This lesson plan is for a 7th grade beginner level English class with 25 students. The lesson focuses on animals from Patagonia and aims to consolidate vocabulary, recognize animal features, develop speaking skills to describe abilities and food preferences, and develop listening skills. The plan includes a warm-up activity to review vocabulary, student presentations in groups about the Black Chinned Siskin where the teacher will provide support, and a closure activity where students place posters in the hallway and receive feedback.

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: “Animals from the Patagonia”
Clase Nº: 17
Duración de la clase: 40 minutos
Fecha de la clase: 16/09/2022
Fecha de entrega de la planificación: 02/09/2022
Learning Aims
During this lesson, learners will be able to…
✓ Consolidate vocabulary about animals and their body parts
✓ Recognize different features of the animal and describe it
✓ Develop speaking skills by describing the animal’s abilities and food
preferences
✓ Develop listening skills by paying attention to the teacher’s instructions
✓ Develop linguistic and interpersonal skills to express themselves

2. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
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.
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
Places: the mountain, the
river, the lake, country,
garden
Other vocabulary:
endangered, seeds, living
plants, forests, flocks,
Birch tree, leaves
Describe animals and
parts of their body.
Talk about their abilities.
Explain why an animal
can do certain abilities
by associating to a part
of the body.
It has got…/it hasn’t
got…
It can…/it
can’t…because…
It likes… (food)
It lives in…
It is endangered/ it isn´t
endangered, but…

3. N
E
W
------------------------- ------------------- -------------------
Materials
✓ Poster about Black Chinned Siskin

5. 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, today is the big day! Let’s learn about these beautiful animals!”
WARM- UP
▪ Timing: 3 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
While the first group prepares, the teacher will talk about Black
Chinned Siskin, to revise some words, pronunciation, and making sure
that everything is alright.

6. ▪ Scaffolding strategies
In case the students have doubts with a certain word or phrase she
will ask them to write this down so that they can check when they need
to.
▪ Transition comment to link each stage of the lesson with the next one
“Alright, everything is ready! Let’s the presentations begin!”
PRESENTATION and DEVELOPMENT (PRACTICE and
PRODUCTION)
▪ Timing: 35 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
The teacher will introduce the first group and ask them to come to the
front with their material. The teacher will ask the rest of the groupS to
keep quiet while they are speaking so that we can all listen.
Then, after finishing, the teacher will congratulate them and ask them
to sit down, and the following group will come to the front.
In case they are too shy to decide who starts and who follows, the
teacher will assign a number to each group and write down the
numbers 1 to 10 in small pieces of paper. Then, the headmaster will
be asked to choose and say the numbers in the order she picks them
up. The numbers will be written on the board for everyone to see.
▪ Scaffolding strategies
In case the students get too nervous, the teacher will help them by
asking them some question or give them options about the words
they want to state.

7. ▪ Transition comment to link each stage of the lesson with the next one
“That was incredible! Great work!”
CLOSURE
▪ Timing: 2 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
“Alright, let’s put these beautiful posters on the walls of the hall.”
The students will go outside and place them in different places along
the hallway. Then the teacher will congratulate them and clap to
celebrate their hard work.
After saying goodbye, the students will go to the SUM and line up.

8. 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
How active will learners be while their classmates are giving their
presentations? You could ask them to complete a chart, for instance.
Will you provide some feedback? What about creating some rubrics?