The document provides a lesson plan for a 3rd grade English class. The 40-minute lesson aims to teach the simple present tense. It begins with a warm-up activity revising simple present sentences. Then, the teacher presents new structures like "have got" through matching and sentence completion activities. Students practice the structures by completing a worksheet individually or in pairs. The lesson closes with a review of the material.

1. TALLER PRÁCTICA DOCENTE 2017
ALUMNO RESIDENTE: Ailén Moller Poulsen
Período de Práctica: Educación Primaria
Institución Educativa: Colegio Woodville
Dirección: Avda. Los Pioneros km. 2,900 - S.C. de Bariloche, Río Negro
Sala / Grado / Año - sección: 3º grado
Cantidad de alumnos: 28
Nivel lingüístico del curso: Bajo intermedio
Tipo de Planificación: Clase
Unidad Temática: Simple Present
Clase Nº: 1
Fecha: 06/07/2017
Hora: 11:00 – 11:40
Duración de la clase: 40 minutos
Fecha de entrega: 01/07/2017
LESSON PLAN
 Aims or goals:
During this lesson students will be able to:
-Understand and follow commands
-Improve their pronunciation of certain sounds
-Continue working and improving their knowledge on the Simple Present
-Keep working on collaboration among peers
 Teaching points: Simple Present
 Language Focus:
Functions Lexis Structure Pronunciation
Revision Forming
sentences and
questions
White shark,
catfish, dogfish,
whale shark
(Taken from the book
they read last week,
Wish for a Fish by Dr.
Seuss)
Do you.../Does
she... (and its
variations)
/ ə/ sound, as in
‘has’, ‘does’
New --- --- Have got /
haven’t got
Has got / hasn’t
got
NOTE: the more
advanced group has
already worked with
this structure.
---

2.  Teaching approach or combination of methods / approaches:
The PPP model will be used in this lesson.
 Integration of skills: What skills will be integrated and how?
Listening and writing skills by explanation and worksheet activities.
 Materials and resources:
Worksheet, whiteboard
 Pedagogical use of ICT in class or at home:
ICT will not be use in this lesson
 Seating arrangement:
Semicircles (one inside the other)
 Assessment: what will be assessed and how
I will check students’ comprehension and understanding by eliciting and going around seeing
how they are working.
STAGES OF THE LESSON PLAN
 ROUTINE (3’)
Purpose: to get students in the mood to start the language class.
T: Hello children!
SS: Hello Miss Ailén
T: How are you today?
SS: Fine, and you?
T: I’m great! How do you feel about having a different teacher for a few classes?
SS: Good
T: Fantastic
The teacher will write on the board for children to copy:
Today is Thursday July 6th
Today is cloudy and... (students had to complete it).
Interaction Patterns: T-S
Transition:
T: Are you ready to start working?
SS: Yes!

3. WARM-UP (5’)
Purpose: to revise the Simple Present
Interaction Patterns: T-S
Teacher will write some sentences and questions on the board for students to complete, under
the title Simple Present. This will be done orally.
Do ___ like to read?
Does ___ have a dog?
Whale sharks ___ big. (is / am / are)
She ___ the piano. (play/plays)
T: Ok, who can tell me which words could go here? (Pointing at the first sentence)
SS: You. They
T: Excellent! And here?
SS: She. He.
T: Perfect.
This will continue until they have completed every sentence.
Transition: Good job! Now, who’s ready for an activity?
 PRESENTATION (10’)
Purpose: to introduce new structures and revise others
Activity 1:
The teacher will write on the board some words. For example:
SHE DO
I DOES
YOU HASN’T
THEY HAVE
WE DON’T
HE HAS
Comentario [A1]: Try to find an
appealing way of starting but the lesson.
You may write these questions/sentences
on strips of paper, leaving the blanks. You
can put the strips of paper in a bag/box,
and ask students to take them out in turns,
and try to complete them with a suitable
word. This way, it would be a game-like
activity. They can stick the sentences on
the board, so that everybody systematizes
it on their folders.
Just one more comment on this: do not
forget to set a suitable context. The
examples that you wrote are not
interrelated. Context is important at all
ages!
Comentario [A2]: It would be much
more meaningful if you asked students to
choose the correct word in complete
sentences/questions. For example,
Where does/do she live?
She hasn´t/haven´t got a dog.
Again, remember to provide a clear and
coherent context.

4. The teacher will ask students to match words from the first column with the ones in the second
column. For example: she – does/has/hasn’t. The T will demonstrate for children to understand.
Once this is done, she will write some scramble sentences and questions for students to
unscramble. For example:
you/where/live/do  Where do you live?
has/pencil/he/a  He has a pencil.
This will help them first, remember when to use the ‘-s’ form and then how to do the next activity.
These activities will be done orally.
Transition: Well done! Now is your turn to work on your own.
Interaction Patterns: T-S
 DEVELOPMENT (15’)
Activity 1:
Purpose: to practise the use of the Simple Present
T: Who’s ready to work?
SS: We
The teacher will hand out some worksheets for students to complete.
Samples:
GROUP A:
1. Complete the following sentences with the correct form.
a. My father ___ a doctor. (is/are/am)
b. My sister ___ a cat. (has/have)
c. I ___ ___ chocolate. (doesn’t/don’t) (like/likes)
d. They ___ ___ a car. (don’t/doesn’t) (has/have)
e. She ___ a singer. (are/am/is)
f. The great white shark ___ a white belly. (have/has)
g. Catfishes ___ whiskers. (has/have)
Comentario [A3]: How many?
Why don´t you prepare a worksheet so
that they don´t waste time copying?
You should demonstrate first.
Comentario [A4]: In the previous
exercise, you included hasn´t and haven´t.
Thus, you must include has got / have got.
Comentario [A5]: Won´t you give some
examples??
Comentario [A6]: Visual learners need
to see some examples.
Comentario [A7]: Check sentences B,
D, F, G.
Comentario [A8]: Who? You can write
the name of a famous female Singer.

5. 2. Unscramble the following questions.
a. (Tom/book/have/a/does)
Does Tom have a book?
-No, Tom doesn’t have a book.
b. (walk/does/John/school/to)
________________________________________
-No, he takes the bus to school.
c. (your/does/do/what/father)
________________________________________
-He’s a doctor.
d. (have/a/you/do/dog)
________________________________________
-Yes, I have a dog.
e. (you/eating/do/cake/like)
________________________________________
-Yes, I like eating cake.
GROUP B:
1. Complete with do/does
a. ___ you like pizza?
b. ___ she wants to play?
c. ___ they have a car?

6. d. ___ he got a dog?
e. ___ your father work?
f. ___ dogfishes bark?
g. ___ whale sharks eat big fishes?
2. Complete with have got/haven’t got or has got/hasn’t got
a. Tom ___ a pencil.
b. I ___ a flower.
c. Jane ___ an ice-cream, but she ___ a pizza.
d. You ___ a computer.
e. They ____ a camera.
Transition: Excellent work!
Interaction Patterns: T-S / S-S
 CLOSURE (5’)
Purpose: to let students know the class is over
T: Ok, children let’s put your things away. It’s lunch time.
Comentario [A9]: You should be
cohesive within the lesson. You either
teach one way or the other.
Comentario [A10]: If you are designing
the activity, leave bigger places so that
they can complete the gaps clearly.

7. Transition: ---
Interaction Patterns: ---
 HOMEWORK
If they couldn’t finish the worksheet, they’ll do it for homework.
Pictures taken from:
https://www.google.com.ar/imgres?imgurl=http%3A%2F%2Fwww.teacherswithapps.com%2Fwp-content%2Fgallery%2Fwish-for-a-
fish%2Fphoto-2.png&imgrefurl=http%3A%2F%2Fwww.teacherswithapps.com%2Fapp_reviews-wish-for-a-
fish%2F&docid=vspyV5fXMfhrsM&tbnid=S_nCCxVINs6rdM%3A&vet=10ahUKEwi_5cS2jOnUAhWBDZAKHUPwDTIQMwgpKAYwBg..i&w=
640&h=480&bih=662&biw=1366&q=wish%20for%20the%20fish&ved=0ahUKEwi_5cS2jOnUAhWBDZAKHUPwDTIQMwgpKAYwBg&iact=
mrc&uact=8
https://www.youtube.com/watch?v=7Xjg7i1uAHo
https://www.google.com.ar/search?q=pencil+drawing&rlz=1C1VSNC_enAR581AR581&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiP
7O2F0ObUAhVSPJAKHZePAnwQ_AUICigB&biw=1366&bih=662#tbm=isch&q=dibujo+de+un+lapiz&imgrc=r01du_WvK3AtKM:
https://www.google.com.ar/search?q=pencil+drawing&rlz=1C1VSNC_enAR581AR581&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiP
7O2F0ObUAhVSPJAKHZePAnwQ_AUICigB&biw=1366&bih=662#tbm=isch&q=dibujo+de+una+flor&imgrc=l7kRtVDbFUPClM:
https://www.google.com.ar/search?q=pencil+drawing&rlz=1C1VSNC_enAR581AR581&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiP
7O2F0ObUAhVSPJAKHZePAnwQ_AUICigB&biw=1366&bih=662#tbm=isch&q=dibujo+de+una+pizza&imgrc=P61LDLFkKR7t2M:
https://www.google.com.ar/search?q=pencil+drawing&rlz=1C1VSNC_enAR581AR581&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiP
7O2F0ObUAhVSPJAKHZePAnwQ_AUICigB&biw=1366&bih=662#tbm=isch&q=dibujo+de+una+computadora&imgrc=il7FONK1MmKusM:
https://www.google.com.ar/search?q=pencil+drawing&rlz=1C1VSNC_enAR581AR581&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiP
7O2F0ObUAhVSPJAKHZePAnwQ_AUICigB&biw=1366&bih=662#tbm=isch&q=dibujo+de+una+camera&imgrc=P6szmXQDKa5QnM:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x

8. Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations There are several aspects to improve. Do think of a suitable context to develop the
lesson(s). Then, try to include visual aids. As regards language, stick to one
structure – have or have got.
Take the comments into account and resubmit your lesson plan below this chart, in
the same document. Make the necessary changes. I´ll be waiting for your improved
version of this plan.
Best,
Aure

9. NOTE: CORRECTIONS ARE MADE IN GREEN
STAGES OF THE LESSON PLAN
 ROUTINE (3’)
Purpose: to get students in the mood to start the language class.
T: Hello children!
SS: Hello Miss Ailén
T: How are you today?
SS: Fine, and you?
T: I’m great! How do you feel about having a different teacher for a few classes?
SS: Good
T: Fantastic
The teacher will write on the board for children to copy:
Today is Thursday July 6th
Today is cloudy and... (students had to complete it).
Interaction Patterns: T-S
Transition:
T: Are you ready to start working?
SS: Yes!
WARM-UP (5’-10’)
Purpose: to revise the Simple Present
Interaction Patterns: T-S
Teacher will write some sentences and questions on the board for students to complete, under
the title Simple Present. This will be done orally.
Do ___ like to read?
Does ___ have a dog?
Whale sharks ___ big. (is / am / are)
She ___ the piano. (play/plays)
T: Ok, who can tell me which words could go here? (Pointing at the first sentence)
SS: You. They
T: Excellent! And here?
SS: She. He.
Comentario [A11]: Try to find an
appealing way of starting but the lesson.
You may write these questions/sentences
on strips of paper, leaving the blanks. You
can put the strips of paper in a bag/box,
and ask students to take them out in turns,
and try to complete them with a suitable
word. This way, it would be a game-like
activity. They can stick the sentences on
the board, so that everybody systematizes
it on their folders.
Just one more comment on this: do not
forget to set a suitable context. The
examples that you wrote are not
interrelated. Context is important at all
ages!

10. T: Perfect.
This will continue until they have completed every sentence.
T: Do you remember the story you read last week, about sea creatures? What was the name of the
book?
SS: Wish for a fish... ( All about Sea Creatures)
T: Yes! And do you remember what animals appear on the story?
SS: Mmmm... sharks!
T: Yes! What else?
SS: Whales
T: Great! ...
The teacher will have some pictures of the animals that appear in the book and stick them on the
board as children name them. If there are some they don’t name the teacher will help them, for
example, by showing the pictures.
SAMPLE PICTURES:
T: Well we are going to do a short activity related to it. Who is ready?
SS: We!
The teacher will take a bag, which contains 5 sentences, and ask some students to take one. They
will be ask to write the correct form of the verbs to complete the sentences (options will be given).
They will do it in teams, as to add a little bit of fun and competition.
Comentario [A12]: Wow! There are a
lot! 
It would be great if you wrote the name
below each picture.

11. The sentences will be repeated twice, so when the T calls for the answer of, for example the first
sentence, the two groups who have that sentence will have to provide their answer and see if they
wrote the same one or not.
SAMPLE:
Jellyfish _____________________ hasn’t got/haven’t got a brain.
Fish bodies _____________________are/is covered with scales.
Jellyfish _____________________ is not/are not fish.
Fish _____________________ have got/has got gills.
Whale sharks _____________________ haven’t got/hasn’t got any teeth.
While they are doing this, the teacher will copy the sentences on the board (under the title ‘Simple
Present’). Once students have finish, they will be asked to provide their answer and the teacher
will complete the sentences on the board. Then, they will have to copy them on their copybooks.
Transition: Good job! Now, who’s ready for another activity?
 PRESENTATION (10’)
Purpose: to introduce new structures and revise others
Activity 1:
The teacher will write on the board some words. For example:
SHE DO
I DOES
YOU HASN’T
THEY HAVE
WE DON’T
HE HAS
The teacher will ask students to match words from the first column with the ones in the second
column. For example: she – does/has/hasn’t. The T will demonstrate for children to understand.
Once this is done, she will write some scramble sentences and questions for students to
unscramble. For example:
you/where/live/do  Where do you live?
has/pencil/he/a  He has a pencil.
This will help them first, remember when to use the ‘-s’ form and then how to do the next activity.
These activities will be done orally.
The teacher will write on the board 3 or 5 sentences and questions for students to choose the
right option. For example:
Comentario [A13]: The title is not so
catchy. You are practising this tense, but in
context. Try to make reference to the
context itself.
Comentario [A14]: It would be much
more meaningful if you asked students to
choose the correct word in complete
sentences/questions. For example,
Where does/do she live?
She hasn´t/haven´t got a dog.
Again, remember to provide a clear and
coherent context.
Comentario [A15]: How many?
Why don´t you prepare a worksheet so
that they don´t waste time copying?
You should demonstrate first.
Comentario [A16]: In the previous
exercise, you included hasn´t and haven´t.
Thus, you must include has got / have got.
Comentario [A17]: Won´t you give
some examples??
Comentario [A18]: Visual learners
need to see some examples.

12. Jellyfish tentacles have got/has got venom.
Where do/does sharks live?
Octopuses have got/has got eight legs.
Whale sharks are/is the biggest sharks in the sea.
What do/does blue whales eat?
Answers will be checked orally and the teacher will mark on the board the correct answer.
T: Well done! Now, we are going to do another activity, one in which you’ll have to unscramble
some sentences. Do you know what unscramble means?
SS: No/Yes
T: Ok, I’ll show what you’ll have to do.
Once this is done, the teacher will provide students with some worksheets for them to complete
(with 5 sentences/questions for them to unscramble). The teacher will demonstrate by doing the
first one with them. (They may do this in pairs, in order to help each other).
SAMPLE:
1. have got/hearts/jellyfish/no
Jellyfish have got no hearts.______________________________________
2. whales/haven’t got/blue/teeth/any
____________________________________________________________
3. shoot/ink/octopus/dark/do
____________________________________________________________
4. have got/some/their/fish/light/own
____________________________________________________________
5. shark/have got/white/teeth/great
____________________________________________________________
The teacher will go around checking everyone’s work and providing help when needed.
Comentario [A19]: You can ask
volunteers to circle the correct answers, so
as to involve students more.
Comentario [A20]: I guess this is a
question. If so, don´t forget the question
mark.

13. Depending on the time, the activity will be check orally, or while students are working on the next
worksheet, the teacher can start correcting the given answers (in this way, the T can see where
children are having problems and work on them the following class).
This will also help them practice for their next activity.
Transition: Well done! Now is your turn to work on your own.
Interaction Patterns: T-S / S-S
 DEVELOPMENT (15’)
Activity 1:
Purpose: to practise the use of the Simple Present
T: Who’s ready to work?
SS: We
The teacher will hand out some worksheets for students to complete.
Samples:
GROUP A:
1. Complete the following sentences with the correct form.
a. My father ___ a doctor. (is/are/am)
b. My sister ___ a cat. (has/have)
c. I ___ ___ chocolate. (doesn’t/don’t) (like/likes)
d. They ___ ___ a car. (don’t/doesn’t) (has/have)
e. She ___ a singer. (are/am/is)
f. The great white shark ___ a white belly. (have/has)
g. Catfishes ___ whiskers. (has/have)
2. Unscramble the following questions.
a. (Tom/book/have/a/does)
Does Tom have a book?
-No, Tom doesn’t have a book.
b. (walk/does/John/school/to)
________________________________________
-No, he takes the bus to school.
c. (your/does/do/what/father)
________________________________________
-He’s a doctor.
d. (have/a/you/do/dog)
________________________________________
-Yes, I have a dog.
e. (you/eating/do/cake/like)
Comentario [A21]: As you are
monitoring them. Yes!
Comentario [A22]: Check sentences B,
D, F, G.
Comentario [A23]: Who? You can
write the name of a famous female Singer.

14. ________________________________________
-Yes, I like eating cake.
SAMPLES:
GROUP A (more advanced group):
1. Complete the following sentences with the correct form.
a. My father _____________________a fisherman. (is/are/am)
b. My sister _____________________ a fish. (has got/have got)
c. I __________ ___________ dogfish. (doesn’t/don’t)(like/likes)
d. They _____________________ a boat. (hasn’t got/haven’t got)
e. Tom _____________________ an octopus. (are/am/is)
f. The great white shark _____________________ a white belly. (have got/has got)
g. Catfish _____________________ whiskers. (has got/have got)
2. Unscramble the following questions.
a. (Tom/does/work/where)
Where does Tom work?
- Tom works at the aquarium.
b. eat/sharks/whales/do/blue
____________________________________________________________
-No, blue whales eat krill.
c. teeth/do/whales/shark/have
____________________________________________________________
-Yes, white sharks have lots of teeth.
d. large/krill/is/animal/a
____________________________________________________________
-No, krill is one of the smallest animals.
e. see/the/dolphins/can/in/night
Comentario [A24]: Remember to
include the question marks.

15. ____________________________________________________________
-Yes, dolphins can see in the night.
GROUP B:
1. Complete with do/does
a. ___ you like pizza?
b. ___ she wants to play?
c. ___ they have a car?
d. ___ he got a dog?
e. ___ your father work?
f. ___ dogfishes bark?
g. ___ whale sharks eat big fishes?
2. Complete with have got/haven’t got or has got/hasn’t got
a. Tom ___ a pencil.
b. I ___ a flower.
c. Jane ___ an ice-cream, but she ___ a pizza.
d. You ___ a computer.
e. They ____ a camera.
GROUP B (less advanced group):
1. Complete with do/does
a. ___ you like jellyfish?
b. ___ she want to swim?
c. ___ they have a fish?
d. ___ he have a boat?
e. ___ your father eat catfish?
f. ___ dogfish bark?
g. ___ whale sharks eat big fish?
2. Complete with have got/has got or haven’t got/hasn’t got
Comentario [A25]: You should be
cohesive within the lesson. You either
teach one way or the other.
Comentario [A26]: If you are designing
the activity, leave bigger places so that
they can complete the gaps clearly.
Comentario [A27]: You have been
working with have got during the whole
lesson. This might be misleading.

16. a. My sister _____________________ has got/have got a fish.
b. They _____________________ haven’t got/hasn’t got a boat.
c. Catfish _____________________ has got/have got whiskers.
d. The great white shark _____________________ have got/has got a white belly.
e. I _____________________ has got/have got a dolphin as a pet.
Transition: Excellent work!
Interaction Patterns: T-S / S-S
 CLOSURE (5’)
Purpose: to let students know the class is over
T: Ok, children let’s put your things away. It’s lunch time.
Transition: ---
Interaction Patterns: ---
 HOMEWORK
If they couldn’t finish the worksheet, they’ll do it for homework.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x

17. Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations You grasped the idea! Well done. Have a look at some comments/suggestions I
made.
Hope you have a lovely lesson.
Aure