Lesson Plan 3, Primary

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: López, Fernanda Emili E.
Período de Práctica: Primaria
Institución Educativa: I. F. D. Nº13
Dirección: Italia 144 – Zapala - Neuquén
Sala / Grado / Año - sección: Cuarto Grado “A”
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Descripciones Físicas
Clase Nº: 3
Fecha: 13/11/14
Hora: 15.05 – 15.45hs
Duración de la clase: 40’
Fecha de primera entrega: 09/10/14
Teaching points: Writing Descriptions
Aims or goals:
During this lesson, learners will be able to:
 Develop listening and speaking skills.
 Describe someone using “have got” and “can”.
Language focus:
Functions Lexis Structures Pronunciation
R
E
V
Colours: yellow,
red, violet, blue,
green, orange,
brown, black,
white, pink.
Parts of the
body:
Head – ear – leg
– arm – body –
fingers – feet -
teeth
-What colour
is it?
Short
questions:
-is it
green/red?
- Has…got?
how many…?
N
E
-Write
descriptions.
-too
-also

2. W
Materials and resources: flashcards, posters, slips of paper.
Integration of skills: Students will listen to the teacher give a
description and they will have to guess who the teacher is talking about.
Students will also make their own descriptions.
Seating arrangement: Students will sit in front of the blackboard
in different queues.
Possible problems / difficulties and their possible solutions
during the class: Some students may have problems with the
information given by the teacher so she may repeat the sentences several
times. If needed, she will write the characteristics on the board. She will
give students a copy of the description she gave so as to guide them on
their writing process.
Potential problems students may have with the language:
Students may need the teacher to repeat certain phrases as regards
the description she gives. However, the teacher will use vocabulary they
are familiar with.
Assessment: Students’ correct pronunciation and recognition of
the characteristics of people / animals will be tested with short questions.
Some of them will be asked to the whole group and individually.
Procedures:
Routine (5 minutes):
The Teacher greets the students: “Hello, how are you today? Fine?”
The teacher will accompany this question with an “ok” gesture.
Then, she will point to the window and she will ask the students.
“What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The
teacher will show them pictures of the weather in case students do not
remember them.
She will then ask them to write the date in their notebooks: “Please
open your notebooks”. She will accompany all expressions with mimes.
She will encourage students to work on their own: “Write the dates, come
on!”

3. She will ask students if they remember what they saw the last
class: “What did we see last class? Remember?” She will elicit the answer
“monsters”.
Transition: After students remember the topic from the previous class,
the teacher will say that today they will describe different people and
animals.
Introduction (15 minutes)
The teacher will say the following: “Look at this photo, who is she?”
The teacher will show them the next photograph.
The students will probably say her name: “Violetta”. The teacher
will continue the description: “She is tall and...Look at me I’m short” The
teacher will mime these characteristics. She will continue asking
students “Look at her hair. What colour is her hair?” She will elicit blonde
/ brown. She will continue saying “Her hair is blonde and mine?” She will
elicit black and she will answer “Yes! I’ve got black hair”.

4. Then she will say the following to revise the adjectives students
know: “If I say TALL, you say…” She will elicit “SHORT”. / “If I say BIG,
you say…” She will elicit “SMALL”. / “If I say FAT, you say…THIN”.
She will then cover the following flashcards with another one of any
colour leaving a small circle on the last one. She will say to students the
following: “I spy with my little eye something (grey)”, “Can you guess what
it is?”, and “It’s an animal”. She will give more clues for students to guess
like: “It’s got four legs”, “It’s got two big ears” so as to elicit the animal
“ELEPHANT” students. Once each of the flashcards is guessed, she will
stick it on the blackboard.
FLASHCARDS:
Transition: The teacher will say “Well done! Now I will describe to see if
you can guess it!”
Practice (20 minutes)
The teacher will say the following:
“I spy with my little eye something…brown and red. It’s small. It’s got two
short legs. It’s got two short arms too. It’s also got two big ears. It can

5. jump, climb and run. It can’t swim or read. It can sleep and eat too! What
is it?”
She will read all the description first and then let students answer
the question. She will say “Yes! It’s a cat!”
She will ask the following: “How many legs has a cat got?”, “Are
they short or long?”, “What colour is it?”, “How many arms has it got?”,
“What can a cat do?” “Can it sleep?”. The teacher will make these
questions so as to check students’ comprehension of short questions.
The teacher will focus on using “too” and “also” as ways of adding
characteristics to the description. She may resort to Spanish if necessary
by saying “what do you think ALSO means?”
She will repeat the process with two more flashcards, for students
to guess what she is describing.
Then she will say: “Now it’s your turn to describe one animal!” She
will ask students “what do you have to write about? Legs? Arms?” She
will write down the categories:
It’s…./ he’s…/ she’s… (what is it? An animal? Or is it a boy or a girl?)
Is it big? Small?
Ears? How many? What are they like? Long? Big? Small? Short?
Eyes? How many? What are they like? Long? Big? Small? Short? What
colour?
Legs? How many? What are they like? Long? Big? Small? Short?
Arms? How many? What are they like? Long? Big? Small? Short?
Abilities? What can it do? What can’t it do?
In this way, students will know what they have to include in their
descriptions. The teacher will say: “Don’t say what it is! Just write the
description, your mates have to guess what it is”.
The teacher will walk around the seats and I will monitor the
activity by providing help if it is necessary.
When all students have finished their descriptions, according the
time left, some of them will be asked to read aloud their sentences and
let the rest of the students guess. If there’s time left, the teacher will ask
them to do this with a different animal and then read the description to
another mate for him / her to guess.
Closure (3 minutes)

6. The teacher will say to the students: “Who wants to read the
description?” Some students will read the description orally in front of
others and they will say goodbye to each other.