This document provides a lesson plan for a 3rd year English class focusing on animal vocabulary, specifically superlative adjectives. The 120 minute lesson involves various activities to practice describing animals using the newest superlative structures. It begins with a warm up using pictures from the teacher's zoo visit. Students then work in pairs comparing animal sizes seen in pictures. A game uses word cards to form superlative sentences. For homework, students research wild animals and write superlative sentences to present in a PowerPoint for the next class. The goal is for students to develop speaking, reading, and writing skills around animal vocabulary using the target superlative structures.

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IFDC LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE III
ALUMNO PRACTICANTE: Andrea Alejandra Cantaroni.
Períodode Práctica: Tercer período
InstituciónEducativa: EES N°19
Dirección: Enrique Julio 2000. Buenos Aires
Sala / Grado / Año – sección: 3º Año
Cantidad de alumnos: 24
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Diaria
Unidad Temática: animales
Clase N°: 3
Fecha: 25 junio., 2015
Hora: de 7:30 a 9:30hs
Duración de la clase: 120 minutos
Fecha de primera entrega: 21 de junio.
Teaching points:
Vocabulary related to superlative short adjectives.
Teaching aims:

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Students will develop their speaking, reading and writing skills to talk about
different animals from a zoo by using short superlative adjectives.
Language focus:
Lexis Functions Structure pronunciatio
n
Rev. Past Verbs.
Short comparative
adjectives, such as
short, hot, cold.
Talking about
the last visit to
the zoo and
using short
comparative
adjectives.
I went to the
zoo last month.
Lions were
bigger than
Leopards.
Revision of
simple past.
(Regulars and
irregular
verbs)
revision of
the
termination of
comparatives
adjectives.
new
Short superlative
adjectives :the
biggest, the
longest,
The smallest,
The shortest, the
oldest, the
youngest.
,
Talking about
the animals at
the zoo using
short
superlative
adjectives.
The polar bear
is the biggest
bear at the zoo.
The gorilla is
the oldest
monkey at the
zoo.
The use of “ə”
in the
termination of
“est.”
Teaching approach: Communicative approach
Materials and resources: sheets of paper, pictures of animals from the zoo.
Integration of skills: students will put into practice their speaking, writing and
reading skills. These skills will be integrated through different communicative
activities to help students to incorporate new structures or new vocabulary.
Seating arrangement: students will get in pairs to work during all the class.
Possible problems / difficulties and their possible solutions during the
class: a possible problem would be misbehaviour .I will pay attention to them
speaking to them and encouraging them to participate in each stage of the
class.
Potential problems students may have with the language: In case students
don’t understand the vocabulary or the new structure; I will mime each new
structure or I will help them to understand it explaining the instructions.
 Assessment: I will assess my student’s progress during each stage of the
lesson by taking into account how they are learning and participating when we
incorporate the new language.

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 Warm up (20 minutes):
I will say: 'hello’ to the students and I will tell them: ‘How are you? ‘Students will say:
‘fine’. Then I will tell them: ‘Today we are going to talk about animals. You know last
month I visited Buenos Aires zoo and it was fantastic.’ I will ask students: ‘Do you know
what animals there are in Buenos Aires zoo? Students will say: ‘the name of some
animals’. For instance elephants, lions, monkeys, giraffes’. I will say:’ Yes, there are a
lot of animals’ and I will show some pictures that I took so that they can see the
animals they mentioned and the once they did not mention.

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I will pickupa photoandI will say:lookatthe lion‘scage,and I will say the lion is two meters
tall and lookat thisphotoof me and the cheetah.Itisone point fifty meters tall. So the lion is
bigger than the cheetah. After that I will continue showing students pictures of different
animals by this time I will ask them to make comparative sentences. For example. They will
lookat a photo of a gorillaandI will tell themhow muchitweighed.Itweigh:200kg.Iwill show
them a photo of a chimpanzee and it weights 80kg. Students will say: The gorilla is heavier
than the chimpanzee or the chimpanzee is lighter than the gorilla.
Presentation (25 minutes):
I will tell themthatIfoundsome animalsreallysurprising.ForexampleIwill say: ‘when I went
to the bird’s cage I saw a lot of birds like parrots, toucans and eagles.’

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.I will showstudent’saphotoof a colourful parrotanditssize: 30 cm. I will glue the photo of a
parrot on the board andI will write itssize:30 cm. ThenI will show themthe photoof a toucan
and I will tell them about it, its size: 50 cm .I will glue the photo on board .I will write its size.
Finally, I will show students a photo of an eagle and I will describe.’ Its size: 2 meters’. I will
glue the picture and I will copy the size on the board .Later, I will make students look at the
photos of the parrot and the toucan and I will say: ‘the toucan is bigger than the parrot, but
whatabout the eagle.The eagle isthe biggestbirdinthe zoo’.Iwill mime the adjective biggest
with my arms. I will copy the sentences on the board. After that I will say:’ the snakes were
incredible too .I saw three different types of snakes’ and I will show them pictures of a
rattlesnake, a boa and an anaconda. I will tell them how long they are.

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I will glue the picture of arattlesnake onthe boardand I will copyitis 80 cm. Then I will show
a picture a Boa and its length 5 meters. I will glue the picture on the board and I will copy its
length,.Finally,Iwill show themapicture of an anaconda and its length, 9 meters. After that I

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will make students focus on the rattlesnake and the boa’s pictures and I will ask them to
compare the two snakes. Studentswillsay: the boa is longer than the rattlesnake. Then I will
say: 'whatabout anaconda?Anacondais the longest snake in the zoo and it is also the largest
in the world’. I will mime the adjectives of largest. I will tell students that we use this new
structure (I will highlight the word “the” and the termination “est.”) to say that one animal,
person or thing is superior in some quality than the rest.
Practice (25 minutes):
Afterthat I will tell students: ‘you will work in pairs and I will give each member a worksheet
like the following chart:
animals size weight age
Lions
Tigers
Cheetahs
Leopards
panthers
330 cm
290cm
1metres.
110 cm
120cm
180kg
220kg
45kg
60 kg
90kg
10
11
6
7
5
Adjectives.
Tall Short large Small old young
Leopards are ……................ of the big cats.
Tigers are………………........of the big cats.
Second worksheet.
Animal size weight age
Sharks
Dolphins
Sea lions
seals
4,5metres
3 meters
2,32 meters
1 meters
2,250kg
260kg
280kg
100kg
7
4
8
9
Small old young small big

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Studentsare supposedtoreadthe informationandsaysentences using the superlative forms
of the adjectivesinthe box tohis/herpartner.Iwill modelthe activitybysaying:’tigersare the
largest of the big cats and the sharks are the largest of the sea animals’. I will walk around to
monitor their work and provide help if necessary.
Game (20 minutes):
I will say:Well,nowwe are goingto playa game .Studentswill continue inpairs,but thistime I
will provide students with word card and they have to put the words in order to form a
superlative sentence aboutthe animalsatthe zoo.The pair that finishesthe sentence first gets
one point.Theylove playing games. Once they have finished, I will give each pair more word
cards and the pair that gets five points is the winner. I will say:”Each group have to order the
wordsin order to form a sentence. The group that finishes the sentence first is the winner.”I
will check each sentence in order to correct it. I will give the following cards to each group:
Word cards:
Group 1: the, gorilla, is heaviest, animal, in, the, zoo.
Group 2: Anaconda, the, is, longest, snake, in, the, zoo.
Group 3: Eagle, the, biggest, bird, in, the, zoo.
Production (20 minutes):
They have to write six superlative sentences using the information from the chart .I will
model the activity by writing “sea lions are the smallest of the sea animals”. After some
minutes, students will read their sentences aloud.
Animal Size height age
Sharks
Dolphins
Sea lions
seals
4,5metres
3 meters
2,32 meters
1 meters
2,250kg
260kg
280kg
100kg
7
4
8
9
Small old young small big

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I will helpstudentstodothe activity.Theywill ask the vocabulary that they do not remember
or understandor the new structure. I will walk around the classroom to answer their doubts.
Closure (10 minutes):
Homework:
Finally, Iwill ask students: ‘forth next class you have to bring your notebook with a file with
photosof the followingwildanimalsandinvestigate aboutthemincludingthe following items
inorder to doa PowerPointinthe class.’Iwill give asheetof paper with the following charts:
Animals Size height
Hippo
Rhino
buffalo
They have to write four superlative sentences using large, small, short, and tall.
I will tell them theyhave tomake apowerpoint displaywith the photoof one of these animals
and write a superlative sentences .I will say goodbye to students.