6

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Ciccarelli Melisa
Grado y sección: 3er grado
Nivel lingüístico del curso: elementary
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: my favourite animal
Clase Nº: 6
Duración de la clase: 50 minutos
Fecha de la clase: 14/11/2019
Fecha de entrega de la planificación: 11/11/2019
Learning Aims
During this lesson, learners will be able to…
 to foster students‟ participation in collaborative activities.
 to recycle correct word order in describing animals and objects.
 to promote the acquisition of vocabulary related to opposite
adjectives/prepositions and the use in context of them
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
HOT-COLD
HIGH-LOW
OVER-UNDER
SLOWLY-QUICKLY
SUNNY-RAINY
NOISY-QUIET
LIGHT-DARK
Action verbs, sleep, drink, eat,
etc
Word order adjectives+
nouns
Can/Can´t

2. N
E
W
Day-night
fat-thin
dirty-clean
Describing Word order when describing
animals, people or objects.
Materials
Poster of my favourite animal and a description of it.
A photocopy (annex 1)
a photocopy word search
Procedures
ROUTINE
WARM- UP (10 minutes)
Teacher will start the class by writing on the board th e date, the weather like
and this inspirational phrase.
PRESENT ATI ON (15 minutes)
Role of the teacher: Controller
I will start the class by asking the children what´s your the favourite animal?
Then I will stick on the white board a poster and a description of my favourite
animal as an example.

3. DEVELOPMENT (PRACTICE and PRODUCTION)
Activity 1
Grouping: individual
Time: 10 minutes
Role of the teacher: Facilitator
I will give to children a photocopy and they will draw their favourite animal. Then
they will write a description of it like mine.
Scaffolding strategies:
At this point, I will help them with language structures so as to promote accuracy,
to encourage them to use the new vocabulary related to opposite adjectives,
preposition, the vocabulary related to CAN/CAN’T and actions verbs.
Transition phase: Ok, Are you ready to share with your partners your descriptions?
Activity 2
Grouping: the class
Time: 5 minutes
Role of the teacher: Facilator and controller
Each student present the animal he/she hs worked on, the other students listen to
and participate trying to understand their partners presentation. They can decide
whether to read the text out loud or to express the information in a more natural
and relaxed way, just saying everything they remember about what they wrote.
Scaffolding strategies: I will listen to children and then at the end of their
presentation I will correct mistakes.
Transition Phrase: Ok, you are great! I have enjoyed a lot your presentations.

4. CLOSURE
Grouping: in pairs
Time: 10 MINUTES
Role of the teacher: Facilitator
At this stage I will divide the class in groups of two or three students, and I will give
to them a photocopy of the word search activity. They will look for the vocabulary
we have been working along the classes, vocabulary related to opposite words and
actions verbs.
Finally, we will say the prayer, “Thank you Lord for your blessing everyday, Amen”
Then I will say “very good, let´s clean up. We have learnt a lot tod ay,
we have had a great time. Come on! Put your English notebook away
inside your school bag.
Scaffolding strategies:
Teacher will monitor the activity and check if students need help.
(ANNEX 2)
EAT- SMALL-BIG-D RINK -LOW- SLEEP-UNDER
E S T X Z
S M W O L
E A T D U
J L M R N
L L W I D
B I G N E
S G Z K R
S L E E P
H I G H D
Annex 1

5. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations