Primary Level - Class Plan 1

I.F.D.C.
LENGUAS
VIVAS

TALLER
DE
PRÁCTICA
DOCENTE

ALUMNO
RESIDENTE:
CALIZAYA,
María
Eugenia

Período
de
Práctica:
Educación
Primaria

Institución
Educativa:
Escuela
Nro.
81

Dirección:
Calle
118
y
120
B.
Industrial

Sala
/
Grado
/
Año
-‐
Sección:
4to
Grado

Cantidad
de
alumnos:
24

Nivel
lingüístico
del
curso:
Principiantes

Tipo
de
Planificación:
Clase

Unidad
Temática:
Los
Números

Clase
Nº:
1

Fecha:
05/06/2017

Hora:
14:40
hs.
–
16
hs.

Duración
de
la
clase:
80
minutos

Fecha
de
entrega:
01/06/2017

✓ Aims
or
goals:
During
this
lesson,
learners
will
be
able
to…

• Review
vocabulary.

• Make
predictions
about
the
new
topic.

• Introduce
new
vocabulary
related
to
a
birthday
party.

• Use
basic
math
contents
to
solve
effectively
the
situations
described.

• Participate
actively
in
the
tasks
to
enhance
the
development
of
listening

skills.

✓ Teaching
points:

• Revision
of
numbers
from
1
to
100

• Use
of
Present
Simple
tense:
Imperative
forms
to
know

✓
Language
focus:

Lexis
Functions

Structures
Pronunciation

Revision
Hello.
Greetings
and

Giving

commands.

Identify
the

numbers.

Present
Simple

Hello!

Let’s
sing
a
song.

Seventeen

/ɪː/

New
Balloons,

cake,
candles,

music,

birthday

party.

I’m
nine.

Present
simple.

Talking
about

elements
they

can
see
in
a

birthday
party.

Answering

questions
about

age.

They
are
thirteen

balloons.

How
old
are
you?

I’m
nine.

How
many
candles

are
there?

birthday
/
θ/

Aurelia 6/4/17 1:33 PM
Comment [1]: ?

Comment [2]: Numbers

✓ Teaching
approach
or
combination
of
methods
/
approaches:
The
lesson
is
based

on
Communicative
Approach
and
organized
through
the
PPP
method.

✓ Integration
of
skills:
The
skills
the
students
develop
are
listening
and
speaking

skills,
through
the
listening
of
pronunciation
of
the
objects
they
can
see
and

producing
their
own
chunks
of
vocabulary
for
their
own.
Also
the
students

develop
reading
and
writing
skills
in
order
to
complete
the
activities.

✓ Materials
and
resources:
For
this
lesson
we
need,
pnecils,
glue,
a
small
present,
a

balloon,
a
birthday
candle,
two
candies,
a
favor,
a
picture
of
a
child
(Juan),
4

different
charts
with
the
activities
(included
in
the
lesson
plan),
a
balloon
filled

with
papers
with
different
numbers
and
a
needle
to
make
it
explode.

✓ Pedagogical
use
of
ICT
in
class
or
at
home:
audiovisual
material
will
be
used
to

support
the
exposure
of
the
students
to
the
teaching
point.

✓ Seating
arrangement:
At
the
beginning
of
the
class
the
students
will
sit

individually
and
then
in
groups
of
four.
At
a
later
stage
they
will
be
on
their
own

tables,
arranged
in
pairs.

✓ Assessment:
I’ll
check
the
students’
comprehension
by
making
gestures
and

miming.
Also
I’ll
check
if
they
understand
the
task
provided
and
encourage
them

to
produce
chunks
of
language
during
the
speaking
stage.

➢ Routine:
5
minutes

Purpose:
Start
the
lesson;
get
students
into
the
mood
for
work.

I’ll
walk
into
the
classroom
and
greet
students:
“Hello!
How
are
you?”
EA:
Hello!

Transition:
I’ll
tell
the
students
I’ve
been
to
“Sonrisitas”,
(the
local
playroom
for
birthday

parties)
this
weekend,
and
I
got
some
objects
as
souvenirs.
I’ll
show
them
a
balloon,
two

pieces
of
candy,
a
small
candle
and
a
favor
and
present
them
using
the
new
vocabulary.

➢ Warm
up:
5
minutes

Purpose:
Introduce
the
topic
and
the
teaching
points.

Materials:a
birthday
candle,
a
small
present,
a
balloon,
a
favor
and
two
candies.

I
say
to
the
students:
“Do
you
like
Sonrisitas?”
EA:
Yes!!!!
“Me
too!!”
In
the
birthday

party
I
saw
a
lot
of
funny
things!!!
What
things
can
you
see
in
a
birthday
party?
(Using

some
mimics)
EA:
balloons,
masks,
candles,
games,
presents,
etc.
In
this
stage
I
show

them
some
realia
in
a
bag
to
identify
the
objects.

Transition:
I
tell
my
students:
“All
right!
We
are
talking
about
these
things!!!”

➢ Presentation:
5
minutes

Purpose:
To
further
expose
learners
to
the
target
language,
foster
comprehension.

Materials:
Whiteboard
and
markers,
a
picture
of
a
child.

Comment [3]: American
spelling

I
tell
the
students:
“He
is
Juan.
It’s
his
birthday.
He
is
8
years
old
now”.
(I
write
on
the

board
the
name
and
the
years).
Then
I
ask
to
one
of
the
students:
“How
old
are
you?

And
do
some
gestures
so
as
he/she
understands
me.
EA:
nine!
Excellent!
I
ask
some

other
students
how
old
they
are
in
a
random
way,
encouraging
answering
in
English.
As

they
answer,
I
will
write
on
the
board
their
names
and
ages.

Transition:
I
say
to
the
children:
“You
are
very
good
with
numbers!
Let’s
ask
more

questions!”

➢ Development:

Activity
1:
10
minutes

Purpose:
Foster
contextualized
practice
of
the
teaching
points.
Focus
on
specific

vocabulary
related
directly
to
the
class
topic.

Materials:A
chart
for
each
student,
pencils.

I
ask
the
students
to
sit
down
and
open
their
notebooks.
We
are
going
to
ask
the
guests

in
the
birthday
party
how
old
they
are.
I
show
them
5
pictures
of
different
people.
We

use
the
structure:
“How
old
is
he/she?”
EA:
“She
is….”.

I
gave
them
a
chart
with
the
guests
and
their
age.
We
can
use
indistinctly
the
number
or

the
written
form.
I
check
if
they
understand
what
the
activity
is
about
and
monitor
the

activity.

Once
they’ve
finished
completing
the
chart,
we
check
it
with
the
whole
class.

How old is she/he?
GUEST
AGE

fourteen
She is …….

Comment [4]: age

Deleted: are
they

Deleted: are
they
Comment [5]: You
should
demonstrate

the
activity,
providing
examples.
The
use
is

not
indistinct
in
this
case.

43
He is…………….

9
She is ………….

Ninety-one
She is ……………….

1
He is …………….

Transition:
After
doing
this
activity,
I
tell
them:
“Excellent
job!
We
now
know
more

about
the
guests!

Activity
2:
10
minutes

Purpose:
review
the
vocabulary
and
to
further
expose
to
the
new
vocabulary.

Materials:
Glue,
illustrations
of
balloons,
candles,
candies
and
favors
(3
of
each)
in
small

pieces
of
paper
to
glue
on
notebooks.

I
tell
the
students:
“Some
objects
of
the
birthday
party
are
disorganized.
Juan’s
mum

wants
everything
tidy
again!
Can
you
please
help
organize
the
birthdayobjects?”

They
have
to
sort
the
pictures
and
glue
them
on
their
notebooks.

Order the birthday elements

Nine

Seven

Eight

Deleted: .

Comment [6]: I
don´t
understand
what

they
are
expected
to
do.
Do
they
have
to
put

them
in
order?
If
so,
why
order?
Be
clear.

Forty

Forty-‐two

Forty-‐one

twelve

thirteen

eleven

fifty-‐five

fifty-‐seven

fifty-‐six

Transition:
I
say
to
my
students:
“Great!!!
Now,
we
can
plan
our
birthday
party!!!

Activity
3:
20
minutes

Purpose:
Work
collaboratively
and
review
the
vocabulary.
Further
expose
the
learners

to
the
new
lexical
items.

Materials:
color
pencils
and
black
pencil.

I’ll
ask
the
students
to
sit
down
in
groups
of
four
students.
The
task
is
to
organize
briefly

their
own
birthday
party.
At
this
stage,
students
are
allowed
to
choose
their
own
party

theme
and
then
talk
about
how
many
things
they
need
to
getfor
the
party.

I
will
give
them
one
chart
for
each
group
and
when
they
finish
completing
it,
they
will
be

encouraged
to
talk
about
it.

I
introduce
the
structure:
“How
many...?”

My ideal birthday party
Complete the chart:
Theme:
Where?: Aurelia 6/4/17 3:29 PM
Comment [7]: They
should
think
about

the
number
of
guests
as
well.

I need:

How many....?

Balloons

Candles

Cake

Coke

Pizza

Hot-dogs

Favors

Guests

Draw the theme character for your party:

Comment [8]: It
is
uncountable.
You
may

write
bottle
of
Coke.

Once
they’ve
finished,
I
choose
two
or
three
checklists
at
random
and
discuss
the
lists

with
the
group.
I
share
the
information
with
the
rest
of
the
class.
I
provide
assistance
if

any
additional
new
vocabulary
is
needed.

Activity
4:
15
minutes.

Purpose:
Develop
speaking
skills,
work
in
groups
and
exchange
information.

Materials:
Pencil
and
a
grid
with
numbers
on
it.

The
last
activity
will
be
designed
as
a
slightly
modified
version
of
the
“Battleship”
game.

I
ask
the
students
they
will
be
sitting
in
pairs.
I
say
to
them:
“Let’s
play
a
game.
This
is

like
battleship.
Each
student
has
to
“hide”
3
favors
under
three
different
numbers
and

not
tell
his/her
partner.

Then,
you
take
turns
trying
to
find
all
three
favors
on
your

partner’s
grid.
Read
the
numbers
to
guess
the
location
of
the
favors.
The
one
who
first

finds
the
three
will
win.

Draw (hide) 3 gifts on this grid. Your partner will do the same.
Take turns to guess where the gifts are. The winner is the one
who first finds all three.
31
11
8
4
36
77

21
17
9
27
51
49

75
47
84
13
33
5

2
7
54
12
60
90

43
64
19
71
3
20

10
18
1
62
53
6

Comment [9]: You
should
demonstrate

the
game
with
a
volunteer.

31
11
8
4
36
77

21
17
9
27
51
49

75
47
84
13
33
5

2
7
54
12
60
90

43
64
19
71
3
20

10
18
1
62
53
6

Transition:
“Excellent!!
You
are
winners!!!!
Now
let’s
finish
the
class
with
the
most

important
thing
in
the
birthday
party…the
piñata!!!”

Closure:

10
minutes

Purpose:
Review
the
vocabulary
and
end
this
lesson.

Materials:
a
balloon
with
small
papers
written
with
numbers.

At
this
stage
I
ask
students
to
sit
on
the
floor
near
me.
I
tell
them:
“It’s
time
for

piñata!!!!
Inside
there
are
numbers!
You
will
get
two
numbers
for
each
of
you
and
write

the
name
of
them
in
your
notebook!”
I
do
some
miming
to
be
understood
and
I
make

the
balloon
burst.
The
kids
should
pick
2
numbers,
return
to
their
notebooks
and
write

the
name
of
the
numbers
down.
I
correct
them
if
they
make
some
mistake.
They
have
to

glue
on
their
notebooks.

Piñata!!!!!
Comment [10]: I
loved
this
idea!

.

Once
they
finish,
I
tell
them:
“Oh!
No!
The
class
is
over!!!
See
you
next
class!!!!

Goodbye!!!

IMPORTANT!

The
format
in
which
the
stages
are
presented
will
vary
according
to
the
teaching

approach
or
combination
of
approaches
you
decide
to
base
your
lesson
plan
upon.

➢ To
be
completed
by
your
tutors:

Lesson
plan

component

Excellent

5

Very

Good

4

Good

3

Acceptable

2

Below

Standard

1

Visual

organization

x

Coherence
and

sequencing

x

Variety
of

resources
–

Learning
styles

x

Stages
and

activities

x

Teaching

strategies

x

Language

accuracy

x

Observations
Well
done,
Euge!
It`s
a
creative
and
resourceful
lesson.

Have
a
nice
time!

Aure

Primary Level - Class Plan 1

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