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: 5
Duration of the lesson: 50 minutes
Teaching points: Verb Has got in its negative form ( hasn´t got)
Lesson Aims:
To help students consolidate vocabulary learnt in the previous lessons;
To revise vocabulary related to animals´ body parts;
To revise the verb has got (affirmative form);
To introduce the negative form of the verb “has got” : hasn´t got
To develop students´ speaking skill;
To develop students´ writing skill;
To develop students´ reading skill;
To develop students´ listening skill;
To promote students´ collaborative learning while playing.
Language Focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Animals: Tiger, panther,
bear, snake, horse, cow,
hen, bird.
-Colours.
-Animals´ habitats: the
farm and the jungle
-Actions animals can and
can´t do: run, crawl, walk,
jump and fly.
-What animals have got:
Vocabulary related to
animals´ parts of the body:
legs, tail, ears, beak, wings,
eyes, head, and whiskers.
-Identifying and
describing animals that
live on a farm and
animals that live in the
jungle.
-Identifying what animals
can and can´t do
-Linking sentences using
the connectors “and/but”
-Describing animals´
body parts
This is a panther. This is
a tiger. This is a horse…
The panther is black. The
cow is black and white…
The horse can run but it
can´t fly.
2. N
E
W
Verb hasn´t got (negative
form)
-Describing animals’
body parts: what they
haven´t got.
The tiger hasn´t got
wings
The bird hasn´t got four
legs
Materials
- Animal silhouettes made of cardboard
- Animals’ body parts made of cardboard
- Dice
- Animal flashcards
- Worksheets
- Sheets of paper
- Chalk, pencil, rubber, 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 (8 minutes)
To revise the vocabulary learnt in the previous lessons and to practice spelling, I
start this lesson with a game. The game is called “Running Chinese whispers.” I
explain its procedure to students: I put a clean sheet of paper and a pencil on the
students´ desks and ask them to stand at a certain distance from their desks. I
whisper a word they have learnt (it can be a part of the body, an action verb or an
animal) to each child. After I have whispered a word to every student, I will say
“now, run to your desks and write the word”. Then, I write the word on the
blackboard for them to check. The student who arrives at his desk first and writes
the word I have whispered correctly is the winner. I repeat the procedure four or
five times.
Transition comment to link each stage of the lesson with the next one:
“Great! Now, we are ready to learn more about the animals!”
3. Presentation (10 minutes)
To revise what students learnt in the previous lesson (what animals have got:
vocabulary related to animals´ parts of the body) and to introduce the verb hasn´t
got (negative form), I bring to class shapes of the animals made of cardboard
without any body parts. I also bring the body parts separately. I ask students to
complete one animal and say what it has got. For example, I ask them to complete
the cow. They have to add its legs, tail, eyes and ears. While they put the body
parts, they have to say a sentence related to what the cow has got. For example, the
child who puts the legs has to say “It has got four legs.” I help them to produce
correct sentences by modelling the activity first. I put the ears on the cow and say
“It has got ears”. After that, I encourage one of them to do the same with another
body part. Once they have completed this animal, I put wings on it. Then, I ask
them “Has the cow got wings?.” They will surely say “no”, so I say “The cow hasn´t
got wings”. And I write the sentence on the blackboard. Then, I ask them to
complete the snake. They add the eyes and the head, so I add a tail and encourage
them to say that the “the snake hasn´t got a tail”. I do the same with the rest of the
animals and their body parts for students to say what they haven´t got.
Transition comment to link each stage of the lesson with the next one:
Excellent! You did it really well!
Development PRACTICE and PRODUCTION
Activity 1 (10 minutes)
To practice the vocabulary related to animals´ body parts and the verb hasn´t got,
students do the following activity. I give each student the name of an animal (the
others can´t know what animal it is). Then, I ask them to write a description of the
animal using has and hasn´t got. Once they are ready, I ask them to stick their
descriptions on the blackboard. Then, I stick the pictures of the animals on the
blackboard and ask them to match the descriptions they have written with the
correct animal. To help them do this activity, I also write a description and stick it
on the blackboard, too. So, I model the activity first. I read my description aloud
and ask them what animal they think it is. Then, we match my description with the
correct animal. After that, I encourage them to do the same with their descriptions.
Transition comment to link each stage of the lesson with the next one:
“You did a great job!. Now, we are going to do a listening activity!
Activity 2 (8 minutes)
I give students the following worksheet. I explain to them that it is a listening
activity. They have to listen to a recording which describes only one of the animals
Comentario [A1]: You may write th
structure on the board, as a prompt.
4. in each item. They have to choose the animal that is described according to what
they hear. The description of the animals includes their body parts, using has /
hasn´t got. (I have recorded myself and I have uploaded the file to the campus). To
make sure they understand, I model the activity on the blackboard first. To do so, I
stick two animal pictures on the blackboard and read a description aloud. Students
have to say which animal is described. So, I circle it. I explain they have to do the
same on their worksheets.
I encourage them to work individually. When the recording ends, we check the
activity together.
This is the worksheet:
1) 2)
3) 4)
5) 6)
This is the script:
1) It has got four legs, ears, a tail and whiskers.
2) It has got wings, two legs and a beak. It is blue and white
3) It has got a head and eyes, but it hasn´t got legs.
4) It has got four legs and a tail, but it hasn´t got whiskers.
5) It has got four legs, a head and ears, but it hasn´t got a tail.
6) It has got four legs, but it hasn´t got wings.
Comentario [A2]: Lovely!
5. Transition comment to link each stage of the lesson with the next one:
“Excellent! Glue the worksheet in your notebooks. Now, we are ready to do last
activity of this lesson!
Closure (8 minutes)
To end the lesson, we will play a dice game. I will give students two dice that I will
bring to the lesson. One of them will have pictures of the different animals students
have learnt on its sides, and the other one will have pictures of animals´ body
parts. Students will roll the two dice. They will say a sentence orally about the
animal and the part of the body they obtain, using has or hasn´t. Each student will
throw the dice three or four times, depending on the time. I will model the activity
first.
6. When the activity is finished, I will say
“It was a wonderful class. You did very well. Congratulations! See you next class.”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Excellent job! Congrats!
