Clase N°3

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Santiago Cazenave
Institución educativa: Escuela Primaria N°1 “Florentino Ameghino”
Año y sección: 6th B
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 20
Tipo de Planificación: Clase
Unidad Temática: Folktales: Little Red Riding Hood
Clase Nº: 3
Duración de la clase: 50 minutes
Fecha de la clase: 29 de Mayo de 2023
Fecha de entrega de la planificación: 21 de Mayo de 2023
Learning Aims:
During this lesson, learners will be able to
● Consolidate vocabulary related to animals, body parts and some verbs.
● Identify and use new vocabulary in context.
● Use can/can’t structures to talk about animals’ abilities.
● Develop their kinesthetic intelligence by playing games such as Simon Says and
Charades, their visual intelligence by drawing animals and identifying their body
parts, and interpersonal intelligence by playing with their classmates and teacher.
● Develop their writing, speaking and listening skills by doing the activities and
talking to their teacher and classmates.
Language Focus:
LEXIS FUNCTIONS STRUCTURE

2. R
E
V
Parts of the body: fur -
claws - paws - tail - legs -
whiskers - wings - fins, etc.
Verbs: talk - walk - run -
sing - jump - dance
Animals: tiger - wolf - bird -
fish - shark - horse - cat -
dog, etc.
Describing drawings
it has…
N
E
W
Verbs: fly - run - jump -
skate - ski - cook - sing -
dance - swim - bite, etc.
Can/Can’t
Animals: tiger - dove - rhino
- snail - duck - rabbit -
crocodile - snake, or
others.
Body parts: claws - fur -
horns - stripes - spots -
antennae, or others.
Expressing abilities it + can, but, it + can’t
Materials:
(verbs flashcards)

3. (Body Parts)

4. (Picture of the tiger)

5. Procedures:
ROUTINE (3 minutes)
I do a roll call and greet the students.
WARM- UP ( 7 minutes)
In order to reactivate vocabulary related to animal body parts and actions, we will play Simon
Says briefly. I will lead the game by asking things like: “Simon says show your wings, scales,
tail, whiskers, beak, horns, etc.” and “Simon says run, jump, dance, skate, fly, etc.”, and
students will have to act out the correct gesture or mime. For example, when I say “show
your horns”, they know they have to put their fingers in the shape of horns next to their
heads (each body part has a particular gesture or movement). This is an activity that
students are already familiar with and they played it a few times with their teacher. However,
in case some of them don’t remember some of the gestures, I will make sure they at least
recognize the meaning of the words. So, I will ask “What are whiskers?” or “What is fly?”, for
example, and then I’ll elicit the correct gesture for the whiskers or for flying. If they don’t
remember the meaning of some of the verbs, I’m going to use the action flashcards that I
showed last lesson.
PRESENTATION (10 minutes)
First, I’ll ask students about the animals they know in relation to the body parts we worked
on in the previous activity: “what animals have whiskers? What animals have fins? What
animals have wings?”, etc.
After that, I’ll focus on the actions that some animals are capable of doing: “What animals
can run? What animals can fly? What animals can Jump?” (I will ask for answers in English
and write some of them on the board).
Then, students will have to guess what my favourite animal is, by playing a guessing game. I
will give them some clues like: “my favourite animal can run, jump and bite. But my favourite
animal can’t swim, fly or walk on two legs. So, what is my favourite animal?” I will give them

6. a little time and then I’ll show them the picture of my favourite animal, the tiger. I will stick the
picture on the board and ask students what their favourite animals are.
DEVELOPMENT (PRACTICE and PRODUCTION) 22 minutes
Animal Body Parts: (12 minutes)
For this part of the activity students must draw the silhouette of their favourite animal in their
notebooks and write the parts of its body around it, such as fur, arms, beak, scales, tail, or
any other. They can make arrows indicating each body part. They only have 10 minutes, so I
will make sure that the students don’t take too long to make the drawing and focus on doing
the activity. I will illustrate the exercise with the picture of the tiger on the board drawing
arrows to its paws, whiskers, fur, tail, etc. I’ll help them in case they have trouble
remembering vocabulary.
Animal Abilities: (10 minutes)
For this part of the activity, students will write 3 actions their animals can do and 3 actions
their animals can’t do. Again, I will write an example with the tiger on the board as a guide
for them:
“My favourite animal is the tiger.
The tiger can run, jump and bite.
But the tiger can’t swim, fly or walk on two legs.”
I will monitor their performance and be ready to help in case they don’t remember an action
or in case they are out of ideas. Students who finish early can continue colouring and adding
detail to their drawings. When time is up, I'll ask if anyone volunteers to read his or her
responses to the rest of the class.
CLOSURE (8 minutes)
Body Parts & Actions Charades:
I will write some animal body parts and actions on little pieces of paper and put them in a
bag. Students will take turns to take a piece of paper, read it and act the gesture
corresponding to the part of the body or the action that he/she picked. The rest of the class
will have to guess which body part or action it is.
After that, we all sing the goodbye song.
Lyrics:
“Goodbye sunshine, goodbye sunshine,
It’s time to go home,
See you soon,
Goodbye sunshine, goodbye sunshine,
Goodbye!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1

7. Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations