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° -
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Different family types
Clase Nº: 1
Duración de la clase: 80 minutos
Fecha de la clase: 23/06/2021
Fecha de entrega de la planificación: 18/06/2021
Learning Aims
During this lesson, learners will be able to:
- To recap previous vocabulary related to family
- To develop their listening, writing, speaking and reading skills
- To recognize the different family types
- To develop interpersonal skill
- To talk about their relationships/family.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
I, she, he, It, they, we, you
Mother, father, brother, sister,
grandmother, grandfather,
aunt, uncle, cousin, twin
brother.
Family tree
One,two,three....
Personal pronouns
Present simple
Say their age
Quantity
Subj. + To be. + Family
member
She is my mother
Subj. + To be (am, are, is) +
Age
He is 10 years’ old

2. N
E
W
Nuclear family, traditional
families
Single parent’s families, Single
mother, single father,
Extended family
Childless family
Stepfamily, stepbrother,
stepsister
Grandparent family,
granddaughter, grandson,
Sister in law, brother in law,
Boyfriend, girldfrien
Present simple
Have/has got for family and
possessions.
Positive form:
Subj. + have/has got + family
member
I have got a sister
Negative form:
Subj. + Haven´t got (have not
got)/ hasn’t got (has not got)
+ family member
She hasn’t got a brother
Question:
Have/has + subj. + got +
family member
Have you got an uncle?
Materials
- Slides: Family
- Worksheet: Worksheet - Lesson 1
- Computer
- Microphone
- Internet connection
- Sheet of paper /notebook
- Pencil / pen
Procedures
5 minutes
Aims:
. To welcome the students
. To write the attendance
Procedure:
I will greet the students as they enter the zoom and ask them: ‘Are you all fine? How is your day
going? Do you want to share something with us?’ I will write the presences and absences in the
book.
Transition comment
It’s nice to know that you´re all right and see you! Now I will show you a presentation and we will
figure out what it will be about. Let´s see!
10 minutes
Aims:
. To review vocabulary about family members
. To prepare students for the new topic

3. . To develop students speaking and writing skills
Procedure:
I will share my screen with the students and show them the power point presentation: Family . I
will show slide 2 and ask: What do you think this class will be about?” I will expect them to say:
family- different families. I will change to slide 3 and ask: Do you know this family? Yes, it is the
Simpson family, now let’s remember the family members”. I will change to slide 3 where The
Simpson family tree is and ask: She is...? and he is...?” I will encourage them to say the name of
the characters in the slide. Once they say them, I will ask: Bart is Lisa´s.......? yes, that’s right:
brother!” and I will continue with the rest of the characters. I will ask students to write on the board
the family words from the slides so as to have them at hand in case they need them later
Scaffolding strategies:
. Eliciting the answers to the questions by saying the firsts letters of the words, showing them on the
presentation part of the word
. Writing the family members on the board so they can see them in case they don’t remember them.
Transition comment:
Great job! You did it awesome! Now, we are going to see the families that there are in The
Simpsons, are you ready?
15 minutes
Aims:
. To raise students’ awareness about the different types of families
. To develop their listening and reading skills
Procedure:
I will show them again slide number two and ask: Are all these families similar or different?”
Students are expected to say different. I will encourage them to think and say in what ways are
these families different? I will listen to their answers and then say: ok, let’s see the different types of
families. I will continue with the slides 4-14Family. I will be reading the slides and I will encourage
them to read the parts where there is a dialogue with bubbles.
Scaffolding strategy:
. Ask if they have any question during the presentation of the slides.
. Go back to the previous presentation in case they need it
Transition comment
Now that we know a bit more about the different family types let’s do some activities!
Aims:
. To foster group work
. To develop their reading, speaking and writing skills
. To get to know their peers better.
. To develop their interpersonal skills
ACTIVITY 1: 10 minutes
Procedure:

4. Now, I will share my screen with some activities that they have to do. I will ask if somebody wants to
read the instructions. Once they read it I will ask if they have any doubts, I will give them 5 minutes
to do this activity alone. If they have any doubts they can ask, I will be monitoring the activity.
Once they finish, in group we will correct the activity. I will ask if somebody wants to read the first
text in case they don’t want to I will read it. They will say the number of the picture they have mark.
We will read all the texts and they will say which picture is the correct for each one.
Scaffolding:
. I will ask if the instruction is clear, I will explain it again in case they need it
. I will help them in case they don’t understand a word.
. I will encourage them to read the texts by reading the first words and letting them finish.
Transition comment
Great job! You did it great! Now, there is another activity but this time we are going to work in
groups! This zoom is about to end; I need you to enter again with the same link!
ACTIVITY 2: 15 minutes
Procedure:
Once they are all in the zoom again, we will tell them that they are going to work in groups. I will
separate them in 4 groups of 3 and a group of 2. I will share my screen with them. I will ask if
somebody wants to read the instructions in case they don’t want to I will tell a name and read it with

5. him/her. They have to complete the sentences about Donal Trump family with has/have got or have
not got (haven’t got) has not got (hasn’t got)
We will correct the sentences all together as a class.
Scaffolding:
. I will be entering the different groups in case they need help.
. I will write in the chat the different vocabulary about family members and type of family in case
they need them.
. I will encourage them to read their sentences out loud.
Transition comment:
You did a great job!! Excellent! Now we are going to do another group activity to get to know us
better!
ACTIVITY 3 15 minutes
Procedure:
I will divide the class again in 6 groups of 2. In pairs they will ask and answer questions about their
mates´ families. There are 3 questions done and they have to write two more to ask to their
partners. I will be monitoring and entering the different rooms in case they need help. Once they

6. have finished, we will come back to the main room. I will ask them to talk about the answers that
their peers gave them.
Scaffolding:
. I will be entering the different rooms in case they need help.
. I will write on the board the vocabulary we have seen.
. I will encourage them to speak by asking questions, eliciting their answers.
Transition comment:
Excellent job! Now we are going to play a game! Are you ready?
10 minutes
Aims:
. To round up the lesson
. To develop their speaking skill.
Procedure:
We are going to play a game. I will say the instructions: “Ok, for this game I will show you a picture
of a family and you have to say a sentence about that family. The firs student that says a correct
sentence is the winner! You can desactivate your microphone and activate it to say the answer.”
I will show them 4 pictures.
Scaffolding:
. I will start the sentence and they have to continue in case they don’t want to start.
. I will encourage them to speak.
. In case they don’t want to speak they can write their answer in the chat
Homework:
Before finishing the lesson, I will say what the homework is and that it will be uploaded in the
“Classroom too”. In case they have doubts they can communicate with me.
Transition comment:
It was a wonderful lesson! See you next class!!

7. To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations