Primary

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, 15th
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:
LEXIS FUNCTION STRUCTURE PRONUNCIATION

2. REVISION Pets: Horse –
tortoise – wings –
tail
Pretty
Talking about
them
Use of
conjuction
BUT in their
descriptions
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
But
Sound /ʌ/ as in but
NEW Great fun – ugly –
house – tin
food/water – wheel
– pet shop - carrots
Recognize the
differences to
talk about
them
Have they got…? Yes,
they have / No, they
haven’t
Sound /ð/ as in they
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: Flashcards related with the topic, audio from Our Discovery Island
2, Pupil’s book page 24, activity book page 22, videos from You Tube.
• 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 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 ‘have they got…’ however, the teacher will try to encourage them. The
teacher will help with the sound in ‘they’ making a demonstration to pronounce correctly.
• 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 using flashcards and visual materials. If they get shy, the
teacher will check they can recognize the items by saying (showing a picture about the topic) is
it a cat? To sts answer just ‘yes – no’.
Routine: 5’
I’ll get into the classroom and greet students: ‘Hello!, how are you today?’ EA: ‘Hello!’
‘This is the way we say hello, say hello, say hello,

3. 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?’
Warm – up: 5’
The teacher will show to students a video that it is a game, where they will watch and guess what
animal is the drawit is, the teacher will encourage to students to say ‘It’s’…. So, she will write on the
board file 1, 2 and 3; the line that would be faster, will have a point.
Transition: ‘pay attention….what animal is it?’ ‘this is a competition, so the group that add more
points, will win’
https://youtu.be/lU3t91UUgF0
Comentado [A1]: Encourage students to say It´s a…
Comentado [A2]: Tell students it is a competition.

4. Transition: ‘Well done! It was amazing!’ ‘Now pay attention to this…’ ‘look at the place, the
animals, people…’ then, tell me what animals are there?
Presentation – 5’
The teacher will show the next video:
https://youtu.be/9xDKRkOKIRA
The teacher only will play some minutes (from minute 0:00 to 2.19) this will help them to know and
recognize a Pet Store.
In that video the students will watch a pet shop. So here the teacher will ask them ‘what’s this?’,
‘What animals could they watch’? (In case they don’t understand she will say some animals to guide
students).
Comentado [A3]: Purpose for watching?

5. Transition:
‘Great kids, now open you books on page 24 from Pupil’s book’
Development – 15’
Using
Before working with the song, the teacher will explain the meaning of they, showing to
students two flashcards about animals or using the same images that they have in the book, and she
will say (pointing to some animals) ‘have they got tail? EA: yes/no….again she will do the same with
other animals ‘have they got long hair?’ EA: Yes/No, the students will realize that the teacher is

6. talking about more than one animal. Then she will use examples in the classroom such as: ‘have they
got long hair?’ EA: yes/no, while she asks, she will write on the board the next questions to copy then:
HAVE THEY GOT LONG HAIR? YES, THEY HAVE ☺
HAVE THEY GOT TAIL? NO, THEY HAVEN’T
Then, she will play the audio on, and they will listen to it. Once they have finished, the teacher will
ask to students that markto circle/highlight with colour the new structures with THEY and she will
ask them , that theyto say the new words that they could listen/read, they will be:
PRETTY so the teacher will explain with miming that pretty is the opposite of ugly (they learnt in the
previous class). And GREAT FUN, also the teacher will use miming to explain its meaning and they
will write on the board.
When they finish the teacher will ask to students that pay attention to pet shop in the page, so here
she will show different elements flashcards:
CARROTS
HAMSTER WHEEL
HAMSTER WEEL

7. TIN FOR FOOD/WATER
HOUSE
And she will ask sts where they could see those elements, probably they will realize that in the pet
shop.
Transition: ‘Great job!’ ‘Now let’s go on working!’
Activity 1 – 10’
The teacher will stick a big ‘afiche’ on the board and she will ask to students that in a sheet of paper
(she will gave have given it previously), the students will have to draw a pet that they like and they will
have to write a name. Then, according to the pet, the students will have to draw the elements that
they need to take after them, tin, wheel, house and so on.
When they finish the teacher will invite to students to stick their productions on the big paper and
she will write at the top: ‘Pet Shop’.
Activity 2 – 5’
Comentado [A4]: Control timing.

8. The teacher will ask to students that open their activity book on page 22. Here the will have to listen
and draw the elements that they listen related with the song.
Transition: ‘Great job! You worked a lot!’
Closure – 5’
The teacher will play the song again to sing it with the whole class.
Transition: ‘ok, let’s sing the bye bye song’
They will sing the bye bye song.

9. 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 What a nice lesson, Leti! Work on the transitions, so that activities develop
smoothly. Before watching the video, pose a general question or briefly describe
what they are going to watch. Students always need a purpose for watching, and
ask some questions you know they will be able to answer in L2 after watching.
It would be great if you could take some realia to the lessons.

10. Have a great time!
Aure