- The document outlines a lesson plan for a 4th grade English class in Argentina. The lesson focuses on developing listening and speaking skills through an interview activity. - Students will first listen to an interview with a girl named May and answer questions about her name, age, and monsters. They will then ask questions in an interview about one of May's monsters. - The goal is for students to practice asking questions using "have/has...got?" and develop their listening comprehension. Short assessments will check students' pronunciation and understanding of question forms.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO PRACTICANTE: López, Fernanda Emili E.
Período de Práctica: Primaria
Institución Educativa: I. F. D. Nº13
Dirección: Italia 144 – Zapala - Neuquén
Sala / Grado / Año - sección: Cuarto Grado “A”
Cantidad de alumnos: 17
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Descripciones Físicas
Clase Nº: 2
Fecha: 13 /11/14
Hora: 15.05 – 15.45hs
Duración de la clase: 40’
Fecha de primera entrega: 08/10/14
Teaching points: Making questions
Aims or goals:
During this lesson, learners will be able to:
 Develop listening and speaking skills.
 Ask about physical characteristics using “have/has…got?”
Language focus:
Functions Lexis Structures Pronunciation
R
E
V
Colours: yellow,
red, violet, blue,
green, orange,
brown, black,
white, pink.
Parts of the
body:
Head – ear – leg –
arm – body –
fingers – feet -
teeth
-What colour is
it?
Short
questions:
-is it
green/red?
N
E
W
-Ask
questions
about
-ugly
-spell
-Questions:
Has…got?
how many…?
/hæv/ , /hæz/

2. appearance
and quantity.
Teaching method: PPP
Materials and resources: flashcards, posters, slips of paper.
Integration of skills: Students will do a listening activity first and
then they will be guided by the teacher to make questions using “have got”:
Seating arrangement: Students will seat in pairs. Students’ desks
will be separated in three queues in front of the blackboard.
Possible problems / difficulties and their possible solutions
during the class: Some students may have problems with the listening
activity since they are not used to doing this type of activity. For this reason,
the teacher will play the listening several times and she may repeat some
sentences for students to understand the whole meaning.
Potential problems students may have with the language:
They may find difficult to understand the listening and some of the
words that appear in it; however, the teacher will be clear as regards the fact
they need to pay attention to the meaning of the listening and not to specific
words.
Assessment: Students’ correct pronunciation and recognition of the
use of “has got” 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.
Then, she will point to the window and she will ask the students.
“What’s the weather like today? Is it sunny/windy/cloudy/rainy?” The
teacher will show them pictures of the weather in case students do not
remember them.
She will then ask them to write the date 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, come on!”

3. She will ask students if they remember what they saw the last class:
“What did we see last class? Remember?” She will elicit the answer
“monsters” from students and will aid this by showing one of the monsters
from the previous class.
Transition: After students remember the topic from the previous class, the
teacher will say that they will listen to an interview made to a girl called May.
Presentation (10 minutes)
The teacher will say the following: “Today we will listen to a girl. She
is May. She answers some questions. A person makes her questions in an
interview. What do you think an interview is?” And then she explains to
students this by telling that an interview is when a person makes questions
to another person. She can also show this picture to aid comprehension:
Students will then understand that May is going to be asked
questions. The teacher will say: “Let’s listen to it! Don’t worry if you don’t
understand at the beginning, we will listen to it several times”.
Students will then listen to the following interview:
(Taken from Starters 5 – Cambridge Young Learners English Tests – Test 2
Part 2 – Track 5)
Transcript:

4. Interviewer: Hello, what’s your name?
May: It’s May
Interviewer: How do you spell that?
May: M-A-Y
Interviewer: Now, how old are you May?
May: I’m 8
Interviewer: Eight?
May: That’s right!
Before starting to discuss what they have just listened to, the teacher
will ask some students “What’s your name?” and “How old are you?” in a
way of activating previous knowledge. The teacher will pause the listening
so as to discuss with students about the information they have heard. She
will say “What’s her name?? How old is she?” so as to elicit “May” and “8”
from students.
Transition: The teacher will say “Well done! now let’s listen to the rest of the
conversation and write down some information about May”
Development and Practice
Activity 1 (10 minutes)
The teacher will ask students to listen to the rest of the conversation
and she will show students a picture of May with her monsters: “This is May
and her monsters”
The teacher will ask students: “How many monsters has May got?” to
elicit the answer “four” from students. She will also say: “Look at this
monster (pointing to the green monster), how many eyes has it got?” for
students to start thinking about what they will have to do in later instances.
Moreover, the teacher can ask students to do some guessing about May’s

5. monsters by asking students: “what do you think is its name? Billy?” The
teacher can ask about the other monsters too by saying “Look at this
monster, (pointing to the pink monster) is it pretty or is it ugly?” and she
could also ask “What colour is it?” In this way students will have an insight
to the following activity and will do this pre-listening activity to activate prior
knowledge.
Students will receive the following chart to complete with May’s
answers:
The teacher will say the following: “You have to listen to May’s answers and
write only NAMES or NUMBERS” She will ask students if the understood
what they have to do. Moreover, she will pause for them to listen carefully
to each of the correspondent answers. Each question 1 to 5 corresponds to
parts 1 to 5 from the listening. The teacher may pause and check students’
comprehension once each part finishes.
Transcript
Part 1
Interviewer: Are this all your monsters May?
May: Yes! I’ve got 16 of them.
Interviewer: How many? Sixteen?
May: Yes! And they all have got names!
(The teacher will focus on the meaning of “How many”. She will start
counting with her fingers so as to aid comprehension of this question)
Part 2
Listening – Listen to May and write NAMES or NUMBERS.
1- How many monsters has May got? ______________________
2- How many eyes has May’s new monster got? ______________________
3- What’s the ugly monster’s name? ______________________
4- What’s the name of May’s favourite monster? ______________________
5- Who is May’s friend? ______________________

6. Interviewer: I like this monster here.
May: She’s my new monster. Look! She’s got four eyes!
Interviewer: Four eyes?
May: Yes, that’s right.
(The teacher will say: “Point to your eyes” So as to help students
understand that they have to listen to this word in this part)
Part 3
Interviewer: Ugghh! This monster is ugly. What’s his name?
May: It’s Ben.
Interviewer: Oh! Do you spell that B-E-N?
May: Yes!
(The teacher will say: “UUUUGHHH, this is ugly” and will point to one
of the monsters of the picture and say: “This monster is ugly” and will
make the disgust expression for sts to understand its meaning)
Part 4
Interviewer: And who’s this?
May: He’s my favourite. His name is Nick.
Interviewer: Sorry, can you spell that for me?
May: Yes, N-i-c-k
(The teacher will focus on how to write NICK. In case students do not
remember the alphabet she will bring the letter for the class to ask
students to select the correct letters)
Part 5
May: My friend likes my monsters too.

7. Interviewer: Oh! What’s your friend’s name?
May: Lucy! That’s L-U-C-Y.
Interviewer: Oh! Good!
(The alphabet strategy will be repeated in this case if necessary)
Transition: The teacher will congratulate students for their job and will
encourage them to continue working with the monsters. “Great everyone,
now let’s work with one of May’s monsters”.
Activity 2 (10 minutes)
The teacher will say the following: “I have one of May’s monsters here
with me (The T points to her bag) but I won’t show it to you, you have to
make me questions and I’ll give you the answers”.
Students will have to make the teacher questions about the monster.
The teacher will ask them: “Which questions can you make? What about?
Let’s make an interview together”
The teacher will write on the board the categories students will have
to ask so as to help them make the questions and she will copy all the
questions on the board that students (with the help of the teacher) create:
For instance:
NAME
The teacher will say: “What is the question to get to know someone’s
name?” she will elicit “what’s your name?” she will point to herself and say
“my name or the monster’s?” so as to correctly produce the question “What’s
the monster’s name?” Some students will be called to write the questions on
the board.
EYES
The teacher will say; “What about the eyes? What questions can you
make?” She will elicit “How many eyes has it got?” If students get confused
and ask the question with the pronoun to be used in this question, she will
say: “you don’t know if it’s a he or she”.

8. The teacher will write the word “has” on the board so students can
think of questions which may begin with this word like “Has it got two eyes?
Has it got green eyes?”
The process may be repeated with the following categories:
LEGS
COLOUR
If students would like to add more categories, the teacher will write
them on the board too.
Students may create at least 4 questions for the interview. The teacher
will ask them to write the interview in their notebooks and once they all have
copied the questions, she will provide students with the answers and she
will show them the monster.
The teacher will say:
“Now that we have made a lot of questions, you can choose four
questions from the ones we have made together and copy them in your
notebook”. If students do not understand, the teacher will copy on the
board: “INTERVIEW” and then she will say “Copy this and then choose
5 questions”.
The teacher will monitor the activity and will check sts’
comprehension by walking around. Once all sts have selected the
questions, the teacher will ask some of them to read them aloud. The
teacher will answer the questions. Then, she will show the monster to
students and she will leave it on the desk for students to answer the
questions they have chosen. The teacher will check the correct answer
of all the questions. She will exemplify this with one of the questions
students make: “what’s the monster’s name? Remember? It’s Susy!
Yes! So you write “Susy” next to the question. Then “how many eyes
has it got?” and in this way she will elicit the correct answer from
students and checking comprehension too.
Closure (3 minutes)
The teacher will say to the students: “Who wants to read the questions
of the interview?” Some students will read the questions and answers orally
in front of others and they will say goodbye to each other.