NAVARRO PIII - Lesson 16 - Pass.pdf

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Navarro, María Suyai
Institución educativa: Escuela Primaria N°318
Año y sección: 7° grado
Nivel lingüístico del curso: Beginner
Cantidad de alumnos: 25
Tipo de Planificación: Clase
Unidad Temática: “Animals from Patagonia”
Clase Nº: 16
Duración de la clase: 40 minutos
Fecha de la clase: 14/09/2022
Fecha de entrega de la planificación: 02/09/2022
Learning Aims
During this lesson, learners will be able to…
✓ Consolidate vocabulary about animals and their body parts
✓ Recognize different features of the animal and describe it
✓ Explore new words to talk about the environments where the animal lives

2. ✓ Develop speaking skills by describing the animal’s abilities and food
preferences
✓ Develop listening skills by paying attention to the teacher’s instructions
✓ Develop writing skills by writing about the animals they chose.
✓ Develop linguistic and interpersonal skills to express themselves
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Opposite adjectives: big,
small, fast, slow, young
and old.
Colours
Parts of the animal body:
legs, nose, eyes, tongue,
ears, paws, body, head,
tail, whiskers, paws.
Parts of the bird: beak,
feathers, wings, head,
body, eyes, tail, claws
Parts of the fish: fins,
head, body, eyes, tail,
mouth
Actions: swim, climb, run,
walk, jump, fly
Describe animals and
parts of their body.
Talk about their abilities.
Explain why an animal
can do certain abilities
by associating to a part
of the body.
It has got…/it hasn’t
got…
It can…/it
can’t…because…
It likes… (food)

3. N
E
W
Places: the mountain, the
river, the lake, country,
garden
Other vocabulary:
endangered, seeds, living
plants, forests, flocks,
Birch tree, leaves
It lives in…
It is endangered/ it isn´t
endangered.
Materials
✓ Poster about Black Chinned Siskin
✓ Speakers

4. Procedures

5. ROUTINE
▪ Timing: 5 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
Greet the students as they enter the classroom. Write the date on the
board and ask them what day it is and how the weather is. While
waiting, the teacher will ask them how they are feeling today.
▪ Scaffolding strategies
In case the students have forgotten about the vocabulary to answer
each question, the teacher will provide two options to refresh their
memory: “Is it cloudy or sunny? Are you happy or angry? Is it Friday
or Monday?”
▪ Transition comment to link each stage of the lesson with the next one
“Last class you chose an animal from Comarca Andina and your classmate.
Now let’s start!
WARM- UP
▪ Timing: 10 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
▪ “Look at this. This is the Black Chinned Siskin.” The teacher will show them a
poster with pictures and a text describing the animal. Then, a sound will be
played. “This bird can sing really well! Listen!” The sound will be played once
Comentado [A1]: ???

6. more. The teacher will ask the students if they know the animal, and where
they have seen it. “What can you tell me about this animal? How it is? Is it
big? Is it small?” the students will provide different answers, about size,
colours, etc. “That’s right, so this bird is …. And ….” The teacher will point at
the text on the poster. The teacher will explain the students that this
information corresponds to the name, description, and place of living of the
animal. “This bird has got yellow and black wings. It has got a strong beak so
it can eat seeds and insects.” The teacher will point at the body description
and abilities. “This other paragraph is about the animal’s body and its abilities.
Pay attention to the order of the words and the sentences.” The following
information is about food. “This bird like birch seeds. Do you know what a
birch is? It’s a white tree. You can see it now through the window! So, the
siskin likes seeds from that tree and living plants, plants that are not dead. It
likes insects, too. In this part, we talk about food and what the animal likes.”
The teacher writes down this next to the text. “Then, what is this?” pointing at
“habitat”. “it’s where the bird lives. For example, I live in Barrio Valle Nuevo,
we live in El Bolsón, right? This bird lives in the forests, in flocks! Flocks is the
group of birds.”
▪ Scaffolding strategies
-The teacher will read the text from the poster, slowly and clearly, by
pointing at the words so that they can follow the reading.
-The teacher will write down next to the text the kind of information
they will write so that they have some structure.
▪ Transition comment to link each stage of the lesson with the next one
“So, this a poster about this bird, Black Chinned Siskin, this is an example of the
project you are going to work on today.”
PRESENTATION

7. ▪ Timing: 10 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
“In this text, the first information is about the name, the place of living,
the description. Then, the next paragraph is about parts of the body
and abilities. The last ones is about food and habitat.” The teacher will
point at each part of the text when mentioning this. “Then, we will write
about its situation, is it endangered? For instance, Black Chinned
Siskin isn’t an endangered animal because there are many families of
Siskins in South America. For example, the panda is an endangered
animal, only a few families are alive in the world.”
▪ Scaffolding strategies
- The teacher will check on the students to see if they are following
the instructions, by asking them about each part.
▪ Transition comment to link each stage of the lesson with the next one
“Now, in pairs, you will prepare and write the text about your animal.”
DEVELOPMENT (PRACTICE and PRODUCTION)
▪ Timing: 15 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
Following the poster about the bird, the students will have to write a
similar text about their chosen animal. The teacher will help them with
specific words in case they do not know them.

8. The students will have to write a draft before writing it on the colour
paper. They are allowed to decide where the picture and the text will
be. They need to be creative so they can play with the space and
lettering, drawings, colours, etc.
They will have to write in clear handwriting as this will be displayed on
the school halls.
▪ Scaffolding strategies
The teacher will walk around to check on the students’ work.
They will be reminded to pay attention to the order of words and
spelling.
▪ Transition comment to link each stage of the lesson with the next one
“Now, after you have got the final draft, final version of the text, you can start
working on the paper.”
CLOSURE
▪ Timing: 10 minutes
▪ Activity description and instructions as they will be said to students
(include direct speech)
The students will start transcribing everything to the colour paper and
decide how to organize the pictures with the information.
“If you don’t finish here, remember to finish this at home. Next class
you will come to the front and talk about your animal. You can bring
videos or play the sounds of the animal. After everyone has presented
their animals, the poster will be placed on the walls of the hall.” Then
the teacher will suggest them to practisce and prepare so that we all
can learn about this animal.”
Comentado [A2]: If they start doing this 10 minutes
before the lesson finishes, they will have to work on it
as homework!

9. After finishing, the teacher will say “Very good, class!” and clap to
congratulate them. “You can now go to the SUM, quietly, goodbye,
class!”

10. To be completed by your tutor:
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
Well done!