Lesson Plans

Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Start Date: Monday 3rd of September
Lesson plan 1: Healthy relationships
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and on Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big
fonts if it is written, or audiovisual activities). There are also two girls with selective mutism
and a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*The most important purposes of this lesson would be to set the code of conduct in
English in order to foster healthy interpersonal relationships while we teach the set
phrases in English.
*Introduce the new routines which will be repeated at the beginning of each lesson.
Subsidiary aim(s):
*By the end of this lesson, students will have learnt set phrases that contribute to maintain
a friendly environment in the class.
Personal aims:
*During this first lesson, we want to set several rules that will make the English class more
enjoyable for everyone.
Timetable fit:
In the last 5 lessons, students have been revising several topics such as family, shapes
and colours. We consider this lesson is important since before starting the new topic (parts
of the body), we wanted them to reflect upon what constitutes a nice and peaceful class
environment.

Materials:
* Thermometer for feelings.
* A weather wheel.
* Binoculars.
* Rainstick
* Flashcards of children in class (to set the code of conduct)
* Set phrases to match with the flashcards
* A poster in blank
* Tape
* Photocopy questionnaire
* Photocopy activity 3
Anticipated problems:
*During our observations, there was never a situation in which the students had to
participate on a debate.
*Not even when the teacher had to explain a new topic were they all paying attention to
her; i.e. we don’t know whether we will be able to discuss with them being the classroom
in complete silence.
*It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
Possible solutions:
*If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
*We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
Procedures:
Stage/Stage
aim
Description Interaction Timing
Warm up:
Presentation of
the everyday
routines
We (as a model) will introduce the routines
related to feelings and the weather:
1. The two trainees will sing a song related to
feelings. After doing so, the one who is not in
charge of the lesson will be asked to move the
arrow of the thermometer in order to show how
she is feeling. The one in charge will guide her
by asking “Are you feeling (angry)?”.
the weather that is accompanied by body
movement and gestures, so they will ask the
Teacher
-
Students
10
mins.

students to imitate them. After the song, the
trainee in charge will ask her partner to look
outside the window with the binoculars and
check what the weather is like. According to
what she saw, she has to move the arrow of
the weather wheel and select a particular
weather.
Presentation of
the topic:
Activity 1
-The trainee in charge will stick five set
phrases on the right side of the blackboard and
a series of flashcards of children in class on
the left side.
The phrases are:
*Raise your hand to participate
*Avoid speaking too loud
*Be nice to others
*Listen to each other
*Put the rubbish into the bin
-She will read out loud one phrase at a time
making body gestures. Then, she will ask the
students to point out the image that they think
she is referring to.
-As the students answer, the trainee will be
completing a poster by sticking the set phrases
next to the corresponding flashcard.
-The finished poster will hang on one wall as a
visual reinforcement.
Flashcards attached at the end of the lesson
plan.
Teacher
-
Students
15
mins.
Development:
Reading
Comprehension
Activity 2.
-The trainee in charge will hand in a copy with
the set phrases written on it in which they will
have to make a tick or a cross according to
what they think that happens in their class.
-Once they have finished it they will give the
paper to the trainee for her to have an idea of
how they feel in their own class.
Students 10
mins.
Closing stage Checking the activities all together.
Teacher
-
Students
5
mins.

Flashcards for the poster:

Lesson Plan 2: Healthy Relationships
Class date: Wednesday, 5th September
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
The classroom is rather noisy and the students are used to stand up all the time to
show the teacher what they have done, even when the teacher is explaining something
on the board. Even though some of the children are not so interested in the subject, most
of them are eager to participate. The 3 boys that tend to be naughty or have frequent
fonts if it is written, or audiovisual activities). There are also two girls with selective
mutism and a boy who is not diagnosed yet but has some symptoms that can be related
to autism, even though we were told he has early schizophrenia. This last boy also has
OCD, which makes him leave the classroom without asking for permission to go to the
bathroom and wash his hands. Finally, another frequent situation is absenteeism. There
are 3 or 4 students who miss classes regularly.
Main aim(s):
*The most important purpose of this lesson is to finish working with the code of conduct
which was created during our first lesson. We want them to review the code by making an
activity related to it.
Subsidiary aim(s):
*By the end of this lesson, students will have learnt set phrases that contribute to maintain
a friendly environment in the class.
Personal aims:
*During this lesson, we expect our students to learn the rules we hope they follow in order
to make the English class more enjoyable for everyone.
Timetable fit:
In the previous lesson we have established how to behave in a classroom.
Materials:
*Thermometer for feelings.
*A weather wheel.

*Binoculars.
*Copies of matching activity.
*Code of conduct.
her; i.e. we don’t know whether we will be able to present the new topic without to many
interruptions.
Possible solutions:
attention.
*Call the attention of the student who is misbehaving and point the image of the poster
created during the previous class that he/she is not respecting.
Procedures:
Stage/Stage
aim
Warm Up:
Routines
We will start our lesson in the English
classroom, where they will have to sit on the
floor making a semicircle. Then, the trainees
will repeat the routines related to feelings and
the weather:
feelings. After doing so, the one who is not in
charge of the lesson will be asked to move the
arrow of the thermometer in order to show
how she is feeling. The one in charge will
guide her by asking “Are you feeling
(angry)?”.
the weather that is accompanied by body
movement and gestures, so they will ask the
students to imitate them. After the song, the
trainee in charge will ask her partner to say
what the weather is like and move the arrow
accordingly.
Teacher
-
Students
7 mins.

Lead in The trainee in charge will ask the students
what they remember from the previous lesson
and, together with the students, she will
review the images seen and their respective
names.
Teacher
-
Students
5 mins.
Development
Reading
Comprehension
The trainee will hand in a photocopy for them
to stick in their notebooks. This activity will
consist of matching one of the set phrases
seen with the corresponding image. Then,
they will be able to colour.
Activity attached at the end of the lesson plan.
Teacher
-
Students
15
mins.
Closing stage We will check the activity all together.
Teacher
-
Students
3 mins.
Development: Reading Comprehension: Matching activity:

Lesson plan 3: The Body
Class Date: Monday, 10th September
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
time to organize them and sometimes they keep playing with the toys the use during the
break inside the classroom. On Wednesdays we have to finish the class a bit earlier since
Main aim(s):
*The most important purpose of this lesson is to work with the parts of the body presented
on the previous class.
Subsidiary aim(s):
We expect our students to:
* Be able to match the parts of the body with their names.
* Start working in groups and collaboratively.
Personal aims:
* We want them to apprehend some words of the topic seen in a friendly and fun context
of interaction.
Timetable fit:
In the previous lesson they have started learning about the different parts of the body
and they have been slightly introduced to the structure of “Have got”.

Materials:
* A weather wheel.
* Binoculars.
* Rainstick.
* Flashcards for instructions. (Count, Write, Listen)
* Loudspeakers.
* Dominoes.
* A correction seal.
* During our observations, there was never a situation in which the students had to
* Not even when the teacher had to explain a new topic were they all paying attention to
* It is typical that during the English lessons 2 or more students (always the same ones)
Possible solutions:
* If they don’t come up with any idea during the debate, we will provide some examples to
* We will try to catch their attention by using some chants which they have never heard,
attention.
Procedures:
Stage/Stage
aim
Description Interacti
on
Timing
Presentation of
‘The Name Jar’
and Routine
The trainee will write the date on the board and
will present the name jar.
1. After doing so, she will take out 1 stick with
the name of the student that will help her with
the routine related to feelings. The trainee in
charge will sing a song related to this topic.
After doing so, the helper will be asked to move
the arrow of the thermometer in order to show
how she/he is feeling. The trainee will guide the
student by asking “Are you feeling (angry)?”.
Teacher
-
Students
7 mins.

2. The trainee takes out another stick with other
name. In this case, the helper will have to go to
the window and see what the weather is like
with the binoculars. Meanwhile the trainee will
sing a song related to the weather that is
accompanied by body movement and gestures,
so she will ask the students to imitate her. Once
the song is finished, the helper will move the
arrow of the weather wheel and select the
current weather.
Warm Up The trainee will ask the students to stand up
next to their seats and imitate her. The warm up
is particularly engaging because it involves not
only body gestures but also changes in the
voice quality. This rhythmic chant will be similar
to the one in the link attached below but it will
include only the parts we have seen so far.
https://www.youtube.com/watch?v=H3jHD72_k
GE
Teacher
-
Students
5 mins.
Development: Activity 1.
- After having introduced the different parts of
the body, the trainee will give them a little
colour paper and just one of them will have a
heart drawn on it. The lucky one will have the
opportunity to be the helper.
- In the middle of the circle, the trainee in
charge will open a poster in blank and ask the
helper to lay on it.
- The trainee will draw his/her contour with a
marker on the poster and will stick it on the
board.
- By singing a chant (“Bob the weasel: keep it
going, keep it going”) and passing a ball, a child
will be chosen to go to the front. The trainee will
provide the student with the name of a part of
the body written on a piece of paper. The
student will have to stick it to the corresponding
part of the body in the poster.
Images attached at the end.
- Once the human body is complete, the trainee
will write three sentences on the board starting
“I have got”. The rest of the sentence will be in
blank so that we can complete them all together
by looking at the poster.
*They won’t have to copy since they will be
Students 15
mins.

given a sheet of paper to paste on their
notebooks. This sheet of paper will contain all
the vocabulary used. We didn’t have time to
hand in this copy during this lesson, but it will
be given on our fourth lesson.
Images:

Lesson plan 4:
Class Date: Monday, 17th September
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
on the previous classes.
Subsidiary aim(s):
*Be able to match the parts of the body with their names.
*Start working in groups and collaboratively.
Personal aims:
*We want them to apprehend some words of the topic seen in a friendly and fun context of
interaction.
Timetable fit:
In the previous lesson they have started learning about the different parts of the body and
they have been slightly introduced to the structure of “Have got”.

Materials:
* A weather wheel.
* The ‘Name Jar’.
* Binoculars.
* Rainstick.
* Loudspeakers. (Clean up song)
* Dominoes.
* A correction seal.
*The children are not used to checking all together in the board, so they may stand up and
come to the front to show what they’ve done to the teacher or to point at the answers.
Possible solutions:
attention.
Procedures:
Stage/Stage
aim
‘The Name Jar’
and Routines
We will go to the English classroom.
1. The trainee will take out 1 stick from the
Name Jar with the name of the student that
will help her with the routine related to
feelings. The trainee in charge will sing a song
related to this topic. After doing so, the helper
will be asked to move the arrow of the
thermometer in order to show how she/he is
feeling. The trainee will guide the student by
asking “Are you feeling (angry)?”.
Teacher -
Students
10
mins.

2. The trainee takes out another stick with
another name. In this case, the helper will
have to go to the window and see what the
weather is like with the binoculars. Meanwhile
the trainee will sing a song related to the
weather that is accompanied by body
movement and gestures, so she will ask the
students to imitate her. Once the song is
finished, the helper will move the arrow of the
weather wheel and select the current weather.
next to their seats and imitate her. The warm
up is particularly engaging because it involves
not only body gestures but also changes in the
voice quality. This rhythmic chant will be
similar to the one in the link attached below
but it will include only the parts we have seen
so far.
https://www.youtube.com/watch?v=H3jHD72_
kGE (Only form minutes 2.00 - 4.00 approx.)
Teacher -
Students
5 mins.
Writing 1. The trainee will ask the students to paste
the photocopy in the image below in order to
have a clean copy of what they have done
during the previous class in their notebooks.
Students 15
mins.

2. Then, she will hand in another photocopy
for them to complete the blank spaces. Any
kind of information is missing. The activity is
attached below.
Once they have finished, they will be asked to
leave their notebooks on the teacher’s desk so
that while they do the next activity the trainee
can check their productions.
Practice of
vocabulary
The trainee will ask them to form groups of 4
people. Then, she will give each group a set of
dominoes to play. She will put a first domino in
the middle and the student who is next (the
turns will be given clockwise) will have to
choose the next from the dominoes given to
Students 7 mins.

the group. One part of the domino will have a
drawing and the other one a word written.
They will be like these:
Closing Stage To finish this class, the trainee will ask the
students to collect the dominoes and give
them to her while she sings a song about
cleaning up. Then, the trainee will take the
students back to their classroom. Once they
are in their desks, she will give them their
notebooks back and say goodbye.
Teacher
-
Students
3 min.

Lesson plan 5:
Class Date: Wednesday, 19th September
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
communicate and to see (the trainees have to prepare special activities for her, in big fonts
if it is written, or audiovisual activities). There are also two girls with selective mutism and
a boy who is not diagnosed yet but has some symptoms that can be related to autism,
Main aim(s):
on the previous classes and to start using the structure ‘I have got…’.
Subsidiary aim(s):
*Be able to recognize the parts of the body by their names in English.
*Enjoy singing in English so that they start using the language orally.
Personal aims:
interaction.
Timetable fit:
In the previous lessons they have started learning about the different parts of the body and

Materials:
* A weather wheel.
* Binoculars.
* Rainstick.
* Loudspeakers. (Track for the listening) (Monsters’ song)
* Workbooks.
Possible solutions:
attention.
Procedures:
Stage/Stage
aim
‘The Name Jar’
and Routines
Name Jar with the name of the student that will
help her with the routine related to feelings.
The trainee in charge will sing a song related
to this topic. After doing so, the helper will be
asked to move the arrow of the thermometer in
order to show how she/he is feeling. The
trainee will guide the student by asking “Are
you feeling (angry)?”.
Teacher
-
Students
10
mins.

other name. In this case, the helper will have
to go to the window and see what the weather
is like with the binoculars. Meanwhile the
trainee will sing a song related to the weather
that is accompanied by body movement and
gestures, so she will ask the students to
imitate her. Once the song is finished, the
helper will move the arrow of the weather
wheel and select the current weather.
next to their seats and imitate her. The warm
up is particularly engaging because it involves
not only body gestures but also changes in the
voice quality. This rhythmic chant will be
similar to the one in the link attached below but
it will include only the parts we have seen so
far.
https://www.youtube.com/watch?v=H3jHD72_
kGE (Only minutes 2.00 - 4.00 approx.)
Teacher
-
Students
5 mins.
Development:
Use of English
and
Listening
Comprehension
Activity 1.
- The trainee will ask the children to sit down
and will hand in their workbooks. We will work
with page number 33 activity 4. In this activity
there is a monster drawn and the children
should complete how many of each part the
monster has.
Activity 2:
- In order to check the previous activity, we will
do a true or false based on a listening from the
Students 15
mins.

book (track 60). If the number the audio says
does not coincide with the one they have
written, then the sentence is false (2 false
sentences) and they have to write an F next to
the drawing. If it is true, they will have to write
an T instead. (Track sent by mail).
Activity 3:
-After checking all together, the students will
have to correct the false statements by writing
the correct version on their notebooks
following the example given in the book.
-We will check the activities all together
Closing stage The trainee in charge will present the song that
appears on page 33 from the workbook (track
59). This song is related to the parts of the
body and is sung by monsters.
Teacher
-
Students
10
mins.
Link to the song:
https://drive.google.com/file/d/1ICDDktx-ulQfenZ8SuGQonW_cTu-ZFFb/view

Lesson plan 6:
Class Date: Wednesday, 26th September
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
*The most important purpose of this lesson is to work with he parts of the body presented
on the previous classes.
Subsidiary aim(s):
Personal aims:
interaction.
Timetable fit:

Materials:
* A weather wheel.
* Binoculars.
* Rainstick.
* Photocopies. (word search)
* Flashcards ‘Parts of the body’.
* Dominoes.
Possible solutions:
attention.
Procedures:
Stage/Stage
aim
‘The Name Jar’
and Routines
Name Jar with the name of the student that
will help her with the routine related to
feelings. The trainee in charge will sing a song
related to this topic. After doing so, the helper
will be asked to move the arrow of the
thermometer in order to show how she/he is
feeling. The trainee will guide the student by
asking “Are you feeling (angry)?”.
Teacher -
Students
10
mins.

other name. In this case, the helper will have
to go to the window and see what the weather
is like with the binoculars. Meanwhile the
trainee will sing a song related to the weather
that is accompanied by body movement and
gestures, so she will ask the students to
imitate her. Once the song is finished, the
helper will move the arrow of the weather
wheel and select the current weather.
Warm Up The trainee will start singing a song called
‘One little finger’ and will ask the students to
imitate her body gestures. As the trainee in
charge mentions the different parts of the
body, her pedagogical partner will stick the
corresponding flashcard to the board.
Teacher -
Students
5 mins.
Development: - The teacher will ask the students to open
their notebooks, we will write the date and
then she will hand in a photocopy like the one
below:
- After doing so, she will explain the task.
- They will have to find the words that
correspond to the different drawings on the
edges, and then match the image with the
name.
Students 15
mins.

- In order to do this, they will be able to look at
the flashcards previously stuck to the board.
Closing stage
The trainee will ask them to close their
notebooks and to pack their things in order to
be ready to go to salute the flag.
Students 10
mins.

Lesson plan 7: Monster Project
Class Date: Monday, 1st October
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
on the previous classes using the structure ‘I have got…’.
Subsidiary aim(s):
Personal aims:
interaction.
Timetable fit:

Materials:
* A weather wheel.
* Binoculars.
* Rainstick.
* Loudspeakers. (Monsters’ song)
* Board. (“Treasure hunt”)
* Ball.
* Photocopies. (Sentences “I have got…”)
* Pieces of paper to draw the monsters.
* Poster.
Possible solutions:
attention.
Procedures:
Stage/Stage
aim
‘The Name Jar’
and Routines
Name Jar with the name of the student that will
help her with the routine related to feelings.
The trainee in charge will sing a song related to
this topic. After doing so, the helper will be
asked to move the arrow of the thermometer in
order to show how she/he is feeling. The
trainee will guide the student by asking “Are
Teacher
-
Students
10
mins.

you feeling (angry)?”.
other name. In this case, the helper will have to
go to the window and see what the weather is
like with the binoculars. Meanwhile the trainee
will sing a song related to the weather that is
accompanied by body movement and gestures,
so she will ask the students to imitate her.
Once the song is finished, the helper will move
the arrow of the weather wheel and select the
current weather.
Warm Up The trainee will start singing a song called ‘One
little finger’ and will ask the students to imitate
her body gestures while reviewing all together
the parts of the body seen.
Teacher
-
Students
5
mins.
Development:
Treasure Hunt
- The trainee will ask the students to sit on the
floor making a circle.
- Then, she will give them a ball that will go
from hand to hand while we sing a song called
‘Bob the weasel’. When the song stops, the
student who has the ball will provide an
answer.
- In order to play the game, the trainee will
show the students a board that will have
different parts of the body placed in the
outermost column and different numbers
placed in the upper line. Each box will be
covered. The board will be similar to the one in
the picture:
- The students will have to choose a
combination of number and part of the body.
Teacher
-
Students
20
mins.

- If that particular box has a heart drawn on it,
the trainee will write the combination in the
board. If not, we will continue playing.
- There will be only 3 combinations that will
lead to a heart.
- Once we have finished the game, the trainee
will ask the students to sit down on their chairs
and will hand in a photocopy with the
combinations that came up written on it for
them to paste on their notebooks. (The
sentences will be the same three ones that
were written on the board while playing the
game)
Then, the trainee will give them a piece of
paper to draw their own monster following the
combinations that came up during the game.
This means that if a heart appeared under the
box belonging to the combination ‘leg+3’, each
of their monsters should have 3 legs.
Closing Stage The resulting monsters will be stuck on a
poster and will be left at the English classroom.
Meanwhile we will listen to the monsters’ song
presented in the previous lessons.
Teacher
-
Students
5
mins.
This class we could not finish the Monster Project due to lack of time. We continued working
with it during lesson 8.

Lesson plan 8: Finishing the Monster Project
Class date: Wednesday, 3rd October
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
on the previous classes using the structure ‘I have got…’.
Subsidiary aim(s):
Personal aims:
*We want them to encourage them to use and recognize the vocabulary seen so far. We
also want to keep providing a friendly and fun context of interaction.
Timetable fit:
In the previous lessons they have been working with the different parts of the body and

Materials:
* A weather wheel.
* Binoculars.
* Rainstick.
* Booklets
* Dominoes.
* Loudspeakers and track 59 (Monsters’ Song).
* Instructions (draw and complete).
Possible solutions:
attention.
Procedures:
Stage/Stage
aim
‘The Name Jar’
and Routines
1. The trainee will take out 1 stick from the Name
Jar with the name of the student that will help her
with the routine related to feelings. The trainee in
charge will sing a song related to this topic. After
doing so, the helper will be asked to move the
she/he is feeling. The trainee will guide the
Teacher
-
Students
10
mins.

the window and see what the weather is like with
the binoculars. Meanwhile the trainee will sing a
song related to the weather that is accompanied
by body movement and gestures, so she will ask
the students to imitate her. Once the song is
Warm Up The trainee will show the board of the game “The
Treasure Hunt” played on the previous class.
She will review the combinations where a heart
appeared and will write them on the poster
making sentences with “I have got”. The students
will be asked to repeat them after the teacher.
Teacher
-
Students
5 mins.
Development: The trainee will give the students a piece of
paper to draw their own monster following the
combinations that came up during the game.
This means that if a heart appeared under the
box belonging to the combination ‘leg+3’, each of
their monsters should have 3 legs. (They will be
the same combinations that the trainee will write
on the poster at the beginning of the class).
Students 20
mins.
Closing stage The resulting monsters will be stuck on a poster
and will be left at the English classroom.
Meanwhile we will listen to the monsters’ song
presented in the previous lessons. If there is a
student who is not able to finish it in class,
he/she will have to finish it as homework and
bring it the next class.
Teacher
-
Students
5 mins.
This class was shorter than normal since the students left their classroom 10 minutes late.
The teacher from the previous subject gave them an exercise that they could not finish on
time, so they took some time from our hour to do so. (We have noticed that the students do
not want to leave without finishing the exercises assigned because in those cases they feel
really frustrated). Moreover, the bell does not ring at 17.30 but at 17.20 so that they go to
salute the flag. For these reasons, the class only lasted 20 minutes, instead of 40.

Images from this project:

Lesson plan 9: Parts of the body closure
Class Date: Wednesday 10th, October
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
*The most important purpose of this lesson is to practice once more the vocabulary seen
up to now so as to give a closure. In the following class we are going to introduce the parts
of the face.
Subsidiary aim(s):
Personal aims:
*We want them to encourage them to use and recognize the vocabulary seen so far. We
Timetable fit:

Development: - The teacher will hand in the workbooks and ask
the students to open them on page 35. We will
work with activity number 12 in which they have
to count the parts of the body of the monster
drawn and complete the blank spaces with the
corresponding word (all the word appear on a
box above the monster).
- We think this activity may take lots of time for
some of them to complete so we would like to
give enough time for all of them to finish it.
- As we assume that they will do the activity at
different paces, the ones that finish earlier will
make groups and sit on the floor to play
dominoes.
- The trainee will give each group a set of
dominoes to play with. She will put a first domino
in the middle and the student who is next (the
turns will be given clockwise) will have to choose
the next from the dominoes given to the group.
Students 20
mins.

- One part of the domino will have a drawing and
the other one a word written. They will be like the
ones in the image below:
Closing stage We will sing and dance along the monsters’ song
presented on the previous classes.
Teacher
-
Students
5 mins.

Lesson plan 10: Parts of the Body Closure
Class Date: Wednesday 17th October
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
This class was supposed to be devoted to the CLIL Project, but we had to change it
due to some problems we had on Wednesday 10th. The reasons are fully developed in the
section “Main Aims”.
Class description:
Main aim(s):
*The most important purpose of this lesson is to finish the activity from the book started
the previous class that could not be finished in class. We noticed that they feel frustrated
when they do not understand the task and they have to leave it incomplete. For this
reason, we want to make sure that all of them have enough time to do the activity so as to
motivate them to continue learning.
Subsidiary aim(s):
* Be able to recognize the parts of the body by their names in English.
* Enjoy singing in English so that they start using the language orally.

Personal aims:
* We want to encourage them to use and recognize the vocabulary seen so far. We also
want to keep providing a friendly and fun context of interaction.
Timetable fit:
*In the previous lessons they have been working with the different parts of the body and
Materials:
* A weather wheel.
* Binoculars.
* Rainstick.
* Booklets
* Dominoes.
* Loudspeakers and track 59 (Monsters’ Song).
* During our observations, there was never a situation in which the students had to
* Not even when the teacher had to explain a new topic were they all paying attention to
* It is typical that during the English lessons 2 or more students (always the same ones)
Possible solutions:
* If they don’t come up with any idea during the debate, we will provide some examples to
* We will try to catch their attention by using some chants which they have never heard,
attention.
Procedures:
Stage/Stage
aim
‘The Name Jar’
and Routines
1. The trainee will take out 1 stick from the Name
Jar with the name of the student that will help her
with the routine related to feelings. The trainee in
charge will sing a song related to this topic. After
Teacher -
Students
10
mins.

doing so, the helper will be asked to move the
she/he is feeling. The trainee will guide the
Warm Up The trainee will show the students a video of the
film ‘Monsters’ University’ and then she will stick
one of the monsters from the extract made of
cardboards on the board.
https://www.youtube.com/watch?v=HDXgpBiw5z
I
She will provide a sentence with “I have got”.
Then, she will write on the board six extra
sentences with a specific number. They will have
to count and tell the teacher the corresponding
part of the body (very similar to the exercise in
the book so that we can provide an example on
how to solve the activity).
Teacher -
Students
5 mins.

Development: Once more, the teacher will hand in the
workbooks and ask the students to open them on
page 35. We will finish activity number 12 (the
one in which they have to count the parts of the
body of the monster drawn and complete the
blank spaces with the corresponding word). In
order to help them with this task that has caused
trouble, the trainee will guide the students and
they will complete it all together on the board.
Students 20
mins.
Closing stage We will sing and dance along the monsters’ song
presented on the previous classes.
Teacher -
Students
5 mins.
Images from this lesson:

Lesson plan 11: CLIL Project - Washing our Hands
Class Date: Monday, 22nd October
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
*During the previous classes we have worked with the topic of ‘parts of the body’ making
emphasis on the practice of the vocabulary they are expected to learn about. Now that
they can manage the topic, we would like to relate this topic to health, so as to stop
looking at English as disconnected from their real lives and other contents learnt in other
subjects. In order to do this, we are going to make this CLIL project establishing
relationships with topics that may be seen in Natural Sciences.
Rationale:
*The reason for choosing this CLIL project is to raise awareness about a topic that may
usually be taken for granted as known. We think that there is a possibility that our students
have not been taught about it by their families and, as we think it is crucial so as to avoid
illnesses, we would like to make sure they get to know it in detail.

Subsidiary aim(s):
*Be able to recognize the importance of washing their hands frequently, mainly after going
to the bathroom and before eating.
*Learn how to properly wash their hands and start doing it regularly.
*Start thinking about English as a subject that applies to different scopes of our everyday
lives.
Personal aims:
*We want the lesson to be significant for our students so that they become aware of how
important it is to wash our hands.
*We also want to keep providing a friendly and fun context of interaction and, thus we think
that showing the video chosen would be a good way of introducing them to this topic.
Timetable fit:
Materials:
* Flashcards vocabulary needed.
* Pendrive with videos.
* Apple.
* Hand sanitizer. (For the scene)
* Pictures of ‘Before eating’ and ‘After going to the bathroom’.
* Screenshots from the video of the song. (To show while asking the questions)
* Photocopies with the matching activity.
Possible solutions:
attention.

Procedures:
Stage/Stage
aim
Warm Up - The trainees will act out a scene in order to
present the topic that will be dealt with during this
lesson.
- One of them will come into the classroom
coughing and covering her mouth with her hands
and then will try to start eating an apple.
- The other trainee will call her attention by
saying her name. She will take the dirty hands of
the other trainee (they will have germs drawn on
them) and will show the germs to the children
while saying ‘ Look at your hands! They are full
of germs’.
- Then, she will ask ‘Do you see the germs?
What are germs?’.
- Afterwards, she will advice her to use some
hand sanitizer (while giving the hand sanitizer to
her) before eating the apple to avoid getting sick.
- The trainee with the dirty hands will use the
sanitizer, will thank her pedagogical partner for
the advice, and finally will bite the apple.
- The scene will finish with the trainees saying:
‘And remember: always wash your hands before
eating and after going to the bathroom’ (pictures
of these two actions will be shown while saying
this).
Teacher
-
Students
10
mins.
Development:
Listening
comprehension
1. We will watch the video from this link (only the
part of the song: 0:49 - 1:54)
https://www.youtube.com/watch?v=LQ24EfM7sE
w
Students 10
mins.

2. The trainee will ask some questions about the
video while showing some screenshots taken
from it:
- Who were they?
- What happened to the boy?
- How do we get rid of germs?
Development:
Use of English
1. The trainee will hand in a photocopy for the
students to do a matching activity in order to
practise the vocabulary seen during the lesson.
The activity will be like this:
Students 15
mins.
Closing stage We will check the activity all together on the
board.
Teacher
-
Students
5 mins.

Lesson plan 12: CLIL Project - Washing our Hands
Class Date: Monday, 29th October
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
*During the previous classes we have worked with the topic of ‘parts of the body’ making
emphasis on the practice of the vocabulary they are expected to learn about. Now that
they can manage the topic, we would like to relate this topic to health, so as to stop
looking at English as disconnected from their real lives and other contents learnt in other
subjects. In order to do this, we are going to make this CLIL project establishing
relationships with topics that may be seen in Natural Sciences.
Rationale:
*The reason for choosing this CLIL project is to raise awareness about a topic that may
usually be taken for granted as known. We think that there is a possibility that our students
have not been taught about it by their families and, as we think it is crucial so as to avoid
illnesses, we would like to make sure they get to know it in detail.

Subsidiary aim(s):
*Be able to recognize the importance of washing their hands frequently, mainly after going
to the bathroom and before eating.
*Learn how to properly wash their hands and start doing it regularly.
*Start thinking about English as a subject that applies to different scopes of our everyday
lives.
Personal aims:
*We want the lesson to be significant for our students so that they become aware of how
important it is to wash our hands.
*We also want to keep providing a friendly and fun context of interaction and, thus we think
that showing the video chosen would be a good way of introducing them to this topic.
Timetable fit:
*In the previous lessons they have been working with the different parts of the body and
Materials:
* Flashcards vocabulary needed.
* Pendrive with video.
* Hand sanitizer. (To put on the students’ hands)
* Photocopies with activity.
* Little soaps. (For the students)
* Photocopies with steps to wash our hands.
Possible solutions:
attention.

Procedures:
Stage/Stage
aim
Warm up:
Listening
comprehension
and TPR
1. The trainee will ask the students what they
remember from the previous lesson so as to lead
them again towards the topic of washing our
hands. Once we have reached that topic, the
trainee will show another extract from the video
in which the steps for washing our hands are
specified.
https://www.youtube.com/watch?v=LQ24EfM7sE
w (3:56 - 4;27)
2. After watching the video, we will all wash our
hands using hand sanitizer that the trainees will
put on the students’ hands. In order to do this,
we will follow the steps mentioned in the video
while projecting them on the television.
Students 20
mins.
Development:
Use of English
1. The trainee will hand in a photocopy for the
students to do an activity to complete in order to
review the vocabulary seen during the two
lessons related to the CLIL project. The exercise
will be like this:
Students 15
mins.

Closing stage The trainees will give each student a little soap
for them to use at home. It will have the image of
the germs and will say ‘Remember to wash your
hands’. There will also be a photocopy attached
that will have the steps to follow when washing
our hands.
Images attached below.
Teacher
-
Students
5 mins.
Images:

Lesson plan 13: The Magic Bag Project
Wednesday, October 31st
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
*The most important purpose of this lesson is to introduce literature into the English
classroom to children who are starting to read and write and need to be read. Also, this
story will help them to make a review of the vocabulary seen up to now in a fun, friendly
and creative way.
Subsidiary aim(s):
*By the end of this lesson, students will have talked about values such as friendship and
caring about others. Also, they will have learned to see monsters in a friendly way and not
as the typical creatures who scare you at night.
Personal aims:
*During this lesson, we want them to have an encounter with literature since they may not
have instances like this at home.
Timetable fit:
This lesson is one of the last ones before the test and a story is a really nice way to make
students engage with the contents seen. Also, short stories do not only teach about
vocabulary but also about values that children must know so as to become good citizens.

Materials:
* A weather wheel.
* Binoculars.
* Colchoneta.
* Lantern.
* BOOK with the story written and images on each page.
* Loudspeakers to reproduce the rain sound.
* Bone scan to make the thunder.
* Mike Wazowski cards.
* Window with monster hidden.
* Monster to stick on the door.
* Photocopies with images of the story to order.
* Photocopies to match and colour.
Possible solutions:
attention.
Procedures:
Stage/Stage
aim
Description Interactio
n
Timing
Presentation of
Short Story
“Wet Monsters”
and Questions
to activate
HOTS.
The trainee in charge will ask them to sit in a
semi circle in front of her. Then, she will turn off
the lights and let only a lantern on in order to
create an appropriate atmosphere to tell a story.
She will open the book and start reading.
Meanwhile, the other trainee will represent what
is going on.
The story is attached at the end of the page.
Once the story has finished the trainee will ask:
- Was Rocío afraid of the monsters?
- What happened to the monsters?
- How did they feel?
Teacher
-
Students
12
mins.

- What happened at the end of the story?
Development:
Listening
comprehension
and
understanding
of the Story.
* The trainee will hand in 5 cards with the shape
of one of the monsters of the story. Behind each
card there will be written the names of the
students who will work in groups in different
spaces of the classroom.
1. The trainee will hand in a set of 5 images to
each group and they will have to place them in
order according to what they understood from
the story.
2. The trainee will hand in another photocopy in
which the students will have to match each
sentence to the corresponding monster.
Students 15
mins.
Closing stage
Checking the activities all together. Then the
trainees will give them cookies with the shapes
of monsters for them to eat.
Teacher
-
Students
13
mins.

Short story:
WET MONSTERS
Once upon a time, in a rainy and stormy night, there was a little girl called
Rocío. She was sleeping peacefully until she heard a sound. She jumped out of bed
because she was really, REALLY scared.
She thought the strange sound came from the window, so she tiptoed to see what
happened.
She slowly opened the curtains and there it was! It was a giant purple monster
with four arms and four legs.
As soon as she saw its big green eyes and its white sharp teeth she ran to her bed
and covered her head.
After a while, she heard another noise. But this time, it was coming from the
door. Once more she tiptoed to the door and open the curtains. Oh! It was another
monster! This one was green and had only two arms and two legs, and a huge eye in
the middle of his body.
She got scared once more and ran back to the bed. But then she thought ‘The
two monsters looked very sad. And they were all wet because of the rain.’
At that moment she had an idea: ‘Maybe I could invite them in!’, she said. So
she opened the door and the two monsters entered the house. ‘Come! You can sleep

here if you want..’ And the two monsters came in and were very happy to have a new
friend and a place to sleep during the storm.

The end
While the trainee tells the story, there will be a soft sound of rain in the background. The
classroom will be as dark as possible and the trainee who is not in charge will act out what is
happening in the story. The first monster appears behind a drawing of a window, and the
second one appears behind the entrance door.

Lesson plan 14: Let’s Start the Review!
Class date: Monday, 6th November
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
Main aim(s):
*The most important purpose of this lesson is to start preparing our students for the exam.
Lesson Plan 14,15 and 16 will be devoted to practise the parts of the body and the
structure of “I have got” seen during the practicum.
Subsidiary aim(s):
* Be able to recognize the parts of the body by their names in English.
* Enjoy singing in English so that they start using the language orally.
Personal aims:
* We want them to encourage them to use and recognize the vocabulary seen so far. We
Timetable fit:

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