Primary3

1. I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student: Gieser Leticia
Período de Práctica: Nivel Primario
Number of Students: 36
Institution: Colegio Cavagnaro
Adress: Calle 70 – N° 2753
Age: 11 years old
Level: Beginners
Lesson plan: a class
Date: August, 10st
Time: 40’ (11.10 a 11.50hs)
• Teaching Points: The Pets (cat – frog – fish – rabbit – parrot – dog – snake - tortoise )
• Aims: During this lesson, learners will be able to…
Describe different pets that they have.
Develop their listening skills by listening to the book’s audio.
To deepen their understanding of commands/instructions while developing
their macro skills as well.
Develop their speaking skill by doing different activities and games.
• Language Focuses:

2. LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Colours, big, small,
long, short, blond
Pets: (cat – dog –
frog – fish – rabbit –
parrot – hamster -
snake)
Pets: Horse –
tortoise – wings - tail
Recognizing
pets
Talking about
them
Who is it? Who’s
this?
It’s…
S/he’s got…
S/he hasn’t got
What’s this?
What colour is it?
It’s….
Is it big? Small?
How many…?
Has it got…? Yes, it
has / No, it hasn’t
Sound / ɒ/ as in got,
dog, frog.
NEW Pretty Describe pets’
appearance
Use of
conjuction
BUT in their
descriptions
But Sound /ʌ/
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: different sheets of papers written with parts of a sentence and
vocabulary. Audio aboutfrom ‘Our Discovery Island 2’ about Pets. Flashcards related with
the topic, dice.
• Pedagogical use of ICT in class: Activities organised through the use of audio-visual materials
enhances language learning and acquisition.
• Seating arrangement: students will be sitting in their seats in order to facilitate visual contact
and interaction within the group. At some points in the lesson, they’ll move around the class.
• Possible problems /difficulties and their possible solutions during the class: children would
may not understand the topic or the games, but this situation will change when the teacher
explains again using mimes and gestures. They could feel shy at the moment of passing to the
board, but here the teacher will encourage them to participate and enjoy the class.
• Potential problems students may have with the language: students may find it hard to
produce the chunk ‘it has got…’ however, the teacher will try to encourage them. If they can’t
do it or don’t understand, they may use: it’s got…
• Assessment: what will be assessed and how: the teacher will check students’ comprehension
by miming, doing gestures and watching if they perform the actions or not. Encourage them
to produce the new vocabulary. If they get shy, the teacher will check they can recognize the
items by saying (showing a picture about the topic) is it a a cat? To sts answer just ‘yes – no’.
Routine: 5’
Comentado [A1]: Is this a new function?
Comentado [A2]: Not in this lesson
Comentado [A3]: There is no use of ICT in this lesson

3. I’ll get into the classroom and greet students: ‘Hello!, how are you today?’ EA: ‘Hello!’
I’ll ask to students that to listen and we’ll sing the hello song:
‘This is the way we say hello, say hello, say hello,
This is the way we say hello to you…’ (It repeats twice)
The teacher will ask to students about the day, ‘what day is it today?’ And about the weather,’ what’s
the weather like?’
Transition: well done kids! Now let’s pay attention to what I have here for you! Here the teacher will
show to students a big dice with colours. And she will ask to them: what’s this?
Dice
Warm up – 5’
The teacher will hold the pets’ flashcards but she won’t show any to students. Then she will tell the
kids that they are going to receive 3 hints, so they will have to listen carefully. For example: I am
green, I haven’t got hair, I have got a big mouth. Who am I? (If it’s necessary the teacher will write on
the board) they will realize that it is about a frog. Of In that way the teacher will mention some other
animals.
Transition: ‘well done kids!’ ‘Now pay attention here, what’s this?’ (The teacher will have a dice
with different colours.
When the students will realize about that, she will write on the board DICE, as they could include in
their vocabulary.
Presentation 10’
Comentado [A4]: To what? Do not overuse the command.
Comentado [A5]: Are they familiar with the word dice? Can they
answer in L2?
Comentado [A6]: At this stage you should show the dice, not
before.
Comentado [U7R6]: Ok! ☺

4. The teacher will invite to some students to pass and throw the dice (in every face it has a pet). So
according to the animal that they could see, the teacher will encourage to students to make a brief
description about it, for instance: it has got two eyes, it has got…it’s…
Then the teacher will add to the description BUT and she will say, for instance: ‘It has got two legs
BUT it hasn’t got hair (She will write on the board). Here she will ask to students that say what they
think about the word BUT, they will say what they think and in case they don’t realize the teacher will
use mime to say ‘not’. When they realized, she will explain that but is a ‘Conjuntion’ and how to use
it.
THE CAT HAS GOT TWO EYES BUT IT HASN’T HASN’T GOT FIVE LEGS.
THE CAT HASN’T GOT A BIG NOSE BUT IT HAS GOT HAIR.
Activity 1 – 10’
With the same dice, the teacher will change some pets and she will divide the class in groups of about
4 children each one. Then she will put different sheets of papers with parts of a sentence, for instance:
Those sheets of papers will be mixed, and they will have a lot of them to make sentences related with
the animal that they will have in the dice when the teacher invites one kid of every group to throw it.
When they finish to make their sentence, using BUT, one will have to read it while the teacher wrtites
it on the board. If it is ok they will have a point. Here the teacher will stick a big ‘Afiche’ on the
board, and she will invite to some students to stick the sentences, and they will compare their
productions, and they will correct them if it necessary.
Transition: ‘Wow! You are great! Now go on working!’
Activity 2 – 5’
The teacher will give to students the next photocopy where they will have to complete with has/hasn’t
got.
Complete HAS/HASN’T.
1. The dog ________ got blue eyes but it ______ got long tail.
2. The frog ______ got small eyes but it ______ got long legs.
The dog Has got a tail
Comentado [A8]: Or another student may write the sentences
on the board…
Or they can even stick them on a poster using masking tape on a
large piece of paper and compare the different productions.

5. 3. The snake ______ got big eyes but it ______got legs.
Transition: ‘Great job kinds!’ we worked a lot!
Closure 5’
She will ask to students about the topic that they learnt, pointing out the poster that they made, and
she will invite to students to make some oral sentences using the conjunction but. . When they finish
to say what they learnt, they will sing the bye bye song.
Transition: ‘ok! Let’s sing the bye bye song’-
‘This is the way we say good bye, say good bye, say good bye to you…’
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
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Students will enjoy playing with the dice! ☺
You mentioned a listening activity, within your aims, but you did not include it in
the lesson itself.
Hope my comments and suggestions are useful.
Comentado [A9]: Expected answer?

6. Best,
Aure