The lesson plan aims to teach young English learners about farm animals. During the lesson, students will identify and name farm animals, develop listening skills through audio activities, and practice speaking through a miming game. They will also work on reading skills. The teacher will introduce vocabulary like cow, dog, cat, horse, and actions like run, swim, fly, and jump. Students will practice asking and answering questions about what different animals can and cannot do through miming, questions, and short dialogues. The lesson incorporates listening, speaking, reading, and uses visuals, actions, and the students' textbook.

1. Planificación n°3

2. 1
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Cortés, María Celeste
Período de Práctica: Del 18 de Junio al 29 de Junio
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: 3
Fecha: 22/06/18
Hora: 11,30 a 12,10 hs.
Duración de la clase: 40 minutos
Fecha de primera entrega: 18/06/18
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 audios from page 52 of their class
book and listening and miming the actions in the presentation period.
-Develop speaking skills by playing a miming game in the warm-up period
and in the presentation period.
-Develop reading skills in the practice period.
-To deepen their understanding of instructions and actions.
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?
-Identifying
animals taught
the class
before.
-Following
instructions.
-Identifying
colors and
quantities.
-Spelling
words.
Colors.
Farm animals:
-cow
-dog
-cat
-horse
-chick
-lamb
-pig
-duck
-goat.
A: What animal
can you see?
B: I can see a….
A: What animal
can you hear?
B: I can hear a…
Instructions:
-Look!
-Listen!
-Pay attention!
-Silence,
please!
/kaʊ/
/dɒɡ/
/kæt/
/hɔːs/
/tʃɪk/
/læm/
/pɪɡ/
/dʌk/
/ɡəʊt/
/ aɪ kæn hɪə/
/aɪ kæn siː/

3. 2
New -Indentifying
the new
actions.
-Identifying
what which
animals
can/can´t do
the new
actions.
New actions:
-Fly
-Run
-Jump
-Swim
-Climb
A: A duck can
swim. Can a
dog swim?
B: Yes, it can.
No, it can´t.
/rʌn/
/flaɪ/
/dʒʌmp/
/swɪm/
/klaɪm/
Teaching approach:
-PPP.
-CLT Approach.
-TPR Approach.
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 a miming game in the warm- up period.
- Answering questions about what animals can/can´t do during the
presentation period.
- Developing the listening activity presented in the practice period with
the purpose to motivate children to produce the language.
In addition, the reading skill is also practiced along the practice period
by listening to the audio first, and later, by reading the short dialogue.
Materials and resources:
-Flashcards (weather, days).
-Animals flashcards (To support any stage if necessary.)
-Computer: To listen to the audios.
-Flashcards: (Actions)
Pedagogical use of ICT in class or at home:
The computer is going to be used along the practice period with the
purpose to help children improve listening and reading skills.
Seating arrangement:
-Students will act in the front of the class during the warm- up period.
-Children will move around the class during the presentation period.
-Learners will sit as usual during the practice period.
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 animals by inviting
them to play a miming game during the warm-up period.
3) I´ll check learners´ comprehension and identification of the new
vocabulary and structure by miming the actions and answering
oral questions during the presentation period.
4) I´ll assess children´s listening skills through the development of
exercise 2 from their course book (page 52).
Comentado [A1]: See comments below.

4. 3
Potential problems students may have with the language:
-As learners may not comprehend some lexis or instructions, I will use
pictures, gestures, miming and pointing to aid comprehension.
-Some students may find it hard to remember new words and they
will need more input. Consequently, I`ll prepare different activities
so that students may meet the language in different ways, such as
visual images, actions or listening to the words.
-Perhaps, children find it hard to understand instructions in the
practice period, exercises A and B. So, I´ll invite some kids to help me
demonstrate what to do. In case they still find it difficult to understand
the instructions, I´ll explain them in Spanish considering that it is the
first year they have contact with a second language.
- I change the activities, if children´s lack of understanding causes
their misbehavior.
Routine: (5´)
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?”
Comentado [A2]: Or you can ask a volunteer to do so, so
that you don´t use L1.

5. 4
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:
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.

6. 5
T: “Ok, yesterday was Thursday. So, what day is it today?”
Ch:“Friday”
T: “Yes, it´s Friday today.”
(I´ll stick on the board the weather and the day flashcards, as usual.)
Transition: Great job children! Now, let´s play a game to revise the
animals.
Warm- up: (5´)
Miming game: I´ll invite some children to come to the front of the class and
mime the animals I tell them while their partners have to say the name of
the animal can they see or hear.
T: “Ok, Tiziano come here, please! Now, you are going to be a…. (I´ll tell him
the name of the animal).”
T: “What animal can you see?”
Ch: “A duck.”
T: “Yes, it´s a duck. Repeat: I can see a duck.”
Ch: “I can see a duck.”
(I´ll invite several children to approach to the board with the purpose to
recycle the vocabulary and the structure presented before.)
Presentation: (10´)
I´ll invite children to stand up and follow the actions I demonstrate them:
run, swim, fly, jump and climb.
T: “Ok, stand up please! Look! Run, run, run. (I´ll start running around the
class.) Stop!
Now, swim, swim! (I´ll mime swimming and I´ll encourage them to mime,
as well) Stop!
Ok, run! Stop! Now, swim! Stop! Look! Fly, fly, fly! (I´ll mime the action while
I encourage them to mime the action, too.)
Now, run! Stop! Swim! Stop! Fly! Stop! Jump, jump, jump! Stop! (I´ll mime
the action while I encourage them to mime the same action.)
Listen, run! Stop! Swim! Stop! Fly! Stop! Jump! Stop! Climb, climb, climb!
Stop! (I´ll mime the action while I encourage children to mime it, as well.)
I´ll help children remember the actions if necessary.
Comentado [A3]: You should mime fisrt, and elicit the
name of the animal from them. Prompt the expected
outcome (I can see a … )
Comentado [A4]: You may tell them something like, It`s
cold, let`s do some exercise!

7. 6
Next, I´ll paste the flashcards of the actions on the board and I´ll ask them
to read the names and spell them.
T:”Can you read the name of the action, please?”
Ch: “Run”
T: “Yes, very good! Now, can you spell “run”?
Ch: “r-u-n”
T: “Brilliant!”
I´ll ask children to read and spell all the actions.
SWIM FLY CLIMB
JUMP RUN
T: “Ok, listen! A duck can fly. Can a horse fly? (I´ll point to the animals and
the actions if necessary.)
Ch: “No.”
T: “Very good! No, it can´t. Repeat: No it can´t.”
Ch: “No, it can´t.”
T: “Great! A pig can run. Can a horse run?”
Ch: “Yes.”
Comentado [A5]: Are they good at spelling? Do they use
any visual aid?

8. 7
T: “Brilliant! Yes, it can. Repeat, please.”
Ch: “Yes, it can.”
After asking about what different animals can or can´t do I´ll write on the
board the structure presented and encourage children to listen and read it:
A DUCK CAN SWIM. CAN A COW SWIM?
YES, IT CAN.
A DUCK CAN FLY. CAN A CAW COW FLY?
NO, IT CAN´T.
Transition: You´re working very well children! You are excellent miming
actions.
Practice: (14´)
a) I´ll invite children to open their books on page 52, Activity 1: Listen
and read. Say.
T: “Ok, open your books on page 52, please. (I´ll write the number on
the board.)
T: “First, let´s listen and read.” (I´ll play the audio.)
T: “Now, listen and repeat.” (I´ll read and ask them to repeat.)
T: “Again.”
Transition: Very good! You are brilliant readers!
b) I´ll invite children to go to Activity 2, on page 52.
Comentado [A6]: Aloud?
Comentado [A7]: You are introducing many structures at
the same time. If their competence level is not that good,
and you want to foster a sense of achievement, you should
go little by little.
You may expose them to the interrogative form, expecting
simple Yes/No answers, first. Then, you may move on to the
complete short answers.
Systematization on the board is important. Great! But I
would just focus on questions and answers, as it is the
structure that will be practised on the book, too.

9. 8
I´ll draw two animals on the board, like a cat and a duck. Then, I´ll
say: “This animal can swim.” (While I point to the action.)
T: “Can the cat swim?”
Ch: “No.”
T: “No, it can´t. Repeat: No, it can´t.”
Ch: “No, it can´t.” (I´ll put a cross next to the cat.)
T: “Can a duck swim?”
Ch: “Yes.”
T: “Very good! Yes, it can. Repeat: Yes, it can.”
Ch: “Yes, it can.” (I´ll put a tick next to the duck.)
T: “Now, open your books on page 52.”
T: “Listen and make a tick in the correct picture. Do you understand?”
(I´ll check children´s understanding after dictating each sentence.)
Like: T: “What animal can swim?”
Ch:“A duck.”
T: “Perfect.”
c) I´ll ask children to complete the sentences with can/can´t according
to the answers given above:
1. Horses……………..jump.
2. Goats……………….climb.
3. Pigs…………………..fly.
T: “Now, copy the sentences and complete them with can/can´t, please.”
Transition: Excellent job! Now, it´s time to say good bye.
Closure: (6´)
Comentado [A8]: At this stage, you should provide
examples in the affirmative and the negative forms.
Comentado [A9]: It would be nice if they could add an
affirmative and a negative sentence about themselves. They
can do so orally, as well.

10. 9
(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-
Bye-bye
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: _25 /30
I hope my comments and suggestions are useful, Celes!
Aure,

11. 10
I understand the comments you made me in the second plan. However, as I told you in the
“Informe de grupo”, it´s the third month we are having English classes. Some of the children
don´t understand instructions even in Spanish or they can´t read as a third grader is supposed
to do.
Consequently, I´m patient in order not to frustrate them. Hope you can understand.
Comentado [A10]: I understand, Celes. Scaffold their
learning and provide many examples. Make sure they are
not overloaded with information then.