The document provides a lesson plan for a 50-minute English class for beginner level 3rd and 4th year students. The lesson aims to revise animal names and introduce vocabulary for animal actions like run, crawl, walk, jump and fly using the modal verb "can". It includes a warm-up game to review animals, presenting the new vocabulary, two practice activities including a worksheet and snapdragon game, and a closing miming activity. The plan provides details on materials, procedures, timing and scaffolding strategies for each stage to develop students' speaking, writing and reading skills through collaborative and engaging activities.
1. I.S.F.D LENGUAS VIVAS BARILOCHE - TALLER DE PRÁCTICA
DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Schneider, Vanesa Milagros
Sala/Grado y sección: 3rd and 4th years
Nivel lingüístico del curso: Beginners
Tipo de Planificación: Clase
Unidad Temática: Animals
Clase Nº: 2
Duration of the lesson: 50 minutes
Teaching points: Actions animals can do
Lesson Aims:
To revise the names of the animals learnt in the previous lesson;
To introduce vocabulary related to animals´ actions: run, crawl, walk, jump
and fly;
To introduce the modal verb “Can”;
To develop students´ speaking skill;
To develop students´ writing skill;
To develop students´ reading skill;
To promote students´ collaborative learning while playing.
Language Focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Colours
-Numbers
-Animals: Tiger, panther,
bear, snake, horse, cow,
hen, bird.
-Animals´ habitats: the
farm and the jungle
Identifying and
describing animals that
live on a farm and
animals that live in the
jungle.
This is a panther. This is
a tiger. This is a horse…
The panther is black. The
cow is black and white…
N
E
W
-Actions animals can do:
run, crawl, walk, jump and
fly.
Talking about
animal´abilities.
Modal verb “Can”: the
bird can fly, the horse
can run, the hen can
walk…
2. Materials
- Pictures of people doing different actions.
- Animals flashcards
- Worksheets
- Snapdragon
- Sheets of paper
- Small pictures of animals to paste on the snapdragon
- Chalk, colour pencils, crayons, backboard.
Routine (5 minutes)
Firstly, I greet students and then I ask them what the date is and ask one student (a
different student each lesson) to write it on the blackboard for all the learners to
copy it down. After that, I ask students about the weather and elicit answers. I then
ask one student to choose a picture which describes it (the pictures are always in
the classroom since they used them when they learnt the weather) and stick it on
the blackboard. Then I copy the information about the weather on the board,
too. They all copy the date and the weather down in their notebooks.
PROCEDURES
Warm-up (7 minutes)
To revise the vocabulary learnt in the previous lesson, I start this lesson with a
game. The game is called the “Guessing game.” I show them a picture of an animal
which is covered. Then I uncover only part of the picture for them to guess which
animal it is. I follow the same procedure with all the animals they have learnt in the
previous lesson.
Transition comment to link each stage of the lesson with the next one:
“Excellent! Now we are ready to learn more about the animals!”
Presentation (8 minutes)
To present the new topic, I show students pictures of people doing the different
actions I want to teach: run, walk, fly, crawl and jump.
These are the pictures:
3. I divide the board into two halves. I stick all these pictures on the right side. When I
finish, I ask students what they can see. They may say that they see people doing
different actions and they may name the actions in Spanish since they don´t know
how to say them in English. So, I repeat the actions in English after them while I
write down the action below the picture that represents it. Then, I make them
repeat the words. When we finish this first part, I stick the pictures of the animals
they learnt in the previous lesson on the left side. After that, I ask students: “Can
all the animals do all these actions?” They will say no, so I introduce the modal verb
“can” by saying, for example “the panther can run” , and I stick the picture of the
person running next to the panther; “the hen can walk” and I stick the picture of
the person walking next to the hen. Then, I ask them to come to the board to do the
same with the rest of the animals. I write the complete sentences next to each
picture.
Transition comment to link each stage of the lesson with the next one:
“Excellent job! Now we are going to do the first activity of the day!”
Development PRACTICE and PRODUCTION
Activity 1 (10 minutes)
To practice the new structure (can) and the actions verbs, I give students the
following worksheet. I explain to them that they have to tick the squares of the
actions that each animal can do. (For example, in the first line they only have to
tick run, walk and jump). I help them to do the activity orally. I ask “What can the
tiger do?, Can the tiger run?” If they don´t remember the new vocabulary, I point to
the picture on the blackboard to help them understand. Then, I ask them “Can the
tiger walk?” and I repeat the question using all the other actions. Then, I do the
same with the panther. If I feel they are confident doing the task, I let them work
alone. If they need help, I repeat the same procedure with all the animals to guide
them. Once they complete the worksheet, I explain the second part of this task.
They have to write complete sentences about each animal. For example, sentence
number 1 will be “The tiger can run, walk and jump.” I write the first sentence on
4. the blackboard. Then I encourage them to do the rest of the activity alone. I guide
them individually and when they finish, I encourage them to read the sentences
aloud for all the class to check.
This is the worksheet:
Actions
Animals
Comentario [AV1]: Yes!
5. Transition comment to link each stage of the lesson with the next one:
“Great job! Glue the worksheet in your notebook and we will do another activity!”
Activity 2 (15 minutes)
I ask them if they know the “Snapdragon”1. Probably, they don´t understand my
question, so I show them a snapdragon. They probably recognize this popular
game. If they don´t, I explain how it works. Then, I explain the activity they are
going to do.
In the first place, they have to create their own snapdragon. To do so, I give each
student a square piece of paper and tell them to follow my instructions. I make my
own snapdragon in front of them, so they can make theirs.
I tell them to fold it diagonally to make a triangle and take the triangle and fold it
into a smaller triangle.
I open up my square and show them it has to look like this:
I keep demonstrating how to create their snapdragon, guiding them to follow each
step carefully and fold it like this:
Then, I ask them to paint each square a different colour, and draw one animal
(chosen from the ones learnt) at the back of each colour.
I will have some extra snapdragons in case the students can’t make one.
Now, I show them how to make their snapdragons move.
1
Game taken from Teaching Very Young Children. Genevieve Roth, page 37.
6. Finally, I explain how to play the game. I model the game firstly with one of them.
When they discover the animal behind the triangle they have to say the name of
the animal and an action it can do. I let them play twice or three time each one,
depending on the time.
Transition comment to link each stage of the lesson with the next one:
“Do you like this activity? Ok, we are ready now. Let´s do the last activity of the
lesson!”
Closure (5 minutes)
To reinforce and practice the new structure and vocabulary, I will say to students
that they are going to do a miminge activity. To do that, I will put sentences related
with the animals and the actions they can do in a bag. For example “The bird can
fly” “The bear can walk and run”. I explain to them what they have to do by
modelling the activity first. One student will have to pick up a sentence from the
bag, read it in silence and mime the animal and the action. The other students have
guess both, the animal and the action, and say a full sentence. I will guide them
through the activity by giving them clues, for example, showing them the pictures
to help them to formulate the complete sentences orally.
When the activity is finished, I will say
“It was a wonderful class. You did very well. Congratulations! See you next class.”
Comentario [AV2]: Nice! They can
share their sentences then, as a who
group.
