Lesson Plan Primary 1

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Dario Bressan
Período de Práctica: Nivel Primario
Institución Educativa: Colegio Santa Eufrasia
Dirección: Maria Olguín 653 Río Cuarto - Córdoba
Sala / Grado / Año - sección: 5to grado A Turno Mañana
Cantidad de alumnos: 33 estudiantes
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Clase
Unidad Temática: Adjetivos Demostrativos
Clase Nº: 1
Fecha: 01/10/2015
Hora: 12 a 13hs.
Duración de la clase: 60 minutos
Teaching points: Learning Demonstrative Adjectives (This - These -
That - Those)
Aims or goals:
During this lesson, learners will be able to…
- To revise the already learnt vocabulary by including
Demonstratives.
- To develop their speaking skills by naming already learnt vocabulary
with Demonstratives.
- To identify when to use singular or plural Demonstratives in a
sentence.
- To complete sentences from their class book with the new learnt
items.
Language Focus:
Lexis Function Structure Pronunciation
Revision Balls, cats,
new house,
sandwiches,
trendy
watch,
beautiful t-
shirts, ugly
bike.
Naming things
by the use of
adjectives (pre
modifying a
noun) in
sentences.
Trendy
watch
Ball / ɒ/

2. New This -These
That - Those
Using
demonstratives
to point to
things which
near or far.
This is a
ball
That is a
cat
These are
balls
Those are
cats
What is
this?
What are
those?
House /aʊ/
This/I/
These / i:z/
Teaching Approach: The lesson is based on Krashen's Natural
Approach and organized under PPP as proposed by Jeremy Harmer.
Materials and resources: Class book "Sign up" with its activities.
Three tennis balls. Use of the board to make the lesson more graphic.
Pedagogical use of ICT in class:
Seating Arrangement: Students will be seated in groups of four
students as they usually work in regular classes. According to the
school policies, this improves communication and group work among
mates.
Possible problems/difficulties and their possible solutions
during class: Children tend to talk if the class gets bored, so it is
quite important to maintain their attention activated trough the use of
miming, for instance. Using a book each facilitates the visual work
and help students to concentrate. Teacher always assists kids during
class.
Potential problems students may have with the language: They
may have problems with the pronunciation of the word "These" and
the difference with "This". For this, I will try to make a clear
distinction when introducing Demonstratives. Another potential
problem may be when revising words it is important to contextualize
them.
Assessment: What will be assessed and how: I will check
understanding by listening to them and correcting with examples.
Peer correction is always a good method to encourage them to feel
comfortable with corrections. I will also encourage them by saying
"Very good" "Excellent" "Well done" among others.

3. Procedures:
Routine: 10 minutes
Purpose: To greet students and let them know the class has started.
T: Hello everybody!! Sts: Hello teacher!! T: How are you today??!!
Sts: We are doing fine!! T: That is great!!
In the very first class I will introduce myself formally, they already
know me because the teacher told them about my presence when I
observed their class.
T: Ok, my name is Dario and I will be teaching you some classes
while the teacher is here with us.
T: We will work in the class as you are seated here, always in groups.
Do you have any questions?
Transition: Please look for your material so we may start working.
Warm up: 20 minutes
Purpose: To contextualize the topic of the lesson and begin with the
class.
I will carry a bag with three tennis balls inside if it. I will put them on
the teacher's table.
T: Look here, I have some things for you to see. I have this (a tennis
ball) Do you it? what is this? Sts: A ball!! T: Great, This is a ball!!
How many balls can you see here? Sts: One!! T: Very good, so This is
a ball. (I write it on the board and mime the number one so they may
identify it is singular) Look here, on the board. It says: "This is a ball"
So, when we say the word "this" we are referring to ONE object, in
this case a tennis ball. (I will pronounce the word "this" with
emphasis so they can identify the difference with these) T: Ok, let me
take out something else from the bag (another two tennis ball) Look
at them, what are these? Sts: More tennis balls T: Excellent, we have
in this case one, two, three tennis balls, so we say: "These are balls"
Look at the board. The word "these" is used to refer to TWO or MORE
objects, in this case they are three. So, let's think again, if we talk
about ONE object we use the word "this" and if they are TWO or
MORE we use "these". Pay attention to the difference in pronunciation
between these two words, let's practice them. We all read the
sentences on the board. Sts: "This is a tennis ball" "These are tennis
balls" Pay attention to this letter also "s". We use it when there are
two or more objects (I will avoid translation, unless they ask for it)
T: Well, as you could see, these objects are next to me. What
happens if I give one to you, catch it. (I give one ball to a student) T:
the ball is over there, so I will say "That is a ball" (I point it so they
can assimilate it is far from me) Look it here, on the board. (I use

4. colors to highlight the demonstratives) T: in the other case I used the
word "this" now I use "that", always taking into account it is ONE
object. Now, I have two more tennis balls, I give them to you, catch
them. Ok, as they are TWO or MORE objects, I say "Those are balls" I
will write them on the board, look at it. Now, he (the first student)
has ONE ball, so I say "That is a ball" but she (the other student) has
two, so I say "Those are balls" Can you see the difference?? Sts:
Yes!! T: Ok, let's read them: "That is a ball" "Those are balls"
T: Great!! Now, pay to this: "These" and "Those" carries the word "s",
which means it is in plural, because they are TWO or MORE.
T: Ok, now let's read all sentences together. (We read all of them)
Please, give me back the balls. I walk around the class and give one
ball to a student T: Ok, you have the ball, which sentence would you
use? St: "This is a ball" T: Great!! And I do the same with some other
students.
Transition: OK, great job kids!! Now, let´s pay attention to point 4
in your book.
Presentation: 10 minutes
Purpose: To expose students to the target language and develop
their oral skills.
T: Look to these examples, what is the first object you see there?
Sts: A ball T: Very good, we have balls here and what about the third
and fourth? Sts: Cats!! T: Very good, first one cat and then two cats.
So, the sentences here will be...anyone? St: Me!! The first sentence
will be "This is a ball" T: Excellent!! Before going further, please write
down all the sentences as we did on the board, but using these
objects. Once students do all the sentences, they read them out loud
so they can practice their speaking, pronunciation and syntax. They
will read their answer just before I ask them: "What is this?" "What

5. are those?" So in this way, we create a short dialogue interacting
orally. I will try to repeat it in the following activities.
Transition: Very good!! Now, you will work with your workbook, so
please look for exercise N° 5.
Development: 10 minutes
Activity 1: 5 minutes
T: Now, you have to use the correct word to complete these
sentences. "This/These/That/Those" Pay attention to the images and
to what the sentence says. (They have it in color, so it is more
effective)
Students will read their sentences out loud. I will walk around them,
so I can help them. In this task they are also practicing the already
learnt vocabulary.
Transition: Good job kids!! Let's go to the following exercise!
Activity 2: 5 minutes
In the following activity, students will work specifically on numbers.
They have to choose between singular or plural Demonstrative
Adjectives.
T: pay attention to the most important word, the noun and to the
verb too. This will help you decide between singular or plural.

6. Students say their options out loud again. Already learnt vocabulary
is practiced again.
Transition: Very good job kids, you have done a great job!!
Closure: 5 minutes
Purpose: Here I let students know the class has ended up.
T: Ok kids, we will stop here. Now pick all your stuff up and put it in
your bag. You have worked quite well!!
See you next class!!
Sts: Bye!!
Dear Darío
Please, go over your materials from Didactics II, especially as regards
the importance of context and teaching young learners. Also, revisit
Pearse and Davies, and the book Teaching Primary Learners, by Willis
and Slattery. You are expected to improve on lesson planning for the
next classes. You should submit the plan at least five days before the
lesson so that changes may be suggested and introduced.
You may also visit the section with bibliography about teaching young
learners at this link:
https://drive.google.com/folderview?id=0B2nLpL6ThnCHfl9nUTZ0cHp
teGNYbUxhR0N2M2tYc3J4SWZZY0lzTFpfNW5qOWI5bkg1bjQ&usp=sh
aring
I know you can do it! Your queries are welcome.

7. Cecilia