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: 4
Duración de la clase: 40 minutes

Fecha de la clase: 16th October

Fecha de entrega de la planificación: 14th October Commented [A1]: Respect the 5-day anticipation
policy, pls!

Learning Aims

During this lesson, learners will be able to:

- Reinforce vocabulary related to body parts, and structures needed to

describe them.
- Practisce their reading, speaking and listening skills. Commented [A2]: This aim is rather broad. At this
time of your practicum period, you should be able to
refer to each skill individually and explain how students
will develop that skill.

Language Focus

LEXIS FUNCTIONS STRUCTURE

Vocabulary related to body To describe body parts of a Third person affirmative and
R parts: head, body, arm(s), robot. negative sentences in the
E hand, finger(s), leg, feet, toe(s) Present Simple tense
V
Vocabulary related to
housework: cook, clean, wash
 - Third person interrogative
- sentences form in the Commented [A3]: Of the verb have got
Present Simple tense.
N
E E.G.
W “Has he got toes?”
“Yes, he has.”

Materials

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 about their weekends, adding that I did a lot of housework on Sunday
(topic covered the last lesson). I will say that my wife and I cleaned the house in the
morning, and that I had to cook for a party in the evening. I will use gestures to help
students understand. Then, I will tell them that I told my guests about the robots ss had
created two weeks ago, emphasizing on how great their creations were.

(10 minutes)

I will say that, as the “conversation” turned very interesting, my friends started asking me
about the robots and their characteristics, and I will give some examples of these fictional
conversations:

I: “There is one robot that is huge (extending my arms to show its size) with powerful arms!”
A friend: “Wow! That sounds amazing! Has he got legs?”
I: “Yes, he has!”
Another friend: “Cool! Has he got a nose?”
I: “No, he hasn’t. But he is a robot, he doesn’t need it!” Commented [A4]: You can create different “voices” 

Finally, I will say that we spent the evening imagining our own robots.

Then, I will write on the board the questions used in my story.

Q: “Has he got legs?”

A: “Yes, he has.

Q:”Has he got a nose?”

A: “No, he hasn’t”
I will ask students if they notice any difference with the structure of affirmative sentences. I
will explain that the auxiliary verb “has” is placed at the beginning of the question, in
contrast to affirmative and negative sentences:

INTERROGATIVE: HAS he got legs?

AFFIRMATIVE: He HAS got legs.

To conclude, I will encourage students to give full positive or negative answers:

“Yes, he has” – “No, he hasn’t”

I will encourage students to ask about any doubts they may have, or what comments do they
like to make. After this, I will tell them that we will practice a bit.

ORAL PRACTICE (5 minutes)

* It is a quite basic activity, but it is expected to serve as training for the following activity.

I will attach to the board a picture of a robot with different body parts (resource nº1). I will
ask students individually about its body parts, e.g. “Has he got fingers?” The student will
have to answer the two model answers, which will be written on the board for support.

After having asked each student about the robot, I will ask them if they are ready to play a
game.

“WHO IS WHO?” GAME (12 minutes)

I will divide the class into two groups. I will allow them to name their groups freely, and I will
draw two columns on the board for each team.

I will distribute two sets of cards depicting different robots (each group will receive the same
characters) and their names (resource nº2). I will explain that one team will have to choose
one character, and the other will have to guess who he is.

To do so, they will have to make questions using the structure learnt earlier in the lesson,
while the other team will only have to answer “yes, he has” or “no, he hasn’t”. Students will
have to use this information to guess the robot the other team had chosen.

To add suspense, I will say that each group will have 1 minute to guess the other team’s
choice. If they succeed, they receive one star. The team who receives five stars wins.

I will be monitoring student’s oral production, trying not to interrupt them but encouraging
and cheering (not very loudly ) on the students’ questions. I will keep the score and let ss
know the time left in each turn.

After the game, I will congratulate them and ask if they had fun.
(5 minutes)

I will assign the following activities on their coursebook (resource nº3) for homework:

- Activity 14, page 38.

- Activity 15, page 38.
- Activity 1, page 39.
- Activity 3, page 39.

I will ensure if they understood which activities they will have to do. Then, I will say that they
did it great during the lesson. Finally, I will say say goodbye.

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
organization
Coherence X
and
sequencing
Variety of X
resources
Stages and X
activities
Scaffolding X
strategies
Language X
accuracy
Observations Lovely lesson!

I´m afraid you forgot to attach the resources. What a pity!