I.S.F.

D LENGUAS VIVAS BARILOCHE –

PRÁCTICA DOCENTE II

ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Emiliano Sebastián Torres Tealdo

Grado y sección: 5th Grade

Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 11

Tipo de Planificación: Clase

Unidad Temática: Machines
Clase Nº: 3
Duración de la clase: 40 minutes

Fecha de la clase: 9th October

Fecha de entrega de la planificación: 7th October

Learning Aims

During this lesson, learners will be able to:

 Acquire vocabulary and structures related to housework.

 Practisce their listening skills.

Language Focus

LEXIS FUNCTIONS STRUCTURE

Vocabulary related to body
R parts: head, body, arms, legs,
E fingers, toes
V
Other: robot, play football
To describe body parts Third person affirmative
sentences in Present Simple.
E.g. He has got two arms
To talk about abilities E.g. She can’t play football
 Vocabulary related to To describe activities related Third person affirmative in
housework: clean, wash, cook, to housework Present Simple.
sew.
N E.g. Rodney the robot cleans
E Other: washing machine, sew his house.
W machine

Materials

 Resource Nº1:

 Resource Nº2:
  Resource Nº 3:

 Resource Nº 4:

“Cook, wash, clean, and sew” song.

Lyrics:

Rodney the robot cooks and cleans.

He washes our clothes
in a washing machine.

Rodney the robot sews and cleans.

He makes our clothes
with a sewing machine.

Rodney the robot cooks and cleans.

He washes our clothes
in a washing machine.

Rodney the robot sews and cleans.

He makes our clothes
with a sewing machine.

- Other resources:

 Bluetooth speaker.

 Find Out 3 Activity Book, Omerod and Shaw (2013). Macmillan.

Procedures
(3 minutes)

I will ask the students (ss)to stand up (this is a routine the teacher of English established at
the beginning of the year) and I will say “Good morning students. How are you today? Great,
sit down, please” I will ask them to help me to write the date on the board.

(5 minutes)

I will ask students if they remember Rodney the robot, and then we will revisit vocabulary
related to his body parts. After this, I will tell ss that I watched the sequel of the movie I had
watched about Rodney. In this new movie, Rodney is happy because he finds many friends,
including a lady robot called Rita. I will ask them if they want to learn about it.

(15 minutes)

I will tell the following story about Rodney presenting his friend Rachel to his human friends,
supporting the vocabulary used with story pictures (resource nº1). I will introduce the
characters in the story and use different voices while saying the dialogues. I will show ss
flashcards when I mention the verbs related to housework. I will also ask them what they see
every time I hold a story card, and encourage them to describe the scene

Hassan: What’s her name?

Rodney: Her name’s Rita. She cooks and cleans like me.

Hassan: Can she play football?

Bobby: Play football! Ha! Ha! She can’t play football. Look at her feet! She hasn’t got toes!

Rodney: But she’s got beautiful eyes and a beautiful nose!

Bobby: Has she got a battery?

Rodney: Yes, she has.

Rita: Hello!

Bobby: Hey! That’s my football.

Rita: I haven’t got toes, but I can play football!

Bobby: Okay. I’m sorry.

Rodney: Wow!

Hassan: She’s amazing!

After this, I will ask them if they enjoyed the story and which was their favourite scene. I will
try to draw their attention to Rita’s introduction, and focus on the four housework verbs. I
will attach the verb flashcards to the board, so each ss can see them. Then, I will ask “What
do these verbs have in common?” expecting them to relate these words to housework. I will
say out loud each verb, pointing to them while miming the action and encouraging them to
repeat after me. I will write sentences to compare the spelling of each verb and the third
person inflection in affirmative sentences.

Then, I will say “I have a game for you. Let’s see if you have good memory”

ACTIVITY 1 (5 minutes)

Re-telling and ordering the story:

I will attach the cards used during the storytelling to the board. The sequence will be
disordered, and students will have to arrange them while retelling the story. I will support
students’ language by modelling their phrases in case they find it difficult to express, or if
they use Spanish to give their answers. I will congratulate every intervention they have.

Then, I will say: “You did it great! Would you like to try something more difficult?” as I blink
my eye.

ACTIVITY 2 (5 minutes)

True or false:

I will have ss open their coursebooks on page 37. I will direct them to exercise 12 (resource
nº 2) and ask one of them to read out loud the instructions. I will explain that there are four
sentences about the story, which can be true or false. They will have to tick or cross each
statement individually. Once finished, I will ask for volunteers to read out loud each
sentence, for a whole group check.

Once finished, I will ask students if they like doing housework, and if they help their parents
in doing so. After hearing some responses, I will ask them if they want to learn about how
children help their parents in the UK.
ACTIVITY 3 (5 minutes)

Listen and complete:

I will tell ss that they are going to listen to a brief text about two children who help their
parents with the housework (resource nº3).

I will ask ss “How does Sarah help his father? What about David?”
Then, ss will work on page 36, exercise 10 on their coursebooks. I will explain that I will read
the text again, and they will have to complete the written transcript using the words in the
box (see resource nº3).

(5 minutes)
“Cook, clean, wash, and sew” song:

I will ask ss if they enjoyed the lesson, and if they would like to listen to a song to relax. I will
tell them that I found a song about Rodney and housework. Through this song (resource
nº4), we will review the four verbs learned and reinforce the third person inflection in the Commented [A1]: What will students do? How can
Present Simple tense. you further exploit the song?

I will tell ss that the lesson is over, wish them a nice week, and say goodbye.

Each activity must be described in terms of the following components:

 Timing
 Activity description and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one

To be completed by your tutor:

Lesson plan Excellent Very Good Good Acceptable Needs

component 5 4 3 2 improvement
1
Visual X
organization
Coherence X
and
sequencing
Variety of X
resources
Stages and X
activities
Scaffolding X
strategies
Language X
accuracy
Observations
Lovely lesson!
Try to go deeper into language use.