1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: López, Fernanda Emili E.
Período de Práctica: Inicial
Institución Educativa: I. F. D. Nº13
Dirección: Italia 144
Sala / Grado / Año - sección: 1° A
Cantidad de alumnos: 16
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Objetos de la Escuela
Clase Nº: 1
Fecha: 23/09/14
Hora: 15.05 – 15.45hs
Duración de la clase: 40’
Fecha de primera entrega: 17/09/14
Teaching points: Indefinite Article “A”
Aims or goals:
During this lesson, learners will be able to:
 Identify and refer to different school objects.
 develop listening and speaking skills.
 Use the indefinite article to refer to a school object.
Language focus:
Functions Lexis Structures Pronunciation
R
E
V
Weather:
rainy/cloudy/di
ny/sunny
Numbers: 1 to 6
Colours: yellow,
red, violet, blue,
green, orange,
brown, black,
white, pink.
School objects:
pen, pencil,
sharpener,
ruler, book,
rubber.
-What’s this?
-What colour is
it?
-How many?
Short questions:
-is it green/red?

2. N
E
W
-Recognizing
objects.
-Oral
production for
answering short
questions and
naming objects.
-Indefinite
article: A
-Correct
pronunciation of
school objects.
There will be a
focus on the
pronunciation of
the indefinite
article “A. The
weak form will be
taught: / ə /
Teaching method: PPP
Materials and resources: flashcards, real school objects, posters,
slips of paper.
Integration of skills: Students will listen to the teacher naming
school objects and students will recognize which of them are. Every
time the teacher presents an object, they will have to repeat its
name. The teacher will bring real school objects to the class and will
revise the different colours and numbers with visual activities.
Seating arrangement: Students will sit in a circle around the
teacher and in front of the board.
Possible problems / difficulties and their possible solutions
during the class: Some students may have problems remembering
the numbers and colours. For this reason, the teacher will have a
set of coloured flashcards at hand and will resort to gesturing and
counting to help them remember the numbers.
Potential problems students may have with the language:
Some students will have problems with remembering the
names of school objects (pen, pencil, sharpener, ruler, book, rubber);
therefore, the teacher will ask the same question several times. One
of the possible problems may be not remembering colours and
number which have already been covered with their English
teacher. For this reason, the teacher will make a revision of colours
and numbers. She will also monitor every activity done in class.
Confident students will be asked to answer the questions first.
Assessment: Students’ correct pronunciation and recognition of
objects/colours/numbers will be tested with short questions. Some
of them will be asked to the whole group and then, individually.
Procedures:

3. Routine (2 minutes):
The Teacher greets the students and presents herself: “Hello, my name is
Emili”. Students will get to know that the teacher will work with them this day
since their English teacher has already presented her. The teacher will ask some
of the students’ names: “What’s your name?” After asking students’ name, the
teacher will say that today she will teach them their English class: “Today and
for some lessons, I’ll be your teacher!” (This may be said in Spanish) If students
do not understand this,the teacher will resort to the L1. She will also say: “Let’s
speak English”. The teacher will ask students to say the words they know in
English.
Warm up (5 minutes)
The teacher will start the class by pointing to the window and she will
ask the students. “What’s the weather like today?” As some students may not
recognize this question, she will ask: “Is it sunny/windy/cloudy/rainy?”
Whenever students give a correct answer, the teacher will show a happy face to
them. When they answer incorrectly or stand up, she will show them a sad face.
This will help as a way of praising and motivating them to continue working
with the new teacher.
Then the teacher will stick the picture of the weather on the board. She
will then ask them to put the date and draw the weather picture on their
notebooks: “Let’s write the date, and draw the weather, open your notebooks”.
She will accompany all expressionswith miming since students are not used to
receiving so much English input. “This is different, but don’t worry! I’ll helpyou”
In order to gain some time for working withChiara, the teacher will bring
the date written in a sign and the weather’s drawings for students to choose
from. She will only resort to writing on the board whenever it’s necessary.
The following chant will be given to talk about the weather:
How's the weather? [Weather gesture - make a 'W' with the three middle
fingerson each hand and then twist them back and forth.]
How's the weather?
How's the weather today?
Is it sunny? [Sunny gesture - Make a big circle over your head with your
arms.]
Is it rainy? [Rainy gesture. Wiggle your fingers down in front of you, simulating
rain]
Is it cloudy? [Cloudy gesture - Squeeze two imaginary pillows above your
head.]
Is it snowy? [Snowy gesture. - Move your hands down in front of you in a slow,
wavy motion.]
How's the weather today?

4. Transition: After having the date and weather written on their notebooks, the
teacher will bring her bag to the middle of the class and say: “This is my school
bag, can you guess what’s in it?” this question will also be accompanied by an
expression of doubt.
Presentation (10 minutes)
Students start saying whatever they think the teacher may have brought
to the class. Then the teacher asks one of the students to come to the front and
ask him/her to touch the object without looking at it: “Touch the object, eyes
closed”, the teacher will mime these questions. The teacher asks the student:
“What is it?” The student will answer and say what he/she thinks it is. The
teacher praises the student by stating: “well done!” or showing the happy face.
This will be repeated with several students until all the school objects which
have been covered in class are reviewed: pencil, pen, sharpener, rubber, ruler
and book.
The teacher will ask about colours too, “What colour is it?” When
students do not understand the question itself, the teacher will ask yes/no
questions like: “is it green/red/blue?” Sts will answer yes or no.
Transition: The teacher will select some students to be secretaries. They will the
ones who hand out sheets and this strategy will serve for sts to be organized
and for the teacher to work with Chiara while the rest is receiving their sheets.
Secretaries will receive a badge that they will have on their school uniforms.
This strategy will be repeated in the following classes by giving all studentsthe
possibility of being secretaries. The teacher will bring a bag to each class. This
will have all the students’ names so the teacher will take out the student’s name
and read it aloud. He/she will be the secretary that day. Two secretaries will be
selected.
Development and Practice
Activity 1 (10 minutes)
The teacher will take out one of the students’ names to get to the front.
He/she will be looking to board and will give the back to the group. The teacher
will say: “I will draw (she will mime this verb) the school object on her/his back
(she will point to the student’sback), let’s see if she/he can guess, please don’t
tell her (she will put her finger on the mouth to show students have to make
silence) the object”. The student will have the school’s object drawn on his/her
back and she will have to guess what it is. She/he will have to say it, and then
the teacher will show a flashcard of the object.
This process will be repeated as long as necessary so the teacher can
have a complete set of school object’s stick on the board.
Transition: The teacher will put school’s objects pictures on the board.
Activity 2 (10 minutes)

5. The teacher will ask: “How many school’s objects can you see? Two?
Three?” Students will answer numbers or yes or no. However, some of the
school’s objects, which were put on the board previously by the teacher
(transition stage), will be left alone. The teacher will take one of the school
objects out of the board and will ask the students: “How many?” Students will
probably answer “one”. The teacher will bring big “A’s”. She will put it next to
the school’s objects which are alone. She will ask: “What is “a”?” Probably, some
students will say that “a” is “one”. The teacher will put flashcardsto form a short
sentence next to the objects which are alone. Students will repeat the sentences
formed by the teacher: “It’s a sharpener” / “It’s a pen”
The teacher will state the correct pronunciation of “A”/ ə / and will ask
students to write and draw on their notebooks what they have done on the
board.
Students will have to produce the sentences alone. Some students may
be called to repeat after me .
The secretaries will hand out a worksheet for students to complete.
The teacher will first ask them: “show me your
sharpeners/rubbers/rulers”.
The teacher will resort to showing school objects’ flashcards if necessary.
If there is some time left, fast-finisher students will receive the colours
with which they would have to paint their school’s objects.
Closure (3 minutes)
The teacher will say to the students:“Can you show me what you drew?”
Some students will want to show their notebooks to the teacher so she will ask
them to do it in front of the whole group. Then, the teacher will say goodbye and
she will see them next class.
Worksheet students will receive:

6. NAME:……………………………………
WHAT’S IN YOUR SCHOOL BAG?
LISTEN AND DRAW:
The teacher will bring her school bag and say: “Listen and draw” These
indicationswill be gestured by the teacher. “I’ve got a red pencil, two sharpeners,
three white rubbers, a blue pen and a green book”. Students will be asked about
how many elements they have to draw and which colours they have to use, so
as to check comprehension. The teacher will repeat the instruction several
times. She will ask studentsto stick the worksheets on their notebooks and she
will correct their work done there.