure as Juana and
Jorgito. The students had some problems in the parts of the city but I corrected them and
they did it well. Perhaps, there were some pronunciation mistakes but I corrected them
and I pronounced the word correctly and the students repeated after me)
Transition: let´s talk about our houses!!!!
Pre-Reading Activity (15 minutes)
Activity 1
T: let´s continue sitting in a semi-circle. Do you know I have a beautiful house?
Ss: no!!
T: Well, it is very big and comfortable. I brought a description of my house, but before
starting to read it, you are going to learn some parts of the house. Let´s see the following
flashcards:

5. This is a kitchen. It is white and big.
This is a bathroom. It is white and black.

6. This is a bedroom. It is green, white and black.
This is my garden. There are red, pink and white flowers.

7. This is a living room. It is white, orange, yellow and brown.
T: let´s read the flashcards aloud! (I will correct the pronunciation while they read the
sentences)
As you could see, I have a big house!
Let´s see the following structure:
HOW MANY BEDROOMS ARE THERE?
T: What is familiar to you in this question?
Ss: Are there!
T: Perfect! Now, you are going to learn a new question structure!
You use “how many” to ask about quantity. (mining the meaning of quantity).
Let´s write an example on the board:
How many bathrooms are there in your house?
There are 2 bathrooms. (I will write the example on the board)
T: you will answer the question using the structure “there is/there are” in their positive
forms.

8. Let´s do another example:
How many kitchens are there in your house? (I write the example on the board without the
answer)
T: If you have only one kitchen, how do you answer it?
Ss: There is one.
T: Perfect! If the answer is singular or plural, the question will always be in plural.
Is it clear?
Ss: Yes!
Transition: Let´s continue working!
While- Reading activity (10 minutes)
Activity 2
T: Let´s sit in a semi-circle! Let´s read the description of my house! I will give you a
worksheet with the description but it also has three photos of three different houses. Only
one photo is of my house. While you are reading, you will have to choose he correct one.
What is the source of these images?

9. My house is beautiful and very big! I love it. My house is in the center of Río
Colorado. There is a large living room, a small kitchen and two bathrooms. There
is a small garden. Also, there are three bedrooms. My bedroom is red and black
and my bathroom is white and green. My favorite room is my bedroom.
T: ok! Which is my house?
Ss: house 2.
T: Right! And, how many rooms are there in my house?
Ss: There are eight!!
T: Very good! And, how many kitchens are there?
Ss: there is one.
T: Perfect! And, how many bedrooms are there?
Ss: There are three.
T: Well done!
Transition: let´s work in pairs ….
After- reading Activity (10 minutes)
Activity 3
T: please, sit in pairs! I will give you a worksheet with 4 questions but they are in the
wrong order. You will have to order them.
a. Many/there/gardens/how/are? ……………………………………………………………
b. Bedrooms/are/how/there/many? …………………………………………………………
c. There/bathrooms/ how/ many/ are? …………………………………………………….
d. Living rooms/many/are/how/there? …………………………………………………….
Key:

10. a. How many gardens are there?
b. How many bedrooms are there?
c. How many bathrooms are there?
d. How many living rooms are there?
T: Well, let´s check the questions. Who wants to start?
Ss: One of the students offers himself and read the first question aloud.
(I continue doing the same procedure with the rest of the questions)
Transition: let´s read a bit more…
Activity 4 (9 minutes)
T: My house is very similar to a hotel since my family is very big because I have 3 sisters
and 2 brothers. So I decided to bring to a description of a hotel. I will give you a worksheet
with the description of it. You will have to read it and answer the questions below it.
Is it clear?
Ss: yes!
Hotel “Gran Sasso”
The hotel has got 20 rooms. There are 14 bedrooms. There is a very big kitchen and a
garden with lots of games. Also, there are three bathrooms and there is a beautiful
living room for the whole hotel.
a. How many bathrooms are there in the hotel?
……………………………………………………………..
b. How many kitchens are there in the hotel?
……………………………………………………………..
c. How many gardens are there in the hotel?
……………………………………………………………..
d. How many living rooms are there in the hotel?
………………………………………………………………..

11. T: Let´s check the activity. Who wants to start answering the first question?
Ss: one of the students offers herself.
(I continue doing the same procedure. There are some confusing questions but I explain
the questions again and they could do them well).
Transition: let´s finish our class…
Closure (15 minutes)
T: Please, sit in a semi- circle again! During the lesson, I have read different descriptions of
houses. Now, you are going to write one of your houses! It is an individual activity! I will
give you 15 minutes to do the activity and whenthe time is up, I will collect your works and
check them at home.
You will draw a map of your house similar to the one about my house, and then, you will
write a description of it. Please, use the previous descriptions as models. I will give you 10
minutes to do it.
Bibliography: “We Can Do It”. Level: Intro.
“For Teens 1”. Elementary level.