lesson 2

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Nadya Rutherford
Período de Práctica: Primary School
Institución Educativa: School n° 4 `Florentino Ameghino´
Dirección: Vieytes 775 – Puerto San Julián – Santa Cruz
Sala / Grado / Año - sección: 5° `B´
Cantidad de alumnos: 23
Nivel lingüístico del curso: elementary
Tipo de Planificación: clase
Unidad Temática: 3
Clase Nº: 2
Fecha: 28/06/2017
Hora: 9:05 – 9:45 am
Duración de la clase: 40 minutes
Fecha de entrega: 23/06/2017
· Aims or goals:
During this lesson, learners will be able to…
• Develop their listening skills by listening to a song about pets.
• Raise their awareness about questions with have.
• Develop their speaking skills by asking and answering questions about pets.
• Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision
Saying their
name
Talking about
their pet
Dog/cat/horse/
Bird/rabbit/
Turtle/fish
Tiger
I have
I don´t have /h/ have
New
Asking
questions about
pets and
animals
Iguana Do you have
…?
Yes, I do.
No, I don´t.

2. · Teaching approach or combination of methods / approaches:
Τhis plan follows the PPP (Presentation, practice, production) approach, which is integrated
with a CLIL (content and language integrated learning) approach, because the students learn
the topics in a coherent and meaningful context.
· Integration of skills: What skills will be integrated and how?
Speaking is integrated constantly in the class, and especially in two speaking activities about
pets. Listening is integrated through a song and the teacher´s instructions and questions, in L2
all the time. Writing is integrated when the students have to put questions and answers in
order about their pets.
· Materials and resources: computer, internet connection, TV, speaker, copies for the
students
· Pedagogical use of ICT in class or at home: the students watch a video at the
presentation stage. A blog was created to work at home and do homework.
· Seating arrangement: there are three big tables in the English classroom that are
fixed to the floor, so the students sit on them.
· Possible problems / difficulties and possible solutions during the class: in case
there wasn´t internet connection, I would use internet from my mobile phone. If it
didn´t work, I would sing and use the whiteboard to present the topics.
The students may get distracted or not pay attention at some point in the class. If
that happened, I would say: ´1, 2, 3, eyes on me!´
· Assessment: what will be assessed and how: the students´ pronunciation, listening
and speaking will be assessed by singing songs and getting the students to talk about
their pets; grammar and vocabulary will be assessed through writing activities and
games.
STAGES IN THE LESSON
ROUTINE (3´)
Purpose: to greet the students.
T: Hello. Good morning!
T: Hello. Good morning!
T: How are you today?

3. S: Fine, thanks. How are you?
T: Great!
Transition: Fantastic! Now let´s play a game about animals
WARM-UP (5´)
Purpose: to revise some of the contents the students have already studied.
1. T shows the students different pictures and the students have to guess the animal:
T: It eats bones. What animal is it?
S: Dog!
T: Yes! Table n° 1: This animal loves playing with wool. What animal is it?
S: Cat!
T: Great! Table n° 2: This animal likes carrots. Which one is it?
S: Rabbit!
T: Fantastic! Table n° 3: It loves singing.
S: Bird?
T: Yess! Excellent!
Transition: Wonderful! Let´s sing a song about PETS!
PRESENTATION (7´)
Purpose: to introduce the new teaching points.
2. The students watch a video.
T: Let´s watch a video about pets. Tell me: what pets does the boy have?
https://www.youtube.com/watch?v=0z8qWreZSe0 (1,22´)
--- Title: Do you have pets? ---
Do you have pets, pets, pets?
Yes, I do. Yes, I do.
I have a bird, bird, bird.
I like my bird. I like my bird.
Do you have pets, pets, pets?
No, I don't. No, I don't.
Do you have pets?
Yes, I do. I have an iguana.

4. 3. T asks the students:
T: who has pets? The boy or the girl?
S: The boy.
T: How many pets? (pointing at my fingers, like counting)
S: 2.
T: Yes! What animals are they?
S: A bird and an iguana.
T: Correct!
(If they don´t remember, we watch the video again)
T copies on the board: DO YOU HAVE PETS?
Yes, I do. I have a hamster. No, I don´t.
T: Do you have pets? (to some students randomly)
S: Yes..
T: Yes, I do. What is it? A dog?
S: No. It´s a cat.
T: Oh, and what´s his name?
S: Pepe.
T: Wonderful!
Transition: Now we are going to ask questions about our pets!
DEVELOPMENT (15´)
Purpose: to practise the new teaching points.
4. T gives each students a piece of paper with a table to complete about their pets and
their friend´s pets. (10´)
T: This is for you. Complete ´ME´ about YOU. For example, I have an iguana and his name is
Baby (pointing at each column). OK? (2´)
Now you will write the name of TWO PEOPLE IN YOUR TABLE, and ask the question: DO
YOU HAVE A PET? and WHAT´S HIS OR HER NAME? His isIs his for boy or girl?
S: Boy! Girl!
T: His is for BOY and HER is for GIRL. Yes? Do you understand? Who can explain the
activity?
A student explains the activity in their L1.
T: Great! You have 5 minutes! Come on! (8´)

5. ME Name: Name:
Do you have pets?
What´s HIS/HER
name?
5. When the students finish, the teacher tells them to put the questions and answers
togetherin order. She copies the following on the board:
HAVE YOU DO PETS?
DO, YES I. A RABBIT I HAVE.
PETS HAVE YOU DO?
I NO, DON’T.
T: Put the questions and answers in order in your English folders, OK? (miming by crossing
my hands). Come on, five minutes! (5´)
T monitors the activity by walking next to the students to see if they need any help.
Transition: Now let´s play a game!
CLOSURE (7´)
Purpose: to check the students´ understanding of the topics studied today.
The students play a game in groups of four or five. They have animal cards put down in a
pile in the centre of the table. The first student picks up a card and doesn´t show it to the
rest. The other students ask him: Do you have a dog? And so on with different animals until
one of them guesses the animal and the guesses keeps the card. The student next to the
first one picks up a card from the pile and they continue playing. The teacher monitors the
games in the tables. There are two groups per table.
T: Listen! We´re going to play a game! You have different animals here (pointing at a pile of
cards). You have to pick up one card and don´t show it to the rest (miming everything). The

6. rest of the students ask questions about YOUR animal. What questions?
S: Do you have a pet?
T: Exactly! Do you have an iguana? Ask me a question.
S: Do you have an iguana?
T: No, I don’t. Another question.
S: Do you have a dog?
T: Yes, I do! Íit´s for you! And you continue playing, OK? Come on!
CARDS:

7. Transition: Finally, homework!
HOMEWORK (3´)
Purpose: to continue practising the contents at home.
The T tells the students that they have homework in their BLOG. If someone was not in
class on Tuesday, the teacher explains to them again and asks them if they entered the blog.
T: People! You have HOMEWORK in your BLOG! Could you enter the blog with your family?
For next class, you have a lot of GAMES for homework! Choose a game and play it!
After lesson 1, I will include the following games in the blog:
http://www.girlsgogames.com/game/stray-puppy-care
http://www.girlsgogames.com/game/paws_to_beauty_3_puppies__kittens
http://www.girlsgogames.com/game/pet_creator
http://www.girlsgogames.com/game/baby_hazel_pet_party
http://www.agame.com/game/a-walk-in-the-park
http://www.agame.com/game/cat-vs-dog
http://www.agame.com/game/ultimate-dog-racer
http://www.agame.com/game/my-dog-quiz
http://www.agame.com/game/my-cute-pets
• To be completed by your tutors:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
X

8. Coherence and
sequencing
X
Variety of
resources –
Learning styles
X
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observations Well done!