Lesson Plan 1 - PP

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Soledad González
Institución educativa: EP N°3 “José de San Martín”
Año y sección: 5to “B”
Nivel lingüístico del curso: beginners
Cantidad de alumnos: 23
Tipo de Planificación: Clase
Unidad Temática: My
Clase Nº: 1
Duración de la clase: 45’
Fecha de la clase: 29/09
Fecha de entrega de la planificación: 25/09
Learning Aims
During this lesson, learners will be able to…
- Revise vocabulary related to animals
- Consolidate the use of the verb to-be
- Acquire new language structures “Have/has got” “can”
- Acquire new vocabulary adjectives and nouns to talk about cats “Cats love looking
at the stars at night”, “Cats hate….”
- Practise their speaking, listening, reading and writing skills
- Develop awareness about being respectful
- Explore and develop their creativity
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Colors
Pets (cat, dog) Describing animals To-be
Yes/no questions

2. N
E
W
Adjectives: strong
personalities/ unique styles/
mood / sad / tallest trees and
highest walls
Nouns: trees / walls / stars /
night / tail / whiskers
Description of cats To-be / have-has got / can
Yes/no questions and
answers
Materials
- Flashcards about different kind of cats doing different actions
- Students’ English course book
- A piece of white paper
- A poster
- Color pencils
Procedures
Timing: 5’
- I’ll sing the “Hello song”
- I’ll encourage the whole class to greet some mates using the song
Timing: 5’
- I’ll show them some flashcards about dog and cats
- I’ll show them some flashcards about different kind of cats doing different kind of things.
PRE READING ACTIVITY:
- I’ll ask students to name what animals they know and make a word cloud on the board. Do
you like cats or dogs? Why? What type of cats do you like?
Scaffolding strategies: animals are beautiful! They can do a lot of interesting things! It’s Ok to love
them all! All of us can do a lot interesting things! What do you think…?
Transition comments: Great job kids! Now we are going to colour and create a beautiful scenario
for this child and his/her cat…
WHILE READING ACTIVITY
Timing: 10’
- I’ll ask them to read the title of the unit “It’s ok to love animals”
- I’ll ask them to colour the picture.
- While they are colouring, I’ll ask them yes/no questions such as: Do you love animals?
/Have you got a pet? / Is it a cat or a dog? How is the weather like in your drawing? Is it
sunny?
- I’ll encourage them to ask similar questions to their mates.
- I’ll read the text “My love for cats”
- I’ll ask two students to read the text aloud at the same time.

3. Scaffolding strategies: First the teacher reads the text aloud and slowly to serve as a model for
pronunciation. Then, students will feel more confident to read together with a mate.
Transition comments: Great job kids! Now we are going to write on the board some ideas about
“WHAT DO YOU KNOW ABOUT CATS?” (The teacher can find fun facts about cats beforehand to
give an example)
Timing: 20’
- I’ll draw the chart on the board
- I’ll encourage students to say some cats’ body parts. They will say, for example, Cats have
got whiskers and tail.
- I’ll encourage students (with the flashcards and the text) to talk about what cats can do.

4. - I’ll ask “Juan Manuel have you got a cat? No, you haven’t. But you cats, really? Great! Do
you know what can they do? You can look at these flashcards.
- I’ll ask “Maite, have you got a cat?” Yes…great! Do you know what does he/she hate? I’ll
write her answers down on the board.
- I’ll ask “Renata have you got a cat? Yes…fantastic! Do you know what does he/she eat? I’ll
write her answers down on the board.
-
Scaffolding strategies: the teacher will draw the chart on the board. The teacher will ask the
questions and then will ask one student to complete on the board.
Transition comments: Great job kids! We have learned a lot about cats! I love cats and I love
you!!!
Timing: 10’
- I’ll give each student a piece of white paper to draw a cat doing one action from the chart.
- I’ll encourage them to write for example: My cat can climb trees.
- I’ll paste the productions on a poster.
Scaffolding strategies: students will use the language they have just learnt. They will use the chart
To support their writing.
Transition comments: Great job kids! It’s time to say goodbye! See you on Wednesday…Bye
bye!!!
Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to students
(include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
To be completed by your tutor:

5. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations
Nice visual flashcards! You chose real pictures. Good!
You are introducing various structures in the same lesson. Make sure
you convey meaning through several examples and using different
strategies, such as miming and using pictures.
Materials: