UPEL

Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Topic 4
The School
Workshops

www.britishcouncil.org.ve
Topic 4:
My school
Workshop 1 | Part 1
(Language Strand)

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Learning
By the end of the workshop, participants will:
outcomes
use topic vocabulary intelligibly and appropriately: the days of the
week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
and Sunday), and school subjects: math, history, language,
geography, physical education.

use When is/ When are intelligibly and appropriately.

use prepositions of time: on + day of week intelligibly and

appropriately.

Assessment
evidence Achievement of learning outcomes will be evident from participants
proven ability to:

recognise the days of the week (e.g. in crosswords).

use the correct preposition: on with the days of the week.

ask and answer the question: When is?

Time
2 hours = 120 min.

Materials TTs: Board and markers; days of the week word cards (appendix T04-
needed WS1-1-1); flashcard of boy going to school (appendix T04-WS1-1-2);
poster of a school week-planner (void grid) (90 cm w x 60 cm l or 100
cm w x 70 cm l) (appendix T04-WS1-1-3).

Preparation before class:

Print/photocopy as many sets of word cards as number of groups there

will be. Make an extra set and keep it for you to use it.

participants: Pen/pencil and paper; workbook.

Learning outcomes for workshop

Aim Procedure Time in
minutes
To familiarise Elicit learning outcomes from participants. Ask them to do
participants with activity 1 at page T04-2 of the workbook.
the language 5
learning
outcomes for Give feedback for participants to check and correct their own
the session work. 5

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Introduction to the language topic

Time in
Aim Procedure
minutes
To establish Ask participants the following question: What day is today?
and create Then, write the following prompt on the board: today is
interest in and say, e.g. Today is Mon_ _ _ Encourage participants to
the topic and complete the word (day of the week). Give participants
introduce key time to think and answer. If you do not get an answer,
vocabulary say the word in English and get them to work out how to
write it.

Organise the class in groups of four or five and

brainstorm the days of the week they know.

Give each group a set of the week word cards (appendix

T04-WS1-1-1) and ask them to order the days of the
week. Tell them the order of the days of the week. Say:
e.g. the 1ST day of the week is Monday; the 2nd is and so
on. Indicate the ordinal numbers with your fingers.

TT drills the days of the week using the extra set of word
cards.

Play I see a day. Say, e.g. I see a day of the week starting
with sound /m/ (Monday). Encourage participants to
respond: Monday.

Tell participants to open their workbooks at page T04-2

and do activity 2a (Rellena los espacios en blanco con
las letras necesarias para completar los nombres de los
das de la semana). 15
To establish
and create
interest in the Tell participants to open their workbooks at page T04-3
topic and to and do activity 2b (complete a word search exercise
introduce key about the days of the week. They should search the
vocabulary words).
15

Main activities
Time in
Aim Procedure
minutes
To expose Introduce a character by showing participants a flashcard
participants to
the preposition of a boy going to school (appendix T04-WS1-1-2).
of time in and to
the question: Show a poster with the boys empty week planner, which
Wh+be ? includes only the days of the week (appendix T04-
WS1-1-3).
(When is?)

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Put the participants into groups of 4. Ask them to read the

text My week at school about a boys school week routine
(activity 3, at page T04-3 of the workbook). in Spanish, ask
them what school subjects are mentioned in the text. Give
them time to read the text and discuss the answers in
group.
On the board, write When is + (a school subject)? Give them
time to think and answer. Make sure they use preposition on
in their answers, as in the text. On the board, write an
example taken from the text; e.g. Math is on Monday.
Tell participants to work in groups (of 4) and fill in the week
planner (activity 4 at page T04-4 of their workbooks.
Appoint a speaker in each group. Give them time to discuss 60
and fill in the week planner with the subjects and mark the
days of the week when they are taught.
Ask speakers to report their groups answers to the class,
orally. Model an answer; e.g. on Monday is math. Encourage
speakers to continue with the oral exercise.
When the participants finish this activity, read the school
subjects aloud and ask them to repeat chorally to check
word stress.
Ask participants the following: When is (a subject)? Model an
answer. Make sure participants answer: On + (a day of the
week).

Feedback activity
Ask participants to do activity 5 at pages T04-5 of the
To review workbook (feedback activity)
the general
Ask participants (in Spanish) to share their responses with 20
content of the their partners.
lesson
TT monitors and gives feedback on the spot.
Vocabulary, grammar and pronunciation
Vocabulary: days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
and Sunday; school subjects: math, history, language, geography, physical education.
Grammar:
When is?; prepositions of time on + day of the week.
Pronunciation: word stress: school subject: math, history, language, geography,
physical education.
Cross-curricular links
Ciencias Sociales.
Professional development strand puede ajustarse a la enseanza de cualquier rea.
Answer key
Days of the week letter gap exercise: Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday.

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Appendix T04-WS1-1-1

Word cards (days of the week)

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Appendix T04-WS1-1-2

Boy going to school (flashcard)

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Appendix T04-WS1-1-3

Toms week planner

Subject Monday Tuesday Wednesday Thursday Friday Saturday Sunday

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Topic 4:
My school
Workshop 1 | Part 2
(Continuous Professional Development
strand)

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 Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

Focus Helping children to speak (I): eliciting language from children

and responding to what they say.
Learning By the end of the session, participants will:
outcomes
use simple language to introduce or check vocabulary related to
the months of the year and holidays; prepositions of time in and
on and the question When is/are? intelligibly and appropriately.
answer intelligibly and appropriately to the responses they
receive.
identify the micro teaching focus for the unit, i.e. helping children
to speak: eliciting language from children and responding to what
they say.
experience a demo lesson in the role of pupils.

Assessment Achievement of learning outcomes will be evident from participants ability

evidence to:
reflect, discuss and comment on the micro lesson demonstrated by
the TT.
Time 2 hours = 120 min.
Materials TTs: board and markers; demo lesson (appendix T04-WS1-2-1);
needed 5 different holidays-related flashcards (appendix T04-
WS1-2-2); holidays word cards (appendix T04-WS1-2-3).
participants: pen/pencil and paper; workbook.
Introduction to the professional development topic
Aim Time in
Procedure
minutes
To familiarise TT says: Open your workbooks at page T04-6 and
participants with do activity 1; read the learning outcomes for this
the learning workshop (in Spanish).
outcomes for
this CPD TT reads the LOs out loud while participants follow
the reading silently.
session 10
To sensitise
Tell participants that you will teach a 15-minute lesson
participants to to practice the presentation stage of a lesson that
the CPD includes vocabulary related to the months of the year,
language, holidays and the question When is..?
which will be
used in the TT asks participants to open their workbooks and
complete activity 2 (at page T04-6 of the workbook)
demo lesson,
related to the CPD language from topic 4 that will be
that they will used in the demo lesson: Tell me one thing; Good!;
need for Well done!; Excellent!; Nearly!; Try again!; Sorry!
microteaching 40

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 Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

Main activity (Demo lesson)

Aim Time in
Procedure
minutes
To focus Teach your lesson: (see demo lesson plan in
participants appendix T04-WS1-2-1).
attention on the
TT puts up 5 different flashcards of moments of the year
target language and holidays, on the board (appendix T04-WS1-2-2).
and teaching
techniques TT gives participants time to look, and ask individuals to
come to the front to stick the names of each holiday
necessary (appendix T04-WS1-2-3) below the corresponding picture
to prepare and read the word card out loud.
them for
Praise participants with Good!; Well done!; Excellent!; or let
microteaching them know they did not get it right by saying: Nearly!; Try
again!; Sorry!
After this, model the following questions with volunteer
participants: When is Carnival in Venezuela? And the
participant should answer in February. Praise the participant
if he/she got it right by saying: Well done!; Good!, or
Excellent!, or let him/her know he/she didnt
get it right by saying: Nice try!; Sorry! or Try again!
Continue asking questions.
Now, have participants switch roles and encourage them to
ask the teacher questions with When is+ the vocabulary
related to the holidays shown on the board.

30
Feedback activity
Aim Time in
Procedure
minutes
To help
to reflect on what
they have learned The participants complete the noticing activity
and how they can (activity 3 on page T04-7 of the workbook) and
have a brief discussion on the demo lesson that
apply it to their
was presented.
classroom 40

Indicative CPD language

Helping children to speak 1: eliciting language from children and responding to what they
say: Tell me one thing!; Good!; Well done!; Excellent!; Try again!; Sorry!
Glossary
TT: teacher trainer participant: participant.
Cross-curricular links
Ciencias Sociales

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 Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

Appendix T04-WS1-2-1

Demo lesson plan

PLAN DE LA LECCIN DE DEMOSTRACIN

Nombre del maestro/a: N de estudiantes:
Grado: 4 - 6 Unidad: 4 Duracin: 45 min
Nivel curricular: Lenguaje a aprender: When is/are?, meses del ao,
festividades, preposicin in
Propsitos del aprendizaje: Al finalizar esta leccin, las y los estudiantes habrn utilizado un
lenguaje simple para presentar o revisar vocabulario de los meses del ao y las festividades.

Conocimientos previos de las y los estudiantes:

Saludos, nmeros, abecedario, imperativos, afirmar y negar preguntas, familia,

ocupaciones, clima, la hora, preposiciones de tiempo y lugar.

Recursos para el aprendizaje:

5 imgenes de festividades (apndice T04-WS1-2-2).

5 word cards con los nombres de las festividades (apndice T04-WS1-2-3).

Workbook.
Preparacin:

Ver instrucciones para preparacin de materiales y recursos en los apndices.

Etapas de Procedimientos y lenguaje de Destrezas y Tipo de

la leccin / la maestra o maestro lenguaje interaccin
tiempo
(A) 1. La/el docente inicia la clase Activacin de maestra o maestro /
dando los buenos das/tardes: saberes: clase
Inicio Good morning/afternoon, class!
concepto de
5 min 2. La/el docente repasa con las meses del ao
y los estudiantes el vocabulario
previo de los meses del ao y das festivos
festividades. La/el docente da
tiempo para que las y los
estudiantes revisen sus apuntes,
y hace que recuerden este
vocabulario al preguntar, Tell me
one thing, When is Christmas?
When is Easter? y atendiendo a sus
respuestas con Good!; Excellent!;
Try again!; dependiendo de si la
respuesta es correcta o no.

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 Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

(B) 1. La/el docente coloca en la Vocabulario: maestra o maestro /

pizarra cinco imgenes de Meses del ao y estudiantes
Presentacin fiestas
diferentes festividades del ao
15 min (apndice T04-WS1-2-2).

2. La/el docente les da tiempo a las

y los estudiantes para observar las
imgenes y les pide a algunos de
ellos que coloquen el nombre de
cada festividad debajo de cada
imagen (apndice T04-WS1-2-3) y
que pronuncie el nombre en voz
alta. Felicita a las y los estudiantes con
frases como Good!; Well done!; y
Excellent!, o les hace saber que no
estn en lo correcto diciendo
Nearly!; Nice Try!; o Sorry!

3. Luego, la/el docente modela la

siguiente pregunta con algunos
estudiantes voluntarios: When
is Carnival in Venezuela? Y la o el
estudiante debe responder in
February. La/el docente felicita a las
y los estudiantes con frases como
Good!; Well done! y Excellent! o le
hace saber que no estn en lo
correcto diciendo Nearly!; Nice try!
o Sorry!

4. La/el docente contina haciendo

preguntas a otros estudiantes con
el vocabulario mostrado en la
pizarra.

5. Luego, la/el docente les indica a

las y los estudiantes que cambien el
rol y ahora ellos hagan preguntas
al docente, usando When is... y el
vocabulario estudiado.

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 Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

(C) 1. La/el docente coloca a las y los Vocabulario: Estudiantes en

estudiantes en parejas y les pide Meses del ao y parejas
Consolidacin que discutan el vocabulario de los fiestas
meses del ao y las festividades
20 min para completar la actividad
dispuesta en su libro de trabajo.

2. La/el docente explora con

las y los estudiantes el vocabulario
estudiado presentado en
la actividad 3, y practica la
pronunciacin a travs de un
ejercicio de drilling con toda la
clase y luego individualmente.

3. Una vez terminado lo anterior,

la/el docente les pide a las y los
estudiantes que practiquen
con la pregunta When is..? y el
vocabulario de la actividad 2 junto
con su compaero/a. Una vez que
el compaero haya respondido a
la pregunta, el otro estudiante
dice Good!; Well done!; Excellent!.
Despus cambian roles. Ejemplo:

participant A: When is Christmas?

participant B: In December

participant A: Well done!

(D) 1. La/el docente seala las Vocabulario: maestra o maestro /
imgenes en la pizarra y pide Meses del ao y clase
Comprobacin a algunos voluntarios que fiestas
de los respondan las siguientes
aprendizajes preguntas: When is Teacher's Day?
When is Mothers Day? When is
5 min Valentines Day? When is Easter? y
When is Carnival?

2. La/el docente confirmar con el

resto de la clase si la respuesta es
correcta y felicitar a las y los
estudiantes con Well done!;
Excellent!; o les har saber que
no tienen la respuesta correcta al
decirles Nearly!; Try again!; Sorry!

3. La/el docente sealar la hora y

les har saber que es la clase
habr terminado.

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Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

Appendix T04-WS1-2-2

Holidays-related flashcards

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Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

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Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

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Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

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Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

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 Topic 4 | Workshop 1 | Part 2: My School (Continuous Professional Development strand)

Appendix T04-WS1-2-3
Word cards (Holidays)

Carnival
Christmas
Easter
St. Valentines
Teacher's Day

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Topic 4:
My school
Workshop 2 | Part 1
(Language strand)

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 Topic 4 | Workshop 2 | Part 1: My School (Language Strand)

Learning By the end of the workshop, participants will:

outcomes
use possessive adjectives (my, your, her, his, their, your, our) intelligibly
and appropriately.
Assessment Achievement of learning outcomes will be evident from participants
evidence ability to:

pronounce the possessive adjectives (my, your, her, his, its, their, your,
our) and classroom objects.

use the possessive adjectives to identify peoples objects in a/the

classroom.

identify the possessive adjectives and their corresponding personal

pronouns/noun (e.g. I-my; you-your; Mary-her; Paul-his; Susan, Mark and
Ana-their).

write the possessive adjectives.

Time 2 hours = 120 min.
Materials TTs: board; marker; eraser; poster of students working in a classroom
needed (appendix T04-WS2-1-1) (90 cm wide , 60 cm long or 100 cm wide, 70 cm
long, in color); another poster of students working in a classroom (90 cm
wide, 60 cm long or 100 cm wide, 70 cm long, in color) (appendix T04-
WS2-1-2); bag with classroom objects (pencil, eraser, crayons, sharpener,
ruler) and flashcards of different classroom objects (eraser, pencil, pencil
case, notebook, calculator, ruler, glue, crayons) for each group of 4-5, i.e.
select 3 objects and 2 flashcards (or vice versa) for each group (appendix
T04-WS2-1-3); sheets of paper in letter size (two for each group); word cards
with the possessive adjectives: my, his, her, their (appendix T04-WS2-1-4).

participants: pen/pencil; paper; eraser; workbook, their classroom belongings.

Learning outcomes for workshop

Time in
Aim Procedure
minutes

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 Topic 4 | Workshop 2 | Part 1: My School (Language Strand)

Ask participants to read the learning outcomes in their

workbooks (activity 1, page T04-8).
To
familiarise Refer to the possessive adjectives in English and Spanish,
participants and give some sample sentences in Spanish: e.g. (pointing
with the to yourself) mi carro es verde; (pointing to and looking at a
language participant) tu cuaderno es azul. TT continues, pointing to
learning participants and saying the corresponding phrase in
outcome for Spanish: su lpiz es nuevo; su libro es interesante; nuestros
the session tiles estn en orden, sus cuadernos estn en el pupitre so
that participants get acquainted with the target grammar 5
structure by comparing with their native language.

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 Topic 4 | Workshop 2 | Part 1: My School (Language Strand)

Introduction to the language topic

Time in
Aim Procedure
minutes
Show classroom items one by one and say: Whats this?

Put up poster T04-WS2-1-1 and ask participants to observe the

To establish poster of students working in a classroom. Ask them to look at
and create the poster carefully and focus on details.
interest in
Allow 2 minutes for this activity. In Spanish, ask participants to
the topic
talk about the poster. participants will take turns to volunteer.
Ask questions like: De quin es ese saln? Cul es su color?
(el del saln de clases) De quin es el libro amarillo?
A quin pertenecen estos creyones? De quin son las
tijeras? De quin es el sacapuntas?
7
To revise
Once the participants have answered all the questions
and recycle
about the poster and are familiar with it, ask them to look
vocabulary
at the poster again and lead them to remember and
about
mention, in English, the names of the classroom objects
classroom
they see. If necessary, pronunciation can be practiced
objects (from
with drilling exercises.
Unit 1) 5

Introduce the possessive adjectives by reading the

following text related to the picture on the poster.

Ask participants to follow the reading in their workbook

(activity 2, page T04-8).

While reading, emphasise the possessive adjectives (in

bold type) by raising your voice.

Reading:

This is my classroom. Its walls are yellow. Its rug is orange. Its
To expose table is brown. Its posters are colorful. There are different
participants to classroom objects in my classroom: pencil, crayons,
possessive scissors, clay, glue, books, notebooks, paper and toys.
adjectives
These are my students. Her name is Lina. Her book is yellow.
His name is Max. His toy car is on the floor. His name is Alex.
His scissors are red. Her name is Wendy. Her paper is on
the table. Her name is Susan. Her picture is beautiful. His
name is Paul. His crayons are new. I am their teacher. The
students are happy in my classroom.

Ask participants to look at the poster or at the picture

in their workbooks (activity 3, page T04-9).

While reading the text aloud again, point to the specific

parts of the poster that are referred to in the reading.
8
Main activities
T04 - 23 Time in
Aim Procedure
minutes
 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Check reading comprehension. Ask for a volunteer to

come to the front, point to an object and a person and say:
e.g. his crayon is red. Clarify, if necessary.
Give a simple explanation (in Spanish) about possessive
adjectives using the poster and the reading to illustrate.
Your explanation can be illustrated by pointing to a
student in the poster and saying: Her book; repeat this
with all the students in the poster. Give extra examples if
necessary. Only the following possessive adjectives will be
emphasised: my, your, her, his, their.
To focus on
Do the following activity to ensure meaning is clear: get all
possessive
participants to hold up their pens and get them to say: This
adjectives
is my pen.
Walk up to a male participant and, pointing to him, say:
This is his pen. Proceed in the same fashion with a female
participant.
Step back. Now, use your hand to circle around some
participants in front of you and, pointing to their pens, say:
These are their pens.
Stand next to a participant and get him/her say: This is
my pen. Pointing to his/her pen and looking at him/her
say: This is your pen. 10

Ask participants to pronounce the possessive adjectives after

you.
To focus on
possessive Check comprehension by pointing to a student in the poster while
adjectives the whole class pronounces the corresponding possessive
forms adjective. Repeat this by pointing to students from the poster
and also to participants in the classroom.
Put the participants into groups of 4-5 and give each one of
them a number from 1 to 5 (this is for a class of 20-25). Model
what you want them to do with an example. Invite 4 participants
to the front (holding their pens). Start by saying: This is my
pen. Look at the participant to your left. Point to his/her pen
and say: This is your pen. Get the participant to go around the
class, identifying his/her pen and their partners.
Identify male = his and female = her. Now, with a crumbled up
piece of scrap paper made into a ball, say: This is my ball.
Throw the ball to a male participant and say: This is his ball.
Proceed in the same fashion with a female participant.
Get participants to take turns to throw the ball. Make sure that
the ball is thrown to a female as well as to a male participant.
Divide the class into four groups. Get one group to throw the
ball to another group and say: This is their ball. 15

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

participants stay in their groups and take turns to read the

To create text about the poster and pointing to a copy of the poster in
interest, their workbooks.
practice
and build Get each participant in the group to take it in turns to read
participants a sentence whilst another participant points to the poster. The
confidence next participant reads the next sentence until all the sentences
are read.
with the
possessive Ask the participants to raise their voice or stand up when
adjectives they have to read a possessive adjective. 10

Get each group to give themselves a name of a classroom

object. Get the group to number themselves 1 to 5. Ask
number 5s to come to the front of the class and get the
resources: a bag with classroom objects and flashcards of
classroom objects (appendix T04-WS2-1-3).

Invite 3 participants to the front and model what you want

them to do. Ask them to take out an object/picture from
the bag and start modeling the following chain drill thay
they will perform.
To create
interest, After each participant in the group takes her/his classroom
practice object from the bag, they are numbered from one (1) to
and build five (5). Number ones in each group begin by saying: e.g.
participants my (pencil). Then, number twos continue: my (eraser),
confidence your (pencil); number threes continue: my (crayon), your
with the (eraser), her/his (pencil) and number fours continue: my
possessive (ruler), your (crayon), her/his (eraser), her/his (pencil);
adjectives number fives end by mentioning all the objects for each
participant. Monitor the activity by moving from group to
group. Help if necessary.

Praise participants participation in the activity and ask

some of them to share their experiences.

Ask participants to stay in their groups and repeat the

activity to continue practicing while you stick one more
poster on the board (appendix T04-WS2-1-2).
20

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 Topic 4 | Workshop 2 | Part 1: My School (Language Strand)

Call participants attention and give each group a sheet of

paper and some word cards with the possessive
adjectives (appendix T04-WS2-1-4). Ask them to write the
name of the group on each word card, as well as on the
To create sheet of paper.
interest,
practice Explain that you are going to read some sentences
and build and participants from each group will have to run and put
participants their word cards on the posters (posters 1 and 2),
confidence according to what you read.
with the
possessive Others, in each group, on a sheet of paper, will draw the
adjectives classroom object(s) and the person(s) that describe(s) the
possessive adjective in the sentences being read. Also,
they will write the corresponding possessive adjective
next to the drawn person. 10

Say: number 1s, please: run to the board; number 2s: you
will draw. You can then say: number 4s: you can run to the
board now; number 3s you will draw so that most of them
can practice by playing every role.

Ask participants to pay attention to you and tell them

that the reading will begin. Explain to them that after you
To create read, they have to wait for you to say the word GO,
interest on before they run to stick their word cards. Read each
the topic sentence twice. It is important to speak clearly and loudly.
and to build Give instructions in Spanish.
participants
confidence Finish reading the sentences, take the drawings from
in the use of each group, copy the sentences on the board and ask for
possessive volunteers to take turns to read them, so that you can move
adjectives to the board and count which group stuck the greatest
number of word cards. Then, check the drawings and let
participants know which group(s) got all or most of the
word cards and drawings correct.
20
Congratulate the winners and praise the whole class on
their participation.

Feedback activity
Ask participants to stay in their groups and open their
workbooks at page T04-9/10 and complete the feedback
To help activity (4).
participants to
Ask participants to make groups according to the number they
reflect on 10
got in their corresponding groups in order to share their
what they answers, i.e. all number ones together, all number twos together
have learned and so on.
and practiced
TT monitors and gives feedback on the spot.

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 Topic 4 | Workshop 2 | Part 1: My School (Language Strand)

Vocabulary, grammar and pronunciation

Recycled vocabulary: classroom, student, book, pen, pencil, window, wall.

New vocabulary: my, your, his, her, its, our, your, their, marker, crayon(s), pencil case, clay,
glue, scissors .

Recycled grammar: verb be : am, are, is.

New grammar: Possessive adjectives.

Pronunciation aspects: - aspiration/pronunciation of h in Her and His; in Spanish participants

could think it is the same in English. Word stress. You can tell participants that the /h/ in English
is the same as if you have been running and you are very hot and panting, say h,h,h,h,h,h.

Cross-curricular links

Ciencias Sociales.

Lenguaje.

Answer key

SENTENCES

(Suggested sentences)

(Poster 2)

1. His book is green.

2. Her name is Wendy.

3. Their teacher is Gonzalo.

4. Their book is purple.

5. Her book is on the floor.

6. Their classroom is yellow.

7. Her crayon is blue.

8. His name is Max.

9. My marker is on the desk/table.

10. Their teacher is Anyelis.

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 Topic 4 | Workshop 2 | Part 1: My School (Language Strand)

T04-WS2-1-1

Students in a classroom (1)

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

T04-WS2-1-2

Students in a classroom (2)

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 Topic 4 | Workshop 2 | Part 1: My School (Language Strand)

T04-WS2-1-3

pencil
sharpener
crayons

glue

ruler
eraser

pencil pen

bag calculator

scissors notebook

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

T04-WS2-1-4

my her
his their

T04 - 31
Topic 4:
My school
Workshop 2 | Part 2
(Continuous Professional Development
strand)

T04 - 32
 Topic 4 | Workshop 2 | Part 2: My School (Continuous Professional Development strand)

Helping children to speak (I): eliciting language from children and

Focus
responding to what they say.

By the end of the session, participants will:

discuss the Action Plan from topic 3.

Learning help children to speak through eliciting language from children and
outcomes responding to what they say.

participate in a micro teaching practice, taking the role of teacher,

student, observer and prompt.

Achievement of learning outcomes will be evident from participants use of:

Assessment
evidence indicative language, and

teaching techniques used during the microteaching.

Time 2 hours = 120 min.

TTs: board; marker; eraser; holidays-related flashcards (appendix T04-WS1-2-2

from workshop 1, part 2); observation sheet for trainers (appendix T04-
Materials
WS2-2-1).
needed
participants: Pen/pencil, paper, eraser, workbook .

Introduction to the professional development topic

Time in
Aim Procedure
minutes
TT organises the class in groups of 4-5 and names a note
taker and a speaker in each group. He/she asks participants to
reflect on the Learning Outcomes for this session (activity 1,
page T04-11).

TT asks participants to talk about their Action Plans for topic 3

and says (in Spanish): Ahora, compartan su experiencia de
To review
esta semana en la aplicacin del Plan de Accin para la unidad
participants Action
3. Principalmente, hablen de sus resultados (interaccin con
Plans from
las y los estudiantes, logro de objetivos, uso de los materiales y
topic 3 recursos, etc.). Escriban notas muy breves.

TT monitors and, if needed, gives feedback.

After 3 minutes, TT signals stop and says (in Spanish): Ahora,

los relatores (speakers) de cada grupo leern brevemente las
notas recogidas, ante toda la clase. 20

T04 - 33
 Topic 4 | Workshop 2 | Part 2: My School (Continuous Professional Development strand)

Ask participants to remind you of the months of the year and

To sensitise holydays; prepositions of time and the questions When is/are ?
participants to (in Spanish).
vocabulary
related to Refer to classroom language you used in the previous lesson
months of (e.g. typical classroom expressions such as: Good! Very good!
the year and Repeat! Pay attention! Well done! Excellent! Try again! Point to!
holidays; Come to the front/board! Sorry! etc.).
prepositions Organise the class in pairs, and give them flashcards of moments
of time and of the year or holidays to introduce or check vocabulary. Select
the question three different flashcards to add interest to the microteaching
When is/ later on (see appendix T04-WS1-2-2).
are? that
they will participants practice asking: When is + a holiday? and answering,
need for the making emphasis on the preposition in. Each one will take a
professional chance to ask and answer and use the indicative language
development (Excellent!; Well done!; etc.) to praise the answer.
topic
Monitor as they do this and provide support as necessary. 0
Microteaching
Time in
Aim Procedure
minutes
Tell the participants that they will microteach the presentation
To develop stage of the same demo lesson that was delivered in Workshop 1.
participants
confidence Divide the class into groups of 5 and tell participants that it is their
time to micro teach.
in using the
vocabulary Ask them to take their workbooks out and examine the lesson
of months of plan (presentation stage) demonstrated in workshop 1 (page
the year and T04-11 of the workbook).
holidays;
prepositions Tell participants that each one of them will take turns to play the
of time and role of the teacher, the student, the prompt and the observer
the question (who will take notes).
When is/
Tell the observers that they will write notes on their workbooks
are?
during the microteaching (noticing activity, page T04-10). Give
them some time to prepare the microteaching and practice the
classroom language they need. Monitor their preparation and
provide support if necessary.
Let participants know that all the groups will microteach
simultaneously while you monitor each group. Tell participants that
they will start when they hear the word GO.
Signal GO for the groups to start the microteaching (activity 2,
page T04-11). Monitor the groups extensively and make notes
(use the observation sheet for TTs, appendix T04-WS2-2-1).
At the end of the activity, allow some time for everyone to reflect
on their experience in the role of teachers.


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 Topic 4 | Workshop 2 | Part 2: My School (Continuous Professional Development strand)

Feedback activity
Procedure Time in
Aim
minutes

To help participants
to reflect
on what
they have Finish the session by encouraging participants to reflect
learned and on their experience and do activity 4, pages
how they T04-12/13 of the workbook.
can apply
it to their
classroom
20
Indicative CPD language

Tell me one thing!; Good!; Well done!; Excellent!; Try again!; Sorry!;

Glossary

TT: Teacher-trainer (profesor facilitador/a); participant: participante.

Cross-curricular links

Ciencias Sociales

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 Topic 4 | Workshop 2 | Part 2: My School (Continuous Professional Development strand)

Appendix T04-WS2-2-1

TTs observation Sheet

Instrucciones:

Toma notas sobre el desarrollo de la micro clase.

Observaciones sobre la micro clase de los practicantes

Facilitador/a:
Date: ___/____/____
Participante:

Tema de la leccin:
(1) Lenguaje profesional utilizado:

(Frases y expresiones en ingls,

utilizadas para dar instrucciones,
indicaciones, sugerencias, etc.)

(2) Uso del idioma ingls (Vocabulario

y pronunciacin de palabras y frases
relacionadas con el contenido de la
unidad)

(3) Manejo de materiales y recursos

utilizados:

(4) Manejo de interacciones:

(toda la clase, grupos, parejas,

individual, )

(5) Contacto visual, gestos y tono de la

voz:

(6) Observaciones/sugerencias

T04 - 36
Topic 4:
My school
Workshop 3 | Part 1
(Language strand)

T04 - 37
 Topic 4 | Workshop 3 | Part 1: My School (Language strand)

Learning By the end of the workshop, participants will:

outcomes
use simple language (orally) related to 6 objects in the classroom (eraser,
pencil, notebook, bag , sharpener, crayons) and 6 school facilities
(playground, sports ield, computer room, science lab, parking, canteen).

find and share information (orally) about 6 school objects (eraser, pencil,
notebook, bag , sharpener, crayons) and school time tables by using the
possessive s appropriately (Anas eraser, Rogers crayons, Roberts
pencil, etc).

answer intelligibly and appropriately to questions with possessive s.

make questions to identify objects with What is this? and What are these?
(both orally and in written form).

Assessment Achievement of learning outcomes will be evident from participants ability to:
evidence

use possessive s correctly.

explain the difference between the possessive s and the possessive

adjectives.

use new school-related vocabulary (orally).

make questions about classroom objects (both orally and in written form).

Time 2 hours = 120 min.

Materials TTs: board and markers; 6 flash cards (eraser, pencil, notebook, bag,
needed sharpener, crayons) (appendix T04-WS3-1-1); word cards with names of
school facilities (appendix T04-WS3-1-2); What is this? What are these?
card (appendix T04-WS3-1-3).

participants: Pen/pencil and paper; workbook.

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 Topic 4 | Workshop 3 | Part 1: My School (Language strand)

Learning outcomes for workshop

Time in
Aim Procedure
minutes
Elicit learning outcomes from participants. Ask them to do
To the gap-filling activity (activity 1, at page T04-14 of the
familiarise workbook).
participants
with the Elicit from participants the focus of the lesson by displaying
language ten real classroom objects on the desk.
learning
Point at real classroom objects. participants will identify and
outcomes
for the pronounce their names. Then, ask them to do the gap filling
session exercise (activity 2, page T04-14/15) to complete the name
of various classroom objects. 5
Introduction to the language topic
Time in
Aim Procedure
minutes
To focus
participants
Introduce new vocabulary related to classroom objects
attention
like eraser, pencil, notebook, bag , sharpener, crayons
on the
(appendix T04-WS3-1-1).
target
language

To Use the flashcards (appendix T04-WS3-1-1), to explain

establish
how to form the possessive of nouns, e.g. Cecilias eraser,
and
Andys pencil, Americas sharpener, and how to use it
create
properly.
interest
in this
Elicit the definition of an apostrophe and the genitive case
topics
(forma posesiva) from participants (in their mother tongue),
main
e.g. El borrador de Cecilia, El lpiz de Andy, by referring/
grammar
structure pointing to real objects in the classroom.

Ask participants about the meaning of the question word

What?Then, show an eraser, a group of crayons, a
notebook, a group of books for them to spontaneously talk
To elicit
about the singular and plural forms (is, are) (appendix
the
T04-WS3-1-3).
language Explain that What is used for asking about an object, idea
in the
or action, but that in this lesson we will only focus on asking
speaking
about classroom objects, e.g. What is this? Show an eraser
skill
and provide the answer: This is an eraser, and What are
these? Show a few crayons and provide the answer: These
are crayons.
20

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 Topic 4 | Workshop 3 | Part 1: My School (Language strand)

Main activities
Time in
Aim Procedure
minutes
Select 6 real objects from the classroom and show them
to the class one by one, eliciting their English names from
participants. Focus on pronunciation.
Pronounce each word again and ask participants to
repeat after you (chorally) three times each word: eraser,
pencil, notebook, sharpener, crayons, bag.
To focus on
Now, just show the object for the participants to call out
vocabulary
of objects their names.
of the Ask participants to look at the picture of the school at
classroom page T04-15 of the workbook and ask them to identify 6
and school different school facilities (e.g. playground, sports field,
vocabulary computer room, science lab, parking, canteen) then, ask
them to do activity 3.
Put up the word cards for the school facilities (appendix
T04-WS3-1-2) on the board and invite participants to read
the words aloud.
Then, tell participants to do activity 4 at page T04-16 of
their workbooks (write the names of the school facilities in
the blanks). 25
Stand next to a participant and say: please, and then, pick up
his/her book and say, Joses English book.

Proceed in the same way with two or three more participants,

e.g. Claudias bag, Esthers eraser, Robertos sharpener.

Use the word cards to show the connection and ask

participants (in their mother tongue) how we say in English that
something belongs to someone, and help them to notice the
To develop
use of the s after the persons name.
participants
confidence Emphasise how to form the possessive of nouns: by adding
with the
and apostrophe () and an s to the name of the person and
possessive
then naming the object.
s
Put the flash cards (appendix T04-WS3-1-1) on the board to
show 6 different school items (use the names of participants in
your class) e.g. (Alexs pen, Marias bag, Gabriels pencil,
Sofias bag, Geraldines crayons, Lilianas eraser).

Ask the whole class to read the words aloud. The participants
whose names had been called up before will stand up and
show up the object. 30

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 Topic 4 | Workshop 3 | Part 1: My School (Language strand)

Display the word cards with the questions: What is this?

and What are these? (appendix T04-WS3-1-3) on the
board. Place the card for the singular to the left and the
one for the plural to the right.
To raise
STs Give a model and ask participants to repeat. Focus on
awareness pronunciation.
of word
stress Under the card with the question What is this? place
patterns singular objects or flashcards, one by one, and say: This
is a pen, This is a bag, This is a folder, This is a desk.
On the right side of the board, under the What are these?
card stick different kind of objects together and say: These
are sport f elds, These are canteens, These are off ces,
These are classrooms.

Help the participants to notice the difference, and

understand the singular and the plural forms of verb be. 25
Feedback activity
Tell participants to complete activity 5 at page T04-17 of
the workbook. Then encourage an open discussion.
To remind
the lesson Ask participants to do the mini quiz (activity 6 at page
T04-15 of the workbook). Check answers. Ask for
volunteers to spell out the words. 10
Vocabulary, grammar and pronunciation
Vocabulary: eraser, board, pencil, book, notebook, bag, mechanical pencil, sharpener, folder,
playground, sports field, computer room, science lab, parking, canteen.

Grammar: What is this? (singular), what are these? (plural); apostrophe (), genitive s.

Pronunciation: word and sentence stress, Wh-questions intonation.

Cross-curricular links
Ciencias Sociales
Answer key
1. eraser, pencil, notebook, bag , sharpener, crayons, playground, sports field, computer
room, science lab, parking, canteen.

2. Alexs ruler, Marias bag, Gabriels pencil, Sofias scissors, Geraldines pencils, Lilianas
eraser.

3. these are sport fields, these are canteens, these are offices, these are classrooms, This is a
pen, this is a bag, this is a folder, this is a desk.

4. Mini quiz: library, classroom, canteen, playground.

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Appendix T04-WS3-1-1

Flashcards

eraser

notebook

pencil

crayons

bag

pencil
sharpener

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 Topic 4 | Workshop 3 | Part 1: My School (Language strand)

Appendix T04-WS3-1-2

Word card

hall playground

sports canteen
field

corridor

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 Topic 4 | Workshop 1 | Part 1: My School (Language Strand)

Appendix T04-WS3-1-3

What is/are? cards

What is
this?

What are
these?

T04 - 44
Topic 4:
My school
Workshop 3 | Part 2
(Continuous Professional Development
strand)

T04 - 45
 Topic 4 | Workshop 3 | Part 2: My School (Continuous Professional Development strand)

Helping children to speak (I): eliciting language from children and

Focus
responding to what they say.

By the end of the session, participants will have:

shared their reflections on their own microteaching.

given feedback on their peers microteaching.

Learning
received feedback on their micro teaching from their peers and
outcomes
trainer.

discussed the action plan for topic 4.

completed a self assessment task.

Achievement of learning outcomes will be evident from three sources:

Assessment participants own reflections on the microteaching

evidence experience.

participants notes as observers.

the TTs oral feedback.

Time 2 hours = 120 min.

TTs: board and chalk, TTs notes on the microteaching activity

Materials participants: pen/pencil and paper; own reflections (notes in the

needed workbook); observers notes (in the workbook).

Introduction to the professional development topic

Time in
Aim Procedure
minutes
To familiarise TT asks participants to reflect on the learning outcomes
participants for this CPD session (activity 1, page T04-18 of the
with the CPD workbook).
learning outcomes 10

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 Topic 4 | Workshop 3 | Part 2: My School (Continuous Professional Development strand)

Main activity
Time in
Aim Procedure
minutes

TT divides the class in groups of 4 or 5.

TT asks participants to take out the notes they had taken
during the microteaching.
TT asks participants to share their comments as both
students and observers only.
TT appoints one participant in each group to summarise
the main ideas/comments and another one to read them
To help to the rest of the class.
participants
reflect on TT monitors.
what After a while, TT signals for participants to stop, and (in
theyve Spanish) says: now, each groups speaker will talk about
learned and the most relevant points that emerged.
how they
Then, TT asks participants to move around to make up
can apply it different groups.
to their
classrooms This time, TT asks participants to talk about their own
experience as teachers and again appoints a note-taker
and a speaker.
After a while, TT signals stop for each speaker to share
their groups main points with the rest of the class.
At the end, TT gives his/her own feedback.
40

Feedback activity
Time in
Aim Procedure
minutes
Ask participants to sit in a semi circle so that they can see
one another and talk about the participants performance
during the microteaching session.
Ask participants to take 5 minutes to write down notes
about aspects such as:
-attitude (gestures, equity)
To review and -timing
reflect about
the learning Advise participants to:
process - give relevant comments, i.e. to be specific and stick
to the point.
- avoid emotional involvement.
- listen actively and show interest.
TT shares his/her own general observations on the
microteaching activity. 40

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 Topic 4 | Workshop 3 | Part 2: My School (Continuous Professional Development strand)

Self assessment

After this, tell participants to complete the self-

To reflect upon
assessment task (activity 2, page T04-18 of the
performance
workbook). Then, have some volunteers to share their
ideas, and discuss. 10
Action Plan

Ask participants to fill in the Action Plan form in their

To design an workbooks,(activity 3, page T04-19 of the workbook).
action plan Encourage participants to think of one of the activities they
have learnt in this unit that they would like to try out with
their pupils. 20

Glossary

TT (Teacher-trainer) profesor-facilitador/a; participant: participante.

Cross-curricular links

Ciencias Sociales

Indicative CPD language

Tell me one thing

Good

Well done

Excellent

Try again

Sorry

T04 - 48