Lesson plans 20 and 21

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bárbara Edith Martínez
Institución educativa: CPEM N°32
Año y sección: 1er año “D”
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Pets
Clase Nº: 20 y 21
Duración de la clase: 80 min
Fecha de la clase: 29 de octubre de 2021
Fecha de entrega de la planificación: 23 de octubre de 2021
Learning Aims
During this lesson, learners will be able to
➢ Recycle the vocabulary learnt in the previous classes.
➢ Acquire new vocabulary.
➢ Practise their reading and speaking skill.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Family members
Possessive adjectives: her, his,
their
Pets: cat- dog- rabbit- parrot-
fish- hamster- turtle.
Adjectives: big- small- old-
young- fat- thin- beautiful- ugly.
Describe pets. This is Camilo’s pet. It is a
dog.
What is your pet?
What is Diego’s pet?
It’s big. It is old. It is beautiful.
N
E
W
Prepositions of place: in, on,
under, next to.
Give information on where
are/aren’t pets situated. The fat cat is on the desk.
Materials
✓ Poster:
Comentado [A1]: Word order
Pets are situated

2. ✓ Worksheets:

3. ✓ Flashcards:

4. ✓ Board and marker
✓ Poster(s) with a picture of a desk and markers.
Possible contingencies
Students have not been exposed to the English language before this year so the teacher will
scaffold students by miming, pointing out to pictures and repeating as many times as needed.
Procedures
5 minutes
I will greet students: “Good morning to everybody! How are you today?” Once students have
answered, I will proceed to sanitize the students’ desks and their hands as stablished in the school
protocol.
10 minutes
To start with the lesson, I will introduce students to Simon’s cat: “This is Simon and this is his cat. It
is very naughty cat. Can you describe it? What is it like?”
Once the students have described the cat, I will continue telling them: “This cat is really messy, he
loves playing and he loves boxes”
Transition comment: Great! You remember a lot!
- 10 minutes
Then I will play a video in which students will see Simon’s cat in different positions in relation to a
box. “We are going to watch a video and you will have to pay attention to where is the cat”.

5. I will be stopping the video and saying, for example: “The cat is in the box” and I will make emphasis
on the preposition to make students aware of its meaning. Then I will play the video again and
continue with the other prepositions: “The cat is on the box”, “The cat is under the box”, “The cat is
next to the box”. I will write the sentences on the board as I say them.
Transition comment: well… time to practice!
Activity 1: 10 minutes
To continue with the lesson, I will ask students to match the sentences with the correct pictures of
Simon’s cat. They will find more than one picture that illustrates the meaning of the sentence: “We
are going to look at these images, then we are going to read the sentences and decide which of
these images of Simon’s cat can be matched with the sentences on the right. As you see, there are
four sentences but we have nine pictures, you can match one sentence with more than one picture”
1- Read and match:
a- Simon’s cat is in the box.
b- Simon’s cat is on the
box.
c- Simon’s cat is under the
box.
d- Simon’s cat is next to the
box.
Activity 2: 15 minutes
In this activity students will be asked to look at an image and complete the sentences with the right
adjective and preposition: “Well done! Now, let’s look at these images and complete the sentences
with the right prepositions. As you can see, there is another blank space there, you have to fill it in
with an adjective, remember them? The first letter of each adjective has been written to help you” In
case they do not remember all of them, I will read them and show the flashcards I used the previous
class.
2. Look and complete.
a. The b ____________ rabbit is
____________ the chair.
Comentado [A2]: You could assign numbers to the
pictures, so as to simplify the “checking” stage.
Comentado [A3]: Will you brainstorm them?

6. b.The y____________ cat is ____________
the desk.
c.The s____________ hamster is
____________ the school bag.
d. The t____________ dog is ____________
the o____________ dog.
Activity 3: 20 minutes + 5 minutes to group students.
To continue with the class, I will divide the class into four groups: “We are going to play now! You are
going to take one PIECE OF paper from this bag and read it to your own, do not show it to anybody.
Then you will have to mime the pet you have in your paper and thus, without saying anything, you
will have to find your mates.”
Once they have found their groups, I will ask them to find a flashcard with a pet and they will have to
read the preposition on the other side of the flashcard, then they will have to stick it on a poster in
which there will be a desk. Then, they will have to write the sentence in the poster. I will do this eight
times, so that the students have singular and plural examples: “Well, can you see the poster on the
board, what is it? (a desk), we have to place all the pets in, on, under or next to this desk. I will tell
you what pet you should find and on the other side of the flashcard you will find a preposition, you
have to read it and then stick the flashcard. When you finish, you have to write a sentence on the
poster so that we have all the examples in our classroom”. I will monitor the activity and help students
in case they need assistance when writing the sentences.
Variation: I will have ready one poster for each group because maybe it is too messy to make them
write on the same poster.
5 minutes
To finish with the lesson, we are going to find a place for the poster and we are going to read the
students’s production. “Let’s place our poster here and let’s revise the examples, you did a great
collaborative work here.”
Once the activity ends, I will say goodbye to them: “You have done a great job today, kids! See you
next class!”
Comentado [A4]: Or make its sound…
Comentado [A5]: You could demonstrate.
Comentado [A6]: Definitely!
And you make sure everyone participated actively.

7. 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
Fabulous!