School N 13

Lesson 7
Grade: 5 A
Teacher: Gabriela De Yanis
Students: Diego Benegas, Daniela Gonzalez
Date: 9/10/2015
Time: 50 minutes
Title 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.
Ste
p

Time

Learner
activity
Ls greet the
teacher.

Teacher activity
T: Good morning, children!
T: What day is it today?

W
A
R
M

Ls answer.
It is Friday

U
P

Ls answer
and make
comments.
Sunny

(T writes:
Wednesday, 9th October)
T: Whats the weather like today?
(T writes It is sunny, and draws a sun )
BB
It is a sunny day.

Alternative
language
T: waves her
hand
T: Is it
Monday? Is it
friday?
All right, today
is

Ls: animales

T: What can you see in the picture?

T/ W Gr

AIDS/
Resources
Speaking BB
Listening
Reading
Skills

T: Are they
animals? Is

Linguistic
content
Parts of the
body (R)
Mouth (R)
Ears(R)
Leg(R)
Tail(R)
Wings(R)
Stripes(R)
Habitats:
Jungle(R)
Farm(R)

- To recall
previous
Knowledge
-To preview
lexis

I
N

-To place Ls
in the
English
lesson

Interaction

T: Is it rainy?
Sunny?
Cloudy?
(T mimes
what the
weather is like
that day)

T sticks a poster on the BB

L
I
N
K

Purposes

T/ W Gr

Speaking BB
Reading Poster
writing
Book

Adjectives:
Long(R)
Short(R)
Sad(N)
Happy(N)
Animals
Duck(R)
Donkey(R)
Cockerel(R)
Cat(R)
Cow(R)
Dog(R)
Pig(R)

Evaluation
-Continuous
assessment
throughout
the unit

y un granjero

there a
farmer? Are
they in the
jungle? Are
they in the
T: Good! Open your books at page 89,
city? Are they
letter J (T writes 89, J on the BB) It says read on a farm?
and tick (T writes a tick on the BB). Read the
description and choose the picture. Can
T uses body
you explain the activity, please? (T asks a language
L)
T: Read the
T: Good! Thank you! Can you explain the
text. Tick the
activity, please? (T asks a L)
corresponding
picture.
individually
T: Good! Thank you! Work individually,
please
T: Not in pairs!

Grammar
content:
Has got(R)
Have got (R)
This is (R)
Hasnt got(N)
Havent got(N)
Has..got..?
(N)
Have..got..?(N)

T: Good! Where are they? (T makes

gestures to convey meaning)
Ls: en una
granja

L1 explains
the activity
L2 explains
the activity.

T sticks a poster on the BB and give Ls a

photocopy

- To meet
language
meaningfully

M
E
E
T
I
N
G
N
E
W
L
A
N
G
U
A
G
E
I
N

10

Ls a donkey
and a cat.

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
the BB)

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.

T/W Gr

Listening Text
Reading Book
writing

C
O
N
T
E
X
T

Ls es sobre
animals
descriptions

T: Now read and find out what the text is

about.

T makes
gestures to
convey
meaning

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

L1 explains
the activity
L2 explains
the activity.

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: Read the
sentences.
And read the
text. Write
true or false in
the spaces.

T: Good! Thank you! Can you explain the

activity, please? (T asks a L)
T: Good! Thank you! Work individually,
please
N
O
T
I
C
I
N
G

T: Look at the text again. Lets read it

again . (T reads the text and mimics the
animalsparts of the body)

5
Ls: Con has
got

T: Qu usabamos para describer un solo

animal? Cmo decamos las
caracteristicas de los animals?
T: Muy bien! Y en plural, cmo los

T points to the -To make

poster on the students
BB
aware of the
use of
language to
describe
animals

T/ WGr

Listening BB
Speaking Poster
Text

describamos? Qu se usa para decir las

caractersticas de muchos animales? (T
underlines have got in the text)
Ls: Have got
T: Muy bien! Miren esto. (T writes on the
BB:

T writes the
possibilities
on the BB

HASNT GOT
T mimics
asking

HAVENT GOT

T: Para qu se usarn hasnt got y haven

t got? Si has got y have got se usan para
decir lo que los animales tienen, para que
L1: para decir sirven estas?
lo que los
animales no
tienen
T: Good! Y se usa igual que los otros,
hasnt got singular y havent got plural.
L2 repeats
Entonces para decir que no tienen se usa
the message hasnt got para singular y havent got para
plural. Podras repetir lo que dije, por
favor?
L3 repeats
the message
T: Podras repetir lo que dijo tu
compaero?

T: Is there
anything
else?
T makes
gestures to
convey
meaning

T: Good!

BB
HAS GOT____HASNT GOT
HAVE GOT_____HAVENT GOT
E
X
P
E

25

1
T gives Ls a photocopy.

1
2 OR +
-To
experiment
with

T/individually Reading
T/W gr
Writing

Photocopies

R
I
M
E
N
T
I
N
G

L1 explains
the activity.
L2 explains
the activity.

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: Look at the
text. Here are
animals
descriptions.
Read them
and match
them with the
animals.

T: Good! Thank you! Work, please

2
T gives Ls a photocopy
T: Look at the photocopy. There are 4
sentences.
In some of the sentences there is a cross
(T writes a cross on the BB)

L1 explains
the message
L2 explains
the message

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

Look, at the
sentences
T makes
gestures to
c0onvey
meaning
Can you
repeat this?
The cross is
negative (T
points to hasn
t got y haven
t got)
The tick is

language in
order to
manipulate
both lexis
and grammar

writes the following next to the tick:

L1 explains
the message
L2 explains
the message

POSSITIVE)

positive (T
points to has
got y have
got)

Can you explain, what I have just said?

T: Good! Can you repeat what he said?
T: Good!

Positive or
T: If it is negative use hasnt got or havent negative?
got. If it is positive use has got or have
Is it singular
got.
or plural?
(T writes the following on the BB:
x

Ls: hasnt got

L1 explains
explains the
activity
L2 explains
the activity

NEGATIVE
POSSITIVE

HASNT GOT
HAVENT GOT
HAS GOT
HAVE GOT

T: Lets 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 havent got or hasnt
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

(T sticks a poster with this activity on the BB

and writes HAS GOT and HAVE GOT above
it)

3
L1 explains
the activity.
L2 explains
the activity.

T 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!

4
T sticks a poster on the BB and writes TICTAC-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,
hasnt got, havent 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

T: What have we learned today?

Ls: A decir lo
que los
animales no
tienen
T: Good! And what do we use? (T points to
has got and have got)

R
E
F
L
E
C
T
I
O
N

Ls: hasnt got

si es uno slo
y havent got
si son ms de
uno
T: Good! Look at the BB.

T: Qu
aprendimos
hoy?
T: What do we
need to say
that?

BB
CATS HAVE GOT A LONG TAIL.
10
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)
L1 explains
the activity
L2 explains
the activity

T: Good! Thank you! Can you explain the

activity, please? (T asks a L)
T: See you next class, bye bye!

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: