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: 2
Duración de la clase: 40 minutes

Fecha de la clase: 2nd October

Fecha de entrega de la planificación: 29th September

Learning Aims

During this lesson, learners will be able to:

- Revise vocabulary and structures related to body parts and structures needed to
describe them.
- Practice their speaking, listening and writing skills.
- Produce a brief oral description of their productions.
- Create a short and coherent text.

Language Focus

LEXIS FUNCTIONS STRUCTURE

Vocabulary related to body
R parts: body, had, arm(s),
E hand(s), leg(s), feet, finger(s),
V toe(s), nose, ears, hair.
To describe a robot’s body Third person affirmative and
parts. negative sentences in
Present Simple.
E.g. He has got one head.
He has not got a nose.
 N
E
W

Materials

- Resource Nº1: 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)

I will ask if they brought their own robots (assigned as homework in the last lesson). At first,
I had thought that they could draw a robot on their folders, but they suggested if they could
make it from different materials, as a maquette. They are expected to mention the body parts Commented [A1]: model
of their creations, but they may not be ready to write a description using the “has got…”
structure. Thus, we will revisit body parts by looking at a cardboard depicting a robot, along
with a text describing it (Resource nº 1).

(10 minutes)

I will draw students’ attention to the board. I will encourage them to read out loud the poster
I had attached, and they will read the description of my robot. After this, I will explain further
the structure “has got…” and its function.

I will also focus on the construction of negative sentences and short forms (hasn’t got). For
this, I will elicit from students parts of the face which my robot doesn’t have (hair, nose).

Finally, I will focus on the text structure. I will show that there is a title, and an introductory
sentence in which we learn the robot’s name. Then, there will be a first paragraph with a
sentence starting with the target structure and a description of the upper body,
concentrating on the most noticeable items. I will explain the use of the commas in a list.

In the following paragraph, they will find a sentence describing the legs and feet, and a
negative statement linked by the conjunction “but”. I will explain that “but” is used to
contrast two different ideas. If necessary, I will compare it with its equivalent in Spanish
(pero). I will ask if they find this organization useful, and explain why is important to write
coherently. I will write the text again mixing the sentences, and checking if they find it easy
to follow or not, and why.

Then, I will ask them if they are ready to write a description for their robots.

ACTIVITY 1 (10 minutes)

Writing

I will encourage students to write a text following the structure we learned in the
presentation stage. I will say that they may need to change the body parts according to their
robots. They will have to include one negative phrase or sentence mentioning a body part
their creations do not have.

I will check each piece of writing, helping students and explaining any further any doubts
they may have.
I will ask if they finished, and tell them that now is time to introduce their robots.

ACTIVITY 2 (10 minutes)

Describing orally:

I will encourage students to describe their robots orally by reading their texts. They may
choose if they want to pass to the front, or deliver their productions from their desks. They
will have to show their robots to the class, and if possible, point to each body part while
mentioning it.

This activity may not involve any spontaneous speech from students as it is highly
controlled, but the goal is to encourage students to speak in front of others, motivated by
their desire to show how great their works are. I will try not to interrupt them or correct their
pronunciation, as they are not used to talking in English; that may discourage or frustrate Commented [A2]: You may make some general
them. I would make comments on their robots when they finished their presentations, comments once everyone has given their presentation.
modelling the target language. I will congratulate every student for their excellent creations!

(5 minutes)

 This activity was meant to be done in the last lesson, but we ran out of time.

I will ask students to open their coursebooks on at 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.

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 job!