1. 1
I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNO RESIDENTE: Ludmila Ruiz Díaz
Período de Práctica: Nivel Primario
Institución Educativa: Instituto Privado República Argentina
Dirección: Lasserre 459, Río Grande, Tierra del Fuego
Sala / Grado / Año - sección: 5 Grado
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiantes
Tipo de Planificación:Clase
Unidad Temática: Gente
Clase Nº: 5
Fecha: 24 de septiembre de 2015
Hora: 08.40 a 09.20 am
Duración de la clase: 40 minutos
Fecha de primera entrega: 22 de septiembre de 2015
CLASS 5
• Teaching points: People
• Aims or goals: During this lesson, learners will be able to…
✓ Identify and vocabulary related to people description using the Present
Simple
✓ Develop their speaking skills by describing people
✓ Develop their thinking skills by recalling prior knowledge through a
brainstorming activity
✓ Develop their thinking skills by applying new knowledge in a matching
activity
• Language focus:
Functions Lexis Structures Pronunciation
Rev ision Simple Commands
Identifying and talking
about famous people
Expressing possession
(Have got)
Imperatives listen /
look / glue / match
Occupations:
He is an actor/ singer
/ footballplayer
Objects: glasses
Commands:
- Look at this
picture
- Copy / glue on your
notebooks
WH-Questions
-Who is she/he?
-What does he/she
do?
- He is Lionel Messi
- He plays football
Description of people:
-He has got glasses
Students willbe
encouraged to
practise
pronunciation of
words through
repetition
New Identifying and using
v ocabulary todescribe
people
Adjectives (+ Noun)
- long/short/curly/st
raight hair
- freckles / braids /
(blue) eyes
Describing people
- He has got curly
hair
- She has got brown
eyes / braids
Pronunciation of
new words willbe
practised through
repetition (drilling)
2. 2
• Teaching approach: Communicative Approach
• Integration of skills: Listening mainly to the teacher and each other, speaking
through a brainstorming activity oriented to recall prior knowledge, applying new
knowledge in a matching activity
• Materials and resources: pictures related to famous people1, a worksheet assembled
by the teacher, whiteboard, blu tack, pictures of different people downloaded from
the Internet2
• Pedagogical use of ICT in class or at home: a tablet
• Seating arrangement: Horseshoe
• Possible problems / difficulties and their possible solutions during the class: I will
ask the class’s teacher to organise students in the horseshoe seating arrangement
beforehand to avoid wasting of time.
• Classroom management strategies: students will be seated most of the time since the
presentation stage will take a great deal of time; in case the two/three Ss who like to
stand up and wander around I will ask them to assist me sticking pictures on the
board or kindly ask them to sit down.
• Potential problems students may have with the language: Ss might have difficulties
in associating have got / has got with physical description, pictures of famous people
will be used to demonstrate and associate the structure with the lexis
• Assessment: Recollection of prior knowledge on Occupations through brainstorming,
new vocabulary will be assessed through a matching activity. Pronunciation will be
constantly assessed and corrected when necessary.
Routine
I will greet Ss and ask them how they are in L2 so as to let them know the lesson has started.
I will ask what day it is and write the date on the board.
Warm-up 7’
Purpose: to recall prior knowledge through brainstorming
I will write the following prompt on the board and say ‘Last class we talk about favourite
subjects, right? What is the class’s favourite subject? Look at the barchart’ EA ‘PE’ T ‘Great! So we
can have a favourite subject’ here I will draw an arrow and write ‘Subject’
1 http://www.posta.com.mx/musica/violetta-en-vivo-abre-nueva-fecha-en-el-auditorio-nacional
http://www.china-files.com/es/link/45412/la-verdad-sobre-china-%C2%BFweibo-le-pago-a-messi-para-que-no-abriera-una-
cuenta-de-twitter
http://www.fanpop.com/clubs/daniel-radcliffe/images/26272970/title/daniel-radcliffe-wallpaper-wallpaper
2 http://digest.bps.org.uk/2012/09/what-children-think-of-people-who-wear.html
http://www.anatomybox.com/freckles-2/
http://www.glamour.com/lipstick/blogs/girls-in-the-beauty-department/2015/02/4-women-whose-long-hair-youll
http://slodive.com/inspiration/little-girl-hairstyles/
http://pinterest.com/
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I will go on saying and writing on the board ‘You can also have a favourite actor or actress, for
example my favourite actoris Tom Hanks. Who is your favourite actor(Ezequiel)?’ and I will wait
for him/her to replay. Actor is a cognate so there should be no problems with meaning and
‘My favourite…’ is a chunk we have been practising so this should also be expected to work
out well.
I will also say ‘You can also have a favourite singer, like Justin Bieber. Do you like Justin Bieber
(Serena)?’
I will end the map by saying ‘What about a sport star?’ I will try to elicit students’ contribution
through this prompt; in case it does not come out I will give them an example as Cristiano
Ronaldo.
I will tell students ‘Please open your notebooks, copy the dates and the map’ I will grant the two
minutes to finish.
Transition: Well done! Let’s talk about people now, famous people
Development
Activity 1 10’
Purpose: to recall prior knowledge and present thetopic of the lesson
I will stick the following picture on the board and ask ‘Who is he?’ EA ‘Harry Potter!’
I will say ‘Yes! You’re right. He is Harry Potter in the film, but his real name is Daniel Radcliffe’ As
I say this, I will write his name under the picture. I will go on saying ‘What Daniel do? Is he a
teacher?’ EA ‘No, an actor!’ T ‘Yes, he is an actor. He playsHarry Potter’ I will write down these
two pieces of information as well. I will say ‘Where is he from? Is he from Argentina?’ EA ‘No’
If students do not know his nationality I will say ‘He is English’ and write this information
as well.
I will repeat the procedure with the other two pictures.
The idea is that each picture results in a fact file
Daniel Radcliffe
He is an actor.
He plays Harry Potter.
He is English.
Favourites
Sports Star
Actor / Actress
Subject
Singer
4. 4
Lionel Messi
He is a sports star.
He plays in BFC.
He is Argentinian
Martina Stoessel
She is a singer and an actress
She plays Violetta
She is Argentinian
I will leave these pictures on the board so that we can later relate new vocabulary to these
people.
Transition: Very good! Now we know a little more about these three famous people.
Activity 2 15’
Purpose: to introduce new vocabulary related to people’s description and associate it with structure
HAVE/HAS GOT.
I will produce the tablet and use it to slide the following pictures. As I show the pictures, I
will move around the inner semicircle of the horseshoe so that every student can have a
close look at them.
As I show the pictures, I will write these words on the right side of the board:
• Eyes
• Glasses
• Freckles
• Braids
• Long hair
• Short hair
• Curly hair
• Straight hair
T ‘Look at this boy, what can you see here?’ I will point to his cheeks in
order to elicit the word in L1. EA ‘Pecas’ T ‘Right, he has got freckles!’ I
will write ‘freckles’ on the board. I will point to his eyes and say
‘And look at these? What are they?’ EA ‘Ojos’ T ‘Good, eyes! Hehas got
two eyes, two blue eyes’ and write ‘eyes’ on the board
5. 5
T ‘Alright, let’s move on. Look at thispicture. What colour
are her eyes?’ EA ‘Brown’ T ‘Good, shehas got brown
eyes. And what else has shegot?’ I will point to her
glasses EA ‘Glasses’ T ‘Very good. She has got glasses
and brown eyes’ I will write ‘glasses’ on the board.
I will point to her hair and say ‘What about her hair? Is
it short or long?’ I will touch my hair and signal
length with my hands as I say these ‘short’ and long’
EA ‘Short’ T ‘You’re right, she hasgot short hair. Shehas
got glasses, brown eyes and short hair’ I will write ‘short hair’ on the
board.
I will go on ‘Now, this woman. Is her hair long or short?’ EA ‘Long’ T ‘Yes,
she has got very long hair. And her hairis straight’ Here I will point to my
hair as it is straight and some other students’ in order to demonstrate.
If necessary, I will ask some students that have understood the
meaning to say it in L1. T ‘So, she has got long and straight hair. What about her eyes, what colour
are they?’ I will write ‘long hair’ and ‘straight hair’ on the board.
T ‘What about this little girl’s hair? Is it short or long?’ I will
point to her braids and say ‘Look at these? What are they?’
eliciting the word in L1 I will say ‘These are braids. She has got
two braids.’ I will write ‘braids’ on the board.
T ‘Great, the last one. What can you tell me about his hair?’ EA ‘Long’ T ‘That’s right, hehas got
long hair. Is it straight?’ EA ‘No’ T ‘No, it’s not. It’s curly; he has got curly hair’ I will twirl my
finger to indicate ‘curly’ and write ‘curly hair’ on the board.
As a follow-up, I will draw students’ attention to the pictures on the board and ask them
‘What can you tell me about Messi’s hair? Is it short or long?’ and I will point to the
vocabulary written previously on the board ‘Yes, he has got short hair’
I will repeat the procedure with the other two pictures on the board.
Transition: Very good! Let’s see how much you can remember thesenew words.
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Activity 3 5’
Purpose: to have students apply new knowledge through a matching activity
I distribute the following worksheet3 and say ‘This is a matching activity, you need to match the
picture with the vocabulary’ I will mime with my finger the action of matching. Then I will say
‘Be careful! An image can match two different words or phrases, for instance look at this one -
pointing to the long straight hair- this matches long hair and…’ I will try to elicit students’
answer. Then I will leave them on their own to finish the activity. I will go around the
classroom checking and assisting them.
Match the pictures with the correct words
Long hair
Curly hair
Braids
Glasses
Eyes
Short hair
Straight hair
Freckles
3 Pictures retrieved from
https://quizlet.com/2355163/the-head-flash-cards/
http://www.cliparthut.com/50s-vintage-black-cat-clipart.html
http://koru-ru.deviantart.com/art/braids-360499621
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For homework, I will ask students to bring a picture of his/her favourite actor/actress,
singer or sports star. To save time, I will distribute and make sure they glue the following
passage:
Homework: For next class, bring a photograph of your favourite singer, actor/actress, OR
sports star.
