Secondary. Lesson 3

1. I.F.D.C Lenguas Vivas.
Taller de práctica docente.
Alumno Residente: Pascual Pamela
Período de práctica: Nivel Secundario
Institución educativa: Cristo Rey
Dirección: Rivadavia 324
Sala /Grado/año/sección: 3rd Year
Cantidad de alumnos: 29
Nivel lingüístico del curso: elemental
Tipo de planificación: clase
Unidad temática: Adjectives. Animals and pets
Clase: N° 3
Fecha: October, 17th
Hora: 9.50 to 11.50
Duración de la clase: 120 minutes
Fecha de primera entrega: September, 26th
CLASE 3
 Teaching points: Animals and Pets. Adjectives. Comparatives
 Aims: During this lesson, learners will be able to:
 To develop their reading skills by reading a dialogue and part of a short story.
 To develop their listening skills by listening to a dialogue.
 To develop speaking skills by encouraging students to compare animals and
themselves with a best friend, and discussing about the story
 To develop writing skills by writing a short description comparing themselves
with a friend.
 To motivate them in the learning process.

2.  Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION
NEW Producing
comparisons
Developing
reading skills
Developing
writing skills
Developing
speaking skills
Talking about
the short story.
Dogs are quieter
than parrots.
Fish are more
boring than
tortoises
Short, tall, small /ɔː/
 Teaching approach: Based on Communicative Approach.
 Materials and resources: flashcards, picture, Book, short story, board.
 Pedagogical use of ICT in class: In this lesson, students will listen to a
dialogue from my computer, loudspeakers will be used..
 Seating arrangement: Students will be sitting on their places in order to
facilitate visual contact and interaction within the group. At some point of the
lesson, they will be working in pairs and groups.
 Cooperative work: Students will work in groups to do the reading and
discussion activity about the short story and in pairs to do the reading activity
from the book. Cooperative work helps students to develop their learning as
well.
 Potential problems students may have with the language: As learners may
not comprehend some new lexis, I will use pictures, gestures and pointing to aid
comprehension. They may have problems applying the correct form of
comparison between short and long adjectives, I will provide them several
examples that will help them understand better. They may also have trouble with
the comprehension of the short story, in that case I will guide them with the
reading in class to understand better.

3.  Assessment: what will be assessedand how: I´ll check that students
comprehend the new structure in the reading and writing exercises they will
have during the class and while they work I will monitor them.
Routine (3´)
Purpose: To start the lesson.
Good morning students! ”How are you today?” . They will probably answer “fine, ok,
tired, bored or fantastic”
“Are you ready to start the class?”
“Yes!”
Transition: Ok, let´s start…
Warm- Up ( 5)
Purpose: to get students into the mood for work, establish rapport.
I will ask students “Do you remember this picture?” They will say “yes, Maradona and
Messi!”

4. Transition: Good!Let´s see if youcan compare them…
Presentation (15´)
Purpose: to expose the learners to the target language.
I will display many flashcards of adjectives on the board near the football players’
picture.
Then,I will askthem“Whichadjectivesdoyouthinkdescribe MaradonaandMessi best?”
I will invite themtoputthe flashcardnextto the character.
Theywill probablyuse adjectivessuchasSHORT, TALL, WEAK,STRONG,SLOW, FAST,GOOD,
BAD,And INTERESTING.
Afterthat,I will encourage themtocompare.Manysentenceswill ariseandIwill write them
on the board sothat theyunderstandthe difference betweenshort,longandirregular
adjectives.Iwill leave the examplesduringall the classonthe board as a guide.
(SS)Theymaysay“Maradona is mas shortque Messi”.
(T) So you meanthat “Maradona isshorterthan Messi”
(T) “Can you give me anotherexample?”

5. (SS)”Messi is tallerthanMaradona”
(T) “excellent!”butlookatthese adjectivesGOODand BAD”
I will explainthemthat theyare the only differentshortadjectives.
“Theyare calledIrregularbecause theychange theirform. Good isBetterand Bad is Worse.So,
You say Maradona is better/worse than Messi”
“ Do youunderstand?”Theywill sayYes.“Verygoodjob!Now,haveyougotpets?Let´s
compare your pets”
I will elicitkindof petsandIwill showthem apicture sothat theylearnotherstheydon´t
know.Thispicture isintheirbook.I will write new petsonthe board.
AfterwardsIwill encourage themtoproduce some comparative sentences andIwill suggest
the use of the adjectivesINTERESTING orBORINGso that theyunderstandhow touse long
adjectives.
An instance maybe “ Lizards are more interestingthanrabbits”
Transition: Fantastic!Let´s listen to a dialoguenow…
Development
Activity 1 ( 15´)
Purpose: to recognize and comprehend the new vocabulary and structure and develop
reading, comprehension and listening skills.
Before listening to the dialogue I will ask students where they are, who they think the
characters are and what pets they can see.

6. Then, they will listen to the dialogue and answer the question of the task. I will also ask
them some question to check comprehension. For example: “Is the cat smaller than the
mouse? What animal is dirty, noisy and ugly?”
After that, two students will read it aloud and then, they will read it in pairs.
I will walk around and monitor them.
Transition: Well done! Look at the table you have in your book now…
Activity 2 (10´)
Purpose: to check the comprehension of the structure.
I will ask to students to complete the table they have in their book. I will add some long
adjectives to it so they can have all the types of adjectives.I will provide an example of
each adjective. They will revise how comparative adjectives are formed.
ADJECTIVE COMPARATIVE
Fast Faster than
Big
Long
Heavy
Tall
Small
Strong
Short
Good Better than
Bad
Interesting More interesting than
Boring
Entertaining
Important
Dangerous

7. Theywill checkwiththe whole class.
Transition: greatjob students!Let´s practicenow…
Activity 3 ( 10´)
Purpose:to check the understanding of how sentences are formed.
Students will order the sentences and check with the whole class.
I will walk around guiding them.
Transition:Very good! Now, you will work in groups…
Activity 4 ( 20´)
Purpose: to practise the new structure and encourage collaborative work.
I will ask students to work in small groups and write the sentences.

8. Theywill share withthe whole class.
CLOSURE (20´)
Purpose: to develop their writing skills
I will ask students to consider all the adjectives they have learnt during the class and
write a paragraph comparing themselves with his/her best friend.
I will encourage those who are more extroverted to tell some sentences and I will write
them as examples on the board that will act as a guide for all students.
They will write and then I will ask them to share with the whole class.
SHORT STORY(20´)
Purpose: to expose students to authentic language, develop reading skills and generate
discussion. Encourage collaborative work.
Students will continue working with the story in the same way as they did the last class
and they will continue completing the column.
In this opportunity they will also find out how Suzanne´s feelings have changed till
here.
List Of Rules
That Suzanne
Followed To
Stay Alive
List Of
Animals
List Of Insects List Of Birds List Of Plants
They will share with the whole class.
Transition: Great Job! You worked really well.
It´s time to say goodbye, see you next class!

9. 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
Language accuracy X
Observations Minimumscore:18 / 30
Score:_25_ /30
Good job!