Cover Sheet

CH 1
Group: Date: Tuesday 12th October
Time: 17:45
Teacher: Ma. José Galleno
Group Profile:
The group is formed by 16 children. They usually speak
Spanish and sometimes misbehave. They love
competition games and may take too long to copy from
the whiteboard. They regularly speak Spanish in class.

Main Aim: To enable students to talk about animals by presenting

them to some animals' names and adjectives, by
• Presenting the target language in a context
• Providing students with controlled and freer
practice in the target language.
To enable students to use the pronoun 'It' and its
characteristics (as in 'It's got') using the verb 'to have
got' in the third person singular.
Target Grammar: it's got
Language: Adjectives: big/small, long/short
Vocabulary: mouth, eyes, legs, beak, trump, eyes,
ears, tail, wings, hippo, lion, crocodile, penguin,
giraffe, bushbaby, elephant, tiger, zebra.
Subsidiary To revise I've got, She's got, He's got; Yes, I have;
Aims: No, I haven't; have you got?
To revise activities (run, swim, play the guitar, play
the piano, whistle)
Anticipated Students may have issues pronouncing most of the
Problems and names of the different animals. The teacher is to
Solutions: correct this by asking for Chorus Repetition.
Students might have problems to understand the
concept of 'It's got', as 'it' does not exist in L1.
Assumptions: Students know the meaning of 'to have got', they are
also able to ask questions in the second person with
'to have got' (have you got...?)
Teaching Aids “Excellent 1 Pupil’s book”, audio CD, whiteboard,
and Materials: pictures of animals with corresponding name-tags,
sentences to fill in the blanks,

Estimated Time: 1 hour 15 minutes.

 Procedure

Stage Aims Time

Stage: Daily routines
POI: Lockstep To establish clear
patterns of behaviour
Teacher calls the roll. and to recycle
5 min
Teacher asks about the date and the weather vocabulary
(eliciting - What day is it?... Saturday?
T: What's the weather like? (and elicits)

Stage: Lead-in (warm-up, lead-in and setting the

situation).

Warm-up:
POI: Lockstep
Teacher: Leo, have you got a brother?
To arouse students’
SER: Yes, I have/No, I haven't.
interest and revise
Teacher: Catalina, have you got a sister? vocabulary and lexis. 3 min
SER: Yes, I have/No, I haven't.
Teacher: Diego, have you got a dog?
SER: Yes, I have/No, I haven't.
Teacher: And you, Laura, have you got an
elephant?
SER: No, I haven't. To arouse students’
emotional and
Teacher: Do you know how an elephant
intellectual schemata.
sounds?... for example, a dog sounds: Woof
Woof!....
SER: (sound of elephant)
Teacher: Very good, and how do we say
'elephant' in Spanish?
SER: Elefante
Teacher: Excellent!
Lead-in:
POI: Lockstep
T: Now, I have these pictures (shows the To introduce the
situation and new lexis.
students the pictures) of animals... you have to
come to the front and do like the animal, for
example, if it's an elephant you do 'brrrroooee'
(then 9 students come to the front and carry out
the mimicking, after each one of them the
teacher will ask for chorus repetition)
10 min.

Stage: Presentation of text

POI: Lockstep
Teacher: Now, open your books on page 58...
Teacher: How many pictures are there?... let's 10 min
count together...
SER: 6
To familiarise students
Familiarization:
with the text.
Teacher: Very well! Now... tell me the names of
the people... we can see Miss Mumpking...
Craig...
SER: Craig, Sally, Megan, Rick...
Teacher: Very well... now, let's listen to the
lesson.
...
Teacher: So what's Sally's favourite animal?
To give students a
SER: Giraffe purpose for listening and
reading the text.
Teacher: Excellent! And now tell me what the
giraffe's got... it's got a long neck and...
SER: It's got big eyes
Teacher: Nice! Now look at page 59. Let's read
together... (and asks some students to read out
loud, and asks for Chorus Repetition on the
lexis... It's got short legs, It's got a long tail, It's
got small eyes)
Stage: Presentation of language 10 (5 +
To highlight meaning of 5 from
POI: Lockstep
the target language. copying)
Highlighting: min

Teacher writes down on the whiteboard:

To highlight form of the
The Crocodile
target language.
It's got small eyes
It's got short legs
It has got sharp teeth
To consolidate the
pronunciation features of
Teacher: What is 'IT'? Is it... the teacher? Is it... the target language.
the giraffe?
SER: No, it's the crocodile
Teacher: very good! We are talking about the
crocodile! We can say 'It's got' or 'It has got', and
it's the same... (And asks for Chorus Repetition
of “It's got” + lexis, and of “It has got” + lexis

Stage: Controlled Practice

POI: Pairwork
Teacher: Now, I am going to give you some 10 min
sentences about three animals and you have to
write what is missing... For example... if it says...
The Dog... It's got a ____ tail... is it a short tail or To check understanding.

a long tail?
SER: A long tail
To provide students with
Teacher: Very good! What do we have to do, controlled practice in the
Juanma? target language focusing
on recognition of the
SER: Tenemos que poner las palabras que structure and the
faltan en las oraciones different verbs.

Teacher: Excellent, Juanma! So, there are 3

different papers, each one has 3 animals.
You have 10 minutes
(And monitors)
Stage: Semi-controlled Practice
POI: Trios, then Lockst.
10 min

Teacher: Now you will work in trios (and sets the

POI)... and you have to read to your classmates
the sentences you have and they have to guess
what animal it is... for example... if I say... It's got
a long neck and it's got long legs' they have to
To provide students with
say 'Is it a giraffe?'... Because there are three semi-controlled practice
in the target language.
different papers, so the animals aren't repeated.
(Teacher monitors)
After they finish:
Teacher: Now you have to tell the class about
your group... For example... If Agustina is sitting
next to Nacho, she has to say... “It's got a long
tail and it's got short legs” and we have to guess!

Stage: Change of activity

(POI: Group work)
Teacher: Let's play Tic Tac Toe with activities... To provide students with 5 min
(teacher divides the group in halves)... come on, the chance to change
what they have been
team A against team B. doing and recycle or
You have to say an activity... for example... bring forward language

Roller-skate or ride a bike!

Stage: Free Practice

POI: Individual work, then Pairwork
Teacher: Now take out your notebook... you To provide students with
free practice in the target
have to imagine an animal and say three things
language 10 min
about it... it can exist or not... for example 'It's got
big eyes... it's got short legs and it's got stripes'
and you draw it... what do we have to do,
Damián?
SER: Tenemos que pensar un animal y dibujarlo
y escribir tres cosas sobre él.
Teacher: Excellent! And when you finish, you
raise your hand (mimics) and you have to tell a
classmate about the animal and he has to draw
it on the whiteboard! (and mimics)

Daily routines: Setting Homework

2 min
To establish clear
patterns of behaviour
Teacher: For Homework, you have to do Page
and to recycle
57 of the Workbook, activity D. (And writes it vocabulary
down on the whiteboard)