1. The document outlines a 40-minute English lesson for a first grade class in Argentina focusing on domestic animals. 2. The lesson aims to develop students' listening, speaking, and vocabulary skills around domestic animals and their sizes. 3. Activities include greeting routines, introducing vocabulary for common pets and sizes through pictures and toys, a drawing activity where students draw big or small pets, and closing questions reviewing what was learned.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: López, Fernanda Emili E.
Período de Práctica: Inicial
Institución Educativa: I. F. D. Nº13
Dirección: Italia 144 – Zapala - Neuquén
Sala / Grado / Año - sección: Primer Grado “A”
Cantidad de alumnos: 16
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Animales Domésticos
Clase Nº: 2
Fecha: 30/09/14
Hora: 15.05 – 15.55hs
Duración de la clase: 40’
Fecha de primera entrega: 21/09/14
Teaching points: Sizes: Big - Small / Domestic Animals
Aims or goals:
During this lesson, learners will be able to:
 develop listening and speaking skills.
 Learn the lexis to refer to domestic animals.
 Describe domestic animals in terms of size.
Language focus:
Functions Lexis Structures Pronunciation
R
E
V
Weather:
rainy/cloudy/windy/sunny
Colours: yellow, red, violet,
blue, green, orange, brown,
black, white, pink.
-What’s
this?
-What
colour is it?
Short
questions:
-is it
green/red?

2. -How
many? Is it
A dog/cat?
N
E
W
-
Recognizing
animals and
their sizes.
Domestic Animals: Cat –
Dog - Tortoise
Sizes: Big - Small
-Correct
pronunciation
of cat /cæt/
and dog
/dɒg/.
Teaching method: PPP
Materials and resources: flashcards, real pictures of animals,
posters, slips of paper.
Integration of skills: Students will listen to the teacher
naming animals and their sizes, and they will recognize which of
them the teacher names. Every time the teacher presents the
animal they will have to repeat its name. The teacher will bring
pictures of domestic animals to the class. Moreover, the teacher
will show the students pictures for them to recognize which pets
she is referring to. As regards the different sizes, the teacher will
accompany each size with gestures and miming.
Seating arrangement: Students will sit in a circle around the
teacher and in front of the board.
Possible problems / difficulties and their possible
solutions during the class: Some students may have problems
remembering the colours. For this reason, the teacher will have a
set of coloured flashcards at hand. Moreover, students may want to
say the animal first and then its colour. The teacher will bring some
sentences already written as a flashcard to show to students: “It’s
A brown cat” “It’s A black dog”. She will not specify the correct order;
she will just resort to producing the sentences herself.
Potential problems students may have with the language:
Some students may have problems with the different sizes;
however, the teacher will use a lot of miming to contrast both sizes.
What is more, the teacher may use different tone voices to signal
the difference.

3. Assessment: Students’ correct pronunciation and recognition
of animals/colours/sizes will be tested with short questions. Some
of them will be asked to the whole group and individually.
Procedures:
Routine (7 minutes):
The Teacher greets the students: “Hello, how are you today? Fine?” The
teacher will accompany this question with an “ok” gesture. Students will
remember the teacher from the previous class so they will greet her too.
The teacher will start the class by pointing to the window and she will
ask the students. “What’s the weather like today? Is it
sunny/windy/cloudy/rainy?” The teacher will resort to happy/sad faces again
to praise students’ work done during the class.
Then the teacher will put the picture of the weather on the board. She
will then ask them to write the date and draw the weather picture on their
notebooks: “Please open your notebooks”. She will accompany all expressions
with miming. She will encourage students to work on their own:“Write the dates
and draw the weather picture, come on you can do it!”
The date and weather picture will be put on the board for the teacher to
work with Chiara.
The following chant will be given to talk about the weather:
How's the weather? [Weather gesture - make a 'W' with the three middle
fingerson each hand and then twist them back and forth.]
How's the weather?
How's the weather today?
Is it sunny? [Sunny gesture - Make a big circle over your head with your
arms.]
Is it rainy? [Rainy gesture. Wiggle your fingers down in front of you, simulating
rain]
Is it cloudy? [Cloudy gesture - Squeeze two imaginary pillows above your
head.]
Is it snowy? [Snowy gesture. - Move your hands down in front of you in a slow,
wavy motion.]
How's the weather today?
This time students will have a poster with the lyrics of the song. Although they
do not know how to read most of the words, they know the pronunciation of the
words related to the weather. These words: sunny, cloudy, rainy and snowy will
be drawn in the poster. This will be repeated together with the students. Little
by little studentswill be encouraged to sing along and learn the weather song.
Transition: After having the date and weather written on their notebooks, the
teacher will bring two pictures to the front of the class. She will say to the

4. students: “I love animals. I have three pets. Do you know what pets are?” The
teacher will accompany these questions by showing the two pictures to
students.
Presentation (10 minutes)
The teacher will say the following to the students while showing them
the three pictures: “These are my pets. My dog is Kalel. My cat is Bianca. My
tortoise is Filomena.” She will say this by showing each picture. “This is a
CAT/DOG/TORTOISE” Students will repeat eachtime the teacher presents the
pictures.
Then she will bring a box to the class with a toy dog, a toy cat and a toy
tortoise in it. She will ask one student to come to front. She will use the box of
students’ names to call one of them to come to the front. He/she will say to the
student: “Touch the object, but shhhh, don’t tell your partners”. This student
will probably understand this because the teacher will mime the expression of
silence with a finger on her mouth.
That student will have the toy cat, the toy tortoise and the toy dog behind
his/her back without showing it to their partners. The teacher will say this to
the student: “Don’t show it to your partners. Hold it behind your back.” She will
say this gesturing what the student have to do. She will repeat the same process
with other two students. In this way, three students will be at the front of the
class holding the animal toys at their backs.
The teacher will say to the rest of the group: “They have pets. Can you
guess? Who has the cat? Who has the dog? Who has the tortoise” She will point
to each of the students at the front by saying: “Has he/she got a cat or a dog or
a tortoise?” Studentswill answer: “cat / dog / tortoise”as the teacher points to
the students at the front. Little by little students will reveal what they have at
their backs.
The teacher will stick the photographs of her pets on the board and the
sentences “It’s a cat/dog/tortoise” will be repeated with students.
The teacher will ask about colours too, “What colour is it?” When
students do not understand the question itself, the teacher will ask yes/no
questions like: “is it brown/black?” Sts will answer yes or no.
Transition: The teacher will select some studentsto be secretaries for this class.
The teacher will say, “Who wants to be a secretary today?” She will bring the
bag with all the students’ names and will take out the student’s name and read
it aloud.

5. The teacher will explain to students that they will receive some pictures
“Secretaries will give you pictures….buuutttt….Please put your hands up, can
I see all your hands up? Hands up! (The teacher will mime the action). The
secretarieswill not give you pictures until you all have your hands up! Don’t see
them until I say: now!” This instruction will be mimed. However, the teacher
may use L1 with secretariessince they can’t give the picturesuntil all students
have their hands up.
Development and Practice
Activity 1 (10 minutes)
The teacher will say: “Now you can look at your picture” The teacher will
mime the action. Students will see what they have, cats, dogs and tortoises have
been distributed among them. The teacher will say, “OK, CATS stand up” and
the students who have cats will stand up. This process will be repeated several
times until all students have recognized their animals.
As all the dogs, cats and tortoisesare different, the teacher will ask some
students about their animals. “Is it brown/bag?” “Is it biiiiiiiiggg?” This new
expression will be accompanied by the movement of hands for the teacher to
elicit the meaning from students. She can also use the question “is it small?”
The tone of voice will also accompany the question. The teacher will resort to
comparing a picture of a cat or a dog which is big in contrast with the one of a
cat or dog which is small. Students will recognize the difference and then the
teacher will ask all students about their pictures. “Is your picture a cat or a
dog?” “Is it big or small?”
The teacher will put the picture of her small cat, her big dog and her small
tortoise on the board. Next to each picture, she will put the following sentences:
MY BIG DOG / MY SMALL CAT / MY SMALL TORTOISE.
SMALL.
Students will be assessed as regards the difference between them by using the
same pictures studentshave. This time the teacher will ask: “small cats, stand
up” “big dogs, stand up” “big cats, stand up” “small dogs, stand up” “big
tortoises, stand up” “small tortoises, stand up”. Students will have to pay
attention to what the teacher asks them to do.
Transition: The teacher will say to students: “These are MY pets. What about
yours?” Some students will be asked: “is your pet BIIIIG or small?” The teacher
will ask some students these questions to revise the vocabulary. The question
will be accompanied by miming.
Activity 2 (10 minutes)

6. The teacher will say to students: “Ok, let’s draw your animals. We will
make a poster” She will show students a big poster which will be left in the
classroom. The secretaries will hand out some sheets of paper for students to
draw. Each sheet will be separated in two under the headlines of “it’s Big ”and
“it’s Small ”titles. The teacher will say: “I will tell you what to draw, listen
carefully”
The teacher will walk around with a bag with 16 slips of paper, 8 will say
“it’s small” and 8 will say “it’s big”. Each student will be asked to take one slip
of paper. The teacher will ask “Small or big? Ok, you have to draw a small animal
/ a biiiiig pet” “Which box? Small or biiiig?” In this way, the teacher will check
if the student understands whether he/she has to draw under the headline “It’s
big” or “It’s small”. The teacher will repeat the sentencesseveral times and once
in a while she will ask: “how many do you have to draw?” to check the indefinite
article comprehension.
She will let studentsdraw their pets in the colours they choose. However,
she will monitor the activity and will walk around the class asking them about
the objects and colours: “is this a cat/dog/tortoise? What colour is it? Is it
green?”
Once all students have finished their drawings they will all take their big
and small boxes of drawing to the front for the teacher to paste them in a big
poster.
The following song will be played while students are drawing their animals:
Link of the song: http://www.youtube.com/watch?v=h_7wV1OzTX8
Closure (3 minutes)
The teacher will say to the students: “My cat is small, my dog is big, and
my tortoise is small, what about yours?” Some studentswill answer the question
orally in front of others and they will say goodbye to each other.
PICTURES THE TEACHER WILL SHOW TO STUDENTS (HER PETS):

9. PICTURES STUDENTS WILL RECEIVE: