PDII- Lesson Plan 2

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNOS PRACTICANTES: Martínez, Bárbara
Grado: 2nd Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 24 (1 student with especial needs, she has from an autism spectrum
disorder)
Tipo de Planificación: Class
Unidad Temática: My pets

2. Week 1:
Learning Aims
During this lesson, learners will be able to:
➔ Consolidate the use of verb to be
➔ Acquire new vocabulary: pets (dog, cat, fish, bird, mouse).
➔ Practice their writing, reading and listening skills
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Demonstrative adjectives:
This/These
Introduce oneself.
To be
N
E
W
Pets: dog, cat, fish, mouse,
bird
Talk about pets. To be
Week 1
Hello kiddies! How are you?
These are the activities for this week!

3. ● Click on this link to watch the video: Jenny and her family tell us about
their pets: https://www.powtoon.com/s/cew2yCOFXQt/1/m
1. Now, unscramble the letters. Use the images to help you.
1. G D O
2. T C A
3. S H F I
4. O M U E S
5. I D R B

4. Adaptation for SEN:
Match the image to the correspondent word.
CAT
FISH
DOG
BIRD
MOUSE

5. This is Kitty, my c _ _.
This is Toby, my d _ _.
These are Nemo, Doris
and Bob, my f _ _ _.
2. Now you have to watch the picture and complete what each character
says. You can click on the mp4 icon to listen to each character.
Jenny's cat.mp4
Jenny's dog.mp4
Nemo Doris and Bob.mp3

6. This is Splinter, my m_ _ _ _
This is Tweety, my b_ _ _.
splinter.mp3
Tweety.mp4
3- Let’s play a game!
Open the following link and solve the puzzle:
https://puzzel.org/en/jigsaw/play?p=-MHh-I3rOaNLX9D62dPx
If you want, you can print the puzzle too.
Then tell me what pets can you see:
1. It’s a _______________
2. ___________________
3. ___________________
4. ___________________
5. ___________________

7. That’s all for now!
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Adaptation for SEN:
1. Find and circle the pets you found in the puzzle:
DOG- CHAIR- PENCIL- BIRD- DESK- MOUSE
TELEPHONE- FISH- PEN- CAT-

8. Observations

9. Week 2
Learning Aims
During this lesson, learners will be able to:
➔ Revise the colours
➔ Revise and consolidate the vocabulary related to pets
➔ Revise can
➔ Acquire new vocabulary
➔ Practice their listening, speaking, reading and writing skills
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Colours
Describe pets.
To be
Can to express ability
N
E
W
Verbs: fly, climb, jump, run,
swim.
Talking about pets. To be
Can to express ability
Hello kiddies! How are you?
Ready to start with our activities? Then, here we go!
Let’s see what pets can do… Open the following presentation and listen to your
teacher telling you about this. Pay attention to the instructions of the activity!
https://www.loom.com/share/6b94861c91b34d409081d46d6417ae65

10. Now look at this image and complete the description:
1. Nerea is a f __________. She is o__________. She can
s__________.
2. Rocky is a __________. He _____ __________ and __________.
He ____ __________.
3. Kevin ____ ____ __________. He ____ __________ and
__________.
Send me and audio file telling me about Lucky and Milo: What are they? What
colour are they? What can they do?
Kevin
Rocky
Milo
Lucky
Nerea
Adaptation for SEN:
Circle the correct option:
1. Nerea is a fish/ dog. She is blue/ orange. She can run/ swim.
2. Rocky is a cat/dog. He is red and white/ black.He can
jump/swim.
3. Kevin is a bird/fish. He is yellow/ green. He can fly/run.

11. Playing time!
Click on this link to play memo test! https://es.educaplay.com/recursos-
educativos/6981361-match.html
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy

12. Observations

13. Week 3
Learning Aims
During this lesson, learners will be able to:
➔ Revise the colours, have
➔ Revise and consolidate the vocabulary related to pets
➔ Revise can
➔ Acquire new vocabulary: animal sounds
➔ Practice their listening, reading and writing skills.
➔ Explore and develop their creativity.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Colours
Pets
Describing pets.
To be
Can to express ability
Have got
N
E
W
Animal: Lion
Animal sounds: roar, tweet,
meow, glub, squeak, woof
Verb: say
Identify pets and the sounds
they do.
To be
Can to express ability
Say.
How are you?
These are the activities for this week.
Listen to this song, pay attention to the sounds!

14. Woof! Woof!
https://www.youtube.com/watch?v=pWepfJ-8XU0
Now, complete what these pets say:
Read the description and guess what animal it is:
____________________
____________________
It is yellow. It can swim. It can’t run. It says glub,
glub, glub.
It is grey. It can run and climb. It can’t sing. It says
meow, meow, meow.

15. It is grey. It can run. It can’t fly. It says squeak,
squeak, squeak.
____________________
____________________
Write two more riddles, send them to me and then share them with two of your mates
through and audio file.
1) ___________________________________________________________________
___________________________________________________________________
2) ___________________________________________________________________
____________________________________________________________
Time to make your own pet!
You can use any kind of material you have at home: paper, yogurt recipients, little
boxes, paper bags, plastic bottles.
Here you have some ideas:
Don’t forget to send me a photo of your pet! And take it to our zoom lesson!

16. Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy

17. Observations

18. Synchronous lesson (through Zoom)
Learning Aims
During this lesson, learners will be able to:
➔ Revise and practice previous vocabulary related to pets and their sounds.
➔ Consolidate the use of verb can
➔ Develop interpersonal skills by following a game’s rules
➔ Develop their communicative skills by interacting with their teacher and classmates
➔ Explore their creativity and imagination through listening and reading.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Pronouns
Colours
Verbs: fly, jump, run, climb,
swim.
Animal sounds
describing people
answering specific
questions
To be
Yes/ no questions
N
E
W
Understanding and
following the game’s
instructions
Materials
● Photographs of pets.
● Song: https://www.youtube.com/watch?v=pWepfJ-8XU0
● Power point presentation with animal pictures and sounds.
● Poem
Procedures

19. ROUTINE (3 minutes)
I will say hello to all the children and ask them how they have been as everybody is online.
WARM- UP (5 minutes)
I will share with my students my screen with a photograph of all the pets we have been
dealing with in our asynchronous lessons
“Look at the picture. Do you remember the pets? What are their names?”
PRESENTATION (5 minutes)
Now, I will tell the children that we are going to work with the song we have learnt in the
previous lesson, I will ask them to take the pets they have done and as the pet is named in
the song, they will have to show them to me and reproduce the sounds. To do this, I will
share with them my screen and sound.
DEVELOPMENT: (20 minutes)
Once the song has finished, I will ask students to pay very close attention because they are
going to listen to some animal sounds and they will have to guess what animal is it. I will
share my screen with the students. (double click on the image to watch the presentation)
Listen
carefully
and guess!
When they have finished guessing, I will show them what animal was it and ask them: ““Who
has a dog (for example)? Then show it to me, “what can you say about your dog? What can
it do?”
CLOSURE (10 minutes)
To finish with the class, I will ask the students to read and at the same time to listen to the
following rhyme.

20. My dog
I have a little family,
A family of five,
Mom, dad and my sister,
Tommy my dog, he’s still nine.
Tommy loves to play with me,
I want to take him to school,
He is my family and I don’t want him to be alone.
“Did you enjoy the rhyme? Make a picture of Tommy the dog and his family and send it to
me!.
Finally, I will say goodbye
“Well kids, it was really fun, but it is time to go now. Have a great week and don’t forget to
send me your pictures! See you really soon!”
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies

21. Language
accuracy
Observations

22. Week 4
Learning Aims
During this lesson, learners will be able to:
➔ Revise the colours, have
➔ Revise and consolidate the vocabulary related to pets
➔ Revise can
➔ Acquire new vocabulary: animal sounds
➔ Compare pets by using the conjuction but
➔ Practice their listening, reading and writing skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Colours
Pets
Parts of the body: legs, head,
ears,
Adjectives
Describing pets.
To be
Can to express ability
Have got: affirmative and
negative
N
E
W
Conjuction Talking about my pet.
But.
It was great to see you in our zoom session!
Time to work! These are the activities for this week

23. Click twice here
about my pet.wav
and listen to your teacher telling about her pet:
Make a picture of Miss Barby’s pet:
Phone a friend and discuss what pets can do and what they can’t do. Use the verbs we
learnt. Then send this activity to me:
Now it is your turn of describing your pet:
Send me a photograph of a pet (you can take one from the internet) and make a
description of it. Send me your video!
What pet is it?
What colour is it?
What sound does it make?
What can it do? Can it swim? Can it fly?
Cats _______________ but they _______________.
Dogs _______________ but they _______________.
Fish _______________ but they _______________.
Mice _______________ but they _______________.
Lions _______________ but they _______________.
Birds _______________ but they _______________

24. What things can’t it do?
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations