Plannings primary

I.F.D.C. LENGUAS VIVAS TALLER DE PRÁCTICA DOCENTE 2016

ALUMNO RESIDENTE: Gomez Antonella Belén

Período de Práctica: Nivel Primario

Institución Educativa: Instituto María Auxiliadora

Dirección: Marcelino Crespo 20 – Carmen de Patagones

Sala / Grado / Año - sección: 6to ‘B’

Cantidad de alumnos: 30

Nivel lingüístico del curso: Principiantes

Tipo de Planificación: Clase

Unidad Temática: Animales salvajes

Clase Nº: 01

Fecha: 01/08/2016

Hora: 15 hs.

Duración de la clase: 45 minutos

Fecha de entrega: 28/08/2016

Aims

During this lesson students will be able to:

Use the present simple of ‘to be’ to give personal information.

Name wild animals.

Teaching points: language focus

LEXIS FUNCTION STRUCTURE

REVISION Countries Asking personal information.

What’s her name?

How old is she?

Where is she from?

She’s from Australia.

NEW Animals (crocodile, elephant, giraffe, lion, monkey, ostrich, parrot, polar bear, snake, zebra)

Comentario [A1]: What skills will be developed and how?

Comentario [A2]: What about pronunciation?

Teaching approach

The lesson will be based on the Natural Approach and organized through PPP procedure.

Integration of skills: What skills will be integrated and how?

Listening and speaking skills will be integrated through oral practice.

Materials

Paper ball, chalk, board, poster with kids’ information (Angela and Joseph), animal flashcards,

audio for activity 1, copy of page 30 from the book Today Starter, cards with animals and their

names for memory game.

Seating Arrangement

Regular seating arrangement with students sat on their chairs facing the board.

Possible problems/difficulties and their possible solutions during class

They might be reluctant to participate, since it is a group with lack of motivation. I will encourage them to participate and try to make an interesting class for them.

Assessment

I will assess students’ in how they use the structures required to give personal information, about them and other people.

Routine 10’

Purpose: To create a welcoming classroom environment.

I will say ‘hello!’ to students. I will introduce myself again, since it has been nearly two months since the last time we saw each other; and then I’ll ask them to introduce themselves through a simple game.

I will make a paper ball and I will say: ‘Okay. Let’s play a short game so I can get to know your names. I will throw the ball (I will mime the action), you’ll say ‘my name is…’ and then throw the ball to a classmate to do the same until we finish with everyone.’

Finally, I’ll elicit the date for them to copy it on their notebooks.

Transition: Excellent! Now let’s get to work!

Warm-up 10’

Purpose: to review countries and present simple of ‘to be’.

I’ll stick this poster on the board, and then I’ll ask some questions to students.

ANGELA JOSEPH

18 years old 15 years old

Argentina Australia

T: What’s her name?

Ss: Her name is Angela.

T: Very good! And how old is she?

Ss: She’s 18 years old.

T: Excellent! Is she from the UK?

Ss: No, she isn’t.

T: Where is she from?

Ss: She’s from Argentina.

T: Very good!

Then we will continue with Joseph’s information.

Transition: Well done! Now, let’s move on to something else.

Presentation 10’

Purpose: to introduce new vocabulary.

I will say ‘Some years ago, I travelled to Buenos Aires and I went to the zoo in Palermo. Can you tell me what you can see in a zoo?’

Ss: Animals.

T: Yes! We can see animals. But what kind of animals? Do you see dogs and cats?

Ss: No.

T: No, of course not. We see wild animals. Can you name some wild animals?

Ss give their suggestion.

I will take some flashcards of wild animals and I’ll ask them to name the ones they know and I’ll name the ones they don’t.

Comentario [A3]: They look much younger! ;) Why don´t use include pictures of real people? They might be more appealing to the eye.

Comentario [A4]: Connection with previous activity?

Comentario [A5]: How will you check they understand the meaning?

Comentario [A6]: Will they have to repeat after you?

Transition: Now, let’s listen to Robbie who also went to the zoo. Open your books on page 30.

Development 15’

Activity 1 (5’)

Purpose: to listen and read a text. Pre and while-listening activity.

T: Now, look at these pictures (pointing to the ones in the image). What animals are these?

Ss name the animals.

T: Very good! Now listen to Robbie while you read the text.

Transition: Very good! No tell me…

Activity 2 (5’)

Purpose: To answer comprehension questions. Post-listening.

T: Are the elephants hungry?

Ss: No, they aren’t. They are thirsty.

T: Very good! Are the ostriches cute?

Ss: Yes, they are.

T: Yes! What colour are the parrots?

Ss: They are red, blue, green and yellow.

T: Excellent! And where are they from?

Ss: They’re from Argentina.

T: Very good! And who are these kids?

Ss: They are Robbie’s brother and sister.

Transition: Excellent! Now, let’s do exercise 2.

Comentario [A7]: Are they familiar with Robbie? Is he a character from the book? The boy in the poster can be “Roby”, and you may include one more piece of information – favourite place in the city. Thus, you can relate both stages.

Activity 3 (5’)

Purpose: to review animal vocabulary.

We will work on this exercise orally as it is in the example.

T: What animal is number one?

Ss: It’s a parrot.

We will continue until we have named all the animals.

Transition: Well done! Now, let’s play a game!

Closure 5’

Purpose: to review animal vocabulary worked in class and give the class a closure.

I’ll divide them in three groups. And we will play a memory game. They will have one chance per group per turn.

I’ll stick on the board the flashcards of animals and their names. If a group finds a pair, it wins a point. The one with more points win.

I will say good bye to students.

Lesson plan

component

Excellent

5

Very good

4

Good

3

Acceptable

2

Below

standard 1

Visual

organization

x

Coherence

and

sequencing

x

Learning aims

x

Variety of

resources –

Learning

x

Comentario [A8]: Will the flashcards be upside down?

styles

Stages and

activities

x

Teaching

strategies

x

Language

accuracy

x

Observations Minimum score: 21 / 35

Score: _25_ /35 = 7

Dear Antonella,

Lovely lesson! Beautiful visual presentation! You can take our suggestions into account so

as to get an even more cohesive sequence. For further plans, try to work on learning aims.

Have a nice lesson!

Your tutors











Clase Nº: 02

Fecha: 07/09/2016

Hora: 15 hs.



Aims


Pluralize nouns.

Add to their knowledge and use two possessive adjectives: our and their.



REVISION Animals (crocodile,

elephant, giraffe,

lion, monkey,

ostrich, parrot, polar

bear, snake, zebra)

Possessive

adjectives (my, his,

her)

NEW Possessive

adjectives (our,

their)

Pluralization Elephants

Ostriches

Teaching approach

The lesson will be based on the Natural Approach and organized through PPP procedure.


Listening and speaking skills will be integrated through oral practice. They will also practice writing skill in the last activity in which they have to write about their favourite animal.

Materials

Board, chalk, animal flashcards, paper ball, bin, students’ book – Today starter, audio for activity 1, CD player, poster to complete with the plurals, and poster with the rule.

Seating Arrangement

Regular seating arrangement with students sat on their chairs facing the board.


They might be reluctant to participate, since it is a group with lack of motivation. I will encourage them to participate and try to make an interesting class for them.

Assessment

I will assess students in how they use the plurals and possessive adjectives during the writing part.

Comentario [A9]: What about the skills that will be developed?

Comentario [A10]: Is this a language function?

Routine 3’

I will say hello to students and I will elicit the date and copy it on the board.

Warm-up 5’

Purpose: to review vocabulary from the previous class.

We will play a game to review animal vocabulary.

I’ll divide the class in three teams and I’ll ask them to make a paper ball.

I’ll show an animal flashcard to the team, they’ll have to name the animal and then spell it. If they do it correctly they have the chance to throw the ball to the bin and if they score they win a point for the team.

Transition: Very well! Let’s get to work!

Presentation 5’

Purpose: To introduce pluralization.

I will say while showing an animal flashcard:

What is this?

Ss: It’s an elephant.

T: Excellent.

Now I’ll show them a flashcard of the same animal but with two or more of them.

T: What are these? Are these ELEPHANT? (Emphasizing the word) or ELEPHANTS?

Ss: They’re elephants.

T: Excellent! They’re elephants. There are three in the picture. Now, what is this?

Ss: It’s an ostrich.

Comentario [A11]: Nice warm-up!

T: Excellent? And what are these?

Can you say ‘ostrichs’?

Ss: yes/no/no answer.

T: No, you can’t. The plural is ostriches. So, what are these?

Ss: There are ostriches.

T: Very good!

We’ll use some other animals as examples.

Transition: Very good! Now, let’s listen to these kids.

Development

Activity 1 (3’)

Purpose: listening practice.

T: OK, now, you’re going to listen to these four kids and you’re going to match them with their favourite animals.

We listen to the CD and they match. Then, we correct orally.

T: What are Robby’s favourite animals?

Ss: His favourite animals are elephants.

We continue until we complete the four kids.

Transition: Now, there are more situations in which we use ‘-es’ for the plurals… Let’s see.

Activity 2 (8’)

Purpose: to practice pluralization.

I’ll stick this activity on the board and I’ll say:

Taken from: http://00.edu-cdn.com/worksheet-image/125194/plurals-add-es-vocabulary-second.png

T: Now, you’ll have to come to the front and write the plural for these words. Are there any volunteers?

Ss volunteer to write the plurals and once they’ve finished, we correct what they wrote.

T: So, in these cases you add ‘-es’ to the word to form the plural.

I’ll stick a poster with the rule:

If the word finishes in:

Consonant + ‘o’ ‘x’ ‘ch’ ‘sh’

You add ‘-es’.

Comentario [A12]: What will they know?

Comentario [A13]: Next time, it might be much more meaningful for them if they make the poster, deducing the rule.

http://00.edu-cdn.com/worksheet-image/125194/plurals-add-es-vocabulary-second.png

Transition: Well done! Now, talking about plurals let’s see plural possessive adjectives.

Activity 3 (10’)

Purpose: to introduce and practice possessive adjectives: our and their.

I’ll copy ‘possessive adjectives’ on the board and I’ll say.

T: You know three possessive adjectives already: my, his and her (I’ll write them on the board under the headline). Now, we’ll add two more to the list: OUR and THEIR.

I’ll ask them to give examples with MY, HIS, and HER. I’ll write them on the board. Then, I’ll ask them two more with OUR and THEIR. (I’ll provide them if they can’t)

T: Very good. Now, let’s do exercise 3. You have to complete the text with our and their.

We’ll correct it orally.

Transition: Very good! Now, let’s use what we have learnt today to write about our favourite animals.

Activity 4 (8’)

Purpose: to write about their favourite animal trying to include what they learnt in this lesson.

T: OK. Now, taking the text in exercise 6 as an example, you’re going to write about your favourite animal.

I’ll check what they write.

Comentario [A14]: Transition? Connection with previous activity?

Comentario [A15]: You can provide some sentences, using these possessive adjectives. You may refer to the children in the listening exercise, for instance. And then introduce the other two possessive adjectives, always in context.

Comentario [A16]: Will you take the productions home?

Transition: Very good! Now, let’s copy the homework.

Closure 3’

T: As homework for tomorrow, you’ll have to complete page 32 on your activity books.

I’ll copy this on the

board.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

Class. management

strategies

x

Language accuracy x


Score: __27__ /35 = 7.5

Dear Antonella,

What a lively lesson! Try to polish the teaching strategies related to the activities of the plural

forms and possessive adjectives. If you adhere to the Natural Approach, you should always

introduce the target structures in context and then you ought to encourage learners to deduce

the grammar rules.

We´ve made several comments you should take into account when delivering the lesson, and for

further lesson plans.

Have a nice lesson!

Your tutors

Comentario [A17]: Will you go through the exercise so as to check they understand what they are meant to do?

Comentario [A18]: You must include the activity in your lesson plan.











Clase Nº: 02

Fecha: 08/09/2016

Hora: 15 hs.



Aims


Read a short text and complete activities on it.

Write a short text about them.




elephant, giraffe,

lion, monkey,


bear, snake, zebra)

Possessive


her)

Give personal

information.

I am Juan.

She is 18 years old.

Is he from the USA?

Yes, he is. / No, he

isn’t.

Countries

Feelings

NEW

Teaching approach

The lesson will be organized through PPP procedure.


Students will practice reading and writing skills.

Materials

Flashcards for jeopardy game, board, chalk, poster with words for the presentation activity, Kristen Stewart picture, students’ book – Today starter, chart copies for students.

Seating Arrangement

Students will sit forming three groups of ten.


They might try to lose time while forming groups. I’ll ask them kindly to do it quickly so as to be able to play the games and do all the activities I have planned.

They might also have some doubts while writing the text. I’ll make sure they can consult me as many times as they need and I’ll also walk around the classroom checking on them.

Assessment

I will assess students’ in how they use the vocabulary and structure seen in the unit through the text writing.

Routine 3’


Warm-up 10’

Purpose: to review vocabulary seen on the unit (Feelings, countries, animals)

We’ll play jeopardy. I’ll split the class into three groups. I’ll stick flashcards upside-down on the board. A member of the group will have to choose a number, I’ll take the flashcard and I’ll show it to them. They’ll have to answer correctly to win a point.

Transition: Very good! Now, let’s move on.

Presentation 5’

Purpose: to review the present simple of ‘to be’.

I’ll stick these words on the board, and I’ll ask students to remain in groups.

AUSTRALIA - BLUE - HUNGRY - SAD - ELEPHANT - SISTER - THE USA - YELLOW - SEVEN - LION - ILL - EIGHTEEN - ARGENTINA - PARROT - TWELVE - HAPPY

T: Now, you’re going to write. Using the words on the board you’ll have to write as many sentences as you can in two minutes. The group with more correct sentences wins.

I’ll give them two minutes and then I’ll take their answers and read them aloud.

Comentario [A19]: Quite large groups.

Comentario [A20]: You must include them in the lesson plan.

Comentario [A21]: Will everyone in the group participate actively?

Comentario [A22]: You should give an example, so that they realise that they need extra words, such as verbs and articles.

Transition: Excellent! Now, let’s keep on working.

Development

Activity 1 (2’)

Purpose: pre-reading activity.

I’ll show them this picture:

T: Do you know her?

Ss: Yes/no.

T: What’s her name?

Ss: Kristen Stewart/ no answer.

T: Right, she’s Kristen Stewart. Is she a model?

Ss: No, she isn’t.

T: No. What’s her job?

Ss: She is an actress.

Transition: Very good. Now, let’s read a bit about her. Let’s go to page 35 from the

book.

Activity 2 (5’)

Purpose: While reading activity.

T: You’re going to read about Kristen. While you read you are going to match the sentences halves.

When they have finished we’ll correct the activity orally.

Activity 3 (3’)

Purpose: post-reading activity

T: Now, you’re going to complete this chart with information about you.

Name

Age

Country

Favourite things

Favourite colours

Other

Transition: Now, let’s write!

Activity 4 (15’) Purpose: To write a short text about them.

T: OK. Now, you’re going to write a similar text to the one about Kristen but about you, using

the information in the chart.

Once they’ve finished I’ll ask them to hand in their writing so as to correct them for the

following class.

Comentario [A23]: Or after…

Transition: Excellent! Now let’s talk about homework.

Closure 2’ T: As homework, you’ll have to do page 32 and the first exercise from page 33 from the

student’s book. This is a revision for next class. Next class we’ll have a short test.

I’ll copy this on the board.

I’ll say good-bye to students.

Note: I’ll test them very shortly the following class, because the teacher needs it so as to have a

mark for the term.

Lesson plan

component

Excellent

5

Very Good

4

Good

3

Acceptable

2

Below Standard

1


Coherence and

sequencing

x


– Learning styles

x



Class. management

strategies

x

Language accuracy x


Score: __28__ /35 = 8

Dear Antonella,

Lovely plan! Great visual presentation! Having the students work in such big groups is quite a

challenge. Get ready to go for it, or divide them into smaller groups, so as to assure everyone

has an active role.

Comentario [A24]: You must include them.

Remember you must include the activities you assign as homework.

Enjoy the lesson!

Your tutors











Clase Nº: 04

Fecha: 14/09/2016

Hora: 15 hs.



Aims


Recognize between yes-no and wh-questions using the present simple of ‘to be’.

Describe animals’ size, body parts and colour using the verb to be.

Improve their listening skills by completing a song with the animal words missing in the lyrics.




elephant, giraffe,

lion, monkey,


bear, snake, zebra)

Possessive


her)

Countries

(Argentina, India)

Give personal

information.

I am Juan.


Is he from the USA?

Yes, he is. / No, he

isn’t.

NEW Possessive

Adjectives (Its)

Countries (Brazil,

Canada)

Describe

The bear is big.

Its fur is white.

What colour is the

giraffe?

The giraffe is brown

and yellow.

Is the lion big? Yes, it

is./No, it isn’t.

Teaching approach



Students will practise speaking and listening through oral practice and a song, also writing in order to describe animals.

Materials

Board, chalk, sentences for the warm-up, animal and flag flashcards, student’s book – Today starter, CD with audio of the song and CD player.

Seating Arrangement

Students will sit in regular seating arrangement facing the board.


They might try to waste time while forming groups. I’ll ask them kindly to do it quickly so as to be able to play the games and do all the activities I have planned.

They might also have some doubts while describing the animals. I’ll make sure they can consult me as many times as they need and I’ll also walk around the classroom checking on them.

Assessment

I will assess students’ in how they use the present simple of to be when answering the questions and describing the animals.

Routine 8’


We will check the homework orally. Before starting I’ll tell students to applaud if they think the

answer given to a point is correct and to stamp their feet if they think the answer is incorrect.

I’ll expect the whole group to participate during the correction. I’ll encourage the ones that

are more reluctant to participate.

Warm-up 5’ Purpose: To review present simple of ‘to be’ in affirmative and negative form.

I’ll write four tangled sentences. I’ll ask for four volunteers to come to the front and untangle

the sentences. They should ask the rest of the class to participate and help them.

1. Jessica – Australia – from – is.

2. friends – Brian and Joe – good – are.

3. aren’t – Math – We – at – good.

4. hungry – am – very – I.

Transition: Very good! Now, let’s work on some questions.

Presentation 5’ Purpose: to further work with yes-no and wh-questions.

I will stick on the board the picture of four animals and the flag of the country they are from.

I’ll ask students what animals they are and the countries these flags represent.

T: Very well. Now, tell me. Where is the parrot from?

Ss: It’s from Brazil./The parrot is from Brazil.

T: Very good! Is the polar bear from the USA?

Ss: No, it isn’t.

T: Where is it from?

Ss: It’s from Canada.

T: Yes. And where is the ostrich from?

Ss: It’s from Argentina.

T: Very good! Is the snake from India?

Ss: Yes, it is.

T: Excellent!

Transition: Now, let’s ee where the kids from page 33 are from.

Development

Activity 1 (3’) Purpose: to use the verb to be in the correct form.

T: Now, put the verbs in the box in the correct place.

When they finish we correct orally.

Transition: Now, let’s talk about animals.

Activity 2 (15’) Purpose: To describe animals using the verb to be.

I’ll take animal flashcards and I’ll stick on the board one with its description as an example.

I’ll make sure they know the meaning of the words being pointed at. I will make a short list on

the board with animal body part words, I’ll ask them to add more words to the list:

feathers

tail

neck

mane

The polar bear is very big. Its

fur is short and white. Its ears

are small but its paws are big!

T: Now, you are going to write something

similar about the rest of the animals using

the words from the list.

When they finish I’ll take their productions home to correct them.

Transition: Now answer these questions about the animals.

Activity 3 (5’) Purpose: To practise questions using the verb to be.

I’ll hand out a copy of the following questions. They’ll answer them on their notebooks.

1. Is the giraffe tall? Yes, it is.

2. Is the lion’s fur long?

3. What colour is the parrot?

4. What colour is the zebra?

5. Are the giraffe and the lion brown?

6. Are the zebra and the lion small?

Transition: Now, let’s listen to a song.

Closure 4’ Purpose: To listen to a song about animals to give closure to the lesson.

T: You’ll listen to the song and you’ll try to complete with the missing words.

We’ll check their answers and I’ll say goodbye to them.

Lesson plan

component

Excellent

5

Very Good

4

Good

3

Acceptable

2

Below Standard

1


Learning aims x

Variety of resources x

– Learning styles



Class. management

strategies

x

Language accuracy x


Score: _21___ /35 = 6

Dear Antonella,

As the learning aims are not clearly set, the lesson does not just flow smoothly. The Language

Focus chart needs to be improved as well.

The activities are nice. Have a look at our comments and suggestions. Try to pre-teach the

vocabulary the students will need in order to do the description of the animals.

We hope our comments help you polish the lesson up!

Best,

Your tutors











Clase Nº: 05

Fecha: 15/09/2016

Hora: 15 hs.



Aims


Reinforce yes-no and wh-questions using the present simple of ‘to be’.

Improve their reading and writing skills by reading a text and then writing a similar one about them using the verb ‘to be’.



REVISION Countries (Australia, the UK, the USA, India, Poland, Italy)

Give personal information.

I am Juan.


Is he from the USA?

Yes, he is. / No, he isn’t.

NEW Revision lesson

Teaching approach



Students will practise reading and writing by reading and writing a short text.

Materials

Board, chalk, mixed-up dialogue for the warm-up, famous people’s pictures, activity book – Today starter and copies of the text.

Seating Arrangement

Students will sit in regular seating arrangement facing the board.


They might also have some doubts while writing about them. I’ll make sure they can consult me as many times as they need and I’ll also walk around the classroom checking on them.

Con formato: Español (alfab.

internacional)

Assessment

I will assess students in how they use the present simple of to be when answering the questions and writing the text.

Routine 3’


Warm-up 5’

Purpose: to review present simple of to be.

I’ll take these lines from a dialogue printed and I’ll stick them on the board all mixed up. I’ll ask students to rearrange them in the correct order.

T: Larry and Gemma are complete strangers, but they are sitting together in a plane and they introduce each other.

Larry: Hi! I’m Larry. What’s your name?

Gemma: I’m from Australia. Where are you from?

Gemma: Hello! I’m Gemma.

Gemma: Really? Cool!

Larry: I’m from the UK. My grandparents are from Australia, too.

Larry: Where are you from?

Transition: Now, let’s see where these people are from.

Presentation 5’

Purpose: To keep practising present simple and countries.

I’ll take pictures of famous people with information of where they are from. Then, I’ll ask students to make sentences saying where they are from.

Venus and Serena Williams The USA

Robert Kubica Poland

Venus and Serena Williams USA

Comentario [A25]: How does this relate to the context of the whole unit (Wild Animals)?

Comentario [A26]: Will the students be acquainted with all of them?

T: Where are Venus and Serena from?

Ss: They’re from the USA.

T: Excellent! Is Robert from Argentina?

Ss: No, he isn’t.

T: Where is he from?

Ss: He’s from Poland.

T: Very good!

We’ll continue until we’ve covered every character.

Transition: Very good! Now, let’s go to your copies of the activity book, on page 30.

Development

Activity 1 (5’)

Purpose: To practice yes-no questions and short answers.

T: Now, you’re going to write questions and answers about these characters.

Shilpa Shetty and Raj Kundra India



Hugh Jackman and Deborra-Lee Furness Australia

Nicoletta Romanoff and Giorgio Pasotti Italy

Prince Williams and Kate The UK

Comentario [A27]: How will they know?

Comentario [A28]: Which?

We’ll correct it orally.

Transition: Very well. Now, on page 31 we have a similar exercise.

Activity 2 (7’)

Purpose: to practise wh-questions and answers.

T: Imagine you’re an interviewer. You’re going to ask these famous people where they are from.

We check the example and then they continue by themselves.

We’ll check orally their answers.

Transition: Now, let’s read about John and Alice.

Activity 3 (8’)

Purpose: to read a short text.

Comentario [A29]: They might not know all of them. Get ready to give a brief description of the characters.

I’m going to hand out copies of the text and the sentences.

T: You’re going to read this text and then you’re going to write true or false for the sentences. Of course, you’ll have to correct the false one.

Hello!

We’re John and Alice. We’re married. We’re from New York, in the USA.

I’m 42 years old and Alice is 37. I’m a pilot and Alice is a literature teacher.

What about you?

1. John and Alice are brother and sister. 2. They’re from the USA. 3. They’re 79 years old together. 4. John is a policeman. 5. Alice is a teacher.

Transition: Now, John and Alice want to know about you.

Activity 4 (10’)

Purpose: To write a text about themselves using the present simple of to be.

T: Now, you’ll write a short text about you replying to John and Alice’s question. Introduce yourselves, tell them about where you live, your age and what you do.

When they finish I’ll take their productions home to be corrected.

Closure 2’

Purpose: to copy the homework and give closure to the lesson.

I’ll copy the homework on the board.

Homework:

Page 34 from activity book.

Comentario [A30]: It can be misleading.

I’ll explain the homework to them. Then, I’ll say goodbye.

Note: the test that was supposed to be taking place this week was postponed, since the teacher asked me to keep practising on present simple of to be.

Lesson plan component

Excellent 5

Very Good 4

Good 3

Acceptable 2

Below Standard 1


Learning aims x

Variety of resources – Learning styles

x



Class. management strategies

x

Language accuracy x

Observations Minimum score: 21 / 35 Score: _23___ /35 = 6.5 Dear Antonella, The lesson is well-developed. We still have doubts as regards how well it fits within the topic of the Unit (Wild Animals). Concerning stages, you should do something more appealing at the end of the lesson, rather than just assigning homework. Pay special attention to language mistakes. Have a nice lesson! Your tutors











Clase Nº: 06

Fecha: 15/09/2016

Hora: 15 hs.



Aims


Learn vocabulary related to animal parts.

Reinforce “have got” and the use of the verb “to be” for description.

Improve their writing skills by inventing an animal and describing it.



REVISION Countries (India,

Poland, Italy,

Argentina)

Parts of animal body

(fur, ears, paws,

feathers)

Adjectives (long,

short, big, small,

cute, funny)

Feelings (happy,

tired, hungry, thirsty)

Animals (Monkey,

elephant, snake,

zebra, giraffe,

parrot)

Describing The polar bear is

white.

Its fur is short.

It has hot small ears.

NEW Parts of animal body

(wings, scales, fin)

Teaching approach



Students will practise oral and reading skills by the use of games, and writing skill by writing a short text describing an invented animal.

Materials

Board, chalk, words cut in half, flashcards and their labels, picture and description of the invented animal.

Seating Arrangement

Students will sit in regular seating arrangement facing the board for the beginning of the class. Then, they will be standing up and walking for the first activity. They will sit again for the presentation activity and finally they will be sitting forming groups of five.


They might get a little messy during the group forming. I’ll help them move tables and kindly ask them to do it as quickly as possible.

Assessment

I will assess students in how they use the present simple of ‘to be’, ‘have got’, and the vocabulary when describing the animal.

Routine 5’


We’ll correct the homework from the previous class. We’ll use the clapping idea. When they think the answer is correct they clap.

Transition: Okay, now stand up. We’re going to play a game.

Warm-up 5’ Purpose: To review the vocabulary from the unit (Feelings, animals and countries).

I’ll print these words and I’ll cut them into half or threes.

Hungry

Happy

Thirsty

Tired

Poland

India

Italy

Spain

Argentina

Elephant

Snake

Zebra

Parrot

Monkey

Giraffe

I’ll give a part of the word to the students and I’ll ask them to constantly show it to the rest of their

classmates. (They can stick it to their clothes)

They’ll have to walk around the class trying to find the other half of the word.

In case that there are students missing I’ll ask the teacher to participate, and I’ll join in, too.

Transition: Now, let’s learn some new words.

Presentation 5’ Purpose: to introduce vocabulary related to animal body parts and adjectives.

I’ll take a piece of cardboard and I’ll stick pictures of the vocabulary on it. Then, I’ll have students

pass to the front and stick the word next to the picture.

Comentario [A31]: Nice idea!

FUR – EARS – WINGS – FIN – PAW – FEATHERS – SCALES – BIG – SMALL – LONG – SHORT – CUTE –

FUNNY.

They will have to guess the words they do not know with their classmates help.

Transition: Now, let’s play a game!

Development

Activity 1 (5-7’) Purpose: to practise short description in groups.

I’m going to take animal flashcards. I’ll ask some volunteers to come to the front. I’ll show a

flashcard to them and they will have to describe it until the rest of the class guesses the animal.

Comentario [A32]: Which context will they use to guess the words? If you want your students to guess the meaning, you should provide some context. You may give them the definitions of the words you know are new for them.

Comentario [A33]: Will you model the activity so that they become aware of the structures they are meant to use?

Transition: Now, let’s form groups of five.

Activity 2 (20’) Purpose: To invent an animal and describe it.

In groups and taking parts of different animals they’ll have to invent an animal. When they have

finished matching all the parts they are going to stick it in a piece of cardboard and then they are

going to describe it.

T: You’ll take different parts of animals to invent a new one! You’ll stick it to the cardboard and

then you’re going to write the description. You can invent a name for it, too.

I’ll take an example for them to follow.

This is an eleroo. It has got big ears and a long nose.

Its fur is brown with black and white stripes. It has

got a long tail. It is brown with black spots.

I’ll quickly check their productions.

Closure 3-5’ Purpose: to give a closure to the lesson.

We’ll stick the posters on the wall.

T: Very good! Now I want to say thank you for these classes we’ve been together. We have learnt

a lot together.

I’ll say good bye to them.

Lesson plan

component

Excellent

5

Very Good

4

Good

3

Acceptable

2

Below Standard

1


Coherence and x

Comentario [A34]: How many students per group?

Comentario [A35]: Will the write a draft first?

Comentario [A36]: You may invite them to have a look at the different productions. They can even choose the most creative one.

sequencing


– Learning styles

x



Class. management

strategies

x

Language accuracy x


Score: __23__ /35 = 6.5

Dear Antonella,

Lovely ideas! Try hard to model the activities and to use L2 as much as you can. The students

have shown they respond well, so rely on that. Encourage them to use English, too.

Have a look at the comments/suggestions we have made. Remember you should provide

meaningful contexts so that they can assimilate new input more easily.

Have a nice lesson! We´ll be waiting for your journal entries and the video.

Your tutors

Plannings primary

Education

Transcript of Plannings primary