Campos TPD- lesson 2- primary level - passed

I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNORESIDENTE: Lorena Analia Campos
Período de Práctica: Nivel primario
Institución Educativa: Instituto Niño Jesús
Dirección: San Lorenzo 641_Villa Regina
Sala / Grado / Año - sección: Sala azul- 6to
grado
Cantidad de alumnos: 28
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática:
Clase Nº: 2
Fecha: 22/ 08/ 17
Hora: 08:50
Duración dela clase: 40’
Fecha de entrega: 18/08/17
 Aims or goals:
 During this lesson students will be able to recognize the use of
the verb Have got and some animals (cat, dog, parrot, horse,
canary, iguana, spider, hamster, goldfish, ferret). They’ll learn
how to name each of them applying the correct pronunciation of
the new vocabulary.
 Learners will make use of their listening comprehension skills
when they listen to the teacher, their peers and the song. They’ll
also put into practice their speaking skills, when they interact
with their peers, when they have to produce sentences orally in
one of the activities, when they all read together the answers of
the activities in order to check them and when they sing the song.
 Learners will put into practice their background knowledge when
they recognizethe Simpsons’ characters, which will help to create
the context in which they’ll learn the verb Have got and some
animals.
 Regarding the multiple intelligences by Spratt et al,2005. They’ll
use the visual (they’ll learn through seeing pictures and posters)
and the auditory (they’ll learn through hearing the teacher and
the songs.)
 Teaching points: Verb ‘Have got’ (affirmative and negative form)
and some animals.

 Language focus:
Functions Lexis Structures Pronunciation
Revision  Answering
questions.
 Complete
instructions.
 Hello
 Look!
 Listen!
 Repeat
after me.
 Personal
pronouns.
They /ðeɪ/
He /hiː/
She /ʃiː/
You /juː/
I /aɪ/
New
 Completing
activities
with
Possessive
adjectives.
 Reading and
completing
tasks.
 Listening
and
completing
task.
 The
animals
(cat, dog,
parrot,
horse,
canary,
ferret,
goldfish,
hamster,
iguana,
spider)
 Verb
Have
got.
(Affirma
tive and
negative
form)
Have /hæv/
Has /hæz/
Cat /kæt/
Dog /dɒɡ/
Parrot/ˈpærət/
Horse/hɔːs/
Canary
/kəˈnɛərɪ/
Ferret /ˈfɛrɪt/
Goldfish
/ˈɡəʊldˌfɪʃ/
Hamster
/ˈhæmstə/
Iguana
/ɪˈɡwɑːnə/
Spider /ˈspaɪdə/

 Teaching approach or combination of methods/ approaches: Communicative approach-
PPP method.
 Integration of skills: What skills will be integrated and how? The skills that will be
integrated during this lesson are reading, writing, listening and speaking skills.
 Materials and resources: pictures, a poster, sticking tape, mobile phone, loudspeakers,
photocopies, marker, board.
 Pedagogicaluseof ICTin classor athome: I’ll use my mobile phone and my loudspeakers
to listen to the song. Unfortunately the primary school doesn’t have a LCD , so I won’t be
able to use videos.
 Seating arrangement: They’ll be sitting in pairs.
 Possibleproblems/ difficultiesandtheir possiblesolutionsduring theclass: Studentsmay
get distracted talking about their pets. In this case, I’ll tell them (in a kind manner) that
then they can talk about them later, butnow they have to pay attention in order to learn.
 Potential problemsstudents may have with the language: Students may have problems
producing theschwa /ə/ in the Word hamster /ˈhæmstə/ for example. So I’m going to
explain them that it’s similar to an ‘ e’ and to and ‘a’, it’s in the middle. And I’m going to
pronouncea word with this sound, until they can produceit.
 Assessment: I’ll teach students using pictures and a poster. I’ll check if students
understand or not by observing them and asking them Is it clear? (I’llput my finger up) or
not? (I’ll put my finger down)
Mandatorylessonstages:
 Routine: 1’
Teacher: Hello children! Howare you today? Fine (‘thumb up’) or bad (thumb down) (I’ll
do mimes, so they can understand whatI’m saying)
Students: Fine!
Teacher: That’s great!
Transition: Ok, now we’re going to start working…
 Warm-up: 3’
Teacher: I brought something to show you… Look at this picture! Who is she?
Students: Maggie!
Teacher: Yes, great!! Maggie Simpsons
Teacher: What animal is it?

Students: A cat!
Teacher: Yes! Well done!!
Teacher: Today we’re going to learn some animals and a new Verb. Which verb do you
think we’re going to learn today?
Students: we don’t know!
Teacher: Today we’re going to learn the Verb Have got! Its affirmativeand negative form.
I’ll write the following sentence next to the picture on the board ‘SHE HAS GOT A CAT.’
Transition: Well, now we’re going to learn about these new topics…
 Presentation: 10’
Teacher: Well, look at this poster. Here we have sentences written with the Verb Have
got. Today we’re going to learn its affirmative and negative form.
Personal pronouns Affirmative form Negative form
I
I HAVE GOT a DOG. I HAVEN’TGOT a SPIDER.
YOU
Maggie! You HAVE GOT a
CAT.
Maggie! You HAVEN’T
GOT a PARROT.
HE
He HAS GOT an IGUANA. He HASN’T GOT a
HORSE.
SHE
She HAS GOT a GOLDFISH. She HASN’T GOT A
SPIDER.

WE
We HAVE GOT a HAMSTER. We HAVEN’T GOT a
FERRET.
THEY
They HAVE GOT a CANARY. They HAVEN’T GOT a
PARROT.
I’m going to explain students the information on the poster…
Teacher: On this column, we have the PersonalPronouns. Then, on this column we have
the affirmativeform of the verb Have got, and on the last column we have the negative
form of the verb Have got.
Teacher: the verb Have got indicates that someone owns something. So if I say ‘She has
got a dog’ it means ‘she owns the dog.’
Teacher: Do you understand?
Students: Yes!
Teacher: These are the short forms of have got and has got in the affirmative form:
Havegot= ‘ve got has got= ‘s got.
Teacher: Do you have any questions?
Students: no
Teacher: Now, I’m going to read each sentence of the poster, and you’ll repeat it after
me. First, we’re going to read the affirmative sentences, then the negative ones. Do you
understand?
Students: yes!
Teacher: Ok. Let’s start! ‘I have got a dog’.
Students: ‘I have got a dog’.
Teacher: ‘Maggie! You have got a cat.’
Students: ‘Maggie! You have got a cat.’
Teacher: Very good!!!
* (The same with the rest of the examples)
Teacher: Now, you are going to repeat each animal.
Teacher: dog

Students: dog
Teacher: cat
Students: cat
Teacher: iguana
Students: iguana
* (The same with the rest of the examples)
Teacher: Well done! Very good!!
Teacher: Now, I’m going to point at each animal and you’ll say the word.
Students: Ok!
Teacher: Very good!!
Development:
Activity 1: 8’
(Studentswill work in pairs. I will give each group a differentpicture. They’llproduce some
sentences orally.)
Teacher: Well, you’ll work in pairs. I will give to each group a picture. One of the
members of the group will say an affirmative sentence orally using the verb Have got,
and the another one will say a negative sentence.
For example: I will give this picture to one of the groups. One of them will tell an
affirmative sentence ‘She has got a horse’ and the other student will say a negative
sentence. ’She hasn’t got a dog’
Transition: Now, you’re going to work on your coursebooks.

Activity 2: 8’ (Activity 2 on page 30.)
Teacher: When you finish it, we’re going to check it orally all together. Is it clear?
Students: Yes!
Activity 3: 2’
(Activity 3 on page 31)

Students: Yes!
Activity 4: 1’
Students: Yes!
 Closure: 5’
Teacher: You’re going to listen to a song, and you’ll complete the song with these words:
Horse, dog, cat, goldfishes, hamster, parrot.
Song: https://www.youtube.com/watch?v=6qh_qTOgkhY
HAVE YOU GOT A PET?
Have you got a pet?
Have you got a pet?
Yes. Yes, I have.
Yes. Yes, I have.
I’ve got a …………….. and a …………………….. too.
I’ve got a ……………… and a ………………too.
I’ve got a …………………. and ……………….. too.
Have you got a pet?
Have you got a pet?
Have you got a pet?
Yes. Yes, I have.
Yes. Yes, I have.
I’ve got a …………….. and a …………………….. too.
I’ve got a ……………… and a ………………too.
I’ve got a …………………. and ……………….. too.
Have you got a pet?
 Homework: 2’
Teacher: For homework, you have to do exercise 6 from page 31 and all the exercises
from page 78, except exercise 6.

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
X
Variety of
resources –
Learning styles
X
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observations Hope my comments and suggestions are clear and useful. There are many
aspects to brush up. Look for visual aids that are self-evident and age-
appropriate.
Have second thoughts about those grammar explanations within a
communicative classroom. Keep students motivated, expose them to the
target language as much as possible through relevant comments and activities.
Do explain tasks and make sure everybody understands what they are
expected to do.
Make the necessary changes, and enjoy the lesson!
Aure

Campos TPD- lesson 2- primary level - passed

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