Primary 2

1. I NSTITUTO 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, 1st
Time: 40’ (11.10 a 11.50hs)
• Teaching Points: The Pets (cat – frog – fish – rabbit – parrot – dog )
• Aims: During this lesson, learners will be able to…
Describe different pets that they have.
Develop their listening skills by listening book’s audio.
To deepen their understanding of commands/instructions while developing
their macro skills as well.
• Language Focuses:
LEXIS FUNCTION STRUCTURE PRONUNCIATION

2. REVISION Colours, big, small,
long, short, blond
Pets: (cat – dog –
frog – fish – rabbit –
parrot – hamster -
snake)
Recognizing
pets
Talking about
them
Who is it? Who’s
this?
It’s…
S/he’s got…
S/he hasn’t got
What’s this?
What colour is it?
It’s….
Is it big? Small?
How many…?
Smile Smiling /æ/ as
in rabbit, cat, hamster
NEW Pets: Horse –
tortoise – wings - tail
Describe pets’
appearance
Has it got…? Yes, it
has / No, it hasn’t
Sound / ɒ/ as in got,
dog, frog.
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: pictures about the different pets made on cardboard with different
colours. Audio about ‘Our Discovery Island 2’ about Pets. Flashcards related with the topic.
• Pedagogical use of ICT in class: in this lesson, a video will be used to introduce the pets and
exposure of the students to the teaching point. Activities organised through the use of audio-
visual materials enhances language learning and acquisition.
• 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 would
may not understand the topic or the games, but this situation will change when the teacher
explains again using mimes and gestures.
• Potential problems students may have with the language: students may find it hard to
produce the chunk ‘it’s a dog…’ however, the teacher will try to encourage them. If they can’t
do it or don’t understand, they may use: dog…cat…
• 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
to produce the new vocabulary. If they get shy, the teacher will check they can recognize the
items by saying (showing a picture about the topic) is it a square? To sts answer just ‘yes – no’.
Routine: 5’
I’ll get into the classroom and greet students: ‘Hello!, how are you today?’ EA: ‘Hello!’
I’ll ask to students that listen and we’ll sing the hello song:
‘This is the way we say hello, say hello, say hello,
This is the way we say hello to you…’ (It repeats twice)
Comentado [A1]: Such as in …?

3. Transition: well done kids! Now let’s pay attention to what I have here for you! Here the teacher will
stick the flashcards from the last class.
Warm – up 5’
The teacher will stick different flashcards on the board (from the last class) and she will start to ask to
students, what colour is it? How many legs…? And here the teacher will introduce the question has it
got…? And here she will use the flashcards to guide the students they could realize it. And here she
will encourage to students to participate and say the different characteristics about pets.
Transition: ‘Great job kids!’
Presentation – 10’
The teacher will stick the flashcards on the board, and she will ask some question such as: ‘has it
got…? To students will answer yes/no. While she says the questions, she will write the information to
copy it the new structure.
Has it got four legs? Yes, it has / no, it hasn’t.
Transition: ‘great job kids!’ copy and when you finish, open your pupil’s book on page 23’
Development – 10’
Here the students will have the next chant:
Before listening to the chant, the teacher with the same flashcards, will stick the flashcards that would
be similar to the chant and she will ask to students: ‘Juan, has it got four legs?’ EA: yes/no then, she
will ask to other girl or boy about the same animal on the board, for instance: ‘Mateo, has the cat (she
will point to him) got a tail?. Then she will do the same with other students encouraging them to
answer about the animals on the board.
When they finish, the teacher will play the chant from the Pupil’s Book CD.
Transition: ‘Well done! Now let me know what do you understand? What is it about?’ she will
encourage to students to say what they understood. ‘we worked a lot! Great!’
Comentado [A2]: The questions in the chant are about animals`
features. You should stick to that at this stage.
Comentado [A3]: Expected answer?
Will they be able to discuss in L2?

4. Once they have finished to guessing the game, the teacher will ask to students to underline the
structures ‘Has it got…’ in the chant with colour green.
Activity 1 – 5’
The teacher will ask to students that open their activity book on page 21. Here they will have to
complete an activity similar to the chant. Where they have to complete answer the questions about the
animals. The teacher will help them to complete in case they don’t understand.
Activity 2 – 5’ (Activity in pairs)
The teacher will stick different flashcards on the board about different pets. Before that she will
explain to students the new vocabulary: wings and tail, pointing to this in the flashcards.
Comentado [A4]: You may play the guessing game at this stage,
instead of “discussing” the chant.
Con formato: Inglés (Estados Unidos)

5. Every picture has a number above. So the teacher will ask to students that with their partner they will
make some questions to guess who the animal that s/he chooses is. She will say write some examples,
has it got four legs? Is it big? Is it small? And others such as it’s got long tail, it’s has got four legs, etc.
And his/her partner will have to guess what animal is about.
Transition: ‘Well kids!’ now open their activity book again on page 20. Let’s go on working!
Activity 3 – 5’
The teacher will ask that open their activity book again and here they will dohave a listening activity.
In this case, they will have to complete with the information that they listen. In case they could not
understand, she will play the audio twice and she will pause it to complete the activity. And finally,
the teacher will ask to some students to write on board the answers.
Comentado [A5]: Writing some prompts on the board might be
useful, especially for visual learners.
Comentado [A6]: Volunteers may then write the answers on the
board.

6. Transition: ‘we worked a lot! You’re great!’
Closure 5’
Here the teacher, she will share the flashcards again and she will ask some questions to answer yes –
no, such as: is it big? Has it got wings? Has it got long hair?
Transition: ‘let’s sing the bye bye song!’
‘This is the way we say good bye, say good bye, say good bye to you…’
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 Well done! The guessing game should be exploited to the full, both orally and in a
written form. You can even have a sort of competition!
Comentado [A7]: Make sure they feel like doing this again.

7. Have fun!
Aure