Lesson 6

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: Review
Lesson Aims:
 To help students consolidate vocabulary learnt in the previous lessons;
 To help students to consolidate grammar structures learnt in the previous lessons:
verbs “can” and “have” in their affirmative and negative forms;
 To help students to produce simple description of animals, including what they have
learnt;
 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 and
haven´t 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.
The tiger has got four
legs but it hasn´t got
wings.
The bird has got wings
but it hasn´t got
whiskers.
Materials

2. - Animal flashcards
- Dice
- Worksheets
- Word-cards
- Fly swatters
- Chalk, pencil, 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.
Note: As it is the last lesson of the practicum, I decided to plan a review lesson. In this way,
Children will review and consolidate everything they learnt in the previous six lessons. For this
reason, I haven´t included the presentation stage in this lesson plan.
PROCEDURES
Warm-up (10 minutes)
To revise the vocabulary students learnt in the previous lessons, I start this lesson with a game.
This game is called “fly swatter”. Firstly, I stick word-cards with the vocabulary students have
learnt on the blackboard. Then, I explain the procedure to students. I give each of them a
flyswatter and then, I explain to them that I will raise a picture and they all have to run to the
blackboard and slap the correct word with the fly swatter. After that, they have to say the word
orally, to practice the correct pronunciation. The first student to slap the correct word gets a
point. The students with the most points win the game. I model the activity first before starting
to play.
Development PRACTICE and PRODUCTION
Activity 1 (15 minutes)
To revise and consolidate the verbs “have got” and “can” in their affirmative and negative
forms, students do the following activity. I give them the following worksheet and I explain to
them that they have to read the descriptions and draw the correct animal. We do the first one
together. If I see that they are confident doing the activity, I let them do it by themselves. If they
Comentario [A1]: Which?

3. don´t remember the words, I show them the flashcards or mime the words for them to
understand the meaning. When they are ready, I tell them that they have to add the color they
have painted the animal.
This is the worksheet.
 Transition comment to link each stage of the lesson with the next one:
“Excellent! Glue the worksheet in your notebooks. Now, we are going to do another
activity!
1) This animal has got four legs, ears, eyes
and a tail, but it hasn´t got whiskers.
It can run and walk but it can´t jump.
_______________________________
2) This animal can crawl but it can´t
walk. It hasn´t got legs.
______________________________
3) This animal has got two legs, wings and
a beak. It can fly.
________________________________
4) This animal can run, walk and jump but it
can´t fly. It has got four legs, a head, and
a tail, but it hasn´t got wings.
_________________________________
5) This animal can walk and run but it can´t
crawl. It has got four legs but it hasn´t got
a tail.
_______________________________
6) This animal has got four legs, a tail and
whiskers. It can run but it can´t crawl.
______________________________

4. Activity 2 (15 minutes)
To revise everything students have learnt, I finish this lesson with a game. I stick the flashcards
of the animals on the blackboard and number them from 1 to 6. Then, I explain to children the
procedure: they have to throw a dice, in turns. The number thrown corresponds to a number of
the animal picture on the blackboard. Depending on the number they obtain, they have to say a
sentence about that animal, e.g. its name, and I write it below it. Then, another child throws the
dice again, if the number lands on the same number, the child has to say another thing about
this animal, e.g. the color. They continue doing so until all the animals are completely
described. 1
Closure (3 minutes)
I will thank students for everything they have done my practicum. I will tell them that they did
really well and that they are a wonderful group. As it is the last lesson I will give them some
sweets and a souvenir as presents.
This is the photo of the souvenir I made.
1
Game taken from Teaching English to Young Learners. Activity Book. British Council, page 14.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X

5. Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Lovely!