This is my second primary school lesson plan.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: BALINT, ALICIA ERICA
Período de Práctica: Nivel primario
Institución Educativa: EP n°35 “Piloto Basilio Villarino”
Dirección: Ruta Nacional n°3 Kilómetro 803
Sala / Grado / Año - sección: 4to Grado
Cantidad de alumnos: 18
Nivel lingüístico del curso: Beginner
Tipo de Planificación:Diaria
Unidad Temática: 1
Clase Nº: 2
Fecha:15 de agosto de 2017
Hora: de 11:15 a 12:15
Duración de la clase: 45 minutos
Fecha de entrega: 13 de agosto de 2017
 Aims or goals: 
During this lesson, learners will be able to:
- Revise the basic vocabulary about family.
- Develop their listening skills by listening to the ‘Hello song’.
- Listen and understand teacher’s commands.
- Learn more extended family vocabulary.
- Learn how to introduce family members.
- Apply the new input by describing their family.
 Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Identifying the
basic family
Colours: blue,
green, red,
Colour the….
This is the….
/ˈmʌðə/
/ˈfɑːðə/

2. members. orange.
Family
members:
mother, father,
brother, sister.
/ˈbrʌðə/
/ˈsɪstə/
New Expand family
vocabulary.
Family
members:
gradmother,
grandfather,
uncle, aunt,
cousin.
He is my ….
His name
is…..
She is my….
Her name is…
/ˈɡrænˌmʌðə/
/ˈɡrænˌfɑːðə/
/ˈʌŋkə
l/
/ɑːnt/
/ˈkʌz(ə)n/

 Teaching approach or combination of methods / approaches: this lesson
is based on the Constructive approach, and organized through the PPP
procedure. We will also be working according to the EEE (Encounter,
Engage and Exploit) model proposed by Robinson, Mourao and Kang,
since the previous class and the revision in the warm up and the
presentation will lead students to exploit the language during the rest of
the class and the following one.


 Integration of skills: What skills will be integrated and how? Listening
and speaking skills will be integrated throughout the lesson. Cognitive
skills will also be used throughout the whole lesson while interpreting
each of the tasks.


 Materials and resources: 

Pictures of the whole Simpsons family, photocopies, music player, pen drive.

 Pedagogical use of ICT in class or at home:


 Seating arrangement: 

The students will sit on their desks, which are placed in four groups, facing
each other. This is how they usually sit, so I will respect this as they are organized
and ready to work. Besides, they can see each other and work in groups if necessary.
 Assessment: what will be assessed and how: I will assess the way
students understand and use the new vocabulary and structures

3. throughout the lesson. I will assure they get sufficient input so that they
can develop their listening and speaking skills as they elicit the new
vocabulary through context.
Stages in the lesson
Routine 5’
Purpose:to start the lessonby greeting the students and singing the Hello
song
I will start the lesson greeting the students and inviting them to sing the Hello
song, pointing to the poster on the wall.
HELLO, SUNSHINE!
HELLO!
HELLO, SUNSHINE!
HELLO!
HELLO, MYFRIENDS!
HELLO!
NICE TO SEE YOU AGAIN.
(Retrieved from Go! 1. Tinta Fresca Editorial. Track 2)
‘O.k. Let’s start’.
Warm-up 10’
Purpose:to revise the vocabulary learnt the previous class by completing
the task that remained unfinished.
‘Lookat the Simpsons family. Do you remember?’ Pointing at each of them.
‘This is the father, Homer’
‘This is the mother, Marge.’
‘This is the brother, Bart.’

4. ‘This is the sister, Lisa.’
‘This is the baby sister, Maggie.’
‘Good, now, let’s finish our photocopy.’ I will remind the students we were painting
the Indredibles family members in specific colours. First, I will tell them the two
instructions they have already painted so they can remind what they have to do.
‘Colour the father green.’
‘Colour the mother red.’
Then, I will give the two final instructions.
‘Colour the brother blue.’
‘Colour the sister orange.’
Presentation 5’:
Purpose: to further expose the learners to the target language.
I will stick the pictures of more characters from The Simpsons (the grandmothers,
the grandfathers, the uncle, the two aunts and the cousin), completing the family
tree. I will ask: ‘Do you know them?’
Pointing to each of them, I will introduce the family vocabulary, while writing labels
under the pictures.
‘This is the grandfather. His name is Abraham.’
‘This is the grandfather. His name is Clancy.’
‘This is the grandmother. Her name is Mona.’
‘This is the grandmother. Her name is Jackie.’
‘This is the uncle. His name is Herb.’
‘This is the aunt. Her name is Selma.’
‘This is the aunt. Her name is Patty.’

5. ‘This is the cousin. Her name is Ling.’
Development 10’:
Purpose: to foster comprehension by identifying family members and sizes
I will hand in a photocopy with the same family tree in a photocopy with some
boxes for them to complete with the new vocabulary. While doing so, I will walk
around the tables, to check their work.
(Retrieved from http://3.bp.blogspot.com/-
6zrvady9Olo/Td5PNh0QcwI/AAAAAAAAVFY/DyIAQyQflOQ/s1600/531Simpsons_Family_Tree_by_Mar
ruche_web.jpg)

6. When they finish, I will point to Homer’s dad and I will say and write next the
picture: ‘He is the grandfather. His name is Abraham.’
Then, I will do the same with the Marge’s mum. ‘She is the grandmother. Her name
is Jackie.’
I will encourage some volunteers to choose another character and say the sentence.
Practice 15’:
Purpose: to revise the vocabulary by forming our own family
I will show students a poster of a car trunk with pictures of my family. I will tell the
students pointing at each of them:
‘This is my family.’
‘She is my mother. Her name is Adriana.’
‘He is my father. His name is Eduardo.’
‘She is my sister. Her name is Cecilia.’
‘Now it’s your turn. Here is a photocopy of a car trunk. Draw your family and label
each of the members.’

7. (Retrieved from The teacher’s Magazine. Año XIV, n° 151. Ediba Editorial.)
When they finish, they will share their drawings with the rest of the group, using the
sentences to describe their families.
‘Excellent job! Who wants to share first? Camila? Point and say She is my ….’
Closure 5’:
Purpose: to explain the homework
Homework:
Purpose: to continue working with the target topic at home.
I will hand in the photocopy, and I will show them what they have to do, by
matching and labeling one of the pictures.
Homework: Look at the pictures. Who is missing? Match and label.

8. (Retrieved from Happy House 2. New Edition. Activity Book. Page 2. Oxford University Press.)
I will end the class by saying goodbye. ‘Bye bye! See you next class!!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x

9. Variety of
resources –
Learning styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Nice lesson,Eri!Ireallylikedthe ideaof drawing theirfamiliesonthe backof the
cars. Lovelyvisual aids!Correctaspellingmistakesinworksheet2.
Exploitresourcesandactivitiestothe full,usingthe targetlanguage atall times. Do
encourage studentstoproduce meaningful chunksof language.Payattentionto
timing.Be sensitive totheirneeds –theymightfeel tiredafterworkingonwritten
tasks,so youshouldhave a game-likeactivityathand,toenliventhe lesson.For
instance,stickingthe flashcards of the familymembersindifferentplacesof the
classroomandaskingstudentstogo and take them, followingyourcommands.
Childrenneedtomove atsome pointsinthe lesson.
A hug,
Aure