Lesson plans 2 and 3

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: 2
Duración de la clase: 80 min
Fecha de la clase: 10 de septiembre de 2021
Fecha de entrega de la planificación: 5 de septiembre de 2021
Learning Aims
During this lesson, learners will be able to revise family members. They will be
able to revise use of the verb “to be” in the affirmative and the negative and
they will be able to revise how to introduce the family members to others.
Students will also learn be able to use the possessive s to speak about the
relation between different family members
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Personal pronouns
Family members: mother,
father, sister, brother
Introduce other people
Introduce family members to
others.
I am…
She is my mother.
He is my father.
N
E
W
Family members: Son and
daughter.
Speak about family
members.
She is his mother. She isn’t
his sister.
Comentado [A1]: 2 y 3
Comentado [A2]: You are focusing on vocabulary and
grammar contents.
Try to define your aims in terms of SKILLS.
Comentado [A3]: How is this different from the
functions in the revision section? The structures are the
same.

2. Materials
✓ Family tree image
✓ Video with the opening of the Simpsons show:
https://www.youtube.com/watch?v=aDcFhYtiIEM
✓ Flashcards with the images of the Simpsons family
✓ Photocopy to match:
✓ Projector
Possible contingencies
Students have not been exposed to the English language before this year, so the teacher will have
to translate to language 1 every comment. Every time the teacher considers it is possible to avoid
translating, she 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?” Students are expected to
answer at least with a thumb up, if they do not remember how they have to answer. Then, I will
proceed to sanitize the students’ desks and their hands as stablished in the school protocol.
5 minutes
I will ask students: “Remember what we have learnt last class?” and I will write on the board: Family.
“Do you remember the words we learnt?” Students are expected to say the words mother, father,
sister, brother.
“Let’s look at this family tree and answer” I will point out the different family members and students
are expected to answer who is the brother, who the sister, etc.
If students do not remember, I will write the first letters of each word on the board.
Transition comment: You remembered all the words! Now we are going to work with a very famous
family, let’s see...
- 15 minutes
Comentado [A4]: Check..
Comentado [A5]: You may teach them and encourage
them to answer accordingly.
Comentado [A6]: Which?

3. Then, I will show to the students the opening of The Simpsons show once the video finishes I will ask:
“Do you know who these people are?” “Do you like this show?” “Do you know the names of the
members of this family? Let’s name them…” I will give students time to answer to each question and
then I will proceed to point out each member of the family for the students to name them.
After that, I will show to the students the image of Lisa Simpson and I will say: “She is Lisa” I will show
the image of Marge and say “Lisa is Marge’s daughter” I will make emphasis on the word daughter.
Then I will do the same with Bart and Homer: “Bart is Homer’s son”. I will write the examples on the
board and underline the possessive ‘s. I will explain that in this case, the ‘s is not the contraction of
the verb to be but it indicates possession: “Did you see the ‘s here? What does it mean?” Once
students have answered I will continue: “Well in this case, the ‘s means that the person is the “owner”
of what follows”.
Activity 1: 20 minutes
“Now that we have revised the Simpsons family we are going to see who is who”. I will show to the
students flashcards with the face of Marge Simpson, for example, and I will ask: “Who is she?”
Students are expected to say: “She is Lisa” I, then, will ask: “Can you say what family member is
she?” Students are expected to answer: “She is the sister”. And I will show an image of Maggie and
ask: Who is she?” and I will help students by saying: She is Lisa’s…” I will write this example on the
board.
Then I will hand in photocopies for the students to match the name with the ‘s and the family member:
“Excellent! Now we are going to work on a copy to match, pay attention to the names and the
pictures”.
I will go around the classroom to check that students are working and completing the activity properly.
Transition comment: You are doing it great!
Activity 2: 20 minutes
“Well done! Now let’s read these names carefully. Is the information correct? Let’s put T for the true
sentences and F for the false ones:
1. Lisa is Bart’s mother.
2. Maggie is Lisa’s daughter.
3. Marge is Bart and Lisa’s mother.
4. Homer is Bart’s brother.
5. Homer is Marge’s son.
6. Lisa is Homer’s daughter.
7. Bart is Maggie’s father.
This exercise will be corrected as a class.
After they finish, student’s will be asked to correct the incorrect sentences: “Now you have to write
the correct sentence, for example: Lisa isn’t Bart’s mother. She is Bart’s sister.”
I will go around the classroom as the students work on the sentences.
Transition comment: You worked so hard! You are doing a great job! It is now time to play:
– 1 minutes.
To finish with the lesson, I will divide the group in two and I will say the first part of a sentence: Marge
is… and they will have to complete the sentence. The team that does it first, wins a point:
“Playing time! I am going to start saying a sentence and you will have to finish it. You have to listen
carefully and complete the sentence very fast because the first team that does it will get a point!”
Comentado [A7]: As far as I can see, there is no
purpose for watching.
You could exploit the video, asking learners to number
the family members in the order of appearance. What
do you think?
Comentado [A8]: You´re adding some complexity
using genitive case. Good!
Comentado [A9]: You should also draw students´
attention to the connection between the two people (or
characters) involved.
Comentado [A10]: Which??
Comentado [A11]: CHECK!!
Comentado [A12]: SHE IS
Comentado [A13]: This can be misleading.
LISA is also a DAUGHTER… Even though they have
not been exposed to this word, they might
misunderstand words/the activity.
Comentado [A14]: You should write answers on the
board.
Comentado [A15]: Check!
Comentado [A16]: The idea of the game-like activity is
fine. You could brush it up creating an appealing
resource.
You could design a wheel or a card game, for instance.
Encourage students to produce complete sentences.

4. I will say three or four sentences.
Just before finishing I will greet them by wishing them a great weekend: “Have a great weekend!
Study and when you finish, have fun!”
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
Good job, Bárbara!
Please, work on AIMS definition. I hope you find comments and
suggestions useful!