This document contains a lesson plan in English for elementary level students. The lesson plan is divided into 4 weeks and focuses on vocabulary related to family members, adjectives, colors, numbers, pronouns, body parts, and animals. Each week introduces new vocabulary and language structures. Activities include listening to descriptions of family members, matching sentences to pictures, creating imaginary monsters, and playing a guessing game to review vocabulary. The lesson plan provides learning objectives, language focus, procedures and scaffolding strategies for each activity.
Life Span Development Observation FormUse the following inform.docxsmile790243
Life Span Development Observation Form
Use the following information to guide observation reporting:
Observer
Code Name of Subject
Age of Subject
Date
Location
Supervisor Signature or Contact Information
Physical Characteristics:
Describe characteristics such as:Height: use actual height if available, frequently need to estimate. Also, state a comparison with age group.Weight: may use actual weight if available, frequently need to estimate. Also, state a comparison with age group.Proportions: State relationship of head to size of body. Consult chart in text book. If you are describing an adolescent, you may also note that there is a surge in the growth of the feet and hands just prior to onset of puberty. Use terms related to body proportion such as bone structure (ectomorph, mesomorph, endomorph), long arms, tall and thin, obese, and muscular.Hearing: State what the subject can hear and from what distance. Example: Little Boy Blue responded to the female teacher's verbal directions from across the busy classroom, approximately 20 feet. Ambient noise level was moderate.
Vision: Provide an example of size and distance at which objects or print could be understood. Example: "Wiggles" was able to read directions written on the chalkboard from his desk at the back of the room, a distance of approximately 25 feet.
Tactile Sensitivity: Describe reaction to touching or being touched. Example: "Smiles'" body stiffened when the teacher touched her shoulder, the subject stayed within touching distance of the teacher throughout the class, or although encouraged by the teacher "fussy" would not touch the soft clay or paint with finger paints; he would build with the blocks.
Motor Development:
Fine Motor Skills: This category refers to the capability of the small muscles. Can the subject use a crayon, pencil, or paint brush? In the case of an adult, fine motor activity may relate to using a screw driver, computer, or telephone.Gross Motor Skills: Gross refers to large muscles. Good examples would be riding a tricycle, throwing a ball, walking, running, swimming, and jumping.Strength: Give examples such as moving a chair, pulling a wagon, carrying equipment, pushing a stroller, pushing a lawn mower, lifting in the workplace or gym, carrying books.Eye Hand Coordination: The subject must “look” at the target for manipulation and manipulate the target with the hand or hands in a smooth, well-coordinated movement. Strong eye hand coordination can be demonstrated by eating with a fork or spoon, bringing a drink to the mouth, throwing a ball at a specific target, or working a puzzle.
Cognitive Development: Memory: Short Term - Lasts 30 seconds or less if there is not rehearsal. Example: The subject carried out a three part direction. "Pick the blocks, put them on the third shelf, and sit down."
Long Term: May be permanent memory. Does the subject recall events from the past? Example: “Mrs. Gray Hair” described the dress she wore to th ...
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1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés –
Opción pedagógica a distancia.
Materia: Práctica Docente II
Tutor: Aurelia Velazquez
Student´s name: González Patricia González
Assignment: N°3
2. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNA PRACTICANTE: Gonzalez Patricia
Grado: 2nd Year
Nivel lingüístico del curso: Elementary
Tipo de Planificación: Clases
Unidad Temática: My funny monster
1st, 2nd, 3rd and 4th Week
Learning Aims
During this lesson, learners will be able to:
- Develop intrapersonal skills
- Develop their reading and writing skills
- Revise vocabulary related to family members (sister, brother, mother, father,
grandfather, grandmother, dog)
- Revise vocabulary related to adjectives (big, small, short, large)
- Learn the use of the verb “Have got”
- Revise vocabulary related to colours (green, purple, yellow, blue, light blue, pink,
orange, grey)
- Revise vocabulary related to numbers (one, two three, four, etc)
- Revise pronouns (he, she, it)
- Acquire new vocabulary related to body parts (eyes, shoulders, head, hair, knees,
hips, arms, legs, ears, feet, toes)
3. - Acquire new vocabulary related to animals (horns, tail, moles)
Language Focus
Week 1:
LEXIS FUNCTIONS STRUCTURE
R
E
V
Family members: sister.
Brother, mother, father,
grandfather, grandmother,
pet.
Adjectives: big, small, short,
large
Colours: green, purple,
yellow, blue, light blue,
pink, orange, grey
Numbers: one, two, three,
four, etc
Pronouns: he, she, it
Defining, introducing
people
Describing people or
things, defining
Ex: This is my mother
Ex: a big mouth
Ex: pink hair
Ex: two legs
Ex: He is…
N
E
W
Body parts: eyes,
shoulders, head, hair,
knees, hips,arms, legs,ears,
feet, toes, teeth
Animal parts: horns, tail,
moles
Has got/ has not got
Defining and describing
people or things
Ex: She has got two arms
4. Hello my dear students! How are you today?
Let me introduce you to this family. Click to the following link to listen to it:
https://drive.google.com/file/d/1N9bJLwWxWiHlKyR2kDxTtNYkv0hDj4S7/view?usp=sh
aring
Hope you have fun! 😊
Activity 1:
Complete the sentences with has got or has not got
Activiy 2:
Complete with the correct part of the monster.
5. Learning Aims
During this lesson, learners will be able to:
- Develop intrapersonal skills
- Develop their reading and writing skills
- Revise vocabulary related to adjectives (big, small, short, large)
- Learn the short form of the verb “Have got”
- Revise vocabulary related to colours (green, purple, yellow, blue, light blue, pink,
orange, grey)
- Revise vocabulary related to numbers (one, two three, four, etc)
- Revise vocabulary related to monster parts (eyes, shoulders, head, hair, knees, hips,
arms, legs, ears, feet, toes)
Language Focus
Week 2:
LEXIS FUNCTIONS STRUCTURE
6. Hello kids! How are you? Hope you still fine.
Do you remember Dino? Well, this is Tito, Dino´s friend.
R
E
V
Adjectives: big, small, short,
large
Colours: green, purple,
yellow, blue, light blue,
pink, orange, grey
Numbers: one, two, three,
four, etc
Body parts: eyes,
shoulders, head, hair,
knees, hips,arms, legs,ears,
feet, toes, teeth
Defining and describing
people or things
N
E
W
Short form of “have got”
(3rd person): ´s got/ hasn´t
got
Defining and describing
people or things
Ex: He hasn´t got hair.
7. Activity 1:
Click this link and complete the activities.
https://es.liveworksheets.com/no1301978qg
Learning Aims
During this lesson, learners will be able to:
- Develop intrapersonal skills
- Develop their reading skills
- Revise vocabulary related to adjectives (big, small, short, large)
- Reinforce short form of the verb “Have got”
- Revise vocabulary related to colours (green, purple, yellow, blue, light blue, pink,
orange, grey)
- Revise vocabulary related to numbers (one, two three, four, etc)
- Reinforce vocabulary related to monster parts (eyes, shoulders, head, hair, knees,
hips, arms, legs, ears, feet, toes)
- Connect sentences and ideas to describe monsters (and/ or)
8. - Creativity skills
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Adjectives: big, small, short,
large
Colours: green, purple,
yellow, blue, light blue,
pink, orange, grey
Numbers: one, two, three,
four, etc
Body parts: eyes,
shoulders, head, hair,
knees, hips,arms, legs,ears,
feet, toes, teeth
Short form of verb “Have
got” (3rd person singular): ´s
got/ hasn´t got
Defining and describing
people or things
N
Conjunctions: and/ or Connect ideas Ex: He has got two arms
and two legs.
He hasn´t got arms or
legs.
9. Week 3:
Hello children! How was everything?
Dino wants to introduce us his new friends but we have to guess which are their names
by reading their descriptions.
Activity 1:
Read the descriptions of Dino´s friends and match. What are their names?
E
W
10. Activity 2:
Use your imagination and create a new friend for Dino.
Use the materials that you find in yourhouse.
Let me introduce you my monster.
I use my socks to make Tanya. She is so funny!
Remember that you will to introduce yourfunny monsters in the Zoom meeting.
12. - My funny monster
Procedures
Enter into the virtual classroom, say hello and ask them how they are feeling.
“Hello kids, I´m so happy for this meeting, how are you today?”
13. ● Timing: 10min
● Activity description and instructions as they will be said to students
“Well, for this activity you have to stand up. Come on, come on. Don´t be shy. The pencil
case has to be close to you also. Now, you have to listen carefully to my description about
a monster but this time, this is Katy´s friend. So, every time I say a body part, you will have
to touch yours. If I say a colour, you will have to take that colour from your pencil case and
show it to me. If I say a number, you will have to use your fingers to represent the number.
If asay the sizeof something, you willhave to represent it with your hands. This is the mimic
for big (enlarge with my hands) and this one is for small (make a smaller form with my
hands). Oh, I almost forget, in the case of horns and tail, do the mimic! Here is an example
(represent an example) Ok, now are you ready? Let´s begin!”
Description:
Lily is a funny monster. She has got three eyes and two noses. She´s got big yellow arms and
two small green legs. She´s got one tooth and pink hair. She´s got one large orange tail and
four big blue horns. She hasn´t got a big belly. She´s got three small black eyes and a big
mouth.
● Scaffolding strategies:
- After the explanation, provide an example
- Ask a student to represent the example
- Pay attention to how they respond to the game. If they get lost, slow down the
description
- If at times, most of them are lost, give them a clue.
● Timing: 20min
● Activity description and instructions as they will be said to students
14. “Now, let´s play a game! I´m going to divide you in two teams and I will use this wheel of
fortune to pick who is going to pay against who from the other team. The game goes like
this: I turn the wheel and let´s say for example that Maria is the chosen one from this team
and Sofia from that team. Each of them will have to choose one monster from the options
I will provide you and you don´t have to say it aloud. Then, each of you will have the chance
to ask three questions to your opponent about the monster she/ he chose. After the three
questions, each participant willhave to guess his/her opponent mystery’s monster. The one
who gets it right, gains points for his/her team. Oh, I almost forget again: the questions will
have a ´yes or no´ answer. Let´s see some examples of questions and answers:
Possible Questions:
- Does your monster have two eyes?
- Does your monster have a long tail?
- Is your monster yellow?
- Does your monster have blue hair?
Possible Answers:
- Yes, it has.
- No, it hasn´t.
- Yes, it is
- No, it isn´t
“Time to play now!”
● Scaffolding strategies:
- Ask students to explain the activity.
- Provide them an example
- Turn off all the microphones so that none of them get distracted and pay attention
to the ones who have to speak.
15. - Congratulate them every time they askans answer correctly and correct them ifthey
don´t
- The questions and answers examples will be on the screen all the time
● Timing: 10min
● Activity description and instructions as they will be said to students
“You are doing great! Now, do you remember the monster I introduce you? Yes, Tanya.
Here is she! As you can see, she is green, she´s got blue hair and one big blue nose. She
hasn´t got arms or legs. She´s got two pink horns, two eyes and three teeth. Yeah! I want to
meet your monsters now, who wants to start? Come on, you all will have to talk”
● Scaffolding strategies:
- Support their speaking by helping them to use the correct phrases.
- Share the screen with the proper phrases in order to help them produce their
sentences: she/ he has got/ hasn´t got; size+ colour+ body part
- Turn off their microphones in order to pay attention to the one who is going to
introduce his/ her monster
- If none of them want to start talking, first ask the most outgoing.
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
