This is my seventh primary school lesson plan.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: BALINT, ALICIA ERICA
Período de Práctica: Nivel primario
Institución Educativa: EP n°35 “Piloto Basilio Villarino”
Dirección: Ruta Nacional n°3 Kilómetro 803
Sala / Grado / Año - sección: 4to Grado
Cantidad de alumnos: 18
Nivel lingüístico del curso: Beginner
Tipo de Planificación: Diaria
Unidad Temática: 2
Clase Nº: 7
Fecha: 8 de septiembre de 2017
Hora: de 13:15 a 14:15
Duración de la clase: 45 minutos
Fecha de entrega: 6 de septiembre de 2017
 Aims or goals: 
During this lesson, learners will be able to:
- Learn about animals from the ocean by listening to the next part of the
story of from the book.
- Develop their listening and speaking skills by listening to the ‘Hello’ song
and doing a listening comprehension.
- Listen and understand teacher’s commands.
- Identify animals in an audio and according to their spelling.
- Revise some family members.
- Apply the new input by writing and reading what body parts some animals
have.
- Develop environmentally friendly consciousness through the idea of
cleaning the ocean.

2.  Teaching points: - language focus: learners will learn about the animals that
live in the ocean. I will introduce the most well-known ones and tell them a
story about friendship and environmental issues. We will finish the class by
sharing sentences about two of the characters’ body parts.
Functions Lexis Structures Pronunciation
Revision Family
members.
Family
members:
brother, sister,
grandmother.
Action: swim.
This is a...
He is …. His
name is…..
She is ….
Her name is…
The … can …
Can it …..?
/ˈbrʌðə/
/ˈsɪstə/
/ˈɡrænˌmʌðə/
/swɪm/
New Introducing
animals from
the ocean.
Words related
to animals:
shark,
octopus, fish,
seahorse,
starfish, turtle,
whale.
Action: clean
They are
cleaning .
The fish is
swimming.
She has
got….
He has got…..
/ʃɑːk/
/ˈɒktəpəs/
/fɪʃ/
/ˈsiː.hɔːs/
/ˈstɑː.fɪʃ/
/ˈtɜː.təl/
/weɪl/
/kliːn/

· Teaching approach or combination of methods / approaches: this lesson
is based on the Constructive approach, and organized through the PPP
procedure. We will also be working according to the EEE (Encounter,
Engage and Exploit) model proposed by Robinson, Mourao and Kang,
since students will use the language being exposed during the different
activities to complete the poster. The whole class will be based on CLIL
geography and science knowledge about being environmentally friendly.

 Integration of skills: What skills will be integrated and how? Listening
and speaking skills will be integrated throughout the lesson. 
Reading and writing skills will be developed by creating their own
sentences and reading them aloud.
Cognitive skills will also be used throughout the whole lesson while
interpreting each of the tasks.


 Materials and resources: 


3. Big flashcards for the different parts of the class, a poster with the sentence
we will complete together, photocopies, music player, pen drive.

 Pedagogical use of ICT in class or at home: we will not use any ICT
material as we will work with the audio recorded on the pen drive and
student’s own production.


 Seating arrangement: 

The students will sit on their desks, which are placed in four groups, facing
each other. This is how they usually sit, so I will respect this as they are organized
and ready to work. Besides, they can see each other and work in groups if necessary.
· Assessment: what will be assessed and how: I will assess the way students
interpret and acquire the new lexis and structures they are learning. I will ask
all the students to participate and help them inferring the new words’ meaning
through context. I will also asses how students write the sentences by guiding
them through the process.
Stages in the lesson
Routine 5’
Purpose:to start the lessonby greeting the students and singing the Hello
song
I will start the lesson greeting the students and singing the Hello song
together.
HELLO, SUNSHINE!
HELLO!
HELLO, SUNSHINE!
HELLO!
HELLO, MYFRIENDS!
HELLO!

4. NICE TO SEE YOU AGAIN.
(Retrieved from Go! 1. Tinta Fresca Editorial. Track 2)
‘O.k. Let’s start’.
Warm-up 5’
Purpose:to introduce the topic and revise some of aspects from the
previous class
I will show students a picture showing the first image of a story again. I will tell
students:
‘Look! Today Tom, Tina and grandmother Ruby are in the ocean!’
‘Can you see the shark? And here is the octopus. Look at the seahorse! And this is
the fish!’
‘And this one? Yes! This is the turtle! And this is the starfish!’

5. Development 20’:
Purpose: to foster listening and cognitive skills by encouraging students to
listen and identify animals in the picture
We will work with the images, characters and story from the material of ‘Splash’,
one of The Performers’ plays.
Activity n°1:
I will tell students we will listen to a story. But, first, we will meet the characters. I
will hand in a photocopy and they will have to listen to the characters introducing
themselves and put the pictures in order. I will stick pictures of each of them on the
board and when they finish, I will ask them if they remember their names and write
them next to each picture.
‘Look! They are the characters of the story! Let’s listen to them! Who is number
one? Good! Let’s complete! And two? Excellent! What about number three? And,
obviously, this is number four.’
‘Do you remember their names?’
Listen to the characters and number the pictures
‘Look at the shark. What’s his name? His name is Harry.’

6. ‘This is the … Yes! The fish! Her name is Chloe’
‘And this is Oliver. He is an octopus.’
‘And who’s this? Her name is Sarah. And she is a seahorse.’
Transition: ‘So now that we have our characters, let’s read our story.’
I will tell students the story by showing the scenes as pages from the big book.
Activity n°2:
I will tell students a story by showing them the pictures. When I finish reading, they
will have to put the pictures in the correct order.
1- Chloe the fish is swimming and cleaning the ocean with Sarah the seahorse. The
sea is very dirty. Suddenly, Harry the shark appears. ‘Hello, my
friends…Mmm…You can be my food. I want to eat you!’ And he tries to eat them.
2- Oliver the octopus protects his friends Chloe and Sarah. ‘Stop! he says. ‘You
can’t eat my friends’.

7. ‘Ja ja ja!’ says the shark. ‘Yes, I can!’
3- Chloe tries to hypnotize Harry so he becomes a vegetarian. ‘Look at my watch…
You like plants…You don’t like fish. You want to eat green plants. They are
yummy. Fish are ugly.’
4- Finally, Chloe convinces Harry and he decides to help his friends to clean up the
ocean and eat plants but not fish. Look! They are cleaning while they are singing a
song!

8. Transition: ‘Did you like the story? Who was your favourite character? Good!
‘Look! This is Chloe. Let’s see what she has got’
I will stick a flash card with her picture and I will hand in a photocopy with it. One
by one, I will introduce the parts of the body by sticking labels on it. At the same
time, students will complete their worksheet.
Fin Eyes Mouth
Body Tail
I will show a poster with the following sentences, which we will complete all
together. The, they will complete it on their photocopies.
She is Chloe. She is a _____________. She has got _____ _________. She has got
_____ _________, _____ _________,_____ _________, and _____ _________.
She is Chloe. She is a ___fish___. She has got _a_ __body___. She has got _two_
___eyes___, _a_ __mouth__,__a__ __tail___, and _two_ __fins___.

9. Closure 10’:
Purpose: to finish the class completing a picture and writing a sentences with
‘have got’
‘Now, Can you see Harry? Good! Please, label the picture. When you finish, write a
similar text about him.
Label the parts of the body. Then, write senteces about Harry.
When they finish, I will take out the labels from Chloe’s pictures and I will ask to
point the parts of the body as I name them. One by one, I will stick them on the
shark’s flashcard. Then, I will ask some volunteers to read their sentences.
This will be our last class, so when we finish I will thank the pupils and the teacher
for the beautiful time we spent together and for receiving me in their classroom.
I will say goodbye and give them a present to each of them.
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

10. Stages and
activities
X
Teaching
strategies
X
Language
accuracy
x
Observations LovelylessonEri!Hope youhave anawesome time.
Aure