Lesson Plan Primary School. Class 3

1. Lesson plan – Primary School
Topic: It´s festival time
Students’ level: pre-intermediate
Age: 11 years old
Number of students: 25
Duration of each lesson: 80 minutes
ALUMNO RESIDENTE:
Período de Práctica: segundo ciclo- primaria
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40 - Bariloche
Sala / Grado / Año - sección: 6th form
Cantidad de alumnos: 25
Nivel lingüístico del curso: pre-intermediate
Tipo de Planificación: clase
Unidad Temática: Celebraciones
Clase Nº: 3
Fecha: 25/09/2017
Hora: 12:55 - 14:15 hs.
Duración de la clase: 80 minutos
Teaching points: Greeting and good wishes for special days.
Aims: During this lesson, learners will be able to:
 Identify the new vocabulary/phrases presented in a meaningful
context
 Develop the communicative students´ skills through different
activities
 Develop students´ ability to describe festivals and to express good
wishes through different tasks
 Improve the writing students’ skills through a writing activity.

2. REVISION
Lexis Function Structure Pronunciation
Mardi Gras
vocabulary
(float, parade,
mask, make up,
celebrate,
enjoy, etc.)
Talking
about
different
festivals
Present
perfect:
results in the
present
Schwa
parade /pəˈreɪd/
colorful/kʌləf(ə)l/
NEW
Congratulations,
Good luck,
Happy birthday,
Easter,
Halloween,
anniversary,
health and
happiness, Bon
appétit, etc.
Expressing
greetings
and good
wishes
Present
perfect:
negatives
and
questions
Ever and
never
Vowels in the
phrases
bon appétit
/ˌbɒn.æp.əˈti/
Bon voyage
/bon vɔɪˈɑːʒ/
Teaching approach: The lesson is based on the Communicative Language
Teaching (CLT). Students are expected to infer the rules of the target
language and learn new vocabulary by means of listening, reading and
using it in communicative activities. The lesson was planned in order to
develop students´ language awareness.
Materials and resources: set of cards (warm up), sheets with the
dialogues (presentation), photographs (presentation),
Seating arrangement: During the lessons the students will be sitting in
pairs as usual. They will also be asked to work in small groups, choosing
their partners.
Cooperative work: The whole lesson demands cooperative work because
the T will guide the students through questions in order to promote
language awareness. Therefore, the students will be expected to

3. participate actively. There is a group activity that enhances collaborative
work.
Potential problems students may have with the language: In order to
minimize difficulties students may find while the T uses the target
language, different classroom management strategies will be applied: the
lesson is carefully planned, timing is controlled to be efficiently used, the
visual and auditory input is chosen to facilitate learning, activities will be
modeled and more examples will be given in case difficulties arose.
Routine 5’:
Purpose: to start the lesson and establish rapport.
I get into the classroom and greet students: “Hello everyone! How are you
today?” The students may answer: “we´re fine” “OK” “very well, Miss”. They
always make me some comments at the beginning of the lesson.
Then, I ask them to stick their names on the desks: “Please, stick the piece of
paper with your names on the desk, so it would be easier for me to remember
your names”
Transition comment: “OK, are you ready to start the lesson? Here we go!”
Warm-up 15’:
Purpose: to get students into the mood for work and review festivals and their
vocabulary
to revise present perfect tense presented in previous lessons
to practice speaking skills
I tell the ss that most of the time this lesson we´ll work in groups, so I ask for the
students to form groups of 4-5 students. Once they are ready, I say: “As we
haven´t seen for some weeks, we are going to revise some of the festivals that
we studied in our previous lesson” I present 5 different set of cards related to
different festivals (Halloween, Diwali, Mardi Gras, Easter, and Christmas).

4. Question:
1. You/prepare/ dinner
2. Mum/cook
Answer:
1. Turkey/ mashed potatoes/ pumpkin
pie/cranberry
2. Roast/turkey
sauce
I´m going to use a card with Thanksgiving information to demonstrate the task.
It is expected that the activity promotes communication skills, so the students
will work in groups.
The cards provide some helpful words that the ss should use to make questions
and also to answer them. I show the first card, so I explain that the card presents
some suggestions about the words that the ss should use to form questions and
answers too. I say: “In this case the words suggested for the question are: you/
prepare/ dinner. Remember that you are expected to use the PRESENT PERFECT.
One student will formulate the question and the other will answer it. For
instance, what have you prepared for Thanksgiving dinner? Here I´m using the
words suggested by the card.
Then a partner answers: I have prepared turkey, mashed potatoes, cranberry
sauce and pumpkin pie for Thanksgiving dinner.
The following question includes the words Mum and cook, so I ask “What has
your mum cooked for Thanksgiving dinner?
And the answer includes roast and turkey, so my partner would answer:
Mum/she has roasted the turkey.
Thanksgiving card (used by the teacher to demonstrate the task)
Transition comment: “Well, you´ve worked very well. Now, we are going to do
some more activities and we´ll learn new phrases to use in special days”
Presentation 15´:
Purpose: to expose the learners to the target language, to deepen their
knowledge about greetings and good wishes for special days.

5. I present three dialogues which describe some special days and also their
corresponding photographs. I stick them on the board, in the centre I stick the
dialogues and around them the photos. I invite the students to read and act out
the dialogues. “Now we are going to act out these dialogues. For dialogue
number one it is necessary four participants. Any volunteer?”
The ss act out the dialogue, once they finished I ask: “What special day do you
think they are celebrating? Which words or phrases do help you to discover the
special day? Can you match the dialogue to the correct photo?
I elicit from different students the answers so as to make the lesson more
participative. According as the ss answer I highlight the phrases in the dialogues.
Then, we go on with the other two dialogues.
Dialogues (adapted from Cook, J. and Hill, D. (2017) Hopscotch 6. National Geographic
Learning)
1. Lara: Congratulations
Nick: Best wishes on your 40th
wedding anniversary! We wish you health
and happiness!
Grandma: Thank you very much darlings!
Grandad: It´s nice you´ve remembered it.
2. Kevin: This is the best New Year´s Eve party I´ve ever been to!
Ellen: Thanks. All the best for a Happy New Year!
Kevin: The food is delicious.
Ellen: Thanks. Bon appétit!
Kevin: You know, it´s my birthday today.
Ellen: Really? Happy birthday!
3. Rob: Are you taking your exams next week?
Kate: Yes. I´ve already started revising.
Tina: Me too!
Rob: Good luck! I hope you do well.
Tina and Kate: Thanks!
Photographs:

6. Now I present a bag with strips of paper. Each strip contains a sentence from
the dialogues. Now I throw the strips of paper in the air as a “paper- rain”. The
students pick up one strip and they order the sentence so as to form the
dialogues.
Transition comment: “Have you finished? Well, now we are going to work using
these greetings and good wishes and we´ll learn some new ones, Ok?”
Development 30’:
 Activity 1 – 5’:
Purpose: to promote the oral use of greetings and good wishes in special
days.
I show different pictures and photographs. I elicit the students to identify
first the celebration/festival and then to say the appropriate phrase in
every special occasion.
Some pictures will elicit some French phrases that they are often used in
English. Perhaps the students say the phrases in English and I present the
French versions. I explain that these phrases are French, but they are used
regularly in English. (Bon appétit, Bon voyage, Adieu)

7. Transition comment: “That was great! You have worked really well! Congrats!
Now we´ll work with a writing activity. Are you ready?”
 Activity 2 -10’:
Purpose: to practise the students writing activities. To present a model for
the next writing activity
I present a worksheet to do a writing activity. I say:” First, we are going to
read the poster and the writer´s notes.” One student reads the poster
information aloud to the class. After that, I invite four more students to read
the writer´s notes. Then, I explain: “Now you have to complete in pairs the
email. Remember to read the whole text in a first reading and then, complete
the email using the notes and the poster. You have 5 minutes. Let´s work” I
will say: “One minute left to finish the activity”. In the meanwhile I will be
checking understanding and helping the ss in case they need some help.
When time is up I ask: “Ok, time is up. Have you completed the task?” If they
do so, we´ll check the answers. If they don´t, I´ll give them some minutes
more in order to check the task.
Once everyone has finished, some students at random will read the answers
to the class.

8. Transition comment: “This activity was wonderful. The next one is a more
challenging task. So, keep on working hard, guys!
 Activity 3- 20’:
Purpose: to improve the students writing skills
I explain to the class that they are going to design a poster like the one
presented in the previous activity. I will say “Here you have a sheet of paper
to design the poster” while I deliver the sheets. “Think about what you are
going to draw in your poster. You should remember to say what the event is,
when it is and where, and how much the tickets cost. Remember that the
drawing should show something relevant to the event. You do not need to
add notes”
I´ll be monitoring while they draw and I´ll help if necessary with ideas,
vocabulary or spelling.
When everyone has finished, I ask the class to read the mail in the activity 2
again. “Now you have to decide who you are going to email. Remember to
use the mail in activity 2 as a model. Let´s work! You have 15 minutes”
Again, I´ll be monitoring and helping if necessary. When they have finished, I
invite them to read their productions to the class. I say: “Which group is
going to read first?”
Closure 5´:
“Well, guys it´s almost time! You´ve worked so hard today. The class was
fantastic! We´ve practised a lot! It was nice to meet you. Bye!”
Set of cards
Halloween
Question:
Your dad/decorate/the door
Answer:
Yes/ use/balloons

9. Question:
You/ paint/Jacko´lantern
Answer:
No/My sister/paint/the pumpkin
Question:
Sofi/puton/make up
Answer:
No/I/ put on/make up
Question:
You/go forsweets
Answer:
Yes/collecta lotof sweets

10. Question:
You/ buy/your custume
Answer:
No/ my mum

12. Activity 2 Worksheet

13. Taken from Cook, J. and Hill, D. (2017) Hopscotch 6. National Geographic Learning
To be completed by my tutors:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations There are several aspectstobe polished, Jime. Checkgrammar/spellingmistakes
before youprintcards/dialogues.
I hope mycommentsand suggestionsare clearenough.Thinkof meaningful
transitionssothatthe lessondevelopssmoothly.
Keepaneye on timing,sothatyou accomplishyouraims.
Have a nice time!
Aure