The lesson plan aims to teach students clothing vocabulary in English. It includes three main parts: a warmup song, presentation of new vocabulary through flashcards and labeling activities, and a development section with matching, coloring, and question-answer activities. Students will practice describing what they and others are wearing. The lesson concludes with a song to review the vocabulary. Homework involves matching clothing items with their names. Potential issues like distraction are addressed, and student understanding will be assessed through interaction and a homework assignment.

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IFDC LENGUASVIVAS
TALLER DE PRÁCTICA DOCENTE III
ALUMNOPRACTICANTE: MARIA INES TRECH
Período de Práctica: Escuela Primaria
Institución Educativa: Escuela Manuel Belgrano – DIPREGEP Nº 662
Dirección: Costa Y Lequerica
Sala / Grado / Año – sección: 5to año A
Cantidad de alumnos: 30 alumnos
Nivel lingüístico de los cursos: elemental
Tipo de Planificación: Diaria
Unidad Temática: “Las ropas”
Clase N°: 4
Fecha: 14 de julio 2015
Hora: de 13.30 a 14.20 hs
Duración de la clase: 50 minutos
Fecha de primera entrega: 12 de Julio
Teaching points: Boots,dress,Hat, jeans, scarf,shorts,skirt,sweater, trainers,t-shirt
Aims:
Duringthislesson:
 Learnerswill be able to refertosome clothesitemsina meaningful context.
 Theywill be able todeveloptheirlisteningskillsthroughlisteningto asong.
 Learnerswill be able todeveloptheirwritingskillsby matchingclothesitemsandtheirnames.
 Theywill be able todeveloptheirspeakingskillsbyplayingalistenandshow game.
 Language focus:
FUNCTIONS LEXIS STUCTURES PRONUNCIATION
REVISION
Look!
Listen!
Let’sread.
Colours:
black
blue
brown
green
orange
pink
purple
What’sthis?
It’sa …
It’san …
What are these?
Theyare …
Where are they?

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red
white
yellow
NEW What are they
wearing?
boots
dress
Hat
jeans
scarf
shorts
skirt
sweater
trainers
t-shirt
What are you
wearingtoday?
I am wearing…
Shorts
Shirt
 Teaching Approach: Natural Approach, organized through the presentation, practice, and
procedure stages (PPP).
 Integration of skills: The four skills will be applied in this lesson.
 Material and resources: CD player, CD- copies for the poster. Copies for the song. Copies
for the homework activity
 Pedagogical use of the ICT inn class or at home (no use)
Seating arrangement: the whole class facing at the board. In pairs.
 Possible problems /difficulties and their solutions during the class: students may speak
in Spanish. I will demonstrate and make them repeat.
 Classroom management strategies:
In case there are students who are not paying attention, I will approach to them and kindly suggest
trying to go back to work.
Fast finishers generally draw something because they are bored; if this is the case I will tell that
student to help me with other students.
If there are students who are reluctant to participate in class, I will approach to him/her try to
encourage participating by asking him/her myself a question. (There are very shy students).
In cases if misbehavior, I will ask kindly to please go back to work and do not do it again. (Last class
a student said something unpleasant in Spanish)

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 Potential problems students may have with the language: As it is mainly a vocabulary presentation
with flashcards and practice lesson, I think there will be no problems. Nonetheless, a possible one
would be distraction. In such a case, I will clap my hands so as to call their attention, as their teacher is
used to apply that method and it works perfectly because students are accustomed. So, in case Ss
don’t listen to me, I will change my voice tone and I will tell: "Are you listening? Are you listening?
Everyone! Everyone! If you are listening, if you are listening, look at me, look at me."
Assessment: What will be assessed and how. Understanding of the new items will be assessed by my
asking questions individually, for example new items will be assessed by asking: Are you wearing ……?
Observing students development during the different instances of the class. Comprehension of the new items
will be assessed through the correction of the written activities and homework. There will be oral sentences to
complete so that I get to know if SS understand the use of the structure and if they remember the new items,
WARM UP:
Timing: 5 minutes.
Purpose: To start the lesson, to get students into the mood for work, to establish rapport.
Routine: For this routine I will separate the classroom in two halves. Students will be sat at their desks. I
am going to play the tape twice, so the first time half of the class will sing the first two stanzas and the
other half will sing the last two stanzas of the song. Te second time roles will be inverted.
(Students have already sang this song the previous classes)
Transition: Ok children, we are going to sing the Hello song:
Hello! Hello!
How are you today?
I’m fine, I’m fine
And you how are you
Taken from: Singing Songs: The Teacher’s magazine: EDIBA)
Transition: Well done! Boys and girls! Excellent!
PRESENTATION
Timing 15 minutes.
Purpose: to present new clothes vocabulary items.
I am going to present the following poster on the blackboard. I will tell the students that I have been cleaning
my wardrobe and that I found these clothes , they were mine when I was ten. So I took some photographs
to show them.

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Taken From English Adventure 1 Longman.
I am going to play the recording pointing at the items one by one for students to repeat the new vocabulary
items.
Transition: Look! I cleaned my wardrobe yesterday and I found these clothes. These were mine when I was 10.
I took some photographs and I have them here. Lets have a look at them. Listen and repeat.
After I play the recording I am going to ask:
Transition: Do you like my clothes?
In order for students to have the vocabulary on their notebooks I will give them a smaller copy of the poster for
them to keep.
DEVELOPMENT:
Activity 1
Timing 15 minutes
Listen and show
Purpose: this activity is aimed at checking vocabulary understanding. To revise color words

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In pairs, I will give students an image of a rope with the clothes items, they have to color them. So I will tell
them that they will have to show me the clothes items I tell them. Both students in the pairs have to agree
which color they have to paint.
From: English adventures 1 – Activity book. Longman.
Transition: Here you have pictures. In pairs you have to paint it. 3 minutes, no more.
While they are painting I will go round the class looking at them. This is in order to see the pictures so that I
can make all of the pairs to participate at least once when playing the listen and show game.
Transition: Ready?
Ok! We are going to play a game called Listen and show. In pairs, you have to show me the item I tell you.
Do you understand? For example: Who can show me a yellow T-shirt?
( So the pair/s who have a yellow T-shirt will show it to me and d to the rest of the class).
Activity 2
Timing 10 minutes.
Purpose: to practice the vocabulary learnt by means of a listening comprehension activity. To revise colours.
. Students will listen to a song.
They will listen to a song for the first time. After that I am going to ask them what clothes items from the ones
they have leant are mentioned in the song. Students might answer all of some.
Transition: Ok. Now you are going to listen to a song. You have to pay attention to what clothes
names are mentioned here. So listen! (I will touch my hear, simulating listening)

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Song:
What are you wearing?
A sweater or a T-shirt?
What are you wearing blue jeans or shorts?
I am wearing a red T-shirt
A scarf and a hat,
Big red boots and I are wearing yellow shorts.
I will play the song.
Transition: Could you listen? Ok. Now tell me which clothes items are mentioned in the song. Hands
up! (I will mime hands up)
So I will call at random those students with their hands up and I will ask them which item they listen. . I
will call six students since there are six clothes names.
I will write the items on the blackboard.
After they listen I will also ask if they can remember what color are the clothes mentioned in the song. Then I
will play it again so that they can listen more carefully.
Then I will check by asking again.
To finish this activity I will give them the copy of the song with some clothes around them. They have to match
the items mentioned there and color as they are mentioned in the song. .

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Taken from: English Adventures 1. Longman.
Then I will make students to practice the new structure by telling them:
Transition: Now children look at me! I am wearing blue jeans and a sweater. I will point to myself my
clothes,
Then I am going to ask students:
Transition: What are you wearing today?
Students will have to look at themselves:
Then I will call some students who want to participate to come to the front to describe his/her clothes.
I will ask again:”What are you wearing today?”, and encourage him/her to use the structure:
“I am wearing + the clothes items”.
After we have practiced several times we are going to finish this activity singing the song all together.
Homework:
Purpose: To revise vocabulary at home.
Timing to explain: 3 minutes
I will give the students the following activity to do it at home:

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Taken from: English adventures1 Activity book. Longman
I will send parents a note:
Estimada familia hoy estuvimos trabajando con “Las Ropas” Sus hijos llevan una actividad para realizar en
casa.
Saludos
Miss Ma. Ines.
CLOSURE:
I will tell the students we have only one minute to go so we should say Goodbye to each other!
I will invite the students to say goodbye, I will tell them goodbye.
The bell rings

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Taller de Práctica Docente 2015
Lessonplancriteria Peer and Self-check Yes No
1 Heading Doesthe lessonplanheadingincludeall the requiredinformation?
Has it been completed in Spanish?

2 Learning aims Are the aims for this lesson devised in terms of development of
language skills and language learning / acquisition?
Are theyclearlywrittentoexplainwhatthe learnerswilllearnand
be able to do?

3 Teaching points Are there any new teaching points?
Are the teaching points aligned with the course syllabus and the
district curriculum?
Are they presented within a meaningful context?

4 Language focus chart Are the new and revision language items specified?
Are the new and revision language items related?
Is the pronunciation focus complete?

5 Teaching Approach Is the approach you chose suitable for your teaching context?
Are its aims and fundamentals coherent with the lesson aims?

6 Materialsand
resources
Does the lesson plan include all the required materials and
resources for this lesson?
Does it include handouts, links, video scripts and sample
flashcards?
Are these materials and resources coherently/adequately
included in the lesson plan?

7 Pedagogical use of ICT Does the lesson plan make meaningful pedagogical uses of ICT?
Does it include a contingency plan in case technology does not
work?

8 Seatingarrangement Does the seating arrangement foster communication and
interaction among teacher and peers? Is it coherent with the
lesson activities?

9 Cooperative work Does the lesson include instances of cooperative work among
students?Isthere a setof guidelinesandinstructionsforthiswork
to be carried out?
Doesthe lesson plan specify what kind of pedagogical mediation
the teacher will provide?

10 Possible language
difficultiesand
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?
Does the lesson plan allow for differentiation (instruction and
assessment)?

11 Possible lessonor
classroom
management
problemsand their
possible solutions
Doesthissectionexplainpossible difficultiesaccordingtoprevious
lessons’ experiences and class observation?

Lesson development
12 Lessonstages Is the lesson plan organized in stages in accordance with the
approach or the method framing the lesson? Does it include a
warm-up, a development and a round-up or closure?

13 Lessoncontext and
content
Are the lesson context and content appealing to students? Are
they engaging? Is the context culturally relevant?

14 Lessonactivities Is each activity sustained by a pedagogical purpose? Is each 

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activity related to a learning aim?
Do the activities allow for language exposure, exploration,
development of language awareness ?
15 Type of activities Is there a balance of activitiesthat range from controlled practice
to freer communicative practice?
Do they facilitate integration of skills?

16 Transitions Does the lesson plan show a coherent flow of activities clearly
interconnected? Are there any comments or indicators that link
each activity or stage with the next one?

17 Language of
instructions
Are instructions written in a simple manner? Is there a set of
strategies to accompany the instructions and aid learner
comprehension?

18 Teaching strategies Is instruction aided by any teaching strategies such as…
- Modeling
- Exemplifying
- Showing
- Pointing
- Explaining
- Paraphrasing
- Miming
- Others?

19 Direct speech Are all instructions and possible anticipated dialogues written in
direct speech?

20 Homework Does the lesson plan include any task to do at home? Is the task
engaging? Will students feel motivated to perform it? Will the
students be in direct contact with the language? Will they share
their work with the class?

21 Active learning:
Bloom’sTaxonomy
2001
Are many learning tasks addressing a higher level of Bloom’s
taxonomy?

22 Grammar,
Appearance,and
Language
Does the lesson plan effectively communicate to the intended
audience? Has it gone through proof-reading for grammar and
spelling mistakes?

Observations:
Dear Ma. Inés
You have usedmany course bookresourcesinthislessonplan,whichdoesnotallow formaterial
developmentskillsassessment.
Please,adaptordevise yourownactivities,whichwill surelybe more communicative(see suggestionsinthe
commentboxes).
The initial contextyou chose wasverygood!Youcould continue itthroughoutthe lesson.
Regardingrecurringmistakes,please,workonthe corrections.Future lessonplanswill notbe apass if the
errorshave not beenamended.
Have a greatclass!! 
Cecilia

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Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization

Coherence and
sequencing 
Learning aims

Stages

Activities

Teaching strategies

Class. management
strategies 
Language accuracy

Observations Minimumscore:20 / 32
Score:24/32= 7.5

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