lesson plan 4

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IFDC LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE III
ALUMNO PRACTICANTE: Andrea Alejandra Cantaroni.
Períodode Práctica: Tercer período
InstituciónEducativa: EES N°19
Dirección: Enrique Julio 2000. Bahía Blanca, Buenos
Aires
Sala / Grado / Año – sección: 3º Año
Cantidad de alumnos: 24
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Diaria
Unidad Temática: animales
Clase N°: 4
Fecha: 16 julio., 2015
Hora: de 7:30 a 9:30hs
Duración de la clase: 120 minutos
Fecha de primera entrega: 8 de julio.
Teaching points:
The meaningful use of the superlative long adjectives.

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Teaching aims:
Students will develop their speaking, reading and writing and listening skills to
refer to different animals from a safari by using short and long superlative
adjectives.
Language focus:
Lexis Functions Structure pronunciatio
n
Rev. Short superlative
adjectives: the
biggest, the
longest, the
smallest, the
shortest, the
oldest, the
youngest.
Talking about
the animals of
the zoo and
using
superlative
adjectives.
Comparing wild
animals.
The tiger is the
largest animal in
the zoo.
The use of “ə”
in the
termination of
“est.”
new
Long superlative
adjectives; the
most popular, the
most intelligent,
the most
dangerous.
Talking about
wild animals at
the safari using
long superlative
adjectives and
comparing wild
animals.
The butterfly is
the most
beautiful insect
in the park. The
parrot was the
most intelligent
animal in the
park.
The use of
“up” in the
word “most.”
Teaching approach: Communicative approach
Materials and resources: word sheets of paper, pictures of animals from the
safari.
Integration of skills: students will put into practice their speaking, writing and
reading and listening skills. These skills will be integrated through different
communicative activities to help students to incorporate new structures or new
vocabulary.
Seating arrangement: students will get in pairs in one stage and they will
work individually in another stage of the class.
Possible problems / difficulties and their possible solutions during the
class: a possible problem would be misbehaviour .I will pay attention to them
speaking to them and encouraging them to participate in each stage of the
class and answers their questions about the topic we are working in class.
Potential problems students may have with the language: In case students
don’t understand the vocabulary or the new structure; I will mime each new
structure or I will help them to understand it by explaining the new structure.

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 Assessment: I will assess my student’s progress during each stage of the
lesson by taking into account how they are learning and participating when we
incorporate the new structure or new word.
 Warm up (20 minutes):
I will say: 'hello’ to the students and I will tell them: ‘How are you? ‘Students will say:
‘fine’. Then I will tell them: ‘last class we spoke about the Buenos Aires zoo and it was
fantastic.’ I will ask students: ‘Do you remember the animals we described from the
zoo? ‘I will show them pictures of snakes and I will say: ‘Tithe Anaconda is the
…..Snake’. Students will say ‘the longest snake’. I will show the photos of the rattle
snake. I will say: ‘The shortest snake is …’.Students will say:’ the rattle snake. ‘And I
will ask: ‘what about the lion, tiger and panther? .The tiger is the…………. animal in the
zoo. Students will say: ‘largest or biggest’. I will show photos of a giraffe. I will say: ‘the
giraffe is the ….animal in the zoo’. Students will say:’ tallest animal’. Then I will show
them a photo of birds (parrot, eagle, and toucan).I will say: ‘The eagle is the …animal’.
Students will say:’ Biggest or largest animal. The smallest bird of the zoo is……
’.Students will say: ‘parrot ‘.Then I will show pictures of sea animals (seal, sea lion and
dolphin) .I will say:’ The seal is the ….animal in the zoo’. Students will say: ‘smallest'. I
will encourage SS to compare those animals using the superlative form.

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Presentation (25 minutes):
Well, I will say: ‘last year I went on a safari in Africa in a comfortable Jeep. I visited
many interesting places with some wild animals. I was surprised because I saw a big
snake; it was big and dangerous, really dangerous. This snake was the most
dangerous snake in the park’. I will show them a picture of a snake killing a frog. .
’.Then I continued my trip through the wild park and I saw a colorful butterfly. It was the
most colourful butterfly in the park. It was blue, yellow and green. It was a hot and
sunny day’. I will copy one of the sentences on the board. After that I will say: ‘I saw a
chimpanzee, this was the most popular of the chimpanzees of the park because it
played games with a couple of mice. Then I saw a parrot, it was the most intelligent
animal in the park because it spoke perfectly to us and repeated many words’. I will
mime new words and new structures .Finally, I will say: ‘I saw a lion, and it was the
most famous animal in the park because it was beautiful and fat’. I will copy the
sentences on the board and I will ask: ‘What is new in the sentences. I will ask: ‘what
word do we add in this sentence?’ Students will say ‘most’. I will say: ‘Yes, because the
adjectives are long, I mean they have more than one syllable’. I will say: ‘yes, we use
the word ‘Most’ with long adjectives. Example: 'the lion was the most famous animal in
the park, the chimpanzee was the most popular of the chimpanzee of the park, and the
snake was the most dangerous snake in the park’. I will read each sentence and
underline the new structures.

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I will say ‘: look at the snake, the chimpanzee and the butterfly .Which animal is the
most dangerous?’ Students will say:’ the snake is the most dangerous’. I will show the
picture of the lions, butterflies and the parrots .I will say: ‘The lions are …….in the

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park'. Students will say: ‘the most popular’ and I will say: ‘What about the butterfly?’
Students will say: ‘the butterfly is the most colourful’ .Then I will show the parrot .I will
say: ‘the parrot is the …….animal in the park.’ Students will say:’ intelligent’. I will say:
‘very good. Now, we are going to speak about my friend called Gabriel, who visited a
jungle some years ago.’
Practice (25 minutes)
Then I will say: ‘we are going to listen to a text about my friend. Pay attention to the
listening about different animals in the jungle. 'I will turn on the computer and they will
listen the following text about my friend called Gabriel, who went to visit the Amazon
jungle .I will play the audio twice so that students can understand the new words or
new structure. I will mime the words that they do not understand or remember.
The text: my friend Gabriel went to a visit a jungle. He was very happy and he wanted
to know animal's .First, he saw a leopard. It was the most famous of the jungle because
it walked around the park every day. Then he saw a colourful parrot, it was the most
colourful of the jungle .It was blue, red, green and yellow. After that, he saw a snake; it
was the most dangerous snake in the jungle. He enjoyed a lot this unforgettable
experience. He was very happy. He wants to return to the jungle in the future.
I will play the listening again in order to complete the text while they are listening the
text again. I will give them a sheet of paper with a text where they have to complete
with the animal and the superlative adjectives. I will say: ’Complete with the use of
adjectives filling gaps with the names and the superlatives form of adjective’. I will
model the activity.
1) Gabriel saw a leopard it was the…most famous……………………animal in the
Amazon Jungle. Then he saw a ………………., it was the …………………… in the
jungle. After that he saw a ……………………, it was the …………………………in the
jungle.
Production (20 minutes):
After the listening, in this stage Students will work pairs and they will talk about the
photo from a safari. I will say: ‘you have to use the following adjectives from the box
and make sentences describing the animals. Then they will exchange the photo and
will make sentences with the others photos. I will model the activity.
Small dangerous intelligent small colourful famous
Student A: In my photo the lion is the most dangerous animal.
Student B: In my photo the tiger is the most dangerous animal.

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Student A: in my photo the parrot is the most colourful animal.
Student B: In my photo the parrot is the smallest animal.

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I will walk around the classroom and help them if necessary.

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After a few minutes, I will ask students to read the sentences aloud.
Game (20 minutes): I will say: ‘now we are going to play a game’ .I will divide the class
in three groups. I will give each group two words, one animal and one superlative long
adjective. I will say: ‘each group has to make one sentence using the words that I will
give you. The group that finishes first is the winner. ‘I will give the following words:
Group 1: intelligent, parrot.
Group 2: leopard. Popular.
Group 3: snake, dangerous.
I will congratulate the winner group. After that, I will say:’ I will explain your homework
for the next class.
Closure.
Homework (10 minutes): I will give students a sheet of paper to each. I will say
students: for next class, you have to write six sentences using superlative adjectives
from the jungle. I will model the activity writing an example on the board.
Example: The hippo is the most dangerous animal in the jungle. You will do the same
with other animals from the chart.
Height /length Weight Degree of
danger
Degree of
colour
Hippo
Giraffe
Crocodile
Rattlesnake
140cm.
5, 8 cm.
300 cm
200cm
1300kgr.
800kgr.
500kgr.
8kgr.
Vvvvv
V
Vvv
vv
V
Vv
V
vvv
I will say: ‘I will thank students for their cooperation and I will say good bye to them!