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: Animals- Animal Habitat
Clase: N° 4
Fecha: October, 24th
Hora: 9.50 to 11.50
Duración de la clase: 120 minutes
Fecha de primera entrega:
CLASE 4
Teaching points: Animals and animals habitats
Aims: During this lesson, learners will be able to:
To revise should/ shouldn´t structures.
To revise comparatives.
To revise adjectives.
To revise parts of the body
To develop their reading skills by reading a text and part of a short story.
2. To develop listening and speaking skills by encouraging students to talk in pairs
and then in groups about the text and an animal riddle, and discussing about the
story
To develop writing skills by writing an animal riddle.
To motivate them in the learning process.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Body parts:
arm, eye, feet,
finger, nose,
teeth, leg, face,
hand.
Adjectives:
interesting,
boring,
quiet, noisy,
small, big,
dirty, clean,
slow, fast,
good, bad,
weak, strong,
short, tall,
pretty, ugly.
Giving advice
Comparing
animals
You should wear
gloves.
You shouldn´t eat
sweets.
Dogs are quieter
than parrots.
Fish are more
boring than
tortoises
NEW Animal
habitats:
tropical
rainforest,
desert, city.
Animals:
jaguar, snake,
lizard, duck,
scorpion,
stork, monkey,
bats.
Identifying and
naming
animals.
Identifying and
naming animal
habitats.
Developing
reading skills.
Developing
listening skills.
Developing
speaking skills.
Talking about
the short story.
Developing
writing skills.
Habitat/ ˈhæb.ɪ.tæt/
3. Teaching approach: Based on Communicative Approach.
Materials and resources: PC and loudspeakers, Book, short story, board.
Pedagogical use of ICT in class: In this lesson, students will read an animal
riddle in the computer (in a power point presentation). They will read, guess the
animal and then, they will write a similar riddle.
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 and in pairs to work with the
short story, a text from the book and the production of a riddle. 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 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.
Assessment: what will be assessed and how: I´ll check that students
comprehend the new lexis in the reading and they can apply all they have learnt
in the last writing exercise and while they work I will monitor them offering
them help.
Routine (5´)
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…
4. Warm- Up ( 5´)
Purpose: to get students into the mood for work, establish rapport.
To start the class I will ask the students if they remember the animals form last class.
“Do you remember animals from last class?”
I will encourage them to name them. Then, I will ask them “Can you think of their
habitats?”
I will listen to their ideas.
Transition: Very good ideas! Let´s learn about some habitats and more animals…
Presentation (10´)
Purpose: to expose the learners to the target language.
I will ask students to open their books and look at the pictures they have in the text.
“Can you tell me what habitats can you see?”
They will answer Tropical Forest, Desert and City and I will ask them about the animals
they can see. After they have mentioned them, I will ask them “What of these animals
live in the desert?” They will give me their answers and I will continue with the same
procedure with the other two habitats.
Transition: Well done students!! Let´s read the text now to check your answers …
Development
Activity 1 ( 15´)
Purpose: to encourage students to work in groups in order to revise the vocabulary and
grammar learned and to develop their reading skills.
I will ask students to work in groups and read the text in order to check their answers
about what animals live in each habitat. They will discuss if their guesses were correct
within the group.
5. I will walk around listening to the students while they are reading and discussing about
their guesses in the previous activity and guiding them if they need help with the
understanding of the text.
Transition: Great Job! How many of you were right about the animals that live in each
habitat? Good! Let´s check your understanding now…
Activity 2 (15´)
Purpose: to check general comprehension of the text.
I will ask students some questions orally in order to check their general understanding
of the text.
“So, what animals live in rainforests?” They will answer Jaguars, monkeys and parrots.
“And why do they live there?” They will answer because it is warm and there is water!
I will continue with the same procedure with other questions:
* Why can´t all animals live in the desert? What´s the weather like in the desert?
*Are city animals dangerous? Why?
Transition: Fantastic! Let´s continue with the text…
6. Activity 3 ( 10´)
Purpose: to check comprehension of the text by looking for specific information.
I will ask students to work in pairs now and look for specific information in the text.
I will walk around monitoring them. They will share with the whole class.
CLOSURE (20´)
Purpose:to revise all they have learnt during these classes. To develop their writing
skills and have some fun preparing the riddle and then guessing their partners´.
I will show the students a riddle in a PowerPoint presentation. They will guess the
animal and then they will write one riddle in pairs following the model of the
presentation. After that, they will share it with another pair and they will guess it.
This animal lives in the city. It´s got four legs and a long
tail.
It´s bigger than a mouse and smaller than a tiger.
It is more intelligent than a tortoise.
You can have it as a pet.
You shouldn´t feed it with meat. You should give it fish.
What is it?
7. SHORT STORY(30´)
Purpose: to expose students to authentic language, develop reading skills and generate
discussion. Encourage collaborative work.
In this last class, students will finish reading the story. They will continue working in
groups. I will tell them to think about the ending and their favourite moment.
I will ask them “what do you think of the ending?” Did you like it”? Did you expected
it?”
I will listen to their opinons.
“What is your favourite part in the story?”
They will share with the whole class.
Transition: Great Job! You worked really well.
It´s time to say goodbye, see you next class!
8. 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:_27_ /30
Great lesson!
