Lesson Plan Primary 2

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Dario Bressan
Período de Práctica: Nivel Primario
Institución Educativa: Colegio Santa Eufrasia
Dirección: Maria Olguín 653 Río Cuarto - Córdoba
Sala / Grado / Año - sección: 5to grado A Turno Mañana
Cantidad de alumnos: 33 estudiantes
Nivel lingüístico del curso: Elemental
Tipo de Planificación: Clase
Unidad Temática: Uso del Posesivo " 's " a través de las relaciones de la Familia Simpson
Clase Nº: 2
Fecha: 08/10/2015
Hora: 12 a 13 hs.
Duración de la clase: 60 minutos
Teaching points: Learning the use of " 's "using The Simpsons' family
Aims or goals:
During this lesson, learners will be able to…
- To revise the already learnt vocabulary in the previous class, Demonstratives.
- To develop their speaking skills by naming members of the SF with Demonstratives.
- To describe family relationships by means of the possessive 's.
Language Focus:
Lexis Function Structure Pronunciation
Revision This - These
That - Those
Mother - Father
Son - Daughter
Identifying
family members.
This is Bart
Those are
Maggie and
Homer
That is Marge
This/I/
These / i:z /
New " 's " in some
words
Talking about
family
relationships
trough the use
of possessive " 's
".
Bart is Marge's
son.
That is Lisa, she
is Homer's
daughter.
Homer / əʊ/
Marge / tʃ/
Teaching Approach: The lesson is based on Krashen's Natural Approach and organized
under PPP as proposed by Jeremy Harmer.(Third Edition 2001)
Materials and resources: Class book "Sign up" with some activities. Mini LED projector.
Use of the board to make the lesson more graphic. Images from different characters of the
Simpsons' Family. An 's flashcard.
Pedagogical use of ICT in class: Use of a Mini projector to show images on the wall.

2. Seating Arrangement: Students will be seated in groups of four students as they usually
work in regular classes. According to the school policies, this improves communication and
group working among mates.
Possible problems/difficulties and their possible solutions during class: Children
tend to talk if the class gets bored, so it is quite important to maintain their attention
activated trough the use of miming, clear instructions, making the classroom interactive and
using the board for instance. Using a book each, facilitates the visual work and help students
to concentrate. Teacher always assists kids during class.
Potential problems students may have with the language: They may have problems
with the construction of the sentences using " 's", so I will make them to have a lot of
practice to help them. Another potential problem may be when revising words it is important
to contextualized them.
Assessment: What will be assessed and how: I will check understanding by listening to
them and correcting with examples related to the topic which is being worked. If they use "
's " when the word is plural, I may show the student that the word already has an "s" at the
ending, so it is not necessary to add another one, just the " ' ". Peer correction is always a
good method to encourage them to feel comfortable with assessments. I will also encourage
them by saying "Very good" "Excellent" "Well done" among others.
Procedures:
Routine: 5 minutes
Purpose: To greet students and let them know the class has started.
T: Hello everybody!! Sts: Hello teacher!! T: How are you today??!! Sts: We are doing fine!!
T: That is great!! Ok, let's start working!!
Transition: I will show them an image of The Simpsons' Family
Warm up: 20 minutes
Purpose: To contextualize the topic of the lesson and begin with the class.
T: Ok, do you know these characters??
Sts: Yes!!! T: Do you know their names?? Sts: Yes!! T: OK, let's see if it's true!! They are:
(inviting everyone) Homer, Marge, Bart, Lisa and Maggie. T: Ok, but let's do it in English!!:
Homer, Marge, Bart, Lisa and Maggie. T: Very good!!Ok, as you know, they are a family,

3. they live and share a lot of moments together. As we do!!! Ok, let's see how they are
related. (I will write on the board the words: father, mother, daughter and son to revise their
meanings with students by asking if they remember their meanings at first and pointing at
each character at last. Then I will add sister and brother with the same method.) Ok, Who is
this? Pointing at Homer..Sts: Homer!! T: Great, but he is what of the family? Sts: Father!! T:
Very good!! Homer is the father of who? Sts: Bart, Lisa, Maggie!! T: Ok, let's take one.
Homer is the father of Lisa, or we can say: Homer is Lisa's father. Did you see anything
different? Look here (I have a flashcard with a big " 's ") This indicates something belongs to
someone else. (I will use colors on the board to highlight the " 's ") T: Ok, let's do some
other examples: Marge is Bart's mother. We do this in English because it is shorter and it is
mainly used in spoken language but also in written. (I will do the same with the other
characters so students may have a lot of practice.) T: Ok, would you like to try making a
sentence looking at the image? Any of you? (The idea is they participate without any
obligation, respecting one of the Natural Approach´s aim - Terrell's basic principle of the
approach: "Speech production comes slowly and is never forced.") Sts: Me, I'll do it!! T:
Great, I help you!! (Here they start a bit of practice)
Transition: OK, great job kids!! I will give some pictures to different students so we can
work revising the previous topics.
Presentation: 15 minutes
Purpose: To expose students to the target language and the previous one developing their
oral skills.
T: Ok, look at these images.
I will give two images to some students so they can gather these ones are far. T: Ok, who is
that? Sts: That is Lisa! T: Very good!! Who are those? Those are Homer and Maggie. T:
Great!! Who is this? This is Marge!! And so on.
T: OK, now we will say who each character in the family is, as we did it a moment ago. I
start!!! That is Lisa, she is Marge's daughter. Those are Lisa and Bart, they are Marge's
children. Those are Lisa and Bart, Marge's daughter and son.
T: So, before we go on, please go to page 23 and look to the grammar box. Pay attention to
the examples and remember that if the word ends up with an "s" it only carries " ' " the
apostrophe and the word is plural.

4. Transition: Very good!! Now, you will work with your workbook, so please look for exercise
N° 7 on page 23.
Development: 10 minutes
Activity 1: 5 minutes
T: Ok, now you have to choose the correct option. Remember to pay attention to the words
in the boxes if they are singular or plural.
Students will read their sentences out loud. I will walk around them, so I can help them. In
this task they are also practicing the already learnt vocabulary.
Transition: Good job kids!! Let's go to the following exercise!
Activity 2: 5 minutes
T: Looking at this image, you will have to match the corresponding characters to the
following sentences using an arrow. I will do the first with you, so there are no doubts. The
purpose of this activity is to make a vocabulary review in the class. (Five minutes activities,
Penny Ur)

5. Homer is Mona's son.
Patty is Marge's sister.
Homer and Marge are Maggie's parents.
Selma is Jackie's daughter.
Lisa is Bart's sister.
Abraham is Homer's father.
Before you end up the activity, please write two sentences as the one above taking into
account the picture.
Transition: Very good job kids, you have worked really great!!
Closure: 5 minutes
Purpose: Here I let students know the class has ended up.
T: Ok kids, we will stop here. Now pick all your stuff up and put it in your bag. You have
worked quite well!!
See you next class!!
Sts: Bye!!
Sources: Images downloaded
Cecilia, here it goes. I made all changes you suggested me.
Thanks!!!
Dear Darío
The context for this lesson is motivating for sure. However, students seem to be left unchallenged.
According to what was seen on the video, much of their disruption is related to the fact that they
need more challenges, more activities in which they have to think, apply, create, and so on. The
activities from the course book do not fit into the planning. Try to find a way to connect them to the
topic of the lesson if they have to be included.Try to expose them to text, audio, and audiovisual
material.
Have a great class!!
Cecilia
Lesson plan
component
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Organization
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6. Coherence and
sequencing 
Learning aims
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Stages
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Activities
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Teaching strategies
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Class. management
strategies
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Language accuracy
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Observations Minimumscore:20 / 32
Score:18 /32 = 5.5