The lesson plan summarizes a 50-minute English class for beginner level students focusing on animals. It aims to consolidate vocabulary on animals, revise "can", introduce "can't", and develop students' language skills. A variety of activities are planned, including a warm-up game to review "can", a presentation to introduce "can't", a group game to practice the new structures, and a closing activity having students jump to indicate if animal statements are true or false. Detailed instructions and materials are provided to help students progress from understanding to producing simple sentences about animal abilities in English.

1. I.S.F.D LENGUAS VIVAS BARILOCHE - TALLER DE PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Schneider, Vanesa Milagros
Sala/Grado y sección: 3rd and 4th years
Nivel lingüístico del curso: Beginners
Tipo de Planificación: Clase
Unidad Temática: Animals
Clase Nº: 3
Duration of the lesson: 50 minutes
Teaching points: Actions animals can and can´t do
Lesson Aims:
 To consolidate vocabulary learnt in the previous lessons;
 To revise the modal verb “Can” (affirmative form);
 To introduce the modal verb “Can´t” (negative form);
 To develop students´ speaking skill;
 To develop students´ writing skill;
 To develop students´ reading skill;
 To develop students´ listening skill;
 To promote students´ collaborative work by doing a group activity;
 To promote students´ collaborative learning while playing.
Language Focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
-Animals: Tiger, panther,
bear, snake, horse, cow,
hen, bird.
-Animals´ habitats: the
farm and the jungle
-Actions animals can do:
run, crawl, walk, jump and
fly.
-Identifying and
describing animals that
live on a farm and
animals that live in the
jungle.
-Identifying what animals
can do
This is a panther. This is
a tiger. This is a horse…
The panther is black. The
cow is black and white…
The horse can run
N
E
W
-Actions animals can´t do -Talking about
animals´abilities.
-Modal verb “can´t”
-Connector “BUT”
The bird can fly but it
can´t crawl.
The horse can run and
walk but it can´t fly.
Comentario [A1]: What for?
To express abilities?

2. Materials
- Animal flashcards
- A paper clip
- Computer
- Song “Can´t stop the feeling”
- Power point Presentation
- Worksheets
- Dice
- Chalk, colour pencils, crayons, backboard.
Routine (5 minutes)
Firstly, I greet students and then I ask them what the date is and ask one student (a different
student each lesson) to write it on the blackboard for all the learners to copy it down. After
that, I ask students about the weather and elicit answers. I then ask one student to choose a
picture which describes it (the pictures are always in the classroom since they used them when
they learnt the weather) and stick it on the blackboard. Then, I copy the information about the
weather on the board, too. They all copy the date and the weather down in their notebooks.
PROCEDURES
Warm-up (8 minutes)
To revise the vocabulary and the modal verb “can” learnt in the previous lesson, I start this
lesson with a game.
The game is called “The rotten egg”. Firstly, I make students stand in a circle and give each one
a card face down, so that they cannot see it. (The card is a picture of an animal doing an action)
Then, I put a clip in one of the cards. That card will be the rotten egg. After that, I explain the
game to students. I tell them that I am going to play a song (can´t stop the feeling) and they
have to pass the cards to the partner on their left, clockwise, keeping a good rhythm. When I
stop the music, the student who has “The rotten egg” has to turn over the card and make a
sentence about the animal, using “can”. For example “The panther can run”. To make sure they
understand, we model the game together before playing it.
 Transition comment to link each stage of the lesson with the next one:
“Excellent! Now, we are ready to learn more about the animals!”
Presentation (10 minutes)
I use the power point presentation I made to introduce the modal verb “can´t” (I uploaded the
power point presentation to the campus in another file). I ask students to come to my desk in
order to watch the presentation on my computer. This presentation has a picture of an animal
and some pictures of the actions the animal can do. While students are watching the images, I

3. ask them questions about them: for example “What animal is it?” “Can it do these actions?” I
encourage them to answer in English. Then, a picture of an action that the animal can´t do
appears. So I ask them, for example, “Can the tiger fly?” They may say “no”, so I get up and write
on the blackboard “The tiger can run and jump, but it can´t fly”. I repeat the sentence aloud for
them to understand. Then, I continue showing them the presentation, I encourage them to say
the sentences about what the animals can and can´t do and I write them on the blackboard.
When we finish watching the presentation, I ask them to come to the blackboard. I give them
pictures of the animals and pictures of the actions, and I ask them to stick them next to the
correct sentences I previously wrote. I model it for them first. I read the first sentence aloud
“The tiger can run and jump, but it can´t fly”, and I stick the picture of the tiger and the actions
of flying, walking and jumping next to this sentence. Then, I ask one student to read the second
sentence and do the same. In this way, they practisce reading comprehension and revise the
vocabulary and the structures learnt.
 Transition comment to link each stage of the lesson with the next one:
“Excellent job! Now we are going to play a group game!”
Development PRACTICE and PRODUCTION
Activity 1 (10 minutes)
To practisce the new structure (can´t) and to revise everything students learnt in the previous
lessons, they play a group game. I write a title on the blackboard for them to copy before
starting the game. The title is “Building sentences from a game”.
After that, I ask them to join their desks and I give them the following worksheet. Then, I
explain the procedure.
Students have to throw the dice twice. The first number they obtain corresponds to the vertical
line and the second one to the horizontal line. For example, if the first time the dice rolls on
number 4 they have to use the verb “fly”. Then, they throw the dice again. If they, for example,
obtain number 2, they have to use the animal on number 2. In this case, it is the bird. So, they
have to produce a sentence with the verb fly and bird. They have to say “The bird can fly”. To
help them to produce the sentences in negative and affirmative forms, the worksheet has ticks
and crosses in the squares. They say the sentences orally and then, they have to write them it in
their notebooks. I write the first three sentences for them on the blackboard, and I also help
them by giving them clues. For example, if they don´t remember the actions verbs, I mime them
for them to remember, or show them the pictures that represent them. If they mispronounce a
word, I repeat the correct pronunciation after them. Then, I encourage them to do the activity
by themselves and I monitor them, correcting mistakes and guiding them to make correct
sentences.
This is the worksheet:
Comentario [A2]: First explain and
check understanding. Then ask
students to get in groups.
Comentario [A3]: How many
sentences should they produce?
Comentario [A4]: Lovely!

4. CAN/
CAN´T
WALK
JUMP
CRAWL
FLY
RUN
 Transition comment to link each stage of the lesson with the next one:
“Great job! Now we are going to do a listening activity”.
Activity 2 (10 minutes)
To practisce all students have learnt, I give them the following worksheet. I explain that they
have to complete the sentences with the verbs in the box next to each sentence. Each sentence
refers to an animal and the actions they can and can´t do. They have to be able to identify the
animal, without any picture, to identify the action verbs and to write them in the correct place.
I help them to produce the first sentence. I ask one of them to read it. Then, I ask everyone.
“What can the hen do?” If they don´t remember what a hen is, I show them the flashcard. Then, I
Comentario [A5]: Check?

5. ask them “Can the hen crawl?” . I expect they will answer “no”, so I ask them “Can the hen fly?” .
They may say “yes”, so they have to write “fly” in the first space and “crawl” in the second one.
While I ask them if the animals can do the actions, I mime them for students to understand.
When I feel they are confident doing the task, I let them work alone. When they are ready, I ask
them to read the sentences aloud and we check the exercise together.
 Transition comment to link each stage of the lesson with the next one:
“you did very well! Ok, we are ready now. Let´s do the last activity of the lesson!”
 Transition comment to link each stage of the lesson with the next one:
“Excellent! Glue the worksheet in your notebooks. Now, we are going to do the last
activity!”
Closure (7 minutes)
I will ask them to stand up and I will help them to put the desks away. Then, I will draw a big
“T” on the right side of the blackboard, and a big “F” on the left side. I will explain to students
that “T” is for “True” and “F” is for “False”. I will ask them to stand in a line in front of the desk
between the two letters I have drawn. Then I will explain to them, that I will say sentences
aloud and they will have to jump to the correct answer. If the sentence is true, they will have to
jump to the right, if the sentence is false; they will have to jump to the left. If they are in front of
the letter “T” and the sentence I say is true, they will not move. These are the sentences I will
say:
1) The hen can ........................but it can´t …………………
2) The horse can..………and ………… but it can´t……………...
3) The cow can………………… but it can´t ……………..…..
4) The snake can………………….but it can´t ………………..
5) The bird can……………and ……….…….but it can´t ………………
6) The bear can………………but it can´t …………… and………….….
7) The panther can……………… and ……………..but it can´t………….
8) The tiger can……………and……………….. but it can´t…………
fly crawl
run fly
jump
walk jump
Walk fly
run fly walk
crawl walk fly
fly run jump
walk crawl run
Comentario [A6]: Great fun!

6. The panther can´t run (F)
The bear can fly (F)
The bird can walk (T)
The tiger can´t jump (F)
The cow can´t fly (T)
The snake can crawl (T)
The hen can´t fly (F)
The bird can crawl (F)
The horse can jump (T)
The panther can fly (F)
The cow can run (T)
The bear can jump (F)
If there is some extra time, I will ask students to say the sentences aloud for their classmates to
decide if they are true or false, or I will add more sentences.
When the activity is finished, I will say
“It was a wonderful class. You did very well. Congratulations! See you next class.”
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 What an interesting lesson!