Lesson plans 10 and 11

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bárbara Edith Martínez
Institución educativa: CPEM N°32
Año y sección: 1er año “D”
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: The family
Clase Nº: 10
Duración de la clase: 80 min
Fecha de la clase: 1 de octubre de 2021
Fecha de entrega de la planificación: 26 de septiembre de 2021
Learning Aims
During this lesson, learners will be able to
➢ Recycle the vocabulary learnt in the previous classes.
➢ Apply the vocabulary and structures taught.
➢ Practise their reading skill.
➢ Recognize the structure of the interrogative.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Family members: mother,
father, sister, brother, son and
daughter, grandfather,
grandmother, aunt, uncle,
cousin, parents.
Jobs.
Possessive adjectives: her, his,
their.
Name the different relations
among family members.
Their parents are…
Her name is…
His name is…
N
E
W
Ask and answer about family
members.
Is Diego’s mother a teacher?
Yes, she is.
Is his mother Alondra?
No, she isn’t.

2. Materials
✓ Family tree poster:
✓ Photocopies:
1. No, he isn’t.
2. Yes, he is.
3. Yes, they are.
4. No, they aren’t.
5. Yes, she is.

3. ✓ Board and marker
✓ Flashcards to play:
Is she
Alondra?
Yes, she is.
Is he Angel? Yes, he is.
Is he Diego’s
father?
No, he isn’t.
Are they
Diego’s
parents?
No, they
aren’t.

4. Possible contingencies
Students have not been exposed to the English language before this year so the teacher will
scaffold students by miming, pointing out to pictures and repeating as many times as needed.
Procedures
5 minutes
I will greet students: “Good morning to everybody! How are you today?” Once students have
answered, I will proceed to sanitize the students’ desks and their hands as stablished in the school
protocol.
10 minutes
I will show to the students the complete family tree of Diego’s family: Remember that yesterday and
the previous classes we have beenwere talking about Diego’s family? Well, let’s see, I will point to
two members, and you will tell me what the family relationship is, ok?” I will proceed to point to, for
example, Diego’s mother: “Who is she?” and I will start the answer so as students understand that
they should answer using a possessive adjective: “Her…”.
Transition comment: Excellent! Let’s continue…
10 minutes
I will, then, point to the father and make a sentence: “Is his name Juan?” and I will write on the board
the question. Students are expected to answer “yes”. I will repeat the question and write on the board
the answer. I will make another question which answer is affirmative: “Is she Diego’s mother?” And
encourage students to answer as taught before.
Then, I will proceed to ask students a question that requires a negative answer: “Is Diego’s father
Angel?” Students will answer “no”, so I will write on the board the word “no” and say to the students:
“look at the previous answer, what do you think that follows after “no”? ok, “he” So, the answer would
be “no, he…”. At this point I will say to students: “the answer is negative, we started it saying “no” so,
the verb should be in the negative too, can you complete it?” They are expected to answer “isn’t”.
Transition comment: Well done!
Activity 1: 20 minutes
“Ready to read?” I will hand in a photocopy in which they will find an interview. “You know? Diego
was interviewed by one of his classmates for a school project, we are going to read this interview and
we have to complete the sentences with is/ isn’t are/ aren’t:”
1. Complete the interview to Diego.
Is she Diego’s
sister?
No, she isn’t.
Comentado [A1]: Her name is…
Is that what you want them to produce? Does such a
sentence show the relationship between the
characters?
Comentado [A2R1]: What about the use of the genitive
case?

5. Once students have finished, we will proceed to correct the exercise as a class. The correct answers
will be written on the board as students answer. I will nominate students to answer since sometimes
the group is too quiet and they find it difficult to participate.
Transition comment: You did it great!
Activity 2: 15 minutes
“Now you will have to put the words in order to make questions.” I will hand in a copy with the words
for them to make questions. All the questions are going to be about the family we have been working
on.
2. Put these words in order to make questions.
a. Is/ a/ student/ Diego?
b. Diego’s uncle/ Is/ Juan?
c. Valentina/ Diego’s aunt/ Is?
d. Diego’s cousins/ are/ Camilo and Sofía?
e. are/ Diego’s grandparents/ Valentina and Dylan?
Activity 3: 10 minutes
Once students have finished working with the questions, they will be asked to choose the correct
answer for each question: “Well done! If we have questions, we need to answer them! Here you will
find the answers to the questions, they are mixed, so you will have to read carefully each question to
decide which one is its answer”.
6. No, he isn’t.
7. Yes, he is.
8. Yes, they are.
9. No, they aren’t.
10. Yes, she
is.
Comentado [A3]: If you add a number to each gap,
checking the activity becomes easier.
Comentado [A4]: Good!

6. 10 minutes
To finish with the lesson, I will stick on the board three sets of flashcards for the students to play a
memory game. They will have to choose from the first set a member of the family; then, they will have
to get a question from the second set and finally, they will find to guess where the correct answer for
that question is: “Well, you have worked so hard today that you deserve to relax and play! You will
find three different sets of flashcards here, you will have to choose one from each set. In the first set,
you will find the characters, in the second one, a question that has to be related to that character and
finally, you will have to find the answer to that question”. The students will be divided in two groups
to play.
Once they finish playing, I will say goodbye to them: “You have done a great job today, kids! See you
next class!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
x
Observations
Comentado [A5]: The cards will be face down, right?