Lesson plan n° 3

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.