The lesson plan summarizes a 40-minute English class for beginner students about farm animals. The class will include greeting and warm up songs, introducing new vocabulary about farm animals through a video of Old McDonald, and practicing counting and spelling the animals. Students will develop listening, speaking, and writing skills. The plan provides details on teaching approaches, materials, activities, assessments, and potential challenges to support language learning.

1. Planificación 1

2. TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 18 de Junio al 6 de Julio
Institución Educativa: Escuela n°39
Dirección: Felipe Romero y Pioneros Fueguinos
Sala / Grado / Año – sección: 3° “B”
Cantidad de alumnos: 19
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Animales de la granja.
Clase Nº: 1
Fecha: 18/06/18
Hora: 11,30 a 12, 10hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 14/06/18
Teaching points: Farm Animals
Aims or goals:
During this lesson, learners will be able to…
-Identify and name some of the farm animals.
-Develop listening skills by listening to a song. (video)
-Develop speaking skills by repeating the new vocabulary or making easy
sentences.
-To deepen their understanding of instructions while developing their gross
motor skills.
Language focus:
Functions Lexis Structures Pronunciation
Revision Greetings:
A: Hello, how
are you?
B: Fine.
What day is it
today?
What´s the
weather like
today?
Spelling
Colors.
Numbers.
What color is
the…?
What´s this?
How many…?
How do you
spell “cow”?
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
New Indentifying
farm animals
presented.
Farm animals:
-cow
-dog
-cat
-horse
-chick
-lamb
-pig
-duck
I can see.... /kaʊ/
/dɒɡ/
/kæt/
/hɔːs/
/tʃɪk/
/læm/
/pɪɡ/
/dʌk/

3. Teaching approach:
-PPP.
-CLT apporach.
Integration of skills: What skills will be integrated and how?
Listening and speaking skills will be mostly integrated in the present
class through the use of songs and exercises which encourage children
to produce the language presented.
Materials and resources:
-Flashcards (weather, days, animals, farm, old Mc Donald).
-Poster: To develop exercise 1 from the practice period.
-Video: Old Mc Donald.
-Dice.
Pedagogical use of ICT in class or at home:
A video will be used to support the presentation and exposure of the
students to the target language. This audiovisual combination will help
learners improve language acquisition and learning, as well as it will
motivate children since this group enjoys watching videos.
Seating arrangement:
Learners will be sitting as usual, in their own places.
Assessment: what will be assessed and how:
1) I´ll assess children´s previous knowledge of vocabulary by
singing the hello, weather, days and bye songs.
2) I´ll assess learners´ previous knowledge of colors and numbers
by asking them questions such as: How many cows?, What color
is the duck?, Is the duck pink?
3) I´ll check learners´ comprehension and identification of the new
vocabulary by playing with the dice during with the practice
period.
Potential problems students may have with the language:
As learners may not comprehend some new lexis, I will use pictures,
gestures, miming and pointing to aid comprehension.
Some students may understand it quickly and others might find it hard
to retain new words and they will need more input. I`ll prepare
different activities so that students may encounter the new language
in different ways, such as visual images, actions or listening to the
words.
Comentado [A1]: How will you project the video?

4. Routine: (4´)
If necessary, I´ll sing the Mr. Owl song to ask children for silence to start the
class.
Lyrics: “Mr. Owl song”
Mr. Owl, Mr. Owl says sh, says sh.
Everybody silence, everybody silence like Mr. Owl who says
sh, who says sh, who says shhh.
Next, I´ll start singing the “Hello song” to greet them.
Lyrics: “Hello song”
T: “Hello children, hello children.
How are you? How are you?
How are you today? How are you today?”
Ch: “I´m fine, thanks. I´m fine, thanks.”
Ch: “Hello teacher, hello teacher.
How are you? How are you?
How are you today? How are you today?”
T: “I´m fine, thanks. I´m fine, thanks.”
(Waving my hands and pointing to different children).
Then, I´ll point to the window and start singing the weather song.
Lyrics: “What´s the weather like
today? Like today, like today, like today?
What´s the weather like today? What´s the
weather like?
Then, I´ll show them flashcards and ask:

5. T: “Is it sunny?”
Ch: “No”
T: “Is it rainy?”
Ch: “No”
T: “Is it snowy?”
Ch: “No”
T: “Is it windy?”
Ch: “Yes”
Then, I´ll stick the names of the week on the board and I´ll invite children to
sing the “Days of the week” song.
Lyrics: “Days of the week”
Days of the week, days of the week,
Days of the week, days of the week, days of the
week.
The Sunday and the Monday,
The Tuesday and the Wednesday,
The Thursday and the Friday,
The Saturday, days of the week.
Days of the week, days of the week,
Days of the week, days of the week, days of the week.
T: “Ok, yesterday was Sunday. So, what day is it today?”
Ch: “Monday”
T: “Yes, it´s Monday today.”
(I´ll stick on the board the weather and the day flashcards, as usual.)
Transition: Great job children! Look I have a box! I have a surprise in my
box! (While I shake the box).
Warm up: (7´)
T: “Listen! What is this? (While I shake the box and wait for children´s
answers).

6. T: “I have something that says: moo!
Ch: “Una vaca”
T: “Yes, it´s a cow! A cow, cow it´s a cow! So, what´s this?” (While I show
them a flashcard)
Ch: “A cow.”
I´ll make different animals´ sounds: Lamb, pig, horse, cat, dog, duck
While I present new animals I´ll go back and ask them: “What´s this?, Is this
a cow?”
(I´ll paste the pictures on the board and write their names.)
Then, I´ll ask children to close their eyes. So, I´ll take a card away and ask
them: “What animal is missing?”
T: “Ok, close your eyes! (I´ll mime the action while I talk to children.) What
animal is missing?”
Transition: “Brilliant job children! Look, this is Old Mc Donald! (While I show
children a picture.) He has a farm! (I´ll show them a picture of a farm.)

7. Presentation: (3´)
Now, let´s watch the video about Old Mc Donald! (I´ll point to the
computer/projector)
Lyrics: “Old Mc Donald”
Old Mc Donald had a farm e-i-e-i-o
On his farm he had a cow e-i-e-i-o
With a moo-moo here with a moo-moo there
Here a moo there moo
Everywhere a moo.
Old Mc Donald had a farm e-i-e-i-o
Old Mc Donald had a farm e-i-e-i-o
On his farm he had a pig e-i-e-i-o
With an oink- oink here with an oink- oink there
Here an oink there an oink
Everywhere an oink.
Old Mc Donald had a farm e-i-e-i-o
Old Mc Donald had a farm e-i-e-i-o
On his farm he had some ducks e-i-e-i-o
With a quack-quack here with a quack- quack there
Here a quack there a quack
Everywhere a quack.
Old Mc Donald had a farm e-i-e-i-o
Old Mc Donald had a farm e-i-e-i-o
On his farm he had a horse e-i-e-i-o
With a niegh-neigh here with a neigh- neigh there
Here a neigh there a neigh
Everywhere a neigh.
Old Mc Donald had a farm e-i-e-i-o
Old Mc Donald had a farm i-i-e-i-o
On his farm he had a lamb e-i-e-i-o
Comentado [A2]: What will they do while watching? You
may encourage them to name the animals.

8. With a baa-baa here with a baa-baa there.
Here a baa there a baa
Everywhere a baa.
Old Mc Donald had a farm e-i-e-i-o
Old Mc Donald had a farm e-i-e-i-o
On his farm he had some chick e-i-e-i-o
With a cluck-cluck here with a cluck- cluck there
Here a cluck there a cluck
Everywhere a cluck.
Old Mc Donald had a farm e-i-e-i-o
LinK: https://www.youtube.com/watch?v=b76COWlGSv8 (3:05´)
Transition: T: “Ok, has Old Mc Donald got a cat?”
Ch: “No.”
T: “ And, has he got a dog?
Ch: “No.”
(I´ll show them the flashcards while I name the animals.)
Practice:
1) I´ll stick a poster on the board containing the animals presented and
numbers on the other side. So, I´ll play the video again and stop it
every time a new animal appears. I´ll ask children to count the animals
they can see there and I´ll invite one child to come up to the board
and match the number with the corresponding animal. (8´)
T: Ok, let´s watch the video again and count the animals you can see.

9. Now, look!
Five
Four
Three
Four
Two
Three
2) After matching the animals with the corresponding numbers I´ll say:
“I can see three pigs” and I´ll write the name of the animal next to the
number on the poster.

10. Then, I´ll point to another animal and encourage them to say tell me
the name of the animal and how many of this animal they can see. So,
I´ll invite one kid to copy the name of the animal next to the number.
I´ll ask them to repeat the sentence I´ve just said: “I can see four
chicks.” (6´)
Transition: Wow! You did it perfect! You remember the numbers and
the names of the animals very well.
3) Now, I´ll invite children to play with dice.
I´ll ask a kid to throw the dice. Then, I´ll show them the picture and
ask them: “What´s this?”
Ch: “A duck”
T: “Yes, it´s a duck. How do you spell duck?” (I´ll help children if
necessary.)
Ch: “d-u-c-k”
T: “Very good!” (6´)
(We will throw the dice many times in order to recycle the names of
the animals and their spelling.)
Transition: Hey! You are expert spellers! Very good!
4) In case we have extra time I´ll invite children to play an animals
sounds game. The first time I´ll mime the animal and its sound. Then,
I´ll invite children to join in in order to have fun.
Transition: Excellent job! Now, it´s time to say good bye.
Closure: (6´) (We need some time to organize things because they have to
put their things away to go home.)
Bye-bye song: “If you are happy and you know it say bye-bye”
Lyrics:
If you are happy and you know it say bye- bye.
If you are happy and you know it say bye- bye.
If you are happy and you know it and you really want to show it,
If you are happy and you know it say bye-bye-
Comentado [A3]: Where will they copy from? Have you
already exposed them to the spelling?

11. Bye-bye!
Before leaving the classroom each child will give me a key word as we usually
do. (Vocabulary revision)
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
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
x
Observations Minimum score: 18 / 30
Score: 24/30
What a varied and dynamic lesson! Well done! 
Encourage students to produce long and meaningful chunks of language.