TKT Practical lesson plan

Centre National Pedagogic University Candid -2018138028

numbe ate -2018238015
r: number -2018134008
:
Candidat Lina León
es Valentina Goméz
names: Laura Camacho
Lesson 01 and 02 Level: A1 3rd grade Primary
numbe
r:
Lesson 1 h 30 min Lesson type: Microteaching 4 skills CLIL
l each (listening, writing,
length: speaking,
reading)through content.
Date: December, 2021

Information about the class:

This lesson has been designed to be developed in fourth grade, where the average age of the students
is 8-10 years old. The level of English is A1.1 (beginner) based on the CEFR, taking into account the
particular Colombian educational context. The approach used for this lesson is the Content and
Language integrated learning (CLIL) where students are able to develop their basic communication
skills while learning different content topics. The class will have an average of 14 students. To apply
this method there is going to be an emphasis on comprehensible input. Also, we will address the
different domains that can be found in the development of the child such as: cognitive, emotional,
social, language and aesthetic domain. The topic of the lesson was selected through a survey carried
out in a private school in Bogotá, where 10 children from 7-9 years affirmed that they were
interested in dinosaurs and marine animals, most of all the jellyfish and the octopus. In this case, we
decided to work with the topic of marine animals.

Main aim:
By the end of the lesson, students will have understood the features of the octopus and the jellyfish,
being able to understand and produce expressions in English as a foreign language about it, through
developmentally appropriate activities for children according to their ages. The content they are
going to learn is about science and arts subjects.

Subsidiary aim:

- By the end of the lesson, students will have gained knowledge about the features of the
octopus and the jellyfish.
- By the end of the lesson, students will have practiced listening, reading, speaking, and writing
skills.
- By the end of the lesson, students will be able to express basic sentences about the topic
through writing and speaking.

Personal aims:

- To provide comprehensible input to students.

- To provide developmentally appropriate activities for children according to their ages.
- To address the different domains that can be found in the development of the child such as:
cognitive, emotional, social, language and aesthetic domain.
- To observe and analyze the interaction among the students..
 - To motivate students to learn the English language through fun activities based on their
interests as children.

Materials (including source):

-How are you? I'm fine. (Greeting song) - English song for Kids - Exciting song
-A handmade mystery box
-An octopus’ craft octopus craft.jpg
-A jellyfish craft jellyfish craft.jpg
-Ocean vocabulary for the mystery box
https://drive.google.com/file/d/1Mr8z_zJgym0BFfRlBNxG6ZfgsiiHn45O/view?usp=sharing
-Designed matching activity:Matching activity.pdf
-Designed fun fact guides
Octopus one: Fun octopus fact.pdf
Jellyfish one: Fun jellyfish facts.pdf
- Draw and color activity pretaskdrawing
-Jellyfish video (0-0,38sec)
Jellyfish! Learn about Jellyfish by Kids Learning Videos
-Designed listening and writing worksheet Material video jellyfish.pdf
-Designed flashcards:
https://pedagogicaedu-my.sharepoint.com/:b:/g/personal/lmleonr_upn_edu_co/
EeYP9YogYLNDurEEw6kxzFkBqi1d8ULHMBbuJALypaKsAA?e=SxGLbS
-Designed grammar matching activity
https://view.genial.ly/61aae19c4e9cdd0d677670ac/interactive-content-join-clil

-An octopus in trouble - Read Aloud

An Octopus in trouble - Read Aloud.mp3
-An Octopus in trouble by Pedro Pablo Sacristán
An octopus in trouble by Pedro Pablo Sacristán.pdf

Realia objects
- Jelly

Assumptions:
● Students identify some basic expressions and vocabulary in English.
● Students are able to express themselves in a basic way, using reduced vocabulary and through
isolated words.
● Students have some previous knowledge about the sea and marine animals.

Anticipated difficulties with tasks Solutions

Students do not actively participate in the Create activities that are enjoyable and that
proposed activities students like to do.

Students are shy and do not feel comfortable Create a safe environment where students can
expressing themselves in class. express their feelings. Never pressure them to
speak.

Students may have trouble learning new words Prepare all visual or listening aids to improve
understanding.
Students may feel uncomfortable talking in To motivate them to speak through fun activities
front of their classmates and the teacher. such as the mystery box.

Declaration:
This lesson plan is my own work Valentina Gómez Benavides
 Language analysis
For Meanin Phonology Anticipated problems
m g
Sea A great body of saltwater that covers much of the earth \ ˈsē \ Ocean (ce)
Marine (ri) - animal (mal)
Ocean The whole body of salt water that covers nearly three fourths of \ ˈō-shən \ Invertebrate (te) (de)
the surface of the earth Bioluminescent (Bio)
Species (Spe) (spy)
Marine animal A living thing that is not a human being or plant of or relating to \ mə-ˈrēn \ \ ˈa-nə-məl \
the sea

Octopus An octopus is an invertebrate aquatic animal, which is part of the \ ˈäk-tə-pəs , -ˌpu̇s \ Solutions
mollusks. It has a soft body, without a shell to protect it, and it has
eight tentacles. Due to this characteristic, octopuses are also The use of flashcards
known as octopods. with images for
children to
Jellyfish Are invertebrates that are part of the group of the cnidarios (one \ ˈje-lē-ˌfish \ understand the
of the four groups of marine animals). It is possible to find them concepts better.
when we swim in the sea.
https://
Invertebrate Lacking a spinal column \ (ˌ)in-ˈvər-tə-brət , -ˌbrāt \ pedagogicaedu-
my.sharepoint.com/:b
Bioluminescent The emission of light from living organisms (such as fireflies, \ ˌbī-ō-ˌlü-mə-ˈne-sᵊn(t)s \ :/g/personal/
dinoflagellates, and bacteria) as the result of internal, typically lmleonr_upn_edu_co/
oxidative chemical reactions EeYP9YogYLNDurE
Ew6kxzFkBqi1d8UL
Species A group of animals or plants that are similar and can produce \ ˈspē-(ˌ)shēz , -(ˌ)sēz \
young animals or plants : a group of related animals or plants that HMBbuJALypaKsA
is smaller than a genus A?e=SxGLbS

Craft An occupation, trade, or activity requiring manual dexterity or \ ˈkraft \

artistic skill
 Skills analysis
Skill/Subskill Tasks for skills development Preparing learners for tasks Anticipated problems

Students will do a collective reading along Students can get frustrated for not
with the teacher where each student reads one Check that the students have a correct understanding correctly
Reading fun fact while the others listen, and then the understanding of the features of these two animals.
teacher explores it better with the use of Solutions
images. Use all kinds of resources: more
These guides will have images so that students can images, mimicry, target language
In a guide, students will find 6 fun facts about better understand what they are reading.
jellyfish and 5 fun facts about octopuses.

Students will read a short story about the

octopus while listening to the audio of the
short story.
Listening Students will do a collective reading along -Emphasize on realia (the teacher will explain the Having difficulties on the
with the teacher where each student reads one vocabulary with the materials to make the crafts). understanding of the instructions
fun fact while the others listen, and then the
teacher explores it better with the use of -To review the vocabulary of the materials and
images. verbs used to explain the instructions of the crafts. Solutions
To make emphasis in realia and
Students will listen to a video and they have provide students comprehensible input
to develop a worksheet after that. through body language.

Students will listen carefully to the

instructions given by the teacher on how to
make the craft that they have chosen (the one
of the jellyfish or the one of the octopus).
At this point, students will have done many writing,
Students will read a short story about the listening and speaking activities related to the
octopus while listening to the audio of the vocabulary of the topic.
short story.
Speaking Students will try to guess what is inside the -To activate previous knowledge through images Feeling uncomfortable talking in front
mystery boxes, which are going to contain showing the sea, marine animals, etc. and questions of the classmates and the teacher.
two crafts regarding the topic of the class ( the such as ¿what do you like about the sea? ¿Which
octopus and the jellyfish), so that they marine animals do you know? Solution
 activate their previous knowledge while the To provide a comfortable environment
teacher gives them clues. where the teacher motivates rather
than intimidate.
At the end of the lesson, students of the team
jellyfish are going to show us their crafts and -To review the fun facts about the animals through a
students of the team octopus are going to game.
show theirs. WHile showing them, each
student is goins to say one sentence about the
animal. For example, This is a jellyfish and it
does not have a heart.
Writing Students will play a game by teams, where Use as reference what they have learned in the Difficulties understanding the fun fact.
they are going to be given a fun fact and they collective reading activity.
will decide if ts is from the octopus or the Feeling shy about participating in the
jellyfish, then they will write a short sentence activity.
about it in the board on the part of the animal
they consider is the fact from (the board will Solution
be divided into two different sections, one of To read them the fun fact using body
the jellyfish, and one of the octopus). For language and images.
example: The jellyfish does not have a heart.
To offer a prize to the winner team.
The students will write a short paragraph
about a video of the jellyfish.
 Stage Stage aim Procedure Inter Time
-
actio
n
Greetings To establish a comfortable Greetings between the teacher and the students. The teacher asks some icebreaker T-S 5
environment in the questions such as: minutes
classroom -How are you today?
-Include a song.
-How are you? I'm fine. (Greeting song) - English song for Kids - Exciting song

Warm up To motivate students towards 1. The teacher shows a mystery box to the students and encourages them to S-T 10minut
the topic of the lesson which try to guess what could be inside. T-S es
is the jellyfish and the
octopus.It will encourage The teacher gives them some clues about it and starts taking out some
them to try to guess what they images inside the box, these are images of the sea and explains.
are going to learn in the class.
- This is the sea, repeat after me, the sea, so what do you think is the topic
Also to activate the previous
of the class? Ocean vocabulary.pdf
knowledge about marine
animals, specifically the
After students have made their hypothesis about the topic of the class, the
jellyfish and the octopus.
teacher takes out two crafts, one of the jellyfish and one of the octopus,
and explains to students that what they are seeing in the images are an
octopus and a jellyfish.

2. The teacher asks questions such as.

● Do you like marine animals?
● Do you know what a jellyfish is?
● What color do you think a jellyfish is?
● What color do you think the octopus is?
● Which one do you like the most?
● Do you want to be part of team octopus or team jellyfish?

Pre task To provide students with 1. The students settle in a round table and are provided with the material of S-T 20min
fun facts, vocabulary and the fun facts about the jellyfish and the octopus, and a matching activity T-S
features about the jellyfish about those fun facts.. S-S
and the octopus through a
 collective reading activity
which contributes to their 2. Then each student read one fun fact. Then the teacher reads it again but
reading, listening, and this time uses images and mimics for students to comprehend it better and
speaking skills. asks them questions such as ¿does the octopus have a heart? to reinforce
their comprehension.

Materials
Designed matching activity:Matching activity.pdf
-Designed fun fact guides
Octopus one: Fun octopus fact.pdf
Jellyfish one: Fun jellyfish facts.pdf

Pre task To create a fun Students will be given photocopies with the drawing of a jellyfish, which they T-S 10m
environment where children will solve individually. S
can draw and color
The teacher will give the instructions:
1. You need to follow the points in order to complete the drawing of the
jellyfish
2. Then you have to color the drawing with the color you prefer.

Materials
pretaskdrawing

Pre task To develop the four skills 1. The teacher invites children to play a game and choose one team: the one T-S 25 min
and reinforce the learning of the jellyfish or the one of the octopus, to do that the teacher asks S-S
of the content through a students to jump if they want to be jellyfish and to make funny faces if
game they want to be octopus.
2. Teacher gives the instructions for the game, they are going to be given a
fun fact and they will decide if ts is from the octopus or the jellyfish, then
they will write a short sentence about it in the board on the part of the
animal they consider is the fact from (the board will be divided into two
different sections, one of the jellyfish, and one of the octopus). For
example: The jellyfish does not have a heart. (The team who selects more
fun facts correctly wins)

Task To work on listening and 1.The teacher asks children to listen carefully to the video of the jellyfish, and S 25 min
writing skills through a play it from second 0 to minute 0,38.
video and a worksheet Jellyfish! Learn about Jellyfish by Kids Learning Videos
 about the jellyfish.
2.The teacher asks children to listen carefully to the video of the jellyfish (38
seconds) for a second time, but this time asks them to try to fill in the
worksheet while listening to the video. If it is necessary, the teacher
would reproduce the video twice more.

3. Finally, children are going to be asked to write a short paragraph about

what they liked and what they understood from the jellyfish video.

Material video jellyfish.pdf

Task To work on listening and The teacher asks children to listen carefully to the audio about An octopus in T-S 10min
reading skills through an trouble while they follow the text An octopus in trouble by Pedro Pablo
audio and text about a short Sacristán.
story related to the topic
( the octopus). An octopus in trouble - Read aloud.mp3
An octopus in trouble by Pedro Pablo Sacristán.pdf

Post task To include grammar in an Students are asked to develop a matching activity related to the topic. 10min
implicit way through a https://view.genial.ly/61aae19c4e9cdd0d677670ac/interactive-content-
matching activity join-clil

Post task To practice listening skills The students make a craft with recycled materials, paintings, crazy eyes, glue, T-S 45 min
while making a craft, etc. It is going to be in groups, so the jellyfish team makes a jellyfish craft and the S-S
interacting among octopus team makes a craft of their animal.
themselves and developing
their fine motor and jellyfish craft.jpg
aesthetic domain.. octopus craft.jpg

The teacher will give them clear instructions to make each craft using the
materials and body language.

When the craft is finished, each member of each group will have to say a
sentence about the animal, For example: the octopus has three hearts.
Assessment Rubric

1. Unsatisfactory 2. Acceptable 3. Good 4. Excellent

Product #1 Vocabulary The student does not The paragraph does not The paragraph includes The paragraph includes
Writing a short write the paragraph. include any of the some of the vocabulary many words and
paragraph vocabulary learned. seen during the class, expressions learned
Material video even if it has some during the class and in
jellyfish.pdf spelling mistakes. general terms has a good
spelling.

Task accomplishment The student does not The paragraph does not The paragraph gives The full paragraph
write the paragraph. mention what the student some clues about what responds to the features
liked about the video and the student liked about the student liked about
the jellyfish. the topic. the topic.

Product #2 Vocabulary and The student doesn’t The student does not use The student uses one or The student uses one or
Oral performance sentence construction. participate. any of the vocabulary more words learned in more words learned in
about the craft. learned through the the class but the the class and the sentence
lesson. sentence’s construction is correct.
has a mistake.

Pronunciation The student doesn’t The student pronounces a The student pronounces The student pronounces
participate few words correctly. some words correctly. most of the words
correctly.

Coherence The student doesn’t The sentence does not The sentence is coherent
participate. talk about a learned fact with the content learned
about the animal. about the animal.

Product #3 Attitude The student does not The student is respectful The student is respectful
General performance show respect to but does not participate in with the teacher and his
classmates or the the activities. classmates, in addition to
teacher.The students do this, he actively
 not have a sharing participates in the
attitude during group activities and shows
activities. interest in them.

Responsibility The student does not do The student develops The student develops The student develops all
any of the activities some of the activities most of the activities of the activities proposed
(Matching activities, proposed during the proposed during the class during the class.
worksheets, craft). class.

Auto- evaluation rubric Unsatisfactory Excellent

Writing activity
What face would you give to your paragraph about
the jellyfish?

Attitude
How was your attitude during the lesson?
 Checklis
t

1 I have completed the lesson plan template. chec

k
2 I have attached copies of the handouts and materials used in the lesson. chec
k
3 I have included details of copyright photocopies of published material. chec
k
4 I have completed and I attach the Cambridge ESOL questionnaire for candidates. chec
k
5 I have signed the declaration to confirm that this lesson plan is my own work. chec
k

References:

BROWN, H. D. (1994). Principles of Language Learning and Teaching. New Jersey:

Prentice Hall Regents.

GOWER, R. and Walters, S. (1990). Teaching Practice Handbook. Oxford: Heinemann

English Language Teaching.<

HARMER, J. (1999). How to Teach English. An Introduction to the Practice of English

Language Teaching. England: Longman.

RICHARDS, J. & RODGERS, T. (1986). Approaches and Methods in Language

Teaching: A Description and Analysis. Cambridge Language
Teaching Library. Cambridge:

SCOTT, W. & YTREBERG, L. Teaching English to Children. N.Y.: Longman