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Lesson Plan N° 3 
Date: 01/09/2014 
Class: 6th grade “C” & “D” 
Level: Beginner 
Time: One class 
Language Exponents: can / can’t 
Language Skills: Reading, Writing, Speaking. 
Main Aims: 
 Students will review animals, actions and can/can’t and they will also learn 
the use of ‘but’ to show contrast. They will also know how to ask an answer 
questions with can/can’t. 
Personal Aims: 
 We will try to use more English during our classes, especially when giving 
instructions. Also, Samanta will try to speak louder and Camila to write the 
date on the board. 
Materials: 
 Photocopies from last class 
 Animal images 
Anticipated problems: 
 Students may become noisy when working in groups. 
Possible Solutions: 
 We will monitor them when they are preparing their sentences trying to 
encourage the use of English and avoiding disruptive behavior. 
PROCEDURES 
1) Warm-up activities: 
a) We will hand in the badges to the students that were absent last class. 
(5’)
b) Game: We will join students in groups of four and we will give them 
the name of an animal. They will have to write a sentence with the 
animal’s abilities using can/can’t, and, and but. When they are ready, 
one member of each group reads the sentence aloud and the other 
groups have to guess which is the animal they are talking about. (15’- 
20’) 
2) Main Activity: 
a) We will present the structure for questions with can/can’t using the 
information in the chart we worked with in previous classes. This will 
be done with examples such as “Can snakes fly? No, they can’t” “Can 
jaguars run? Yes, they can”. Students will have to copy these 
examples in their folders. After we have introduced the structure, 
students will have to ask each other questions to practice it. 
Extra options: 
a) We will present students new items of vocabulary: parts of the body of 
the animals. This will be done with three big cardboards with three 
different animals that allow us to introduce the necessary vocabulary 
to use later on with animals descriptions. Students will also have the 
three animals’ images in one photocopy so they can follow the 
explanation and copy the vocabulary. We will put in each part of the 
animal body a tag with its name. 
b) We watch a clip from film asking students to focus on particular 
animals because then they will have to describe them. 
c) After we introduced the vocabulary and watched the video, we show 
students how to write a brief description using have got /haven’t got. 
They will have to choose one of the characters they saw in the clip 
and write sentences about it.

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Lesson plan n° 3 roldán, otamendi gomez

  • 1. Lesson Plan N° 3 Date: 01/09/2014 Class: 6th grade “C” & “D” Level: Beginner Time: One class Language Exponents: can / can’t Language Skills: Reading, Writing, Speaking. Main Aims:  Students will review animals, actions and can/can’t and they will also learn the use of ‘but’ to show contrast. They will also know how to ask an answer questions with can/can’t. Personal Aims:  We will try to use more English during our classes, especially when giving instructions. Also, Samanta will try to speak louder and Camila to write the date on the board. Materials:  Photocopies from last class  Animal images Anticipated problems:  Students may become noisy when working in groups. Possible Solutions:  We will monitor them when they are preparing their sentences trying to encourage the use of English and avoiding disruptive behavior. PROCEDURES 1) Warm-up activities: a) We will hand in the badges to the students that were absent last class. (5’)
  • 2. b) Game: We will join students in groups of four and we will give them the name of an animal. They will have to write a sentence with the animal’s abilities using can/can’t, and, and but. When they are ready, one member of each group reads the sentence aloud and the other groups have to guess which is the animal they are talking about. (15’- 20’) 2) Main Activity: a) We will present the structure for questions with can/can’t using the information in the chart we worked with in previous classes. This will be done with examples such as “Can snakes fly? No, they can’t” “Can jaguars run? Yes, they can”. Students will have to copy these examples in their folders. After we have introduced the structure, students will have to ask each other questions to practice it. Extra options: a) We will present students new items of vocabulary: parts of the body of the animals. This will be done with three big cardboards with three different animals that allow us to introduce the necessary vocabulary to use later on with animals descriptions. Students will also have the three animals’ images in one photocopy so they can follow the explanation and copy the vocabulary. We will put in each part of the animal body a tag with its name. b) We watch a clip from film asking students to focus on particular animals because then they will have to describe them. c) After we introduced the vocabulary and watched the video, we show students how to write a brief description using have got /haven’t got. They will have to choose one of the characters they saw in the clip and write sentences about it.