lesson plan

1. Lesson Plan One
Alumno Residente: Cintia Beramendi
Período de Práctica: 2, nivel Primario
Institución Educativa: E.P N°8 Manuel Belgrano
Dirección: Ushuaia 348, Punta Alta
Sala / Grado / Año - sección: 6°B (segundo ciclo)
Cantidad de alumnos: 30
Nivel lingüístico del curso: elemental
Tipo de Planificación: Clase
Unidad Temática: Información Personal
Clase Nº: 1
Fecha: 9 de Septiembre de 2015
Hora: 11:00hs
Duración de la clase: 60 minutos.
Fecha de primera entrega: Viernes 4 de Septiembre de 2015.
Teaching points: Recognizing questions about personal information and answering them.
Aims: During this lesson, learners will be able to:

2.  Recognize simple questions such as “What’s your name? How old are you?” and
answer them.
 Follow simple commands such as “sit down”, “listen to your partner”
 Recognize questions about personal information and be able to communicate with
their partners using their personal information and others.
 Develop speaking skills while introducing themselves and their partners.
Language focus:
Lexis Function Structure Pronunciation
Revision Good morning!
Hello! How are
you?
I’m_____(name)
Mum, dad,
sister, brother,
grandad,
granny.
E-mail address,
pet, dog, cat,
bird, turtle.
Follow simple
commands: sit
down, listen to
me, please.
Identify simple
questions
students know
such as “How
are you”,
What’s your
name?” “How
old are you?”
Wh questions in
the simple
present: “what’s
your name?”
I’m_____
“How old are
you?” I’m____
“Where are you
from?” I’m
from____
Production of
the /h/ sound
through
repetition as in
Hello/ how.
New First name, last
name, Hobby,
free time,
leisure activities
(listening to
music, reading,
playing football,
volleyball)
Answer
questions about
preferences
such as “what’s
your favourite
sport? What do
you like doing in
your free time?
“Who do you
live with?”
Wh questions in
the simple
present: Who
do you live
with? I live with
my_____
What do you
like doing in
your free time?
I like____
Production of
the /b/ sound as
in hobby.
Teaching approach: Communicative Approach.
Integration of skills: Listening and speaking skills will be integrated in the lesson as
students listen to the teacher and to their own partners. Students will ask different
questions to their partners and also they’ll do a role-play. Besides, writing skills will be
integrated in the lesson as students will have to write a letter to a pen-friend.
Materials and resources: a bag, cardboard strips, photocopies, chalk and duster.

3. Pedagogical use of ICT in class or at home: the teacher will ask students to browse the
web and find what different elements can be recycled. (This is for the next lesson, and the
teacher will provide some sites)
Seating arrangement: students will be sitting at their desks in pairs as the classroom is a
bit small.
Possible problems / difficulties and their possible solutions during the class:
Students may resort to their mother tongue when trying to participate orally during the
lesson. If that happens, the teacher will make them repeat what they want to say in the
foreign language.
Classroom management strategies: The teacher will make students be active
participants during most part of the lesson, so as to avoid distraction and boredom.
Furthermore, she will provide students with different type of activities to cater for different
learning styles.
Potential problems students may have with the language: students may have
problems in understanding what the teacher is saying or wants them to do but she will
paraphrase, repeat or model many times for students to understand.
Assessment: The teacher will assess students when participating orally, as well as when
doing their written task and their collaboration in class.
Procedures:
Routine: 5 minutes
Purpose: To greet students and let them know that the lesson has started.
I’ll say “Hello everybody” SS: “Hello teacher”,
How are you today? Are you fine?”
SS: Yes! Fine!
T: Very good!
Transition: I’ll say “Ok students, Now, let’s get to know each other, shall we?”
Warm up: 5 minutes
Purpose: to contextualize the topics and activate previous knowledge.
T: “Ok, as you already know my name is Cintia, I’m 28 years old and I’m studying to
become a teacher of English. I’m in the last year of my course of studies and if everything

4. is ok I’ll finish it in December. I’m from Bahia Blanca, that is very near from here. And well,
what else do you want to know? Do you want to know more about me? SS: yes!
Transition: Very good students!! Ok, let’s see!
Presentation:10 minutes
Purpose: to introduce new structures and vocabulary.
T: ok, Look! (I’ll show them a bag) inside this bag I have clues. I’ll take one, read it, and
you ask me the question, ok? (the teacher will help students model the question, and in
case students ask them in Spanish, the teacher will give it in English) SS: ok! T: let’s see,
this piece of paper says brothers/sisters. What can you ask me about this? (I’ll write it on
the board: Brothers/sisters and a model question “Do you have any brothers or sisters?”)
SS: tenes hermanos o hermanas? T: yes, ok in English? Do you have any brothers or
sisters? And I do. I have one younger brother! (miming younger with my hands) his name
is Martin. What else? (I’ll continue picking up the clues from the bag and write them on the
board while giving students the answers). The clues will say: Brothers/sisters- age- first
name-last name- nationalityl- pets- live with-favourite sport- hobby. (However, I’ll write
them in order as: First name, Last name, age, nationality, live with, brothers/sisters, pets,
favourite sport, hobby)
Transition: Excellent job! Now, what about you?
Activity 1: 10 minutes
Purpose: to practice the vocabulary and structures presented and check comprehension.
Now, before you start talking about yourselves, I need you to help me finding the questions
to the clues above because I’ve mixed them. Look! (I’ll take a cardboard strip with a
question for the clues above) what does it say? SS: “Where are you from?” T: yes! “Where
are you from” so, where should I stick it? (pointing to the clues on the board) SS:
Nationality T: yes!, very good! Now, look what does this one say? SS: “What do you like
doing in your free time”? T: yes! Very good, so where should I stick it? (and we continue
until we stick all the strips).
Now, I want to know about you. What’s your name? (pointing to a student) SS: Juan. Ok,
Juan how old is he? (pointing to another student) SS: he is ___ years old. T: very good.
What’s your name? (pointing to another student) SS: I’m_____ and where is she from?
(pointing to another student) (I’ll do this several times for students to become familiar with
the questions and answers, and also for me to know about them)
Transition: Excellent job students!
Activity 2: 20 minutes
Purpose: for students to recognize the vocabulary and structures they’ve worked with
during the lesson, and foster communicative interaction.
Ok class, now we are going to work in pairs, ok? You are going to imagine you are
famous. So, you’ll have a new identity. You’ll have to think about your new personal

5. information and write it in your folders. Then, your partner will ask you the questions that
are on the board, and complete the information. Ok? Then, you’ll introduce your partner to
me. You’ll tell me their names, and all the information you can following the clues above
(I’ll point to them on the board). So, for instance you’ll tell me “she/he is (first name and
last name), she/he is ___ years old, she/he is from ______, she/he lives with____, she/he
has (brothers/sisters). He/she has (pet). His/her favourite sport is_____ and in her/his free
time she/he likes ______ ready? Who can explain what you have to do? Ok, Let’s start!
Transition: very good! You did it really well!
Activity 3: 9 minutes
Do you know that today I’ve decided to send a letter to you. The letter is the following (I’ll
distribute students a copy of the letter)
Dear Student,
How are you? I’m really fine!
I’ll tell you a bit about me. My first name is Cintia and my last name is Beramendi. I’m 28
years old and I’m from Bahía Blanca, Buenos Aires, Argentina. I live with my boyfriend
and my pet cat Felipe. I’ve got a younger brother. He is Martin. My favourite sport is
volleyball and in my free time I like listening to music and reading books.
What about you?
Kisses!
Cintia.
Would you like to send a letter to a me? How would it be? Let’s start! What would you write
first? Look at the model I gave you. First, we write dear and our friend’s name. Then? SS:
How are you? T: yes! Very good! And then, we start with our own information, right? Can
you start writing it? (the teacher will walk around the class, monitoring and answering
doubts in case students have some. (When students finish, they read their letters aloud)
Transition: Excellent job!!
Closure: 1 minute
T: Ok, the lesson has finished! Please, at home browse the web and find what type of
things can be recycled and how, ok? Bring the information to the class. For that, write
down notes about the final product; that is what you can produce. What material/s you
need, and the steps you need to follow, ok?
Suggested links: http://www.boredpanda.com/plastic-bottle-recycling-ideas/
http://www.recycling-guide.org.uk/reuse.html
Goodbye everyone! See you next class!
Materials:

6. CLUES (in the bag):
FIRST/LAST NAME
AGE
NATIONALITY
LIVE WITH
BROTHERS/SISTERS
PETS
FAVOURITE SPORT
HOBBY
Cardboard strips:
What’s your first/last
name?
How old are you?
Where are you from?
Who do you live with?
Do you have any brothers
or sisters?
Do you have a pet?
What’s your favourite
sport?
What do you like doing in
your free time?