Plannings primary

I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE 2016
ALUMNO RESIDENTE: Gomez Antonella Belén
Período de Práctica: Nivel Primario
Institución Educativa: Instituto María Auxiliadora
Dirección: Marcelino Crespo 20 – Carmen de Patagones
Sala / Grado / Año - sección: 6to ‘B’
Cantidad de alumnos: 30
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Animales salvajes
Clase Nº: 01
Fecha: 01/08/2016
Hora: 15 hs.
Duración de la clase: 45 minutos
Fecha de entrega: 28/08/2016
Aims
During this lesson students will be able to:
 Use the present simple of ‘to be’ to give personal information.
 Name wild animals.
Teaching points: language focus
LEXIS FUNCTION STRUCTURE
REVISION Countries Asking personal
information.
What’s her name?
How old is she?
Where is she from?
She’s from Australia.
NEW Animals (crocodile,
elephant, giraffe,
lion, monkey,
ostrich, parrot, polar
bear, snake, zebra)
Comentario [A1]: What skills will be
developed and how?
Comentario [A2]: What about
pronunciation?

Teaching approach
The lesson will be based on the Natural Approach and organized through PPP procedure.
Integration of skills: What skills will be integrated and how?
Listening and speaking skills will be integrated through oral practice.
Materials
Paper ball, chalk, board, poster with kids’ information (Angela and Joseph), animal flashcards,
audio for activity 1, copy of page 30 from the book Today Starter, cards with animals and their
names for memory game.
Seating Arrangement
Regular seating arrangement with students sat on their chairs facing the board.
Possible problems/difficulties and their possible solutions during class
They might be reluctant to participate, since it is a group with lack of motivation. I will
encourage them to participate and try to make an interesting class for them.
Assessment
I will assess students’ in how they use the structures required to give personal information,
about them and other people.
Routine 10’
Purpose: To create a welcoming classroom environment.
I will say ‘hello!’ to students. I will introduce myself again, since it has been nearly two months
since the last time we saw each other; and then I’ll ask them to introduce themselves through
a simple game.
I will make a paper ball and I will say: ‘Okay. Let’s play a short game so I can get to know your
names. I will throw the ball (I will mime the action), you’ll say ‘my name is…’ and then throw
the ball to a classmate to do the same until we finish with everyone.’
Finally, I’ll elicit the date for them to copy it on their notebooks.
Transition: Excellent! Now let’s get to work!
Warm-up 10’
Purpose: to review countries and present simple of ‘to be’.
I’ll stick this poster on the board, and then I’ll ask some questions to students.

ANGELA JOSEPH
18 years old 15 years old
Argentina Australia
T: What’s her name?
Ss: Her name is Angela.
T: Very good! And how old is she?
Ss: She’s 18 years old.
T: Excellent! Is she from the UK?
Ss: No, she isn’t.
T: Where is she from?
Ss: She’s from Argentina.
T: Very good!
Then we will continue with Joseph’s information.
Transition: Well done! Now, let’s move on to something else.
Presentation 10’
Purpose: to introduce new vocabulary.
I will say ‘Some years ago, I travelled to Buenos Aires and I went to the zoo in Palermo. Can
you tell me what you can see in a zoo?’
Ss: Animals.
T: Yes! We can see animals. But what kind of animals? Do you see dogs and cats?
Ss: No.
T: No, of course not. We see wild animals. Can you name some wild animals?
Ss give their suggestion.
I will take some flashcards of wild animals and I’ll ask them to name the ones they know and I’ll
name the ones they don’t.
Comentario [A3]: They look much
younger! ;)
Why don´t use include pictures of real
people? They might be more appealing to
the eye.
Comentario [A4]: Connection with
previous activity?
Comentario [A5]: How will you check
they understand the meaning?
Comentario [A6]: Will they have to
repeat after you?

Transition: Now, let’s listen to Robbie who also went to the zoo. Open your books
on page 30.
Development 15’
Activity 1 (5’)
Purpose: to listen and read a text. Pre and while-listening activity.
T: Now, look at these pictures (pointing to the ones in the image). What animals are these?
Ss name the animals.
T: Very good! Now listen to Robbie while you read the text.
Transition: Very good! No tell me…
Activity 2 (5’)
Purpose: To answer comprehension questions. Post-listening.
T: Are the elephants hungry?
Ss: No, they aren’t. They are thirsty.
T: Very good! Are the ostriches cute?
Ss: Yes, they are.
T: Yes! What colour are the parrots?
Ss: They are red, blue, green and yellow.
T: Excellent! And where are they from?
Ss: They’re from Argentina.
T: Very good! And who are these kids?
Ss: They are Robbie’s brother and sister.
Transition: Excellent! Now, let’s do exercise 2.
Comentario [A7]: Are they familiar
with Robbie? Is he a character from the
book?
The boy in the poster can be “Roby”, and
you may include one more piece of
information – favourite place in the city.
Thus, you can relate both stages.

Activity 3 (5’)
Purpose: to review animal vocabulary.
We will work on this exercise orally as it is in the example.
T: What animal is number one?
Ss: It’s a parrot.
We will continue until we have named all the animals.
Transition: Well done! Now, let’s play a game!
Closure 5’
Purpose: to review animal vocabulary worked in class and give the class a closure.
I’ll divide them in three groups. And we will play a memory game. They will have one chance
per group per turn.
I’ll stick on the board the flashcards of animals and their names. If a group finds a pair, it wins a
point. The one with more points win.
I will say good bye to students.
Lesson plan
component
Excellent
5
Very good
4
Good
3
Acceptable
2
Below
standard 1
Visual
organization
x
Coherence
and
sequencing
x
Learning aims
x
Variety of
resources –
Learning
x
Comentario [A8]: Will the flashcards
be upside down?

styles
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Minimum score: 21 / 35
Score: _25_ /35 = 7
Dear Antonella,
Lovely lesson! Beautiful visual presentation! You can take our suggestions into account so
as to get an even more cohesive sequence. For further plans, try to work on learning aims.
Have a nice lesson!
Your tutors
Clase Nº: 02
Fecha: 07/09/2016

Hora: 15 hs.
Aims
 Pluralize nouns.
 Add to their knowledge and use two possessive adjectives: our and their.
REVISION Animals (crocodile,
elephant, giraffe,
lion, monkey,
bear, snake, zebra)
Possessive
adjectives (my, his,
her)
NEW Possessive
adjectives (our,
their)
Pluralization Elephants
Ostriches
Teaching approach
The lesson will be based on the Natural Approach and organized through PPP procedure.
Listening and speaking skills will be integrated through oral practice. They will also practice
writing skill in the last activity in which they have to write about their favourite animal.
Materials
Board, chalk, animal flashcards, paper ball, bin, students’ book – Today starter, audio for
activity 1, CD player, poster to complete with the plurals, and poster with the rule.
Seating Arrangement
Regular seating arrangement with students sat on their chairs facing the board.
They might be reluctant to participate, since it is a group with lack of motivation. I will
encourage them to participate and try to make an interesting class for them.
Assessment
I will assess students in how they use the plurals and possessive adjectives during the writing
part.
Comentario [A9]: What about the skills
that will be developed?
Comentario [A10]: Is this a language
function?

Routine 3’
I will say hello to students and I will elicit the date and copy it on the board.
Warm-up 5’
Purpose: to review vocabulary from the previous class.
We will play a game to review animal vocabulary.
I’ll divide the class in three teams and I’ll ask them to make a paper ball.
I’ll show an animal flashcard to the team, they’ll have to name the animal and then spell it. If
they do it correctly they have the chance to throw the ball to the bin and if they score they win
a point for the team.
Transition: Very well! Let’s get to work!
Presentation 5’
Purpose: To introduce pluralization.
I will say while showing an animal flashcard:
What is this?
Ss: It’s an elephant.
T: Excellent.
Now I’ll show them a flashcard of the same animal but with two or more of them.
T: What are these? Are these ELEPHANT? (Emphasizing the word) or ELEPHANTS?
Ss: They’re elephants.
T: Excellent! They’re elephants. There are three in the picture. Now, what is this?
Ss: It’s an ostrich.
Comentario [A11]: Nice warm-up!

T: Excellent? And what are these?
Can you say ‘ostrichs’?
Ss: yes/no/no answer.
T: No, you can’t. The plural is ostriches. So, what are these?
Ss: There are ostriches.
T: Very good!
We’ll use some other animals as examples.
Transition: Very good! Now, let’s listen to these kids.
Development
Activity 1 (3’)
Purpose: listening practice.
T: OK, now, you’re going to listen to these four kids and you’re going to match them with their
favourite animals.
We listen to the CD and they match. Then, we correct orally.
T: What are Robby’s favourite animals?

Ss: His favourite animals are elephants.
We continue until we complete the four kids.
Transition: Now, there are more situations in which we use ‘-es’ for the plurals…
Let’s see.
Activity 2 (8’)
Purpose: to practice pluralization.
I’ll stick this activity on the board and I’ll say:
Taken from: http://00.edu-cdn.com/worksheet-image/125194/plurals-add-es-vocabulary-second.png
T: Now, you’ll have to come to the front and write the plural for these words. Are there any
volunteers?
Ss volunteer to write the plurals and once they’ve finished, we correct what they wrote.
T: So, in these cases you add ‘-es’ to the word to form the plural.
I’ll stick a poster with the rule:
If the word finishes in:
Consonant + ‘o’
‘x’
‘ch’
‘sh’
You add ‘-es’.
Comentario [A12]: What will they
know?
Comentario [A13]: Next time, it might
be much more meaningful for them if they
make the poster, deducing the rule.

Transition: Well done! Now, talking about plurals let’s see plural possessive
adjectives.
Activity 3 (10’)
Purpose: to introduce and practice possessive adjectives: our and their.
I’ll copy ‘possessive adjectives’ on the board and I’ll say.
T: You know three possessive adjectives already: my, his and her (I’ll write them on the board
under the headline). Now, we’ll add two more to the list: OUR and THEIR.
I’ll ask them to give examples with MY, HIS, and HER. I’ll write them on the board. Then, I’ll ask
them two more with OUR and THEIR. (I’ll provide them if they can’t)
T: Very good. Now, let’s do exercise 3. You have to complete the text with our and their.
We’ll correct it orally.
Transition: Very good! Now, let’s use what we have learnt today to write about our
favourite animals.
Activity 4 (8’)
Purpose: to write about their favourite animal trying to include what they learnt in this lesson.
T: OK. Now, taking the text in exercise 6 as an example, you’re going to write about your
favourite animal.
I’ll check what they write.
Comentario [A14]: Transition?
Connection with previous activity?
Comentario [A15]: You can provide
some sentences, using these possessive
adjectives. You may refer to the children in
the listening exercise, for instance. And
then introduce the other two possessive
adjectives, always in context.
Comentario [A16]: Will you take the
productions home?

Transition: Very good! Now, let’s copy the homework.
Closure 3’
T: As homework for tomorrow, you’ll have to complete page 32 on your activity books.
I’ll copy this on the
board.Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Class. management
strategies
x
Language accuracy x
Score: __27__ /35 = 7.5
Dear Antonella,
What a lively lesson! Try to polish the teaching strategies related to the activities of the plural
forms and possessive adjectives. If you adhere to the Natural Approach, you should always
introduce the target structures in context and then you ought to encourage learners to deduce
the grammar rules.
We´ve made several comments you should take into account when delivering the lesson, and for
further lesson plans.
Have a nice lesson!
Your tutors
Comentario [A17]: Will you go through
the exercise so as to check they understand
what they are meant to do?
Comentario [A18]: You must include
the activity in your lesson plan.

Clase Nº: 02
Fecha: 08/09/2016
Hora: 15 hs.
Aims
 Read a short text and complete activities on it.
 Write a short text about them.
elephant, giraffe,
lion, monkey,
bear, snake, zebra)
Possessive
her)
Give personal
information.
I am Juan.
She is 18 years old.
Is he from the USA?
Yes, he is. / No, he
isn’t.

Countries
Feelings
NEW
Teaching approach
The lesson will be organized through PPP procedure.
Students will practice reading and writing skills.
Materials
Flashcards for jeopardy game, board, chalk, poster with words for the presentation activity,
Kristen Stewart picture, students’ book – Today starter, chart copies for students.
Seating Arrangement
Students will sit forming three groups of ten.
They might try to lose time while forming groups. I’ll ask them kindly to do it quickly so as to be
able to play the games and do all the activities I have planned.
They might also have some doubts while writing the text. I’ll make sure they can consult me as
many times as they need and I’ll also walk around the classroom checking on them.
Assessment
I will assess students’ in how they use the vocabulary and structure seen in the unit through
the text writing.
Routine 3’
Warm-up 10’
Purpose: to review vocabulary seen on the unit (Feelings, countries, animals)
We’ll play jeopardy. I’ll split the class into three groups. I’ll stick flashcards upside-down on the
board. A member of the group will have to choose a number, I’ll take the flashcard and I’ll
show it to them. They’ll have to answer correctly to win a point.
Transition: Very good! Now, let’s move on.
Presentation 5’
Purpose: to review the present simple of ‘to be’.
I’ll stick these words on the board, and I’ll ask students to remain in groups.
AUSTRALIA - BLUE - HUNGRY - SAD - ELEPHANT - SISTER - THE USA - YELLOW -
SEVEN - LION - ILL - EIGHTEEN - ARGENTINA - PARROT - TWELVE - HAPPY
T: Now, you’re going to write. Using the words on the board you’ll have to write as many
sentences as you can in two minutes. The group with more correct sentences wins.
I’ll give them two minutes and then I’ll take their answers and read them aloud.
Comentario [A19]: Quite large groups.
them in the lesson plan.
Comentario [A21]: Will everyone in
the group participate actively?
Comentario [A22]: You should give an
example, so that they realise that they
need extra words, such as verbs and
articles.

Transition: Excellent! Now, let’s keep on working.
Development
Activity 1 (2’)
Purpose: pre-reading activity.
I’ll show them this picture:
T: Do you know her?
Ss: Yes/no.
T: What’s her name?
Ss: Kristen Stewart/ no answer.
T: Right, she’s Kristen Stewart. Is she a model?
Ss: No, she isn’t.
T: No. What’s her job?
Ss: She is an actress.
Transition: Very good. Now, let’s read a bit about her. Let’s go to page 35 from the
book.
Activity 2 (5’)
Purpose: While reading activity.

T: You’re going to read about Kristen. While you read you are going to match the sentences
halves.
When they have finished we’ll correct the activity orally.
Activity 3 (3’)
Purpose: post-reading activity
T: Now, you’re going to complete this chart with information about you.
Name
Age
Country
Favourite things
Favourite colours
Other
Transition: Now, let’s write!
Activity 4 (15’)
Purpose: To write a short text about them.
T: OK. Now, you’re going to write a similar text to the one about Kristen but about you, using
the information in the chart.
Once they’ve finished I’ll ask them to hand in their writing so as to correct them for the
following class.
Comentario [A23]: Or after…

Transition: Excellent! Now let’s talk about homework.
Closure 2’
T: As homework, you’ll have to do page 32 and the first exercise from page 33 from the
student’s book. This is a revision for next class. Next class we’ll have a short test.
I’ll copy this on the board.
I’ll say good-bye to students.
Note: I’ll test them very shortly the following class, because the teacher needs it so as to have a
mark for the term.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Coherence and
sequencing
x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __28__ /35 = 8
Dear Antonella,
Lovely plan! Great visual presentation! Having the students work in such big groups is quite a
challenge. Get ready to go for it, or divide them into smaller groups, so as to assure everyone
has an active role.
them.

Remember you must include the activities you assign as homework.
Enjoy the lesson!
Your tutors
Clase Nº: 04
Fecha: 14/09/2016
Hora: 15 hs.
Aims
 Recognize between yes-no and wh-questions using the present simple of ‘to be’.
 Describe animals’ size, body parts and colour using the verb to be.
 Improve their listening skills by completing a song with the animal words missing in the
lyrics.

elephant, giraffe,
lion, monkey,
bear, snake, zebra)
Possessive
her)
Countries
(Argentina, India)
Give personal
information.
I am Juan.
Is he from the USA?
isn’t.
NEW Possessive
Adjectives (Its)
Countries (Brazil,
Canada)
Describe The bear is big.
Its fur is white.
What colour is the
giraffe?
The giraffe is brown
and yellow.
Is the lion big? Yes, it
is./No, it isn’t.
Teaching approach
Students will practise speaking and listening through oral practice and a song, also writing in
order to describe animals.
Materials
Board, chalk, sentences for the warm-up, animal and flag flashcards, student’s book – Today
starter, CD with audio of the song and CD player.
Seating Arrangement
Students will sit in regular seating arrangement facing the board.
They might try to waste time while forming groups. I’ll ask them kindly to do it quickly so as to
be able to play the games and do all the activities I have planned.
They might also have some doubts while describing the animals. I’ll make sure they can consult
me as many times as they need and I’ll also walk around the classroom checking on them.
Assessment
I will assess students’ in how they use the present simple of to be when answering the
questions and describing the animals.

Routine 8’
We will check the homework orally. Before starting I’ll tell students to applaud if they think the
answer given to a point is correct and to stamp their feet if they think the answer is incorrect.
I’ll expect the whole group to participate during the correction. I’ll encourage the ones that
are more reluctant to participate.
Warm-up 5’
Purpose: To review present simple of ‘to be’ in affirmative and negative form.
I’ll write four tangled sentences. I’ll ask for four volunteers to come to the front and untangle
the sentences. They should ask the rest of the class to participate and help them.
1. Jessica – Australia – from – is.
2. friends – Brian and Joe – good – are.
3. aren’t – Math – We – at – good.
4. hungry – am – very – I.
Transition: Very good! Now, let’s work on some questions.
Presentation 5’
Purpose: to further work with yes-no and wh-questions.
I will stick on the board the picture of four animals and the flag of the country they are from.
I’ll ask students what animals they are and the countries these flags represent.

T: Very well. Now, tell me. Where is the parrot from?
Ss: It’s from Brazil./The parrot is from Brazil.
T: Very good! Is the polar bear from the USA?
Ss: No, it isn’t.
T: Where is it from?
Ss: It’s from Canada.
T: Yes. And where is the ostrich from?
Ss: It’s from Argentina.
T: Very good! Is the snake from India?
Ss: Yes, it is.
T: Excellent!

Transition: Now, let’s ee where the kids from page 33 are from.
Development
Activity 1 (3’)
Purpose: to use the verb to be in the correct form.
T: Now, put the verbs in the box in the correct place.
When they finish we correct orally.
Transition: Now, let’s talk about animals.
Activity 2 (15’)
Purpose: To describe animals using the verb to be.
I’ll take animal flashcards and I’ll stick on the board one with its description as an example.
I’ll make sure they know the meaning of the words being pointed at. I will make a short list on
the board with animal body part words, I’ll ask them to add more words to the list:
 feathers
 tail
 neck
 mane

The polar bear is very big. Its
fur is short and white. Its ears
are small but its paws are big!
T: Now, you are going to write something
similar about the rest of the animals using
the words from the list.
When they finish I’ll take their productions home to correct them.
Transition: Now answer these questions about the animals.

Activity 3 (5’)
Purpose: To practise questions using the verb to be.
I’ll hand out a copy of the following questions. They’ll answer them on their notebooks.
1. Is the giraffe tall? Yes, it is.
2. Is the lion’s fur long?
3. What colour is the parrot?
4. What colour is the zebra?
5. Are the giraffe and the lion brown?
6. Are the zebra and the lion small?
Transition: Now, let’s listen to a song.
Closure 4’
Purpose: To listen to a song about animals to give closure to the lesson.
T: You’ll listen to the song and you’ll try to complete with the missing words.
We’ll check their answers and I’ll say goodbye to them.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Learning aims x
Variety of resources x

– Learning styles
Class. management
strategies
x
Language accuracy x
Score: _21___ /35 = 6
Dear Antonella,
As the learning aims are not clearly set, the lesson does not just flow smoothly. The Language
Focus chart needs to be improved as well.
The activities are nice. Have a look at our comments and suggestions. Try to pre-teach the
vocabulary the students will need in order to do the description of the animals.
We hope our comments help you polish the lesson up!
Best,
Your tutors

Clase Nº: 05
Fecha: 15/09/2016
Hora: 15 hs.
Aims
 Reinforce yes-no and wh-questions using the present simple of ‘to be’.
 Improve their reading and writing skills by reading a text and then writing a similar one
about them using the verb ‘to be’.
REVISION Countries (Australia,
the UK, the USA,
India, Poland, Italy)
Give personal
information.
I am Juan.
Is he from the USA?
isn’t.
NEW Revision lesson
Teaching approach
Students will practise reading and writing by reading and writing a short text.
Materials
Board, chalk, mixed-up dialogue for the warm-up, famous people’s pictures, activity book –
Today starter and copies of the text.
Seating Arrangement
Students will sit in regular seating arrangement facing the board.
They might also have some doubts while writing about them. I’ll make sure they can consult
me as many times as they need and I’ll also walk around the classroom checking on them.
Con formato: Español (alfab.
internacional)

Assessment
I will assess students in how they use the present simple of to be when answering the
questions and writing the text.
Routine 3’
Warm-up 5’
Purpose: to review present simple of to be.
I’ll take these lines from a dialogue printed and I’ll stick them on the board all mixed up. I’ll ask
students to rearrange them in the correct order.
T: Larry and Gemma are complete strangers, but they are sitting together in a plane and they
introduce each other.
Larry: Hi! I’m Larry. What’s your name?
Gemma: I’m from Australia. Where are you from?
Gemma: Hello! I’m Gemma.
Gemma: Really? Cool!
Larry: I’m from the UK. My grandparents are from Australia, too.
Larry: Where are you from?
Transition: Now, let’s see where these people are from.
Presentation 5’
Purpose: To keep practising present simple and countries.
I’ll take pictures of famous people with information of where they are from. Then, I’ll ask
students to make sentences saying where they are from.
Venus and Serena Williams
The USA
Robert Kubica
Poland
USA
Comentario [A25]: How does this
relate to the context of the whole unit
(Wild Animals)?
Comentario [A26]: Will the students
be acquainted with all of them?

T: Where are Venus and Serena from?
Ss: They’re from the USA.
T: Excellent! Is Robert from Argentina?
Ss: No, he isn’t.
T: Where is he from?
Ss: He’s from Poland.
T: Very good!
We’ll continue until we’ve covered every character.
Transition: Very good! Now, let’s go to your copies of the activity book, on page 30.
Development
Activity 1 (5’)
Purpose: To practice yes-no questions and short answers.
T: Now, you’re going to write questions and answers about these characters.
Shilpa Shetty and Raj Kundra
India
USA
USA
Hugh Jackman and Deborra-Lee Furness
Australia
Nicoletta Romanoff and Giorgio Pasotti
Italy
Prince Williams and Kate
The UK
Comentario [A27]: How will they
know?
Comentario [A28]: Which?

We’ll correct it orally.
Transition: Very well. Now, on page 31 we have a similar exercise.
Activity 2 (7’)
Purpose: to practise wh-questions and answers.
T: Imagine you’re an interviewer. You’re going to ask these famous people where they are
from.
We check the example and then they continue by themselves.
We’ll check orally their answers.
Transition: Now, let’s read about John and Alice.
Activity 3 (8’)
Purpose: to read a short text.
Comentario [A29]: They might not
know all of them. Get ready to give a brief
description of the characters.

I’m going to hand out copies of the text and the sentences.
T: You’re going to read this text and then you’re going to write true or false for the sentences.
Of course, you’ll have to correct the false one.
Hello!
We’re John and Alice.
We’re married. We’re
from New York, in the
USA.
I’m 42 years old and
Alice is 37. I’m a pilot
and Alice is a literature
teacher.
What about you?
1. John and Alice are brother and sister.
2. They’re from the USA.
3. They’re 79 years old together.
4. John is a policeman.
5. Alice is a teacher.
Transition: Now, John and Alice want to know about you.
Activity 4 (10’)
Purpose: To write a text about themselves using the present simple of to be.
T: Now, you’ll write a short text about you replying to John and Alice’s question. Introduce
yourselves, tell them about where you live, your age and what you do.
When they finish I’ll take their productions home to be corrected.
Closure 2’
Purpose: to copy the homework and give closure to the lesson.
I’ll copy the homework on the board.
Homework:
Page 34 from activity book.
Comentario [A30]: It can be
misleading.

I’ll explain the homework to them. Then, I’ll say goodbye.
Note: the test that was supposed to be taking place this week was postponed, since the teacher
asked me to keep practising on present simple of to be.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1

Learning aims x
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: _23___ /35 = 6.5
Dear Antonella,
The lesson is well-developed. We still have doubts as regards how well it fits within the topic of
the Unit (Wild Animals). Concerning stages, you should do something more appealing at the end
of the lesson, rather than just assigning homework.
Pay special attention to language mistakes.
Have a nice lesson!
Your tutors

Clase Nº: 06
Fecha: 15/09/2016
Hora: 15 hs.
Aims
 Learn vocabulary related to animal parts.
 Reinforce “have got” and the use of the verb “to be” for description.
 Improve their writing skills by inventing an animal and describing it.
REVISION Countries (India,
Poland, Italy,
Argentina)
Parts of animal body
(fur, ears, paws,
feathers)
Adjectives (long,
short, big, small,
cute, funny)
Feelings (happy,
tired, hungry, thirsty)
Animals (Monkey,
elephant, snake,
zebra, giraffe,
parrot)
Describing The polar bear is
white.
Its fur is short.
It has hot small ears.
NEW
Parts of animal body
(wings, scales, fin)
Teaching approach
Students will practise oral and reading skills by the use of games, and writing skill by writing a
short text describing an invented animal.

Materials
Board, chalk, words cut in half, flashcards and their labels, picture and description of the
invented animal.
Seating Arrangement
Students will sit in regular seating arrangement facing the board for the beginning of the class.
Then, they will be standing up and walking for the first activity. They will sit again for the
presentation activity and finally they will be sitting forming groups of five.
They might get a little messy during the group forming. I’ll help them move tables and kindly
ask them to do it as quickly as possible.
Assessment
I will assess students in how they use the present simple of ‘to be’, ‘have got’, and the
vocabulary when describing the animal.
Routine 5’
We’ll correct the homework from the previous class. We’ll use the clapping idea. When they
think the answer is correct they clap.
Transition: Okay, now stand up. We’re going to play a game.
Warm-up 5’
Purpose: To review the vocabulary from the unit (Feelings, animals and countries).
I’ll print these words and I’ll cut them into half or threes.
 Hungry
 Happy
 Thirsty
 Tired
 Poland
 India
 Italy
 Spain
 Argentina
 Elephant
 Snake
 Zebra
 Parrot
 Monkey
 Giraffe

I’ll give a part of the word to the students and I’ll ask them to constantly show it to the rest of their
classmates. (They can stick it to their clothes)
They’ll have to walk around the class trying to find the other half of the word.
In case that there are students missing I’ll ask the teacher to participate, and I’ll join in, too.
Transition: Now, let’s learn some new words.
Presentation 5’
Purpose: to introduce vocabulary related to animal body parts and adjectives.
I’ll take a piece of cardboard and I’ll stick pictures of the vocabulary on it. Then, I’ll have students
pass to the front and stick the word next to the picture.
Comentario [A31]: Nice idea!

FUR – EARS – WINGS – FIN – PAW – FEATHERS – SCALES – BIG – SMALL – LONG – SHORT – CUTE –
FUNNY.
They will have to guess the words they do not know with their classmates help.
Transition: Now, let’s play a game!
Development
Activity 1 (5-7’)
Purpose: to practise short description in groups.
I’m going to take animal flashcards. I’ll ask some volunteers to come to the front. I’ll show a
flashcard to them and they will have to describe it until the rest of the class guesses the animal.
Comentario [A32]: Which context will
they use to guess the words?
If you want your students to guess the
meaning, you should provide some
context. You may give them the definitions
of the words you know are new for them.
Comentario [A33]: Will you model the
activity so that they become aware of the
structures they are meant to use?

Transition: Now, let’s form groups of five.
Activity 2 (20’)
Purpose: To invent an animal and describe it.
In groups and taking parts of different animals they’ll have to invent an animal. When they have
finished matching all the parts they are going to stick it in a piece of cardboard and then they are
going to describe it.
T: You’ll take different parts of animals to invent a new one! You’ll stick it to the cardboard and
then you’re going to write the description. You can invent a name for it, too.
I’ll take an example for them to follow.
This is an eleroo. It has got big ears and a long nose.
Its fur is brown with black and white stripes. It has
got a long tail. It is brown with black spots.
I’ll quickly check their productions.
Closure 3-5’
Purpose: to give a closure to the lesson.
We’ll stick the posters on the wall.
T: Very good! Now I want to say thank you for these classes we’ve been together. We have learnt
a lot together.
I’ll say good bye to them.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Coherence and x
Comentario [A34]: How many
students per group?
Comentario [A35]: Will the write a
draft first?
Comentario [A36]: You may invite
them to have a look at the different
productions. They can even choose the
most creative one.

sequencing
– Learning styles
x
Class. management
strategies
x
Language accuracy x
Score: __23__ /35 = 6.5
Dear Antonella,
Lovely ideas! Try hard to model the activities and to use L2 as much as you can. The students
have shown they respond well, so rely on that. Encourage them to use English, too.
Have a look at the comments/suggestions we have made. Remember you should provide
meaningful contexts so that they can assimilate new input more easily.
Have a nice lesson! We´ll be waiting for your journal entries and the video.
Your tutors

Plannings primary

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