1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Sofía Mercado
Período de Práctica: Nivel Primario
Institución Educativa: Aberdare College
Dirección:Av. Francia 1245, Bella Vista, Buenos Aires.
Sala / Grado / Año - sección: 3er grado “B”
Cantidad de alumnos: 20
Nivel lingüístico del curso: Principiante - intermedio
Tipo de Planificación: Clase
Unidad Temática: animales y comida
Clase Nº: 1
Fecha: 08/08/2018
Hora: Lesson 1: 8.20 a 9.10 hs
Lesson 2: 9.20 a 10.10 hs
Lesson 3: 10.10 a 11 hs
FECHA: 09/08/18
Lesson 4: 8.20 a 9.10 hs
Lesson 5: 9.20 a 10.10 hs
Duración de la clase: 150 minutos
Fecha de primera entrega: 05/08/2018
Teaching points: Animal parts? Tusks, claws, jaws, knobbly knees, turned out toes,
poisonous wart, prickles.
Food: Scrambled…, ice-cream, roasted…, crumble, slice of bread.
Aims or goals: During this lesson, learners will be able to…
-Identify and name different animal parts and food in a meaningful context
-Develop their listening skills by listening to a story
-Identify and mention some descriptive adjectives in a meaningful context
- to deepen their use of the negative form.
-To deepen their understanding of commands/ Instructions while developing different
activities
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
2. REVISION Animals:
mouse, fox,
owl, snake,
food: ice-cream
Following
commands and
instructions
What day is
today? What is
the weather
like today?
Snake
NEW Animals and
animal parts:
gruffalo (fiction
animal), Tusks,
claws, jaws,
knobbly knees,
turned out
toes, poisonous
wart, prickles.
Food:
Scrambled…,
ice-cream,
roasted…,
crumble.
Slice of bread.
Descriptive
adjectives
Identifying and
describing
different
animals
Adj + noun:
Eg: Terrible
tusks
Why, didn’t
you know?
Don’t
Didn’t
It’s terribly kind
of you, but no.
Starting “S”:
Scrambled
slice
Teeth
Wart
Turned-out
Teaching approach: The lesson is based on the Communicative Approach so as to foster
communication and participation of the students. It is organized through the
Presentation –Practice- Production procedure.
Materials and resources: jar, Popsicle sticks with names written on it, book: “The
Gruffalo”, worksheets, bingo, TV (which they have in their class), wireless
connection, youtube to see extracts of “The Gruffalo” (pen drive containing it, just
in case the connection is not working properly) ; CD containing the song “The
Gruffalo”; animal flashcards, poster, enough copies of the different activities
proposed, copies of “The Gruffalo” book for each of them; Bingo Cards.
Pedagogical use of ICT in class or at home: In this lesson, students will be working
with an original story called “The Gruffalo” written my Julia Donaldson.
3. Seating arrangement: In order to maintain visual contact with the whole group and
organization, they will be sitting at their desks in their usual places. Desks are organized
in three rows, facing the board.
Possible problems / difficulties and their possible solutions during the class: Some
students may not want to participate during the oral exchange. I will not expose them
and wait until they feel confident enough to do it. I will only choose students that
demonstrate that they are eager to participate (Only at the beginning, at least).
Classroom management strategies: In order to keep the atmosphere and student’s
attention while reading the story, I will use gestures; I will change my voice and tones so
as to keep them on track.
Assessment: what will be assessed and how: I’ll check that students comprehend and
identify the different animal parts items and food items and how to use adjectives
correctly by asking them to describe different animals and food. I will also check that
they can reproduce the items taught correctly.
1st Period:
Welcoming and Routine: (5’)
Purpose: to start the lesson, get students into the mood for work, establish empathy.
I will greet each student at the door of the classroomby shaking hands and saying “Hello, come
in and sit down please”.
Once they are all in, I will say: “Good Morning everybody” EA: “Good Morning”. I will continue:
“How are you today?” EA: “Very well, thank you. And you?” T: “Very well, thank you. As some
of you may know, I am Miss Sophie and I will be your teacher for the following two days. Are
you ready to start learning?” EA: “Yes!” I will follow: “Ok, great! First of all, I will choose my
secretaries for today”.
I will grab a jar which contains Popsicle sticks. Each ice-creamstick has a student’s name written
on it. I will shake it and pick up two at random. I will say out loud the names of my secretaries
and say: “Well, these two people will be helping me during the whole class”. I will pretend I am
thinking, I will scratch my head and say: “Oh! I can’t remember! Secretaries…please can you
help me? What day is today?” EA: “Wednesday”. I will say: “Great! Wednesday the…? “EA: “8th”
T: “Excellent! You…… (student’s name) can you spell Wednesday please? It is a veery difficult
word” I will write it down on the blackboard. If the student needs help, we will all say out loud
the alphabet chant so as to review all the letters.
4. I will now ask to my other secretary: “Now, ……... (student’s name) who’s absent today? If there
are children absent I will say: “Please, can you write their names on the board?”
Transition: “Ok, great! Now, we are ready to start our lesson”
Warm-up: (10’)
Purpose: To introduce the topic and the teaching points
“Oh! You know what, I love animals! And cats are my favorites… but I am a bit worried about
them. Last Wednesday, I was coming to school to see you- 3rd form students- and Miss Luli, and
while I was walking through Av. Francia I saw a dog and a cat which were about to fight. The
cat was tiny compared to the dog which was huge. But you know what? The cat did not run
away, he stayed there standing up trying to give the dog a fight. And that called my attention a
lot. How could the cat stay there standing steel, while an enormous animal was trying to chase
him? Incredible!”
“So, that made me think about how animals and people sometimes start a fight, even knowing
that there is a great possibility of losing. “
While I take out the following flashcards and stick them on board I will say: “For example: Do
you think that a cat can win a dog? and a Mouse can win a fox? And an owl can win a snake?”
EA:NO! YES!
“OK, That is why, I thought that the story I have chosen to read to you could be a fantastic
one!”
“Do you know the story about The Gruffalo?”
5. EA: No! Yes! (Maybe some of them are familiar with the story because it has a movie).
“Ok, ok! Let me show you the cover of the Book”
“What do you think the story will be about?”
EA: a mouse! A Gruffalo
“Good, yes.. It is a story about a mouse and a Gruffalo and some other animals.”
“Now, tell me…Have you ever felt you were tiny or small compared to someone else?”
EA: yes, no!
“and how did you feel?”
EA: bad.
“Can any of you tell me in what situation you felt like that?”
EA: me! (or maybe none of them…and it is ok!)
“Yes, when we feel we are tiny comparing to another, we feel bad, we feel there is no winning
chance… That is why I brought the story about The Gruffalo…”
“Would you like me to read the story?”
6. EA: yes!!
Transition: “Well, for that you need to be in silence, sit down properly, with your whole body
facing at me…are you ready to listen to Gruffalo’s story?
EA: yes!
Presentation: (20’)
Purpose: to further expose the learners to the target language while listening to a story.
I will take out the book of the story “The Gruffalo”. I will read the story out loud, students will
be sitting down in their places and I will sit down on the teacher’s desk (As Miss Luli does when
she reads them a story)
The Gruffalo, by Julia Donaldson.
7.
8.
9.
10.
11.
12. Narrator A mouse took a stroll through the deep dark wood.
A fox saw the mouse, and the mouse looked good.
Fox "Where are you going to, little brown mouse?
Come and have lunch in my underground house.
Mouse "It's terribly kind of you, Fox, but no –
I'm going to have lunch with a gruffalo."
Fox "A gruffalo? What's a gruffalo?"
Mouse "A gruffalo! Why, didn't you know?
He has terrible tusks, and terrible claws,
And terrible teeth in his terrible jaws."
13. Fox "Where are you meeting him?"
Mouse "Here, by these rocks,
And his favorite food is roasted fox."
Fox "Roasted fox! I'm off!" Fox said.
"Goodbye, little mouse," and away he sped.
Mouse "Silly old Fox! Doesn't he know,
There's no such thing as a gruffalo?"
Narrator On went the mouse through the deep dark wood.
An owl saw the mouse, and the mouse looked good.
Owl "Where are you going to, little brown mouse?
Come and have tea in my treetop house."
Mouse "It's terribly kind of you, Owl, but no –
I'm going to have tea with a gruffalo."
He has knobbly knees, and turned-out toes,
And a poisonous wart at the end of his nose."
Owl "Where are you meeting him?"
Mouse "Here, by this stream,
And his favorite food is owl ice cream."
Owl "Owl ice cream! Toowhit toowhoo!"
"Goodbye, little mouse," and away Owl flew.
14. Mouse "Silly old Owl! Doesn't he know,
There's no such thing as a gruffalo?"
Narrator On went the mouse through the deep dark wood.
A snake saw the mouse, and the mouse looked good.
Snake "Where are you going to, little brown mouse?
Come for a feast in my logpile house."
Mouse "It's terribly kind of you, Snake, but no –
I'm having a feast with a gruffalo."
Snake "A gruffalo? What's a gruffalo?"
Mouse "A gruffalo! Why, didn't you know?
His eyes are orange, his tongue is black,
He has purple prickles all over his back."
Snake "Where are you meeting him?"
Mouse "Here, by this lake,
And his favorite food is scrambled snake."
Snake "Scrambled snake! It's time I hid!"
"Goodbye, little mouse," and away Snake slid.
Mouse "Silly old Owl! Doesn't he know,
There's no such thing as a gruffal...?
Oh!”
15. Narrator But who is this creature with terrible claws
And terrible teeth in his terrible jaws?
He has knobbly knees, and turned-out toes,
And a poisonous wart at the end of his nose.
His eyes are orange, his tongue is black,
He has purple prickles all over his back.
Mouse "Oh help! Oh no!
It's a gruffalo!"
Gruffalo "My favorite food!" the Gruffalo said.
"You'll taste good on a slice of bread!"
Mouse "Good?" said the mouse. "Don't call me good!
I'm the scariest creature in this wood.
Just walk behind me and soon you'll see,
Everyone is afraid of me."
Gruffalo "All right," said the Gruffalo, bursting with laughter.
"You go ahead and I'll follow after."
Narrator They walked and walked till the Gruffalo said,
"I hear a hiss in the leaves ahead."
Mouse "It's Snake," said the mouse. "Why, Snake, hello!
Narrator Snake took one look at the Gruffalo.
Snake "Oh crumbs!" he said, "Goodbye, little mouse!"
16. Narrator And off he slid to his logpile house.
Mouse "You see?" said the mouse. "I told you so."
Gruffalo "Amazing!" said the Gruffalo.
Narrator They walked some more till the Gruffalo said,
Gruffalo "I hear a hoot in the trees ahead."
Mouse "It's Owl," said the mouse. "Why, Owl, hello!"
Narrator Owl took one look at the Gruffalo.
Mouse "Oh dear!" he said, "Goodbye, little mouse!"
Narrator And off he flew to his treetop house.
Mouse "You see?" said the mouse. "I told you so."
17. Gruffalo "Astounding!" said the Gruffalo.
Narrator They walked some more till the Gruffalo said,
Gruffalo "I can hear feet on the path ahead."
Mouse "It's Fox," said the mouse. "Why, Fox, hello!"
Narrator Fox took one look at the Gruffalo.
Fox "Oh help!" he said, "Goodbye, little mouse!"
Narrator And off he ran to his underground house.
Mouse "Well, Gruffalo," said the mouse. "You see?
Everyone is afraid of me!
But now my tummy's beginning to rumble.
My favorite food is – gruffalo crumble!"
Gruffalo "Gruffalo crumble!" the Gruffalo said,
And quick as the wind he turned and fled.
Mouse All was quiet in the deep dark wood.
The mouse found a nut and the nut was good.
18. “Well,didyoulike the story?”
EA: yes!
“Ok, whocan tell me whathappened?”
If I see thattheyare notfeelingcomfortable enoughtoparticipate,Iwill encourage themandhelpthem
by saying:
“There was a mouse thatwas walkingthroughthe Woods…andwho appearedsuddenly?”
EA: the fox!
“And sothe mouse hada brilliantideaof saying….”
Andso on…
“Ok. Great!”
“and didyouthinkthat he was goingto meeta real Gruffalo,the creature thatwe thoughthe has
invented?”
“Liescan turn to be true,don’tthey?“
“Then,whenthe Gruffalowantedtoeatthe mouse,whatdidyou think?”
“Can a mouse have any chance to winany of the animalsthat appearinthe story?”
EA: no!
“But, bythe use of hisbrilliantmind,he couldwinthemall!Eventhoughhe wasthe smallestanimal of
all”
“ And...Do youthinkthat the fox,the owl and the snake were reallyafraidof the Mouse of theywere
afraidof the Gruffalo?”
EA: no,theyweren’t.theywere afraidof the Gruffalo
“Andwas the Gruffaloafraidof the Mouse?”
“No,you are right,but eventhough he wasthe smallestcreature inthe Woods,andnoone was initially
afraidof him,he couldmake the othersbelievethathe wasthe scariestcreature because none of them
was as cleverashim.”
Transition: “ Good,you understoodthe storyfantastically!”
“Now,I will needmyhelpers”
Development
Activity 1: (15’)
To further expose the students to the language.
19. To check comprehension.
I will ask my helpers/secretaries to give out the following sheets of paper:
What part of the story do you like best?
When the mouse says he will meet the Gruffalo
When the snake, owl and fox get together and realize that the mouse has invented the
Gruffalo
When the mouse meets the Gruffalo
When the Gruffalo runs away
My drawing
I will ask for volunteers to read the lines.
Then I will tell them: “Ok, you are going to tick the part that you like best, and underneath you
are going to make a beautiful drawing about it! You can use markers, crayons, ball pens or
pencils!”
20. I will go walking around the classroomto check if everybody understood what they have to do;
to observe if someone needs my help; to see what they have pointed as their favorite part and
to congratulate them on their drawings.
Transition: “Well 3rd form, you have been working wonderfully! Now, it is time to have a break!
Put everything away and stand up behind you chairs. You may go to the playground! See you
again after break time!
BREAK TIME
2nd period: 9.20 to 10.10
Warm up: 5’
Once the students are inside the classroomI will play a short game so as to call their attention. I
will say: “Hands up” while I put my hands up. “Hands down” while I put my hands down. “Touch
your nose” while I touch my nose. “Fold your arms” while I fold my arms.
Activity N 1
10’
To check comprehension.
To deepen the understanding and practice of the negative form in question-answer pattern
(3rd form is working on the negative form).
To use verbal communication to answer the questions.
I will make a Quick revision of the negative form.
“OK, now that you are all sitting down properly, we are going to make a quick revision. Miss Luli
told me that you are working with the negative form.”
“If we say, Did the Gruffalo eat the mouse? How are we going to answer?” (Meanwhile I will
write the question on board.
EA. No, he didn’t.
“Good, excellent!” and I will write it down.
“ If I say: Did the fox and the owl convince eat the mouse? How are we going to answer?”
EA: No, they didn’t.
“ If I say: Did the snake and the Gruffalo live in the same house? How are we going to answer?”
21. EA: No, they didn’t.
“Well done!”
Activity n2
15’
To deepen the understanding and practice of the negative form in question-answer pattern.
To check comprehension of the events of the story.
“Now, I brought a poster with some questions and answer written on it. What you will have to
do is circle the correct words.”
I will stick the poster on board and read all the questions once. Then, I will ask for volunteers to
come to the front and only leave the correct answer on the poster (take out the words that are
wrong).
1- Did the Gruffalo eat /ate the fox?
Yes/no it didn’t.
2- Did the Gruffalo make/made a sandwich with the mouse?
Yes/no it didn’t.
3- Did the Mouse want to eat/ate the owl?
Yes/ no it did/ didn’t.
4- Were the Snake and Fox afraid of the Owl?
Yes/no they were/weren’t.
Aure: I will prepare the poster tomorrow. Would you like me to upload it or it is not
necessary?
Transition: Now, we are going to answer some questions about the story of the Gruffalo. In
some of them, you will have to use the negative form. Soooo…pay attention to the examples of
the questions and answers that we have on board!”
Activity n3
20’
22. To keep on practicing the negative form.
To deepen the understanding of the story.
To keep on talking about the moral value of the story.
To further expose students to the language .
“Secretaries, I need your help! Can you please give these out?”
Answer the questions:
At the beginning of the story, does Mouse know that the Gruffaloexists?
Are the animals (fox, owl and snake) really afraid about the Mouse?
Is the Mouse smart? Why/ why not?
Is the Gruffalo smart? Why/ why not?
“ok, do you all have your activities on your desk?”
EA: yes!
“great, thank you secretaries!”
“Shall we read the questions all together? Who would like to read question number one?”
While they are reading out loud, I will encourage the whole group to answer the questions
orally.
Once they are all working, I will go desk by desk checking comprehension and understanding of
the activity. If necessary, I will explain again to the kid that needs it.
“Have you all finished?”
EA: yes!
“Ok, you did it veeery well. You can stick them in your copybooks!”
23. 3rd period
Activity N 1
15’
To further expose the children to the target language and new vocabulary that appears in the
story.
I will ask: “Now, Let’s see if you remember… who can tell me which is the first animal that
comes across with the Mouse is? EA: the fox! I will show students the picture of the fox and
stick it on board.
“Great! And then, who sees the mouse after the fox?” EA: an owl! I will show students the
picture of it.
“Excellent! Then, the mouse comes across with a….? EA: snake (I will stick the picture on board)
“and finally he comes across with the…? ” EA: the gruffalo! “yes! With the Gruffalo! Great. And I
will stick a picture of it on board.
Once all the pictures are on board I will say:
24. “Great, you are all genius!”
“Now, I brought some pictures of the following food items. Let’s see if you can help me say
their names. These are all the food items that appeared in the story.”
I will take out the flashcards of the food items that appeared in the story, one by one. I Will
encourage children to say their names if they remember and if not, I will reproduce their name
and ask them to repeat it after me.
EA: Ice-cream!
25. “yes, ice-cream!”
EA: bread!
“Good, slice of bread!”
“Scrambled… in this case is scrambled egg”
EA: scrambled egg
EA: chicken!
“Yes, it is chicken, but it is Roasted…chicken”
EA: cake, pie, apple pie, apple crumble.
“Good, apple crumble”.
26. “Well done! Now, that we have the food items and the animals that appeared in the story on
board, we are going to match them up. Animals and food. Who can tell me which of them go
together to make the food that appear in “The Gruffalo”?”
EA: Me!
“Yes (…..), come to the front!
“Good, Gruffalo Crumble! Excelent!” underneath I will write down: Gruffalo Crumble.
And so on until we finish matching-up all of the items.
Transition: “Well done! Now secretaries: I need your help!”
Activity 2: (20’)
To further expose the learners to the target language
I will say to my secretaries: “I need one of you to clean the blackboard and put away all of the
flashcards and the other one to give out these copies for me while I write something on board”
They will give out a worksheet where they have to unscramble the words written on it (I will
copy the same exercise on board). Once all the children have their worksheets, we will read the
title all together. EA: “The Gruffalo. Unscramble the following words and draw.” I will continue:
27. “You must unscramble and draw the words hidden. Let’s do the first one together. Look at the
drawing…we have a clue there….What animal is it? EA: a mouse! What does the Gruffalo says,
the mouse will taste good on a…? Who can guess what the hidden word is? EA: slice! “Great! So
we will write it down. Can you do the rest on your own? If you need help just call me ok? Let’s
start!”
The Gruffalo
Unscramble the following words
------------------------------------------------------
28. (Aure, it will be more tidy and legible by the time kids will use it. I promise!)
Once they all finish, we check our answers all together on board.
Then, I will ask students to color the drawings, while I go one by one drilling.
29. Activity N3 (15’)
To use the new vocabulary learnt by writing some short sentences.
“Well now that we have been talking about food, it is time to write down some sentences
about the food you like and the food you don’t like.”
I will write down the following lines on board:
Using the words written below, make 3 short sentences.
APPLE CRUMBLE – ROASTED CHICKEN – SCRAMBLED EGGS – SLICE OF BREAD - ICE-CREAM
1-
2-
3-
Then, I will say:
“It will be a piece of cake for you, because you know how to do this perfectly well! But anyway,
I will give you an example:
I don’t like SCRAMBLED EGGS because I don’t like how eggs taste.
I love eating ROASTED CHICKEN, but I don’t like roasted vegetables.
I like ice-creams, especially chocolates flavors’!
I don’t like APPLE CRUMBLE, apples are not my favorites.”
“Ok, now you may start writing down your own sentences! If you need help, please call me!”
Meanwhile, I will go one by one and see how they are working.
“Ok children you have been working excellent! Let’s have a break here. You can stand up in
silence and go to the playground. I will be coming back Tomorrow”
Thursday 9th
1st Period 8.20 to 9.10
Warm up: 3’
I will greet each student at the door of the classroomby shaking hands and saying, “Hello, come
in and sit down please”.
30. Once they are all in, I will say: “Good Morning everybody” EA: “Good Morning”. I will continue:
“How are you today?” EA: “Very well, thank you. And you?” T: “Very well, thank you. Are you
ready to start learning?” EA: “Yes!” I will follow: “Ok, great! First of all, I will choose my
secretaries for today”.
I will grab a jar which contains Popsicle sticks. Each ice-creamstick has a student’s name written
on it. I will shake it and pick up two at random. I will say out loud the names of my secretaries
and say: “Well, these two people will be helping me during the whole class”. I will pretend I am
thinking, I will scratch my head and say: “Oh! I can’t remember! Secretaries…please can you
help me? What day is today?” EA: “Thursday”. I will say: “Great! Thursday the…? “EA: “9th” T:
“Excellent! You…… (student’s name) can you spell Thursday please? It is a veery difficult word” I
will write it down on the blackboard. If the student needs help, we will all say out loud the
alphabet chant so as to review all the letters.
I will now ask to my other secretary: “Now, ……... (student’s name) who’s absent today? If there
are children absent I will say: “Please, can you write their names on the board?”
Transition: “Ok, great! Now, we are ready to start our lesson”
Activity 1: (15’)
To further expose the learners to the target language and adjective+ noun form
To expose the learners to a description about body parts
I will say: “OK, do you remember that Yesterday we read and have been working with the story
about The Gruffalo?” EA: YES! “Let’s listen to The Gruffalo’s story once again, but this time we
will watch some of the movie extracts on the TV. You are going to pay attention not only to the
story, but also to the description of the Gruffalo. Let’s see how the Gruffalo is like.
On the following link, you can see some movie extracts when the Mouse meets Fox; when the
Mouse meets Owl; when the Mouse meets Snake and when the Mouse meets the Gruffalo.
https://www.youtube.com/watch?v=HyuO9_ehJVE&list=PLULjLYDh3y86b_egrpIFxYS-qu-ox5St-
“Wow, the Gruffalo was described as a terrible creature, or not?”
“I don’t know you, but for me it was a bit difficult to understand some of the words the author
uses to describe the Gruffalo. That is why I brought some images of the Gruffalo’s parts”.
32. “We have the TUSKS, the CLAWS, the TEETH, the JAWS, the KNEES, the TOES, the NOSE, EYES,
the PRIKLES, the TONGUE, the BACK.
I will encourage students to help me say the words they already know or they remember from
the book, while I stick them on board.
Activity 2 (15’)
To keep on learning the vocabulary of the book (especially body parts) while singing and
miming.
To learn English structures by hearing and learning a song.
“Good, you know what? I brought a song too, for you to listen and learn. It is about the
Gruffalo.”
I will play the song twice.
While listening to it the second time, I will mime showing the different parts of the body the
song refers to.
The Gruffalo song
He has terrible tusks, and terrible claws,
And terrible teeth in his terrible jaws.
He’s the Gruffalo! Gruffalo! Gruffalo!
He’s the Gruffalo!
He has knobbly knees and turned-out toes,
And a poisonous wart at the end of his nose.
He’s the Gruffalo! Gruffalo! Gruffalo!
He’s the Gruffalo!
His eye are orange , his tongue is black,
He has purple prickles all over his back.
He’s the Gruffalo! Gruffalo! Gruffalo!
He’s the Gruffalo!
He’s the GRRRRRRRRR………Gruffalo!
He’s the Gruffalo!
33. Repeat
Once we finishlisteningtoittwotimes,Iwill askchildrentostandupand follow mymimingof the song,
pretendingtobe the Gruffalo,followingthe song.
ACTIVITY 3 (20’)
Listeningcomprehension
Learn how to describe by adjective+noun form.
I will ask my secretaries to give out some copies with the song of the Gruffalo
On the worksheet, there is the original description of the song with some missing words and a
second version for it to fill in with different adjectives.
I will say: “Let’s read the title all together”. I will ask different students to read out loud Text 1.
“Ok, to complete activity number one, I will play the music and pause it for you to be able to
complete the words/adjectives in the dotted lines.”
I will play the music as many times as required.
Then, I will say: “Now, let’s read the following title, Text number 2. What you have to do is to
complete the dotted lines with some words/adjectives to describe the characters.”
Listening comprehension.
Text 1:
The Gruffalo Song
He has ……………. tusks, and ……………. claws,
And ………………. teeth in his ……………….. jaws.
He’s the Gruffalo! Gruffalo! Gruffalo!
He’s the Gruffalo!
He has ……………… knees and ……………………..toes,
And a ……………………. wart at the end of his nose.
34. He’s the Gruffalo! Gruffalo! Gruffalo!
He’s the Gruffalo!
His eye are orange , his tongue is black,
He has ………………. prickles all over his back.
He’s the Gruffalo! Gruffalo! Gruffalo!
He’s the Gruffalo!
He’s the GRRRRRRRRR………Gruffalo!
He’s the Gruffalo!
Fill in the blanks using different adjectives.
Text 2:
The Fox has ………….. teeth and a ………… nose.
The Owl has ………………… wings full of …………………. feathers.
The Snake has ………………… eyes and a………………… mouth.
The Mouse has …………………. ears and ………………. whiskers.
The Gruffalo has ………………… tummy and a ……………….face.
I will walk around the classroom and check student’s work. Once they finish, we will check the
answers all together.
Transition: “Great, now, let’s put everything away so we can play a game before going home”
Closure (10’):
Game: “Tic-Tac-Toe: GRUFFALO’S PARTS”
prickles claws jaws
tusks knees toes
wart nose tongue
35. Boys against girls. I will call out a student. He/she will choose one of the items on board. He/she
must add the proper adjectives to the items starting the sentence with “he has terrible jaws” If
the sentence is correct, they can write a cross/circle on that spot. The team that completes a
row, wins!
Once the game is over, I will say: “Ok children, you may go to the playground! It is break time!”
2nd period
9.20 to 10.10
Warm up: 5’
Once the students are inside the classroomI will play a short game so as to call their attention. I
will say: “Hands up” while I put my hands up. “Hands down” while I put my hands down. “Touch
your nose” while I touch my nose. “Fold your arms” while I fold my arms.
Activity 1
15’
To use the vocabulary learnt related to different animals.
“ Now, I will need my secretaries again. Come to the front, please! Can you please hand out the
following sheets of paper? Thank you!”
Read the sentences and write the names to each corresponding sentence.
OWL HORSE ELEPHANT SNAKE HEDGEHOG
36. 1) This animal has two legs, claws, two feet and two eyes. It doesn’t have arms or hands.
What is it? ____________
2) This animal doesn’t have legs, knees, arms, hands, or feet. It has a long and thin tongue.
What is it? ____________
3) This animal has four legs, prickles, two eyes and one mouth. What is it? _____________
4) This animal has knobbly knees, four legs and a long tail. What is it? _________________
5) This animal has tusks, great big ears, four legs and a truck. What is it? _______________
“ Have you all finished?”
EA:yes!
“ Ok, who would like to read sentence number one?”
“great, you did it very well!”
Activity N2
15’
Use the vocabulary learnt to write some short descriptions.
Encourage them to follow the adjective + noun descriptive pattern.
“Ok, now that you know a lot about animals and how to describe them. You are going to choose
your favorite animal, write a short description, and underneath make a beautiful drawing about
it”
“ I will make a short description about my favorite!” “Remember to use the Adjective + noun
form like: terrible claws, long hair, orange eyes, etc!”
Cat!
Cats have two pointy ears, a long tail and they are furry. Next to their mouth they have
whiskers and they also have sharpie teeth. If loved, they can be terribly affectionate. Cats don’t
have hands, they have four legs.
“Now, you can take out your copybooks and start writing about your favorite animal!”
“I will go desk by desk checking how you are doing. If there is a word you don’t know how to
write it down, I will help you spell it.”
“Take a look at your drawings, they are really, really nice! And Wow, your descriptions are
amazing.”
Activity N3
37. 15’
To revise all the vocabulary items learnt so far.
“ Well Now, I brought something that I am sure you will love it.”
“It is Bingo time, we are all going to play bingo!”
EA: yes!!
“ok, I will need my helpers again. Pleas hand out a Bing Chart for each student”
“Are you ready to start?”
EA: yes!!
“ Pay attention, don’t miss any item!”
(I have a complete set already done, full of colors, but I have forgotten it at school )
Once we have finish working, I will tell them.
“Kids, I did have a fantastic time with you. It was really nice to learn all together! As I had two
magical days, I brought a surprise for you to take home and remember the beautiful lessons we
38. had! LOOK, It is The Gruffalo Book for each of you! You can color them at home and read the
story to all your family members, I am sure they will love it, too!”
39.
40.
41.
42.
43. “Ok children, that’s all for today. Let’s put everything away and tidy up the classroom!”
I will stand next to the door and say goodbye to each student.
