Primary

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student: Gieser Leticia
Período de Práctica: Nivel Primario
Number of Students: 36
Institution: Colegio Cavagnaro
Adress: Calle 70 – N° 2753
Age: 11 years old
Level: Beginners
Lesson plan: a class
Date: August, 22nd
Time: 40’ (11.10 a 11.50hs)
• Teaching Points: The Pets (cat – frog – fish – rabbit – parrot – dog – snake – tortoise
– tarantula - pig )
• Aims: During this lesson, learners will be able to…
Describe different pets that they have.
Develop their reading and writing skills through different activities.
To deepen their understanding of commands/instructions while developing
their macro skills as well.
Develop their speaking skill by doing different activities and games.
• Language Focuses:

2. LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Great fun – ugly –
house – tin
food/water – wheel
– pet shop – carrots
Tarantula – pig - age
Make a
written
description
about pets’
appearance.
Complete
information
about pets.
Who is it? Who’s
this?
S/he’s got…
S/he hasn’t got
What’s this?
What colour is it?
It’s….
Is it big? Small?
How many…?
Has it got…? Yes, it
has / No, it hasn’t
But
Have they got…? Yes,
they have / No, they
haven’t
Its name is…
It’s from…
It’s …..years old
Sound /ə/ as in
tarantula, year.
NEW Insects Make a
description
about their
own pet using
all the
structures.
It likes… Sound /aɪ/ as in like.
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: Box, flashcards related with the topic, cards with information,
Pupil’s book page 29, point 9. Pictures about their pets, piece of sheet to make their
descriptions, audio with hello song.
• Seating arrangement: students will be sitting in their seats in order to facilitate visual contact
and interaction within the group. At some points in the lesson, they’ll move around the class.
• Possible problems /difficulties and their possible solutions during the class: children may
not understand the topic or the games, but this situation will change when the teacher
explains again using mimes and gestures. The students may not bring the picture about their
pets, so the teacher will have extra pictures with pets to provide them.
• Potential problems students may have with the language: students may find it hard to
produce the chunk ‘have they got…’ however, the teacher will try to encourage them. The
teacher will help with the sound in ‘they’ making a demonstration to pronounce correctly.
The students may find hard to complete the reading activity, so the teacher will help them in
case they could not develop it. Also they may not pronounce the final /s/ in likes, so the
teacher will repeat it making this final sound loud.
• Assessment: what will be assessed and how: the teacher will check students’ comprehension
by miming, doing gestures and watching if they perform the actions or not. Encourage them

3. to produce the new vocabulary using flashcards and visual materials. If they get shy, the
teacher will check they can recognize the items by saying (showing a picture about the topic)
has it got…? Is it a cat? To sts answer just ‘yes – no’ but in the most of cases, she will
encourage to use the structures ‘it’s’ or ‘it has…hasn’t’ etc.
Routine: 5’
I’ll get into the classroom and greet students: ‘Hello!, how are you today?’ EA: ‘Hello!’
‘This is the way we say hello, say hello, say hello,
This is the way we say hello to you…’ (It repeats twice)
The teacher will ask to students about the day, ‘what day is it today?’ And about the weather,’ what’s
the weather like?’
Transition: ‘well kids, look at this!’ (She will show a box) ‘This is a surprise! I’ll show quickly but
ssshhh don’t say what you see….’
Warm up – 5’
The teacher will bring in a box random objects (pets, pet store objects flashcards, which students have
already learnt the names of). She will give the class a minute to look into the box and will see what is
there. Next she will cover the box up and she will invite to students to say what they saw and count
how many items the students can name. So, here the teacher will stick a list of objects and and
together they will mark on the list.
Transition: ‘Great! Let’s go working!’
Presentation: 5’
The teacher will stick a boy with his pet:
Comentado [A1]: So, first they see what is in the box, then they
name the items they remember, and finally they compare with a
checklist. Right?
Comentado [U2R1]: Yes! ☺

4. Transition: ‘this is a picture of my friend Tommy. But I have a problem, I have mixed the
information that he gave me. Can you help me to put it in order?’
Here the teacher will show different cards with information such as:
It has got a long tail. It has got short legs but it hasn’t got big ears.
It is two years old. Hello! my name is Tommy. I have got a pet.
It is from Mexico. Its name is Alex.
It is very funny and it likes insects!
That information is mixed, so to guide them she will write on the board:
- Name
- Age
- Home
- It has got….but it hasn’t got….
Next, she will invite some students to pass go to the front and put the information in order. *The
cards will be sticked stuck below the picture.
Transition: ‘Excellent job kids!
Development – 5’
The teacher will take the card from the last stage:
And here she will show a flashcard with insects and she will say making the final sound –s loud,
‘lizard likes insects’, the she will show a rabbit and carrots and she will say: ‘rabbit likes carrots’, she
will do mime to understand it.
*Flashcards:
It is very funny and it likes insects!
Comentado [A3]: Will you mime a rabbit eating carrots?

5. When they realize the meaning of like, she will write on the board to copy:
The RABBIT LIKES CARROTS. ☺
The LIZARD LIKES INSECTS. ☺
Transition: ‘well kids! Take your Pupil’s book on page 25 point 9’
Comentado [A4]: In fact, this sentence ought to be written in
the plural, because you are talking about rabbits/lizards in general…

6. Transition: ‘ok, what can you see here?’ ‘Great! So now let’s read’
Activity 1 – 5’
The teacher will give a photocopy with an activity about the reading.
Answer yes – no
1. The tarantula is Boris. __________
2. It’s black. ________
3. It’s got tail. ___________
4. It’s got hair. ___________
Transition: ‘Excellent job! Now take your pictures about your pets’ ‘Let’s keep working!’
Activity 2 – 15’
*The teacher will give pictures to the students that would not have.
Here the teacher will ask to students that in their notebooks make to write a description about their
pets on their notebooks, using the book as a model or the information that they put in order in the
previous stages, and using all their prior and new knowledge to develop it.
Finally they will check it briefly.
Closure – 5’

7. The teacher will give a gift: a bag with candies and an emoji. It will look like this; they will be happy
emoji.
Transition: ‘Well kids! Thank you so much for the classes and your good behaviour! It was a great
time!’
The teacher will sing the bye bye song.
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
Language
accuracy
x
Observations Wonderful job! You `ve scaffolded their learning significantly.
Just pay attention to some changes you need to make on the worksheet.
Have a great time!
Aure
Comentado [A5]: So sweet of you! ☺