Lesson Plan

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Muller Lilia
Institución educativa: CPEM N° 14
Año y sección: 2° D
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 14
Tipo de Planificación: Lesson - Face to face
Unidad Temática: Abilities
Clase Nº: 7
Duración de la clase: 80 minutos
Fecha de la clase: 12/08/2021
Fecha de entrega de la planificación: 07/08/2021
Learning Aims
During this lesson, learners will be able to:
- To develop their listening, writing, speaking and reading skills.
- To foster their interpersonal skills by working in group.
- To develop their visual memory
- To express what they can and can´t do.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Numbers
Long hair,
Son, daughter, wife, mother,
father.
Personal belongings:
T-shirt, Jeans
Tell their age
Describing the face
Telling family members
Telling the possessions of a
person
Subj. + To be (am, are, is) +
Age
He is 10 years’ old
Positive form:
Subj. + have/has got +
adjective + noun
She has got long hair
Subj. + have/has got +
adjective + noun
She has got a daughter
Subj. + have/has got +
adjective + noun
She has got a pink t-Shirt

2. Sports:
Swimming, running, high jump,
basketball, volleyball,
swimming, cycling.
Ride a bike, ride a horse, swim,
run, jump, play volleyball, play
basketball
Describe abilities
Positive form:
Sub + Can+ sport/ ability
I can ride a bike
Negative form:
Subj.+ Can´t (can not) +
Sport/ability
I can´t ride a bike
Questions:
Can + subj.+ sport/ability
Can you ride a bike?
N
E
W
Walk, paint, take photos, drive,
skate, play chess, ski, sing, ride
a bike, dance, speak English,
play the guitar/piano, play tennis
Household chores
Cook, iron,
Connector
But
Train
Describe abilities
To connect two
sentences/ideas
Materials
- Worksheet (homework): Worksheet - Lesson 8
- Presentation: Presentation - Lesson 8
- YouTube Video: Pictograms Tokyo 2020
- Computer
- Speaker
- Sheet of paper /notebook
- Pencil / pen
Procedures
5 minutes
Aims:
. To welcome the students
. To write the attendance
Procedure:
I will welcome the students as they enter the zoom meeting. ‘How are you? How is your day going?”
I will write the presences and absences in the book.
Transition comment
It’s nice to see you all again! Ok, now to start the lesson I will show you a short video. Let´s see if
you remember something of the last lesson!
10 minutes

3. Aims:
. To review some vocabulary about the sports seen in previous lesson
. To prepare students for the new topic
. To develop students listening and speaking skills
Procedure:
I will share my screen and show them the following video: Pictograms Tokyo 2020. I will play it until
minute 2:00. I will ask: Could you recognize any sport that we have seen? I will expect students to
tell me some of the sports they have just seen. I will say: Yes! That’s right! And the sports that you
have just seen are some of the 50 sports that the man in blue is recreating as a pictogram. Can you
play any of those sports? I will expect students to say: Yes, I can or the name of the sport.
Scaffolding strategies:
. Eliciting the answers to the questions.
. Reformulating the questions
. Encouraging them to talk
. Congratulating them each time they give an answer.
Transition comment:
Great, perfect! Now, we are going to see a
15 minutes
Aims:
. To present the new vocabulary in context
. To develop students´ listening and speaking skills
Procedure:
I will share my screen and show them the following presentation: Presentation - Lesson 8 I will
ask them: Do you remember Belen? I will listen to their answers but I expect them to say something
related to the Olympic Games, Tokyo or that she can run. I will read the sentences in the presentation
and in some of them I will start reading and let them continue. I will also ask them the questions
present in the slides: Can you play the piano? I will expect students to say: yes, I can or no, I can´t.
Scaffolding strategy:
. Ask if they have any question during the presentation.
. Eliciting their answers to the questions.
. Miming the activities.
. Reading the first words of the sentence and letting them continue.
Transition comment
Now that you know a little bit more about what Belen and Luis Can and Can’t do, let’s do some
activities!!
Aims:
. To develop their reading, writing, listening and speaking skills.
. To develop their interpersonal skills
ACTIVITY 1: 15 minutes
Procedure:
For this activity I will say: Do you like the presentation? Have you paid attention to it? Ok, now we will
see how much of it you remember! Before breaking the zoom into rooms I will tell them that in groups

4. of 3 they have to make a list of the things that they remember that Belen and Luis can and can’t do.
I will show them this graphic as a way of organizing the information. I will give them 5 minutes to
complete the activity and I will be entering to each room to monitor the activity in case they need help.
Then as a class, each group will say one example of can and can’t: Belen can run but she can’t iron.
I will write what they say on the board.
Scaffolding:
. I will ask if the instruction is clear, I will explain it again in case they need it.
. Miming what Belen and Luis can or can’t do in case they don’t remember.
. I will ask them questions to elicit their answers.
. Starting one word and letting them finish it.
Transition comment
You did it awesome!! Excellent! Now you have to
ACTIVITY 2: 20 minutes
Procedure:
For this activity, I will divide the class into different rooms again. This time, they will have to work with
a partner and they have to ask and answer questions. I will say: “Great! Now you will work with a
partner and you have to ask and answer questions using can and some of the activities/abilities that
we have just seen, for example: I will ask to Jose, can you drive? And she will answer: yes, I can or
no, I can’t. You have to ask 4 questions each of you and take down notes of the answers of your
partner.” I will give them 10 minutes to do it and I will be monitoring the activity as in the previous
activity. Once the activity is complete, we will return to the main room as a class and I will ask: Who
wants to start talking about what his/her partner can and can´t do? You have to say a sentence lik e:
Daniela can ride a bike, ski and dance but she can´t sing and play the guitar.
Scaffolding:
. I will help them in case they have doubts with a word.
. I will encourage them to say their sentences
. I will ask questions.
Transition comment:
Excellent! You did a great job!! Now we are going to play a game! Are you ready?

5. 15 minutes
Aims:
. To round up the lesson
. To develop their speaking and listening skills.
. To develop their artistic side by drawing on the blackboard.
. To develop their interpersonal skill.
Procedure:
I will say: Now, I´m going to share my screen with you to show you a photo of a famous person
with his/her face and part of his/her body covered. You will have to ask me questions about him/her
for example: Can he play football? Can he sing? Has he got long hair? How old is he? And I will
answer the questions. The person that asks one question (at least) and says the name of the athlete
in the photo is the winner. I will show the photo uncovered
Once they find out who the athlete is I will ask who wants to be my helper. In case nobody wants to I
will choose a person and I will send him/her by private message the photo or the name of the athlete.
The rest of the students will have to ask questions to him/her as they did before with me.
Scaffolding:
. I will encourage them to speak.
. I will ask questions
. I will start the sentence in case they don’t know how to start

6. . I will give them some clues in case they can´t guess who the person is.
Homework:
I will say to the students that I´ve uploaded the homework to Classroom. I will read the instructions
of the activities in case they have a doubt/question.
Transition comment:
It was a great lesson!! You did it awesome! Have a good weekend, see you next week!
To be completed by your tutor:
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 Well done!