Universidad Catlica de la Santsima Concepcin

English Pedagogy
Teaching Practice

Lesson Plan #
PPP

Level: Elementary
Grade: 4th grade
Age: 9 years old

Date:
22 September, 2014

Time:
10:30 am

Aim: By the end of the lesson students will be able to compare

characteristics among animals (orally).

Length: 60 min.

Teacher:
Pamela Garay
Brian Huenupe
Paulina Ramirez

Assumed knowledge:

Adjectives (short and long)

Exponent:
What are tigers like?
What do tigers look like?
Tigers are bigger than cats
Tigers are more dangerous than cats

Use of verb to be
animal names

Target Language:
What+to be+noun+like?
What+do(aux)+noun+look like?
noun+verb to be+adj+than+noun
Anticipated problems
Ss may confuse the use of the verb to be.

Ss may confuse more and -er

Ss may have forgotten adjectives

Stages

LEAD IN

..and Solutions
Write in the corner of the whiteboard the use of the verb to be.

Write the structure on the whiteboard in case they have

doubts, using the two kinds of sentences:
Tigers are more dangerous than cats.
Cats are smaller than cats

pictures of animals
pictures with adjectives

Show pictures with the adjectives before Ss practice.

PROCEDURE (What T and SS are going to

do)

Aids:

T asks Ss questions about which

animals they know and if they know
some of their characteristics.

Time
(min)
5 min.

What Im going to say

What animals do you know? (write on the

whiteboard the animals the students said).
Are these animals dangerous? (pointing the

PRESENTATION

T shows Ss some pictures of animals and ask

them what animals they can identify.

15 min.

T shows Ss pictures of adjetives as a reinforce

of the next activities.
T asks students about the characteristics of
every animal that was shown before.
T shows the Ss the target language with an
example (Tigers are bigger than cats /
tagrz r bgr n kts/) and make them
to repeat it emphazising the use of than.
T explains the students the use of er at the end
of one-syllable adjectives and the use of more
before long adjectives.

These are some pictures of animals, I would

like that you can tell us what animals can you
see here.

Can you tell me the meaning of this adjetives?

Now, can you tell me what characteristics can

you see of every animals.

Can you read this aloud please?

What do you think this sentence is about?

Now, listen to me carefully. when we use onesyllable adjectives to compare, we add an -er
at the end of the word. for example big / bg/ :
bigger / bgr/. But when we have long
adjectives, we have to put the word more
before the adjective, for example: dangerous /
denrs/: more dangerous /mr denrs/.

Do you write er at the end of a long

adjective?
Do you write more before a long adjective?

T asks CCQs to check understanding.

Ss form groups of 4.
PRACTICE

Ts give to every group card with names of

animals and others with characteristics.

20 min.

same animals they said before)

Are these animals big? ? (pointing the same
animals they said before)
Are these animals small? ? (pointing the same
animals they said before)

We are going to do an activity now, please form

groups of four.

Ss have to create sentences comparing two

animals, then they will have to say it to the
whole class.
Ts practice pronunciation of the adjectives
wich end in er.

T asks Ss to get in pairs.

PRODUCTION

20 min.
T explains the activity to the students.

Every group will have different cards with

names of animals and another cards with
characteristics of this animals.

What you will have to do is to create sentences

using the cards that I gave you and then you
will have to say it to the class. You have 5
minutes.

Now we are going to practice the correct

pronunciation of the adjectives we learnt
today. Please, repeat after me:
Shorter /rtr/

o
o
o
o
o

Bigger /bgr/
Smaller /smlr/
Safer /sefr/
Etc.

T asks CCQs to check understanding

Please, choose a partner.

(After the Ss have chosen a partner) Now, you

have to think about an animal you like, pick a
special characteristic and compare your
animal with the animal that your partner
chose, okay?
For example. I am a bee! Bees are smaller
than
tigers. /a m bi biz r smlr n tagrz/

Ss will have 2 minutes to practice with their

classmates and then they are going to say
their sentences aloud.

T check Ss sentences with the structure

written on the whiteboard and make them
repeat if they make mistakes.

Are you going to work with your classmate?

Are you going to think about cars?

Are you going to compare your animal with

your partners animal?

Ok! Lets start; you have 2 minutes to do it.

Ready? Who want to do it first?

SCORING INSTRUMENT 1: RATING SCALE

(Practice part of a PPP lesson plan)

Great
(1)

Good
(2)

Regular
(3)

Poor
(4)

Below
Standard
(5)

Pronunciation
Intonation
Fluency
Vocabulary
Grammatical
Structure
Topic

SCORING INSTRUMENT 2: ANALYTIC RUBRIC

(Production part of a PPP lesson plan)

Language

1.Beginning

2.Devolping

3.Accomplished

4.Exemplary

Ss language is
not
comprehensible:
Most of his/her
production have
important
grammatical
errors.

Ss performance
is not always
comprehensible
and
lacks
fluency:
frequent errors
in
simple
grammatical
structures.

Ss performance
is mostly fluent:
reasonable
degree
of
grammatical
accuracy.

Ss performance
is
fluent:
Accuracy
and
variety
of
appropriate
grammatical
structures.

Vocabulary
Pronunciation

Topic

Limited and
inaccurate use
of vocabulary
Ss.
pronunciations is
poor.
The topic is no
coherent with the
instructions.

Basic and
repetitive
vocabulary
Ss
pronunciation
have lots of
mistakes.
The topic needs
improvement.

Variety in the
choice and use of
vocabulary
Good
pronunciation
with some
mistakes.
The topic is
coherent but with
some mistakes.

Varied and
interesting use
of vocabulary.
Excellent
pronunciation
with few
mistakes.
The tocpic is
coherent with the
instructions.

SCORING INSTRUMENT 3: RATING SCALE

(Production part of a PPP lesson plan)

Very good (3)

Fluency
Pronuntiation is
comprehencible.
Ss follow the
instructions.
Vocabulary is related
with the topic.
Intonation

Good (2)

Regular (1)

Poor (0)