I.S.F.

D LENGUAS VIVAS BARILOCHE –

PRÁCTICA DOCENTE II

ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Emiliano Sebastián Torres Tealdo

Grado y sección: 5th Grade

Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 11

Tipo de Planificación: Clase

Unidad Temática: Machines
Clase Nº: 1
Duración de la clase: 40 minutes

Fecha de la clase: 25th September

Fecha de entrega de la planificación: 19th September

Learning Aims

During this lesson, learners will be able to:

- Acquire vocabulary and structures related to body parts and structures needed to
describe them.
- Practice Practise their listening and writing skills.
- Produce a brief oral description of their productions.

Language Focus

LEXIS FUNCTIONS STRUCTURE

Vocabulary related to To describe objects of our First person affirmative and
R classroom objects: glue stick, own. negative sentences in
E ruler. Present Simple.
V Numbers: from 1 to 10. E.g. I have got a glue stick.
I haven’t got a ruler.
Adjectives: fat, long, short, thin To describe people, animals,
and things.
 Vocabulary related to body To describe a robot’s body Third person affirmative and
parts: body, had, arm(s), parts. negative sentences in
hand(s), leg(s), feet, finger(s), Present Simple.
N toe(s), nose, ears.
E E.g. He has got one head.
W Other: robot, scientist, movies. He has not got a nose.

Materials

- Resource Nº1: scientist flashcard

- Resource Nº2: Rodney’s body parts (handmade)

- Resource Nº3: picture taken from
https://previews.123rf.com/images/fizzgig/fizzgig1101/fizzgig110100002/8618219-
cartoon-vector-illustration-of-a-happy-little-robot-with-green-eyes-.jpg

- Resource Nº4: Students’ book. Find Out 3 Practice Book. Ormerood, Shaw. (Page
34)

- Resource Nº5: Students’ book. Find Out 3 Practice Book. Ormerood, Shaw. (Page 33)
Procedures

(3 minutes)

I will ask the students to stand up (this is a routine the teacher of English established at the
beginning of the year) and I will say “Good morning students. How are you today? Great, sit
down, please” I will ask them to help me to write the date on the board.

(5 minutes)

Then, I will tell them that I saw a movie the previous night. I will explain what “movie” means,
and I will ask if they like them. After listening to some responses, I will say that the movie I
saw was about a robot named Rodney (this is adapted to suit, and based on their
coursebooks materials), which was created by a highly intelligent scientist. In order to
explain the meaning of this word, I will show them the flashcard of a scientist (resource nº
1).
In the story, the robot feels alone and starts a journey to find a lady robot. Finally, I will ask if
they want me to show them Rodney the robot.

(15 minutes)

I will tell the students that I have to bring Rodney with his body parts unassembled because
he is too big! I will show them the parts one by one (resource nº 2), as I attach them to the
board “assembling” him. I will present the items (body, head, arms, etc.) using the structure Commented [UdW1]: Ask volunteers to help you.
“he has got…” Students can take notes on their coursebooks, where there is a picture of Have them repeat body parts after you.
Rodney the robot.
Once I introduce the body parts, I will ask if they like how it looks, if they like him. Then, I will Commented [UdW2]: Will this be optional?
ask them if they noticed a recurrent phrase I used in order to describe Rodney’s body parts.
Students may respond “he has got…”, and I will write three sentences on the board to:

“He has got one head”

“He has got two arms”
“He has not got a nose” (For the word nose, I will point to my nose, encouraging them to
touch their noses to understand its concept)

I will explain that the structure “has got” is used to show possession of something, in this
case, to describe Rodney’s body parts. I will bring the structure “I have got…” covered at the
beginning of the year. They used this structure to talk about school objects of their own; I
will explain that “have got/ has got” can be applied to different things, like school objects or
body parts. I will focus on the inflection of the verb depending on the subject who executes
the action (applying to the pronouns he, she, it), and I will explain the short form of the verb
in a negative sentence. I will ask them if they have doubts or if they want to make comments
on Rodney’s body.

I will say that there was another robot by the end of the movie I saw. Her name was Rachel
the robot, and I will ask them if they want to know what she looks like.

ACTIVITY 1 (5 minutes)

Drawing dictation:

I will pretend I forgot to bring Rachel, but that I remember his appearance, so I will describe
her. They will have to draw him on their folders by following my instructions.

I will say:

“She has got one head and a fat body. She has got four long legs and two feet. She has got
three short arms, and hands with two fingers each.”

I will read the instructions carefully, giving students time to process the words and draw the
body parts. I will use gestures when mentioning adjectives, so students may interpret their
meaning in case they do not remember them.

Finally, I will explain that in the movie Ralph body was red, with a blue head, and green legs
and arms. After finished, I will encourage students to raise their drawings, and they will have
to compare their products. I will congratulate them for their very good work, and I will say
that they did match to Ralph’s appearance in the movie.

Then, I will ask them if they would like to create their own robot.

ACTIVITY 2 (7 minutes)

Creating and describing:

I will encourage students to draw their own robot on their folders. They may choose freely
the parts that will integrate him, they will have to name it, and they will have to write a short
text describing their creations using the newly acquired structures.

I will attach to the board a picture of my own robot (resource nº 3), along with a text that will
serve as a model for their writings.

Finally, I will encourage them to show their robots to their class, and to describe them orally
if possible.

Then, I will say that Hassan and Natalie (the characters in the activity book) saw the movie
as well, and that they created their own robot. I will ask them if they want to get to know
them

(5 minutes)

I will ask students to open their coursebooks on page 34 (resource nº4). I will draw their
attention to exercise 3, in which we can find a picture of Hassan’s robot, and a chart on the
right side of the page, containing body parts. One column contains the amount of body part
of Hassan’s body, and other blank column for Natalie’s. I will describe Hassan’s robot, and
they will have to follow the description by looking at the chart. Then, I will describe Natalie’s
robot and they will have to write the numbers for each body part.

Homework:
Students will have to work on exercise 4 oin page 34. On the left side, there is a description
made by Hassan of his robot according to the information in the chart. They will have to
write four sentences describing Natalie’s robot.

Students will have to solve the crossword in page 33, exercise 2 (resource nº5).

Finally, I will say that the lesson is over, and I will say goodbye to the students.

Each activity must be described in terms of the following components:

 Timing
 Activity description and instructions as they will be said to
students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one

To be completed by your tutor:

Lesson plan Excellent Very Good Good Acceptable Needs
component 5 4 3 2 improvement
1
Visual x
organization
Coherence x
and
sequencing
Variety of x
resources
Stages and x
activities
Scaffolding x
strategies
Language x
accuracy
Observations
Great start! 