School N° 13 Lesson 7Grade: 5° ATeacher: Gabriela De YanisStudents: Diego Benegas, Daniela GonzalezDate: 9/10/2015Time: 50 minutesTitle of the unit: Animal Planet! Lesson Theme: Animal Farm!
Lesson Objectives:During the lesson students will develop their ability:a) To identify and name different parts of the body.b) To identify and name different animals.d) To identify and name different .animal habitats. (Jungle, Farm)e) To identify negative and interrogative statements from “has got” and “have got”.
StepTim
eLearneractivity
Teacher activityAlternative language
Purposes Interaction SkillsAIDS/
ResourcesLinguistic content
Evaluation
WARM
UP
2´
Ls greet the teacher.
Ls answer.“It is Friday”
Ls answer and make comments.“Sunny”
T: Good morning, children!
T: What day is it today?
(T writes:Wednesday, 9th October)
T: What’s the weather like today?(T writes It is sunny, and draws a sun )BBIt is a sunny day. ☼
T: waves her hand
T: Is it Monday? Is it friday?All right, today is…
T: Is it rainy? Sunny? Cloudy?(T mimes what the weather is like that day)
-To place Ls in the English lesson
T/ W Gr SpeakingListeningReading
BB Parts of the body (R)Mouth (R)Ears(R)Leg(R)Tail(R)Wings(R)Stripes(R)
Habitats:Jungle(R)Farm(R)
Adjectives:Long(R)Short(R)Sad(N)Happy(N)
AnimalsDuck(R)Donkey(R)Cockerel(R)Cat(R)Cow(R)Dog(R)Pig(R)
-Continuous assessment throughout the unit
LINK
IN
7´
Ls: animales y
T sticks a poster on the BB
T: What can you see in the picture? T: Are they animals? Is
- To recall previousKnowledge-To preview lexis
T/ W Gr SpeakingReadingwriting
BBPosterBook
un granjero
Ls: en una granja
L1 explains the activity
L2 explains the activity.
T: Good! Where are they? (T makes gestures to convey meaning)
T: Good! Open your books at page 89, letter J (T writes 89, J on the BB) It says read and tick (T writes a tick on the BB). Read the description and choose the picture. Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Work individually, please
there a farmer? Are they in the jungle? Are they in the city? Are they on a farm?
T uses body language
T: Read the text. Tick the corresponding picture. individually
T: Not in pairs!
Grammar content:Has got(R)Have got (R)This is (R)Hasn´t got(N)Haven´t got(N)Has..got..?(N)Have..got..?(N)
MEETING
NEW
LANGUAGE
IN
10´
Ls a donkey and a cat.
T sticks a poster on the BB and give Ls a photocopy
T: Look at the photocopy. What can you see?
T: Good! A donkey and a cat. What is the text about? Is it about animals´ food? Is it about a farm? Is it about animals´ descriptions? (T writes the possibilities on
.
T: Is it a duck? Is it a dog?T makes gestures to convey meaning.
T: Read and tell me what the text is about.
- To meet language meaningfully
T/W Gr ListeningReadingwriting
TextBook
CONTEXT
Ls es sobre animals´ descriptions
L1 explains the activity
L2 explains the activity.
the BB)
T: Now read and find out what the text is about.
T: Ok, is it about animals´ food? Is it about a farm? Is it about animals´ descriptions?
T: Good! (T writes the corresponding option as a title on the BB)
T gives Ls a photocopy
T: Look at the photocopy. It reads true or false? Read the text again and say if these sentences are true or false. Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Work individually, please
T makes gestures to convey meaning
T: Read the sentences. And read the text. Write true or false in the spaces.
NOTICING
5´
Ls: Con has got
T: Look at the text again. Let´s read it again . (T reads the text and mimics the animals´parts of the body)
T: ¿Qué usabamos para describer un solo animal? ¿Cómo decíamos las caracteristicas de los animals?
T points to the poster on the BB
-To make students aware of the use of language to describe animals
T/ WGr ListeningSpeaking
BBPosterText
Ls: Have got
L1: para decir lo que los animales no tienen
L2 repeats the message
L3 repeats the message
T: Muy bien! Y en plural, cómo los describíamos? Qué se usa para decir las características de muchos animales? (T underlines have got in the text)
T: Muy bien! Miren esto. (T writes on the BB:
HASN´T GOT
HAVEN´T GOT
T: ¿Para qué se usarán hasn´t got y haven´t got? Si has got y have got se usan para decir lo que los animales tienen, para que sirven estas?
T: Good! Y se usa igual que los otros, hasn´t got singular y haven´t got plural. Entonces para decir que no tienen se usa hasn´t got para singular y haven´t got para plural. ¿Podrías repetir lo que dije, por favor?
T: ¿Podrías repetir lo que dijo tu compañero?
T: Good!
BB
HAS GOT____HASN´T GOT 1 HAVE GOT_____HAVEN´T GOT 2 OR +
T writes the possibilities on the BB
T mimics asking
T: Is there anything else?T makes gestures to convey meaning
EX
25´ 1 -To T/individually Reading Photocopies
PERI
MENTING
L1 explains the activity.
L2 explains the activity.
L1 explains the message
L2 explains the message
T gives Ls a photocopy.T: Look at the photocopy. It says read and match. Read the descriptions and match them with the animals. Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Work, please
2T gives Ls a photocopyT: Look at the photocopy. There are 4 sentences. In some of the sentences there is a cross (T writes a cross on the BB)
In the others there is a tick (T writes a tick on the BB) Can you repeat what i have said?
T: Good! Can you repeat what he said?
T: Good! The cross means negative (T writes the following next to the cross:
x NEGATIVE)
T: The tick means possitive (T writes
T: Look at the text. Here are animals’ descriptions. Read them and match them with the animals.
Look, at the sentences
T makes gestures to c0onvey meaningCan you repeat this?
The cross is negative (T points to hasn´t got y haven´t got)
experiment with language in order to manipulate both lexis and grammar
T/W gr Writing
L1 explains the message
L2 explains the message
Ls: hasn´t got
L1 explains explains the activity
L2 explains the activity
writes the following next to the tick:
POSSITIVE)✓
Can you explain, what I have just said?
T: Good! Can you repeat what he said? T: Good!
T: If it is negative use hasn´t got or haven´t got. If it is positive use has got or have got.(T writes the following on the BB:
x NEGATIVE HASN´T GOT HAVEN´T GOT
POSSITIVE HAS GOT✓ HAVE GOT
T: Let´s complete the first one together. It says: the donkey........... wings. And there is a cross. What do we have to use?
T: Ok! It is negative good. But look, is it only one donkey or more?
T: So, do we use haven´t got or hasn´t got?
Good! Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Work in pairs, please
The tick is positive (T points to has got y have got)
Positive or negative?
Is it singular or plural?
L1 explains the activity.
L2 explains the activity.
(T sticks a poster with this activity on the BB and writes HAS GOT and HAVE GOT above it)
3T gives sts a photocopy.T: Look at the photocopy. It reads put in order. The sentences are wrong. Put them in order. Can you explain the activity, please?
T: Good! Can you explain again, please?
T: Good! Work individually, please!
4T sticks a poster on the BB and writes TIC-TAC-TOE as a title
These sentences are not in order. Correct them.
Ls: Un ta-te-ti
L1 explains the activity.
L2 explains the activity.
T: Look at the BB. We are going to play a game. (T divides the class into two)T: Ok! This game is called Tic-tac-toe.
T: Yes! Good! Here, there are animals and parts of the body. Using have got, has got, hasn´t got, haven´t got you have to make sentences. If the sentence is right the team get a point.Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Can you explain the activity, please? (T asks a L)
T: Good! Thank you! I
Look, it is a game!
Make a sentence. If it is Ok, you get a point
T makes a positive and a negative sentence as a model. T writes it on the BB
REFLECTION
10´
Ls: A decir lo que los animales no tienen
Ls: hasn´t got si es uno sólo y haven´t got si son más de uno
L1 explains the activity
L2 explains the activity
T: What have we learned today?
T: Good! And what do we use? (T points to has got and have got)
T: Good! Look at the BB.
BB
CATS HAVE GOT A LONG TAIL.
THE DOG HAS GOT SCALES.
DONKEYS HAVE GOT LONG WINGS.
THE DUCK HAS GOT SHORT LEGS.
T: There are four sentences on the BB. Two of them are incorrect. Read them carefully and correct them. Can you explain the activity, please? (T asks a L)
T: Good! Thank you! Can you explain the activity, please? (T asks a L)
T: See you next class, bye bye!
T: ¿Què aprendimos hoy?
T: What do we need to say that?
Two of these sentences are incorrect. Correct them
-To make Ls aware of the work they have done
T/ W Gr Writing Photocopy
LINK IN:
MEETING NEW LANGUAGE IN CONTEXT:
EXPERIMENTING: