Ninth lesson plan

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Santiago Cazenave
Institución educativa: Escuela Primaria N°2 “Esteban Dufaur”
Año y sección: 6°B
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 20
Tipo de Planificación: Clase
Unidad Temática: Holidays
Clase Nº: 9
Duración de la clase: 50 minutes
Fecha de la clase: 7/12/2021
Fecha de entrega de la planificación: 4/12/2021
Learning Aims
During this lesson, learners will be able to…
- Talk about varied holiday activities and get to know some new places or countries
around the world through the main task.
- Get familiar with some structures such as “going to” and “would you rather”
- Improve their listening skills and pronunciation through the warm-up and closure
activities.
- Revise vocabulary related to the types of holidays, holiday activities and forms of
transportation (spelling, meaning and use).
- Develop their cognitive thinking skills by planning vacations according to the picture
of the country/place they have.
- Work on their interpersonal and intrapersonal intelligences working collaboratively,
imagining a possible holiday and interacting with their partners and the teacher.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Forms of transportation: by
bus, by car, by plane, by
boat, by train, etc.
Names of countries and
places
Giving information
Support answer/ give
reasons

2. Holiday activities: visit
relatives, meeting friends, go
shopping, go swimming,
play sports, etc.
Types of holidays
N
E
W
Holiday activities: taking
photos, skiing, sunbathing,
have an ice cream, have a
pizza.
New names of countries or
places
“Going to”
“What do you prefer?”
Materials
- Pictures of vacation spots
- Would you rather... cards
Procedures
(2 minutes)
I will greet students and ask them what date is today.
I will begin the class by asking students to remember the activities we can do on a holiday
that we used in the previous class in English. “How can people have fun on holidays?
What do you like to do?” (They will probably mention meet some friends, visit relatives,
play sports, go swimming, go shopping, watch a movie, etc.)
Then I will also present other things we can do on a holiday, such as having an ice cream
or a pizza, taking photos, skiing, sunbathing, etc. I will make some gestures to introduce
this vocabulary so that students know what activity I’m talking about. Then I will write them
on the board and ask them to repeat these phrases after me to check pronunciation.
Transition: “Alright, let’s use our imagination now”
Dream vacation:
I will tell students that they will be working in pairs for this task. I will distribute pictures of
different vacation spots to each pair.
Cards:

8. Students will have to imagine they are going to visit these places with their partners, so
they will have to write the plan for their trips. For this, students will think about the type of
holiday they would like to have, all the activities they want to do (the more the merrier),
and how they would like to get there. We will cover only these 3 topics in this lesson.
It’s important to make it clear that this vacation is supposed to be their dream vacation. So,
it is completely free and all answers are accepted as long as they’re well-supported.
However, I will tell students that they are going to exchange their holiday plans in the next
lesson with other classmates who will analyse and evaluate them.
I will provide an example of how students should accomplish this using one of the pictures.
In case my trip is to Rome, I would ask students to help me plan my trip. I would ask: What
type of holiday can I take in Rome? How I will get there? What activities can I do?

9. Sightseeing holiday to Rome
I will travel by plane
Activities:
We are going to have an ice cream and pizza.
We are going to take photos.
We are going to buy souvenirs.
We are going to visit my aunt.
We are going to visit the Coliseum.
We are going to take a walk, Etc.
Transition: “Good, now it is your turn”
Now students will start their planning (I willl give them 20 minutes). My role during this task
will be to monitor students, making sure they work collaboratively, discuss their ideas and
use their previous knowledge of these places and the type of holidays. They all should
contribute for creating an appealing holiday plan. I will also help them with new vocabulary
in case they need it, and revise vocabulary they already know how to use. I will also check
they use the structure “going to” when planning their trips.
Transition: “Time’s up! Now let’s play a game before finishing”
For the closure, we will play a simple game (still in pairs) to review some of the content of
this lesson. The game is called “What do you prefer?”
I will write a question on the board to discuss together, and students will then they will talk
and decide between option A or option B. Pairs will clap their hands for option A, or stomp
their feet for option B.
These are some examples:
What do you prefer?
A: Travel with friends B: Travel with family
A: Travel all the time B: never leave your home
A: Travel to a new place B: return to the same place annually
A: Travel for 5 years in a trailer B: travel for 5 years in a boat
A: Vacations in China B: Vacations in India
A: Have an everlasting phone battery B: unlimited wi-fi?
There will probably be varied answers so I will pick two pairs. One of them will give me
reasons for travelling with friends and the other will give me reasons for travelling with
family.
I will write both these answers on the board as correct. I will ask each pair what they think
as they finish.
Transition: “Great job everybody, keep your holiday plans because we will need them for
the next class”