- The document is a lesson plan for a 3rd grade Spanish class focused on vocabulary related to pets. - The plan includes a warm-up activity to review pets, presenting new vocabulary, and a development activity where students read a story and work in groups to classify words and write sentences. - Feedback on the plan suggests focusing more on meaning before form, including visual aids, and considering additional resources like ICT for the next lesson.

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:
Clase Nº: 3
Fecha: 08/08/2017
Hora:
Duración de la clase: 80 minutos
Fecha de entrega: 03/08/2017
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 general knowledge
-Keep working on collaboration among peers
-Identify adjectives, nouns, and verbs
 Teaching points:
 Language Focus:
Functions Lexis Structure Pronunciation
Revision Forming
sentences and
questions
Oven, parrot,
dog, frightened
Do you have...?
I have...
/ ə/ sound, as in
‘has’, ‘does’
New --- Unlocked,
meanest,
squawked
--- /æ/ sound, as in
‘black’, ‘cat’
 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?
Comentario [A1]: What about reading
comprehension?
Comentario [A2]: The pronunciation of
squawked is also you should work on.

2. Listening, reading and writing skills by explanation, reading a story and worksheet activities.
 Materials and resources:
Worksheet, whiteboard, story, pictures
 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! Did you have a nice weekend?
SS: Yes...
The teacher will write on the board for children to copy:
Today is Tuesday August 8th
Today is rainy and... (students had to complete it).
Interaction Patterns: T-S
Transition: OK, who is ready to work?
WARM-UP (5’-10’)
Purpose: to revise vocabulary
T: Do you have any pets?
SS: Dog, cat...
T: Very nice! I used to have a fish and a cat when I was little.
I have a friend named Jada who has a dog and a parrot. (T will show a picture of both animals, to
make it more interesting and appealing when reading the story).

3. SS: A parrot?
T: Yes! Do you want to listen to her story?
SS: Yes!
T: Well, but first we have to make some activities.
Interaction Patterns: T-S
Transition: Are you ready?
 PRESENTATION (10’-15’)
Purpose: to introduce vocabulary
T: Ok, so you have mentioned some animals, like dogs, cats... What other animals can you
mentioned that people could have as pets?
SS: Fish, frogs, turtles...
T: Good! And tell me, what colours could dogs have? And turtles?...
SS: Brown, green, yellow, black, white...
T: Perfect! (T will write on the board the words children say). Now, tell me; what can these animals
do? For example, do fish walk?
SS: No! They swim. Dogs bark,... (T will help if necessary)
T: Are your pets good/mean/noisy/big...?
SS:...
Transition: Excellent work!
Interaction Patterns: T-S
 DEVELOPMENT (50’)
Activity 1:
Purpose: Classify the words seen on the presentation section.
T will make three columns, for children to complete:
Nouns (Things) Adjectives (Describes) Verbs (Actions)
Dog, cat, turtle, parrot, horse.. Brown, black, good, noisy... Walk, swim, bark, ran,...
(This activity will be done in groups and then check all together).
Comentario [A3]: You might need to
explain the meaning of the adjectives.
Comentario [A4]: Will these words be
written on the board?
Comentario [A5]: In this case,
ANIMALS.

4. NOTE: The information in brackets () in the chart is to help students in the identification of words.
Transition: Good work!
Interaction Patterns: S-S
Activity 2:
Purpose: to introduce the story
T: Ok, we are now going to read the story about my friend Jada. Do you remember what pets does
she havehas?
SS: Dog/parrot
T: Excellent. Are you ready to read the story?
SS: Yes
The story will be read either by the teacher or the students. Once the story has been read, T will
ask if there are any doubts.
Transition: I’ll need you to work with the same groups as before for the next activity (maybe here
I’ll ask them to work in pairs, I haven’t decided yet).
Interaction Patterns: T-S
Don't Talk to the Parrot!
Jada’s oven didn't work, so she called someone to fix it. Since she had to go to work in the morning, she left a note for the
repairman, Ben.
Ben arrived at 9 a.m. and read the note on the door.
"The key is with my neighbour. Leave a bill and I will pay you tonight. Don’t worry about my dog Rex. He won’t bother you. But,
do NOT talk to my parrot! Do not say one word to the parrot!"
When Ben unlocked the door he met Rex, the biggest, meanest looking dog he had ever seen. But Rex was very good. He just sat
there and watched Ben work.
The parrot, however, drove Ben crazy! The bird squawked and yelled and called him rude names the entire time.
Finally, Ben couldn’t stand it any longer. He yelled, "Be quiet, you loud, stupid bird!" To which the parrot replied, "Go get him, Rex!"
A frightened Ben made it out the door before Rex could cause him any serious harm. He never did finish fixing Jada's oven and he
didn't plan on going back.
Comentario [A6]: Are you giving a copy
to each student, right?
I think students will enjoy listening to you
reading the story aloud, using different
tones of voice and the proper intonation.
Some gestures and miming might be
appropriate as well, to clarify meaning.
Give them a purpose for listening/reading.
They might try to explain the meaning of
the title, for instance.

5. Activity 3:
Purpose: find words and write sentences
T: You’ll have to find in the story two words that are nouns, two that are adjectives, and two that
are verbs. Once you have done this, you’ll have to write six sentences using the words you have
chosen. Don’t copy them from the story though! Has everyone understood?
SS: Yes/No
T will go around helping students when needed.
If there is time, kids could read some of their sentences out loud (or copy them on the board) and
check them all together, if not, T will correct them as they finish and the others are still working.
If some groups finish quickly, they could either help their classmates or make a drawing related to
the story or about their pets.
Transition: Good job class!
Interaction Patterns: S-S / T-S
 CLOSURE (5’)
Purpose: to let students know the class is over
Transition: ---
Interaction Patterns: ---
 HOMEWORK
If they couldn’t finish the sentences, they’ll have to do them as 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 –
x
Comentario [A7]: Before working on
parts of speech, it would be better if you
worked on meaning. First meaning, then
form. You can work on meaning orally,
asking questions, using a True-False
activity, showing pictures that represent
the story and asking them to put them in
order, or any other activity that comes to
your mind.
Comentario [A8]: Think of an
interesting way of rounding up the lesson.
Comentario [A9]: Try to include visual
aids to help learners understand the story.

6. Learning styles
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Another story! Nice!! This one is a little bit more complex – you will need to
develop appropriate teaching strategies throughout the lesson. Do avoid the use of
L1. Consider working on meaning first, and then on form.
You should think of different resources for the next lesson. Try including ICT.
Have a great time!
Aure