This lesson plan is for a 40-minute English class for 7th grade beginner level students. The lesson focuses on pets and introduces new vocabulary about parts of birds' and fish's bodies. Students will practice describing pets and their body parts, matching animals to actions they can perform, writing sentences using "can" to talk about abilities, and presenting a project in pairs about animals from Patagonia. Scaffolding includes pictures, modeling language, and checking understanding.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Navarro, María Suyai
Institución educativa: Escuela Primaria N°318
Año y sección: 7° grado
Nivel lingüístico del curso: Beginner
Cantidad de alumnos: 25
Tipo de Planificación: Clase
Unidad Temática: “Pets”
Clase Nº: 15
Duración de la clase: 40 minutos
Fecha de la clase: 07/09/2022
Fecha de entrega de la planificación: 31/08/2022
Learning Aims
During this lesson, learners will be able to…
✓ To name parts of the animal body
✓ Explore new words to talk about the birds and fish
✓ To recognize different verbs related to the animals’ abilities

2. ✓ Develop speaking skills by describing the animals
✓ Develop listening skills by paying attention to the teacher’s instructions
✓ Develop writing skills by talking about the animals’ abilities
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Pets: dog, cat, fish, rabbit
Opposite adjectives: big,
small, fast, slow, young
and old.
Colours
Parts of the animal body:
legs, nose, eyes, tongue,
ears, paws, body, head,
tail, whiskers, paws.
Describe pets and their
parts of the body.
A cat is…
A dog is...
It is…
A cat has got…=it has
got…
A cat hasn’t got…= it
hasn’t got…
N
E
W
Parts of the bird: beak,
feathers, wings, head,
body, eyes, tail, claws
Parts of the fish: fins,
head, body, eyes, tail,
mouth
Actions: swim, climb, run,
walk, jump, fly
Describe parts of body:
birds
Describe parts of body:
fish
Can/can’t + verb (inf.)
The… can…. BUT it
can’t ….
The dog can run and
jump.
The cat can climb but it
can’t swim.
The fish can swim but it
can’t run.

3. Materials
✓ The projector
✓ Printed activities
Procedures
ROUTINE
▪ Timing: 5 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
Greet the students as they enter the classroom. Write the date on the
board and ask them what day it is and how the weather is. While
waiting, the teacher will ask them how they are feeling today.
▪ Scaffolding strategies
In case the students have forgotten about the vocabulary to answer
each question, the teacher will provide two options to refresh their
memory: “Is it cloudy or sunny? Are you happy or angry? Is it Friday
or Monday?”
▪ Transition comment to link each stage of the lesson with the next one
“So last class we revise about parts of the animal body, right? Now let’s see
what you remember!”
WARM- UP
https://view.genial.ly/62f25b402a80bb00111a0757/interactive-content-quiz-about-animals

4. ▪ Timing: 5 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
“This is a quiz about the body of animals,” the teacher will show them
in the screen a quiz with different questions and three answers, where
only one is the correct.
The first three questions are related to animals previously mentioned
in other lessons.
For the last three animals (horses, fish and birds) a new part of the
body will be mentioned.
For each correct answer, there will be further information to learn about
the animal.
▪ Scaffolding strategies
-For this new body parts, a picture will be shown in case they do not
know this word.
-For actions, the teacher will mimic the movement so that they can
understand what it means, or in some cases she will show them an
example.
▪ Transition comment to link each stage of the lesson with the next one
“Alright! Now, we have got these new body parts of the bird and the fish, do
you remember them?”
PRESENTATION
▪ Timing: 10 minutes
Comentado [A1]: MIME!

5. ▪ Activity description and instructions as they will be said to students
(include direct speech)
“Now, we have these pictures with each part of the body and you have
to match to the words. You know some words, like mouth, eyes, and
there are others that are new. Let’s start with the ones you know!”
After five minutes, the teacher will check their answers and she will
continue. But what are these words? Feathers, claws? Let’s pay
attention… so the claws are in the legs of the bird. So what part is it?”
the students will point at the picture or say it out loud. “that’s right! And
what about the feathers? Wings have got feathers, the birds have got
feathers in their body… so what are feathers? The students will again
point at the picture.

6. ▪ Scaffolding strategies
- The teacher will point at each picture to reinforce what she is saying
to the students.
▪ Transition comment to link each stage of the lesson with the next one
“Alright, so we have got these different parts of the body, and they help the
animal, but how? A horse has got legs, and with these legs it can run really
fast! Let’s remember the other animals!”
DEVELOPMENT (PRACTICE and PRODUCTION)
ACTIVITY ONE: SPEAKING
▪ Timing: 10 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
The students will be given an activity with a chart with different animals
and actions. Each action will have an image to represent the written
word. The students will have to tick the action according to the animal.
The idea is that they can recognize verbs and match them to the

7. animal’s ability.
Then, to check the activity, the teacher will write some sentences
where they can associate the use of the verb can to abilities the
animals have.
Then, the students will have to provide other examples by using this
structure and the information provided in the chart.
▪ Scaffolding strategies
-As this is a simple activity, the teacher will then check the activity by
making sentences as an example.
“So, horses can run very fast but they can’t fly.”
-The teacher will provide another example to explain the meaning of
“but”.
“I can play volley but I can’t play football.”
-When talking about abilities, the teacher will mimic the actions to
further explain the meaning of “can”
▪ Transition comment to link each stage of the lesson with the next one
“Now, let’s write down these examples in your notebooks!”
ACTIVITY TWO: WRITING
▪ Timing: 10 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
Students will write down all the mentioned examples so that they can
keep a record of the uses of these verbs.
▪ Scaffolding strategies
-As this is the first time using verbs, the teacher will check the spelling
Comentado [A2]: VOLLEYBALL

8. of the new words, and the order of words in the sentence.
▪ Transition comment to link each stage of the lesson with the next one
“Alright, now that we have these sentences, let’s play a game!”
CLOSURE
▪ Timing: 5 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
The students will choose one sentence of the previous activity and
mime the idea so that the rest can guess it.
Before finishing, these animals from the Patagonia will be written on
the board:
• Huemul
• Mono de monte
• Pudú
• Huillín
• Bandurria
• Condor andino
• Chucao
• Tero
• Gato huiña
• Paloma Araucana
• Puma
• Chimango
The teacher will explain that for the following class they will work in

9. pairs in a project about animals from the Comarca Andina. They will
choose one animal from this list and search information and pictures
of the animal (where they live, what food they like, their abilities, if they
are endangered). The task is to prepare in pairs a presentation about
the chosen animal and expose it to the class and the headmaster.
They will work in class, so they have to bring the materials necessary
to develop this project: scissors, markers, photos of the animal, poster
paper, glue, etc.
The teacher will then give some minutes to discuss, and then she will
write down the groups and the animal they choose.
After finishing the game, the teacher will say “Very good, class!” and clap to
congratulate them. “You can now go to the SUM, quietly, goodbye, class!”
▪ Scaffolding strategies
-In case the students find it hard to guess the animal or the action, she
will help them by giving some clues about the animal.
Note: the aim of these lesson plans is to acquire knowledge to talk about animals in
terms of their appearance, abilities, etc to prepare students for an oral presentation
on animals from the Patagonia which is one of the topics at the end of the term.
Comentado [A3]: Encourage them to look up
information in English!
Comentado [A4]: Make sure they understand this.

10. To be completed by your tutor:
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
Lovely!
I could notice you copied and pasted without paying attention to a few
comments I made in the previous lesson plan. Check it out!