The lesson plan summarizes a 50-minute English class for beginner level students about farm and jungle animals. The lesson aims to introduce animal vocabulary, develop writing by completing a worksheet, develop speaking by saying animal names, and develop listening comprehension. Activities include viewing a video about jungle animals, matching animal pictures to farm or jungle habitats, completing a worksheet to write animal names, coloring a worksheet while listening to animal names and colors, and playing an English hopscotch game saying animal names. The plan provides structure and scaffolding to develop multiple language skills through engaging activities.

1. ppI.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: 1
Duration of the lesson: 50 minutes
Teaching points: Names of animals on a farm and in the jungle
Lesson Aims:
 To introduce vocabulary related to animals which live on the farm and in the
jungle;
 To develop students´ writing skill by completing a worksheet;
 To develop students´ speaking skill by saying the animals´ names;
 To develop students´ listening skill by listening to the teacher and their peers.
Language Focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Colours
N
E
W
-Animals: Tiger, panther,
bear, snake, horse, cow,
hen, bird.
-Animals´ habitats: the
farm and the jungle
This is a panther. This is
a tiger. This is a horse…
The panther is black. The
cow is black and white…
Materials
- Flashcards.
- A video : The trailer of the movie “The jungle Book”
https://youtu.be/C4qgAaxB_pc
- Worksheets.
- Crayons, colour pencils, chalk, blackboard.
Comentario [AV1]: Farm and jungle
animals

2. 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 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.
PROCEDURES
Warm-up (8 minutes)
To present the topic, I stick pictures of different animals on the blackboard: a tiger, a
panther, a snake, a bear, a horse, a cow, a tortoise and a bird. (These pictures are the
same that are in the first worksheet)
Then, I ask students “what animals can we see in our town? (San Miguel Arcángel)?” As
students don´t know the animals´ names in English, I ask them “Can we see a bear?” by
pointing to the bear, “can we see a horse?” by pointing to the horse and so on. I do it
with all the animals. After that, I ask the first question again “What animals can we see
in our town?” And I encourage them to answer in English. Then, I ask where they think
we can see the other animals. Students might answer in Spanish, so I repeat the places
they name in English. When they say the expected answer “the jungle” I ask them to
watch a video.
.
 Transition comment to link each stage of the lesson with the next one:
“Excellent!! Now, we are going to watch a video and you have to check which of the
animals you can see”
Presentation (5 minutes)
I play the video. When it finishes, I ask them what animals they saw on it and
encourage them to answer in English.
This is the link to the video:
https://youtu.be/C4qgAaxB_pc
 Transition comment to link each stage of the lesson with the next one:
“Very Good! Now, you have to put the animal pictures below the corresponding Farm
picture or Jungle picture!”
Development PRACTICE and PRODUCTION
Comentario [AV2]: Right!

3. Activity 1 (5 minutes)
I introduce the terms farm and jungle by sticking pictures of them on the blackboard.
Then I ask students to stick the animal pictures that are on the blackboard below the
corresponding picture according to where they live. To do so, I model the activity first,
I choose an animal and say aloud “This is a snake” and stick the snake below the
picture of the jungle. While students stick the pictures, they have to say aloud “this is a
(panther)”. At this point I make students aware of the difference between spelling and
pronunciation of the animals´ names. When students mention the animals, I write the
name of each animal below each picture and say “look how we write the name and how
we say the name”. In this way, students become aware of the difference and learn how
to write and pronounce the names.
 Transition comment to link each stage of the lesson with the next one:
Excellent!! You did very well. Now, you are going to work on a worksheet. Please, go to
your desks and sit down”
Activity 2 (8 minutes)
I give students the following worksheet on which they have to write the names of each
animal.
 Transition comment to link each stage of the lesson with the next one:
“Great Job! Now, as I know you love colouring, we are going to do another task in
which you have to colour the animals!”
Activity 3 ( 8 minutes)
This is a…………… This is
a……………….
This is a …………… This is a …………….
This is a ……………. This is a……………
This is a …………...… This is a
……………..
Comentario [AV3]: What about
spelling? Will they have the words
written on the board?

4. I give students another worksheet. I explain to them they have to listen to me and
colour the right animal. I tell them that I will say the name of animals and their color
for them to colour the correct animal with the correct color. For example, I say “the
panther is black” so, they colour the panther black. To develop students´ speaking skill,
I will encourage different students to say the name of other animals and their color for
their partners to colour them. In this way, they get more engaged with the task. This is
the worksheet:
 Transition comment to link each stage of the lesson with the next one:
“Beautiful! Now, are you ready to play?”
Comentario [AV4]: How can you
make it more challenging?

5. Closure (10 minutes)
To end the lesson, I will tell students “Now we are going to play a game called
HOPSCOTCH. It is like our game rayuela. I tell them that to play the game, they have to
go to the playground. I will draw a hopscotch court with chalk on the floor and next to
each of the “steps” in the hopscotch court I will put an animal flashcard. Then I will
explain the procedure:
- The children have to jump from “Earth” to “Sky” in the hopscotch but since this
is an “English Hopscotch”, they have to say out loud the names of the animals
next to the squares as they jump from beginning to end.
After the game, I ask students to go back to the classroom. Then, I say
“It was a wonderful class. You did very well. Congratulations!!. See you next class.”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
Nice lesson!