Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Lesson 6
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Nadya Rutherford
Período de Práctica: Primary School
Institución Educativa: School n° 4 `Florentino Ameghino´
Dirección: Vieytes 775 – Puerto San Julián – Santa Cruz
Sala / Grado / Año - sección: 5° `B´
Cantidad de alumnos: 23
Nivel lingüístico del curso: elementary
Tipo de Planificación: clase
Unidad Temática: 3
Clase Nº: 6
Fecha: 12/07/2017
Hora: 9:05 – 9:45 am
Duración de la clase: 40 minutes
Fecha de entrega: 07/0607/2017
· Aims or goals:
During this lesson, learners will be able to…
• Raise their awareness about animal´s characteristics.
• Develop their speaking skills by asking and answering about animals.
• Develop their listening skills through a chant about adjectives.
• Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision
Talking
about their
pet
Dog/cat/horse/
bird/rabbit/Turtle/
fish/ spider/monkey/
toucan/ iguana
Big, small
Have
His/her
/h/ have
His – her
New Describing
pets
Long, short, fast, slow,
IS (pet) (adj)?
No, it isn´t. It´s
(adj).
Yes, it is.
2. · Teaching approach or combination of methods / approaches:
Τhis plan follows the PPP (Presentation, practice, production) approach, which is integrated
with a CLIL (content and language integrated learning) approach, because the students learn
the topics in a coherent and meaningful context. The TPR (Total physical response) approach is
also used through games and songs.
· Integration of skills: What skills will be integrated and how?
Speaking is integrated constantly in the class, and especially in two speaking activities about
pets. Listening is integrated through a song and the teacher´s instructions and questions, in L2
all the time. Writing is integrated when the students have write descriptions about different
pets.
· Materials and resources: computer, internet connection, TV, speaker, copies for the
students
· Pedagogical use of ICT in class or at home: the students watch a video at the
presentation stage. A blog was created to work at home and do homework.
· Seating arrangement: Three big tables in the English classroom are fixed to the
floor. The students sit around them.
· Possible problems / difficulties and possible solutions during the class: in case
there wasn´t internet connection, I would use internet from my mobile phone. If it
didn´t work, I would sing and use the whiteboard to present the topics.
The students may get distracted or not pay attention at some point in the class. If
that happened, I would say: ´1, 2, 3, eyes on me!´
· Assessment: what will be assessed and how: the students´ pronunciation, listening
and speaking will be assessed by singing songs and getting the students to talk about
their pets; grammar and vocabulary will be assessed through writing activities and
games.
STAGES IN THE LESSON
ROUTINE (5´)
Purpose: to greet the students.
At the beginning of the lesson, the students make a line outside their classroom and they
walk into the English classroom. It takes about five minutes.
3. T: Hello. Good morning!
T: Hello. Good morning!
T: How are you today?
S: Fine, thanks. How are you?
T: Great!
Transition: Fantastic! Now let´s meet some pet friends!
WARM-UP (5´)
Purpose: to revise some of the contents the students have already studied.
1. T plays the video about adjectives and opposites but only shows the sound, not the
screen, and only up to 0.23 minutes. S say the pets they hear.
T: We are going to listen to a song. Tell me: what pets do you hear? (up to 0.23 minutes)
https://www.youtube.com/watch?v=Jalqa5QJNsc&feature=autoshare
Is the rabbit slow?
No, it's not. It's fast.
Is the rabbit fast?
Yes, it is.
Is the turtle fast?
No, it's not. It's slow.
Is the turtle slow?
Yes, it is.
S: RABBIT! TURTLE!
T: Very good!!
Transition: Wonderful! Let´s watch a video!
PRESENTATION (10´)
Purpose: to introduce the new teaching points.
2. T shows the students the video of the same song they have just heard. T tells them
they have to complete the lyrics. T writes this on the board:
_______ THE TURTLE FAST? _____, IT ________. IT´S __________
4. _______ THE TURTLE SLOW? _____, IT ________
T waits until the chant finished. Then, T tries to complete the questions and answers with
the students. If they don´t remember, T plays again until the turtle part and waits for the
students´ answers.
T: We are going to watch a video now and we´ll complete the song together, OK?
S: What??
T: Listen (miming) and complete the song with me.
S: Yess!
Is the rabbit slow?
No, it's not. It's fast.
Is the rabbit fast?
Yes, it is.
Is the turtle fast?
No, it's not. It's slow.
Is the turtle slow?
Yes, it is.
Is the glass empty?
No, it's not. It's full.
Is the glass full?
Yes, it is.
Is the glass empty?
No, it's not. It's full.
Is the glass full?
Yes, it is.
pencil - long/short
shirt - dry/wet
cup - small/big
truck/car - clean/dirty
Even though the song has a lot of adjectives, T will focus on BIG/SMALL, LONG/SHORT,
FAST/SLOW.
Transition: Now we are going to work in groups!
DEVELOPMENT (10´)
5. Purpose: to practise the new teaching points.
3. T tells the students that they are going to put a set of words in order to make
questions and answers about animals, and stick them in a piece of paper. T gives a
question to a part of the table and the answer for the other part of the table, so when
they finish, they read the question and answer aloud. (5´)
T: Listen! I´ll give you a set of words. Put them in order and stick them in this piece of
paper, OK?
S: OK!
The questions are:
IS THE LION SLOW? NO, IT ISN´T. IT´S FAST.
IS THE HAMSTER BIG? NO, IT ISN´T. ITS´S SMALL.
IS THE IGUANA SHORT? NO, IT ISN´T. IT´S LONG.
When they finish:
T: Fantastic! Now: Table 1: read your question (miming and showing the paper).
S: IS THE LION SLOW?
T: Great! Answer! (pointing at the students from the other part of the table)
S: NO, IT ISN´T. IT´S FAST.
T: Excellent! Table 2?
S: IS THE HAMSTER BIG? (T points to the other group) NO, IT ISN´T. IT´S SMALL.
T: Fantastic! Finally? Table 3?
S: IS THE IGUANA SHORT? (T points to the other group) NO, IT ISN´T. IT´S LONG.
T sticks the papers on the wall.
4. T gives the students a sheet with prompts and the students have to write questions
and answers.
T: Now you have to write questions and answers, similar to these (pointing at the questions
and answers from the previous activity), OK? Look: THE HAMSTER/LONG? SHORT
Question?
S: is?
T: Yes! IS THE HAMSTER LONG? (miming long with the arms)
S: No!
T: No, it isn´t. It´s …
S: Short!
T: Excellent! Now it´s your turn!
6. Write questions (?) and answers.
1. THE HAMSTER/LONG? NO. SHORT. Is the hamster long? No, it isn´t. It´s short.
2. THE TIGER/FAST?
3. THE HORSE/ SMALL?
Transition: Terrific! Now let´s play a game!
CLOSURE (3´)
Purpose: to check the students´ understanding of the topics studied today.
T tells the students she will say an animal and they have to say an adjective:
T: Listen! IS THE LION SLOW?
S: NOO! fast!
T: Very good!! No, it isn´t slow. IT´S fast! Now, table 1: IS THE TURTLE SLOW?
S: YESS!
T: Yes, what?
S: Yes, it is!
T: Excellent! Table 2: IS THE HAMSTER BIG?
S: Yes, it is!
T: Fantatic! Table 3: IS THE MONKEY´S TAIL LONG?
S: No!
T: No, what?
S: No, it isn´t. It´s short.
T: Fantastic!!
Transition: Finally, homework!
HOMEWORK (2´)
Purpose: to continue practising the contents at home.
The T tells the students that they have homework in their BLOG.
T: People! You have HOMEWORK in your BLOG! It´s a game! And you have the VIDEO we
watched too!
After the lesson, I will include the following games in the blog:
7. HELLO, EVERYBODY!
Today, we watched a video. You can watch it again with your family:
https://www.youtube.com/watch?v=Jalqa5QJNsc&feature=autoshare
Here, you have a great GAME about ADJECTIVES! Play it with your family or friends! Jugalo
solo o con familia y amigos!
http://www.kidslearningville.com/adjectives-antonyms-opposites-esl-vocabulary-
crocodile-board-game/
How was it? Cómo te fue?
Es EASY (fácil) or DIFFICULT (difícil)? Write the answer in your English folder /Copiá las
respuestas en tu cuaderno:
IS THE GAME EASY?
IS THE GAME DIFFICULT?
ROUTINE (5´)
Purpose: to say goodbye to the students.
At the end of the lesson, the students make a line outside the English classroom and they
walk into their classroom. It takes about five minutes.
• To be completed by your tutors:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
