1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Mariela Gisela Iannaci
TUTORA: Aurelia Velázquez
Grado y sección: mixed-aged class (5th
and 6th
)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 7
Tipo de Planificación: Clase
Unidad Temática:
What people can or can´t do.
Clase Nº: 6
Duración de la clase: 45 minutes
Fecha de la clase: October 24nd
Fecha de entrega de la planificación: 20/10/2019
Learning Aims
To revise the vocabulary and structures learnt in the previous lessons;
To introduce the verb “can´t” for students to talk about abilities that people can´t
do;
To promote students ‘development of all language skills, namely speaking,
listening, reading and writing.
2. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Greeting: Hello
Vocabulary related to
the weather
(sunny/cloudy/rainy/
windy/stormy)
Pronoun: My, I, he,
she.
The verb: Can
Different abilities:
play hockey, play
volleyball, play
basketball, play
tennis, play football ,
play the guitar, ride a
horse, sew, paint,
cook, run, drive a car,
play videos games
and speak Italian.
Describing
personal and
people´s abilities
I can (drive a car)
My mother can
(sew).
My father can (play
football).
My sister can
(paint).
My brother can
(ride a horse).
N
E
W
The verb: “Can” in its
negative form “can´t”
Describing what
students
themselves and
other people can´t
do.
I can (drive a car)
but I can´t (play
the guitar)
My mother can
(paint) but she
can´t (play
basketball).
My father can
(play football) but
he can´t (play
volleyball).
My sister can (play
the guitar) but she
can´t (play
basketball).
My brother can
(ride a horse) but
he can´t (play
3. hockey).
Materials
Blackboard
Chalk
Flashcards
Worksheets
Procedures
ROUTINE: (3 minutes)
- I will greet students. Then, I will ask them what date it is and I will write it on the
blackboard. I will ask them to copy it on their notebooks. After that, I will invite
students to look at the sky through the windows and I will ask them what the
weather is like. If they don´t remember the vocabulary, I will provide them with
visual aid to elicit the correct answer.
Visual aids
4. WARM- UP (10 minutes)
To revise and consolidate the vocabulary and structure s related to
people´s abilities, I will tell students “When we talk with our friends, we talk
about what we and our family can do.” I will show them a photo of myself and I will say “I
can ride a horse and play volleyball”. I will provide them with the necessary visual aid. I
will write this on the blackboard and encourage them to repeat after me. Then, I will show
them a photo of my mother and I will say “My mother can drive a car and play tennis. “ I
will also write this on the blackboard and encourage them to repeat after me. Then, I will
do the same with my father and my other sisters. I will say “My father can play football
and tennis” and “My sister can cook and ride a horse.” I will write each sentence on the
blackboard and I will encourage them to repeat after me.
These are the photos:
7. SISTER
- After that, in order to help students recall different actions, I will
stick different flashcards on the blackboard. I will invite one student
at a time to write each action below the corresponding flashcard.
Then, I will encourage them to repeat the actions after me. I will say
“What can you do?. I will invite each student to talk about what they
can do. Then, I will say “What about your family?” I will invite them
to talk about what their families can do. If they don´t remember the
vocabulary, I will provide them with the necessary help.
Scaffolding strategies:
8. - Provide students with visual aid (flashcards) to help them remember the
vocabulary;
- Ask students to repeat vocabulary related to abilities;
- Provide them with the necessary help.
- Transition comments to link each stage of the lesson with the next
one:
“Good job! Now, we are going to learn how to say what we can´t do.”
PRESENTATION (8 minutes)
- To introduce the topic, I will say to students “When we talk with our friends, we
also talk about what we and our family or other people can´t do.” I will explain this
new topic to them by providing examples. I will show them the following
flashcards:
9. - I will say “ I can run but I can´t play tennis.” In order to foster student´s
understanding, while I say the action I can´t do, I will make the necessary gestures
to help students understand the meaning of “can´t “. I will write the sentence on
the blackboard and I will encourage them to repeat after me. I will do the same
with my mother, my father and my two sisters. I will say “My mother can paint but
she can´t play basketball My father can play football but he can´t play
volleyball.My sister can play guitar but she can´t sew.” And “My other sister can
ride a horse but she can´t play hockey.” I will write each sentence on the
blackboard and I will encourage them to repeat after me.
These are the other flashcards:
10.
11. - Transition comments to link each stage of the lesson with the next
one:
- “Excellent! Now, I would like to know what you and your family can´t do.”
DEVELOPMENT (PRACTICE and PRODUCTION )
Activity 1 (10 minutes) (Speaking, writing and rea ding)
- I will ask students to talk about what they and their family can and can´t do. I will
encourage them to follow the models written on the board. I will ask them to write
about themselves and their families on their notebooks. After students have
finished describing themselves and their families, I will invite each student to read
their descriptions aloud.
Scaffolding strategies:
Comentado [A1]: You should tell them how many
sentences they are expected to write.
12. - Ask students to write about what they and their families can and can´t do;
- Explain what they have to do and demonstrate it;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.
Transition comments to link each stage of the lesson with the next
one:
“Fantastic! Now, we are going to describe what famous people can and can´t do.”
Activity 2: (8 minutes) (writing)
- In order to help students consolidate the vocabulary learnt, I will give them a
worksheet and I will ask them to fill in the gaps with the correct words.
This is the worksheet:
13. Complete the sentences with the following words: play the guitar, play
basketball, play football, play volleyball, ride a horse, play hockey and
play tennis.
Messi can ………………………….. but he can´t……………………………..
Luciana Aymar can ………………………… but she can´t ………………………….
Ginóbili can……………………………….. but he can´t …………………………….
14. Adolfo Cambiaso can ……………………….. but he can´t ………………………..
Sebastián Yatra can………………………. but he can´t …………………………….
Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Monitor students while they are doing the activity;
- Provide them with the necessary help.
Transition comments to link each stage of the lesson with the next
one:
- “Great! Now, we are going to play a game called Bingo”.
15. CLOSURE (6 minutes)
- To end the lesson, I will invite students to play a game called “Bingo”. I will explain
the game to them. I will distribute a bingo board to each student. I will say that I
will be the caller. I will show them a bag that contains lots of strips of paper with
actions written on them. Then, I will choose a strip at random. I will read the action
aloud and I will say to them that if they have the action, they have to draw a cross
on it. The student who crosses out all the actions his/her board has will shout
“Bingo” and will win the game.
These are the bingo boards:
Play tennis Play hockey
Sew Ride a horse
Cook Run
Play
basketball
Paint
Comentado [A2]: You may use these actions in
complete sentences, so as to expose students to the
target vocabulary in context. You can give examples
about you, your family / friends / students can/can´t do.
16. Play the guitar Play football
Sew Play
Play
basketball
Play hockey
Paint Play
volleyball
Play football Play hockey
Sew Cook
- I will say “It was a wonderful class! See you next class!”
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
