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: Amazing animals
Clase Nº: 5
Duración de la clase: 40 minutes

Fecha de la clase: 23rd October

Fecha de entrega de la planificación: 20th October

Learning Aims

During this lesson, learners will be able to:

- Review vocabulary related to body parts and structures containing the verb Have
Got.
- Learn vocabulary related to animals and the structures needed to describe them and
indicate their position in relation to a reference point.
- Practisce their listening skills through their active participation during the whole Commented [A1]: Develop rather than practise
lesson.
- Practisce their speaking skills through their active participation and involvement
during the whole lesson, especially during a game.
- Practisce their writing skills during a game.
- Develop collaborative skills as they have to make contributions during a game.
- Practisce the skills mentioned above as they actively learn and participate in a
relaxed atmosphere.

Language Focus

LEXIS FUNCTIONS STRUCTURE

Vocabulary related to body To describe animal body Third person affirmative
R parts: leg, feet, head. parts sentences in the Present
E Simple Tense.
V
 E.g. It (the tiger) has got four
legs.

Vocabulary related to animals: To indicate location/position. Third person affirmative

Monkey, elephant, tiger, parrot, sentences in the Present
zebra, giraffe, flamingo. Simple Tense.
N
E Prepositions of place: on, in, E.G. the elephant is behind
W behind, under. the cage.

Others: zoo, cage

Materials

Material nº1: Handmade cardboard cage. It has some details as I used it in previous lessons
with other students, and it will be fixed.

Material nº2: Plastic plants.

Material nº3: animals flashcards.

Material nº4: Students’ book. Find Out 3 Practice Book. Ormerood, Shaw. (Page 41)

Material nº5: Students’ book. Find Out 3 Practice Book. Ormerood, Shaw. (Page 40)

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)

I will ask students if they have ever visited a zoo. I will explain that a zoo is a place where
you can see a lot of different animals. After listening to some answers, I will tell students
that I am going to a zoo next month, and that I am very excited about it. I am so happy that,
since I cannot wait for this trip, I created my own mini-zoo: Emiliano’s zoo.

I will show students a handmade cardboard cage (material nº1) and encourage them guess
what it is. I will tell them that it is a cage (I will write the word on the board, and encourage ss
repeat out loud its pronunciation), and that some animals live in there. I will add that there
are big cages for big animals, and small cages for small animals. I will also set near the cage
some small plastic plants used in fish tanks (material nº2) to create a “wild” atmosphere.

I will show ss a tiger flashcard (material nº3) and I will encourage them to pronounce its
name after me. I will explain that a tiger is a big animal, which has got four legs and a big
head. I will encourage students to describe the tiger using the “has got” structure learnt in
the previous unit.

Then, I will ask ss if they want to know other animals that live in my zoo.

(15 minutes)

I will start showing other six animals: monkey, parrot, elephant, zebra, giraffe, and flamingo
(material nº3).

We will practice the pronunciation of each animal, and ss will be encouraged to make any
comment about the animals (what they eat, their size, etc). If ss do not have the vocabulary
to build their comments, I will allow them to talk in their L1 and I will recast their responses.

While I am introducing the animals, I will place them in specific positions in relation to the
cage. I will conclude each introduction by saying (e.g.) “And look! The elephant is BEHIND
the cage”. I will repeat the process, naming the four prepositions in different instances.

Then, I will write on the board the question “Where is the giraffe?” encouraging students to
guess the meaning. I will explain that when we find a question with the word “where” at the
beginning, we need to give information about the position of the subject of the question.
And to answer the question, we use prepositions of place to indicate the subject’s position. I
will write the answer “It’s IN the cage”, pointing to the giraffe which will be IN the cage. To
support the explanation of prepositions, I will draw a square on the board and different dots
referencing each preposition. Commented [A2]: Before this drawing, you should
demonstrate and get students involved in such a
ON demonstration. You can ask volunteers to place the
animals in different positions so as to practise
prepositions of place.
 IN BEHIND

UNDER

I will ask the Wh- questions for each animal, reinforcing the vocabulary and prepositions in
relation to the cage.

Then, I will say “Very good children, now it’s time to do some practice”.

ACTIVITY 1 (5 minutes)

I will have students open their coursebooks at page 41, ex 4 (material nº4). I will draw ss’
attention to the picture on the page, depicting many animals and a house. I will say explain
that there are four Wh- questions, and ss will have to answer them by looking at the picture.

When they finish the activity, we will do whole group check.

Then, I will ask ss if they want to play a game.

ACTIVITY 2 (7 minutes)

“WHERE IS THE…” GAME.

I will divide ss into two groups. I will explain that one group has to pass to the front and pick
four animals of their choice. They will have to place them in different positions, one of each
for one preposition.

They will have to turn their backs on the other group so they will not reveal the animal’s
position. When they finish it, they will reveal the new scenario and the other group will have
one minute to write their answers on a sheet.

I will provide a model answer (written on the board) to support ss: The _______ is ________
the cage.

When time is over, I will ask the group about each animal e.g. “Where is the giraffe?” and
they will have to read out loud their answer. Each right answer will give them one star.

Then, the team that wrote has written their answers first will pass to the board, and the other
will have to find the animals’ position.

In case they there is a tie, the team that has handed in their answers first will be the winner
(this will be explained at the beginning).

(5 minutes)
WORD SEARCH:

I will have ss open their coursebooks at page 40, ex2 (material nº5). They will see a snake
containing many letters IN it. SS will have to find and circle the animal names and form a
secret message about Emiliano’s zoo with the remaining letters.

Once finished, we will do whole group check.

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
Well done!