Primary-lesson plans

1. Alumno Residente: Báez María José
Periodo de práctica: Nivel Primario
Institución Educativa: Prism institute
Dirección: Av. Del trabajador 1100
Sala/Grado/Año-sección: tercer año. TT
Cantidad de alumnos: 12
Nivel lingüístico del curso del curso: Level 2
Tipo de Planificación: clase
Unidad Temática: abilities
Clase N°: 3
Fecha: 28/8/2017
Hora: 14:45-15:45
Duración de la clase: 60´
Fecha de primera entrega: 22/8/2017
• Teaching points: abilities ( I can ride a bike. I can’t fly)
• Aims: During this lesson, learners will be able to…
- Identify and name abilities
- Be able to greet their mates and teacher in English.
- Develop their listening skills by working collaboratively.
- Identify and use the structures: I can run. I can’t climb trees
- To deepen their understanding of commands/instructions while
developing their skills.
- Write sentences
- Ask and answer questions about the topic.
- Develop their speaking and listening abilities by taking part in short
oral exchanges.
• Language focus:
Lexis Function Structure Pronunciation
Revision Hello, goodbye-
look at the
pictures- How
are you today?-
what day is
today?-
commands: sit
down!, repeat
please, silence.
Can-can’t
Run, read,
write, sing, walk
Greeting, giving
commands and
instructions.
Can you?
Yes, I can.
No, I can’t
Correct
pronunciation of
words.
For example:
/riːd/
/wɔːk/
New Swim, ride a
bike, climb a
tree, jump very
high, play the
Identify and
name verbs. Ask
and answer
questions
What can
you/he/she do?
I can…..
He can…
Recognition of
diphthong: /ai/
For example:
/baɪk/
Comentado [A1]: About??

2. guitar, fly, roller
blade
She can …. /klaɪm/, /flaɪ/
• Teaching approach: Natural approach- Presentation, practice, production. Communicative
approach where students should use the new vocabulary.
• Materials and resources: flashcards, photocopies, a white board, notebook, text and
games.
• Pedagogical use of ICT in class: Audio material enriches language learning and acquisition.
There is no instance of ICT in the lesson.
• Seating arrangement: Students work in their seats to have visual contact and interaction.
• Cooperative work: Students work as a class, then in groups and finally individually.
• Possible problems/difficulties and their possible solutions during the class: students may
get excited because everyone wants to participate so the teacher will stop the class and
encourage them to sit down and listen. Some others may be distracted or they don’t want
to participate so I will encourage them help me with flashcards or other materials.
• Potential problems students may have with the language: students may not understand
instructions or vocabulary so the teacher will repeat the language, use body language,
mimes, intonation and uses visual support. Also a volunteer can translate the task into
their mother tongue.
• Assessment what will be assessed and how: I will pay attention to students’ participation
asking questions to all them. Also, the use of the language is important and I will note how
they do the activities. I will repeat the correct intonation, instructions and the structure
with the aim they repeat and pay special attention to these.
• Skills integration: listening, speaking and writing will be integrated in this lesson.
Routine 2’:
Aim: To greet students and create the right environment.
I will get into the classroom and greet students: “Hello! Good afternoon!
EA: Hello!
T: how are you?
EA: Fine!
T: Excellent! Now we are going to start with the class. So, can you tell me what day is
today?
EA: Today is Monday 28th
August
I will write this on the board.
T: Now look outside and tell me: how is the weather today?
EA: It is…..
I will write this on the board
T: very good! Open your copy book and write this information
Warm up 4’:
Aims: To activate students’ prior knowledge, revise the vocabulary learned during previous
lessons and set the context to introduce the new vocabulary.
I will show this picture.

3. run
T: Look at this picture. Who is he?
EA: He is Spiderman!
T: do you like Spiderman?
I will paste the picture on the board and I will shoot arrows to describe the abilities of
superman.
T: Can Spiderman run?
EA: Yes, he can!
Can Spiderman walk?
EA: Yes, he can
T: and what about write? Can he write?
EA: yes, he can.
T: do you think he can read?
EA: yes!
Presentation 12’:
Aim: to introduce the new vocabulary.
Now I will show different pictures with different abilities and students will tell me if Superman
can do them. Also I will ask them different questions. I will write the verbs as the below
exercise too.
T: Now look at this:
T: can Spiderman swim?
EA: yes, he can.
T: Superman can swim. Repeat after me.
EA: Superman can swim.
Comentado [A2]: Model this short answer.
Comentado [A3]: Superman or Spiderman?
You should show pictures where Spiderman is doing these actions.
For instance,
It will be much more meaningful and engaging. There are tons of
images like this online!

4. T : and what about you can you swim?
EA: yes, I can
EA: NO, I can’t
T: Can Spiderman ride a bike?
EA: Yes, he can
T: can you ride a bike?
EA: yes, I can
EA: no I can’t
T: look at this picture. Can Spiderman climb a tree?
EA: yes , he can!
T: can you climb a tree?
EA: yes, I can
EA: no, I can’t
T: and what do you think. Can Spiderman jump very high?
EA: Yes, he can.
T: Can you jump very high?
EA: Yes, I can.
EA: No, I can’t
T: Can he fly?

5. EA: yes, he can
T: Can you fly?
EA: NO, we can’t
T: Can you fly a kite?
EA: Yes, we can!
T: Very good! I can fly a kite too!
T: Can you play the guitar?
EA: yes, I can
EA: No, I can’t
T: look at this. Can you rollerblade?
EA: yes, I can
EA: No, I can’t.
T: Very good!

6. Development:
Activity 1- 6’:
Aim: to recognize and use the target language
T: Now we will form two groups and we will play a memory game. You are group number 1
and you group number 2.
Do you know how to play a memory game?
EA: yes, we always play the game.
T: look! on one card there is the word and on the other one there is the activity. You have to
match the ability with the correct word. Pay attention and wait for your turn. The child with
most cards win!
EA: Yes!
T: Finish? Who won in this group? Who won here?
EA: Maria won!
EA: Lautaro won!
T: Excellent! Now give me the cards because we will continue with other task.
Activity 2- 8’:
Aim: identify and practise the new vocabulary.
I will give children a photocopy with the task.
T: I will read more than once a short text about a girl. Her name is Tina. You will listen to me
and tick or cross the activities that she can or can’t do. Do you understand?
I will copy on the board:
: can x : can’t
Listen and tick or cross.
Ride a
bike
Comentado [A4]: You must include the text.
Comentado [A5]: Who is Tina? Why don`t you keep the context
(superheroes)??

7. T: Very good let’s check! Who is the volunteer that wants to say the correct answers?
EA: Me!
T: Ok. We listen to you.
T: Now taking into account the images you will answer the following questions.
Write: yes, she can or No, she can’t.
(We will do an example altogether)
1) Can Tina rollerblade? Yes, she can
2) Can Tina ride a bike?.................
3) Can she play the guitar?..............
4) Can she run very fast? …………..
5) Can she swim?.................
6) Can she climb the trees?..............
I will check the answers
T: Ready? Stick it.
Activity 3-6’:
Aim: to practice the new vocabulary
I will hand out a photocopy.
T: look at the following pictures and write sentences about what the children can or can’t
do.
(We will do an example altogether)
Choose and write
1-Ride a bike 2-Climb a tree 3-Play the guitar 4-Fly 5-Rollerblade 6- fly a kite Comentado [A6]: Is Superman`s picture related to flying?

8. 1) He can’t ride a bike
2)
3)
4)
5)
6)
T: can you, Maria tell me your answers?
EA: Yes teacher!
T: Do you agree with her answers?
EA: yes!
T: very good stick it in your copybook.
Activity 4- 10’:
T: Now we will practisce about our abilities. What can you do Maria?
EA: I can fly a kite.
T: can you fly?
EA: No, I can’t.
T: Can you jump very high?
EA: yes, I can
I will ask different answers to all the learners in order they all participate in the oral exchange.
T: You will choose and write three abilities you can do and three you can’t do. Write the task
in your copy book
Choose and write three abilities you can do and three you can’t.
(I will write one example about me)
For example I can swim. I can’t climb trees.
I will check and provide support when it is necessary.
Closure:
Activity 5- 12’:
Aim: To practise and assess students what they learned in class.
Comentado [A7]: Put emphasis upon this word.

9. T: We will play a game. Each one has a different card. You will ask different questions to
your friend.
For example student 1 will ask: can she play the guitar? And student 2 will look at his or her
card and will answer: yes, she can or no, she can’t. Do you understand?
EA: Yes!
We will start with an example you Maria ask Laura….
(the cards will have different abilities)
Rollerblade
Fly a kite Ride a bike Climb a tree Jump very
high
I will give help and give support when they need and check their pronunciation.
T: great children! It is time to go home. See you the next class. Goodbye!
EA: Goodbye teacher!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Comentado [A8]: So that it becomes a game, you should turn it
into an information exchange activity. There should be some missing
information that student 1 needs to complete and student 2 has,
and vice versa.

10. Visual
organization
X
Coherence and
sequencing
X
Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Nice lesson, Majo! I really liked the idea of working with Superheroes. You can find
plenty of pictures about superheroes performing different actions – take advantage
of the vast amount of resources you can find nowadays online! One last comment
about pictures – try including “real” pictures, not just drawings.
Keep the context clear. Students will surely enjoy it. When they have to write some
sentences about their own abilities, the title may be I am a Superhero because…
Hope my comments and suggestions are clear. Make the necessary changes before
delivering the lesson.
Aure