[Fecha] PLANIFICACIÓN

DE CLASE N° 2
QUINTO AÑO
Práctica Profesional Docente III

Álvarez Yamila
PROFESORAS: BARRIONUEVO
DEBORA – FARINA GABRIELA
School: primaria

Students’ profile: 5th grade. One class of two periods of forty minutes per week

Timetable: Tuesday from 14:45 to 16:05

Date: 26/09/201

Teacher in charge:

Topic: At the zoo

Rationale:

The next sequence is thought for students from fifth grade from primary public school.
The class consists of a group of twenty-six students approximately, that are between
nine to eleven years old. The proposed activities will be carried out in two periods of
forty minutes.

In this sequence, it will be taught the content animals and their abilities with the use of
can/can’t through the topic “At the zoo”. In this way, it will be possible to give a context
to the activities.

It is important to teach this topic to children because at this short age they find
themselves really fascinated about animals so as teachers we can take advantage of
this and make an interesting class for our students.

Moreover, through this topic students will have the possibility to relate what they
already know about animals with the new content. In this way, they could make
connections and the learning process will be meaningful. That is to say, to give
students the opportunity to use their previous knowledge to talk about something they
know because of their real life experiences and make a connection between what will
be taught in class.

This sequence will look for ways to provide tools which allow students to communicate
among themselves inside the classroom. It is strongly believed that to succeed in
communication it is necessary to master the four skills: reading, listening, speaking and
writing. For this reason, one of the purpose of this sequence is to provide different
types of activities in which students could have the opportunity to practice each skill.
Theoretical Background

This planning is based on the Communicative Language Teaching approach that

promotes the usage of the foreign language as much as possible. According to the
syllabus, this approach is essential to build the dialogue among teachers and students,
and to construct knowledge as well. Regards what Littlewoods says, the teacher has to
act as a “facilitator of learning” and has to provide tools to make student's learning
process meaningful. As well as David Ausubel states, it is important to give people the
possibility to create a connection between the previous knowledge and the new
information in order to make learning significant.

The Cooperative Learning approach believes that interaction is the vehicle for learning.
In addition, Lev Vygotsky considers that the interaction between pairs is essential for
the development of a language. It can not be said that a person can be constituted in
isolation. That is why this sequence proposes activities that will be developed in groups
and pairs to increase the enthusiasm, the autonomy and the responsibility of students.
In this way, they will be able to interact in a cooperative and collaborative way in order
to make greater use of the language. In addition, this allows students to feel more
confident while they are doing certain activities.

This planning tries to propose motivating activities for students to catch their attention.
As Littlewood says: “students learn better if they practice the foreign language through
vocabulary and topics that are relevant to their interests” (Littlewood, 2004, pg. 77).

Teacher’s aims:

• To develop students’ ability to talk about animals.

• To provide activities in which students can make use of communicative skills.

• To develop students’ autonomy and responsibility.

• To propose activities in context.

• To give students the opportunity to recognize by themselves the vocabulary.

Objectives:

Students will be able:

• To understand simple instructions.

• To express ideas and opinions in the target language

• To identify different animals

• To relate their previous knowledge with the new content.

• To recognize the abilities of each animal.

Contents

Skills: Listening, reading, speaking

Lexis: Animals (elephant, kangaroo, polar bear, monkey, snake, penguin)

Grammar: Can/can’t

Teaching resources: Flashcards of the animals.

Methodology:

The teacher will enter to the class, will greet students and will ask them how they are.
The teacher will deliver to each student a paper with their names in it and she will ask
them to put the papers on their desks. Commented [D1]: Don’t forget to prepare one for the new
student

Then, the teacher will make questions about the date and the weather and she will
write students’ answers on the board. (5 minutes)

Warm up: (10 minutes)

The teacher will write the title “At the zoo: Animals”, and she will ask students if they
can remember what they did the last class. She will show the flashcards of animals Commented [D2]: Artcle not necessary

from the previous class and she will ask students their names. She will copy the names
on the board and will ask students to repeat the pronunciation again.

The teacher will write some examples with can and can’t and will ask students to make
new. Commented [D3]: Examples? I think that here you can elicit
vocabulary first to make sure they remember actions. And then
encourage them to make examples with can/can’t
Pre-speaking: (10 minutes)

The teacher will show students a picture of two girls at the zoo holding a snake. She
will ask students what they can see in the picture. The teacher will tell students that
they will hear a conversation between two people and she will ask them if they can
imagine what the conversation will be about. The teacher will paste a poster with the
conversation written in it so they can read while they listen to it. After listening to the Commented [D4]: What’s the purpose of Reading, listening and
checking their predictions all at the same time? Be careful here.
conversation, they will check their predictions.
Conversation:

A: Hello how are you?

B: Hi, I’m fine and you?

A: I’m fine thank you. Let’s go to the zoo!

B: Yes! I want to see animals.

(10 minutes later)

A: What animal do you want to see?

B: Let’s go to see the snake!

A: The snake can slither.

B: Yes but the snake can’t jump.

A: Let’s go to see the penguin.

B: The penguin can waddle.

A: Yes but the penguin can’t swing.

B: The monkey can swing.

A: Yes you are right!

B: My favourite animal is the polar bear because it can swim!

A: My favourite animal is the elephant because it can stomp.

B: Great!

Main activity: (10 minutes)

The teacher will deliver prompts to students and will invite them to do a role-play in
pairs.

Imagine you are at the zoo with a friend. Talk about what animals can and can’t do.

Student A Student B
A: Hello. A:…….
B:………… B: Hello, how are you?
A: I am …. A: …….
B: …… B: Let’s go to the zoo!
A: Yes! A:…..
(10 minutes later) (10 minutes later)
A: Let’s go to see the elephant! A:……..
B:….. B: The elephant can stomp
A: Yes but the elephant can’t swim. A: …….
B: …… B: Let’s go to see the ……. (animal)
A: The …….. can ….. A: ……
B:……. B: Yes but the ……. Can’t ……..
A: Let’s go to see the ……. A: ……….
B: …… B: The …… can …….
A: Yes but the …….. can’t …….. A: ……..
B:……….. B: My favourite animal is the ………
A: My favourite animal is the …… because because it can …….
it can …….

Post activity: (10 minutes)

The teacher will copy on the board the sentence: My favourite animal is the kangaroo
because it can jump. She will say the sentence aloud and will invite students to write
down on their folders which is their favourite animal and why, and then share it orally.
Pre-reading: (10 minutes)

The teacher will tell students that they will read a text. She will ask students if they can
imagine what the text is about. She will give them three options: School objects, food,
and animals.

The teacher will give students a photocopy with the text. She will read the first
sentence of the text and then will ask for volunteers to finish it. Then, they will check
their predictions.

Reading: (10 minutes)

The teacher will give students a photocopy in which they will have to choose true or
false. To do this activity they will have to read the text again. Then, they will check the
answers orally.

Text:

Animals can do different things. A kangaroo can jump, but it

can’t slither. An elephant can stomp, but it can’t jump high. A
penguin can waddle, but it can’t swing. A bird can fly, but it
can’t swim. A dog can run. What can you do?

Choose true (T) of false (F).

The kangaroo can jump. T/F Commented [D5]: Make sure they know what TRUE and FALSE
means by giving examples first

The elephant can’t stomp. T/F

The penguin can swing. T/F

The bird can fly. T/F

The dog can’t slither. T/F

Post-reading: (10 minutes)

The teacher will divide the class into four groups of five and one group of six. She will
give to each student a picture of an animal and the ones who have the same will get
together. Then, she will give them an envelope with the sentences of the text mixed
and students will have to order the sentences. They will check it orally.

The teacher will ask students what they learnt during the class.

Extra activity: (10 minutes)

The teacher will deliver students a crossword related to animals.

BIBLIOGRAPHY :

- Press-England, Littlewood Williams, 2004

- Celce-Murcia, Teaching English as a Second or Foreign Language