The lesson plan aims to revise vocabulary and structures related to describing oneself and one's best friend. Students will introduce themselves, describe their appearance and families, and what activities they can do. They will then describe their best friend using the same structures. Activities include students speaking about themselves, writing descriptions, and playing games to review key words. The lesson provides scaffolding such as visual aids and modeling to support beginner-level English skills.

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- age class (5th and 6th)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 7
Tipo de Planificación: Clase
Unidad temática:
 Describing ourselves and our best friend.
Clase Nº: 7
Duración de la clase: 45 minutes
Fecha de la clase: October 29th
Fecha de entrega de la planificación: October 25th
Learning Aims
 To revise the vocabulary and structures learnt in the previous lessons;
 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)
 Pronouns: I, she and
He.
 The verb to be: am/is
 Vocabulary related to
hair style:
- short, long,
medium – length.
-curly, wavy,
straight.
- blonde, brown,
black, green, etc.
 The verb to have:
has/ have
 Vocabulary related to
family: mother,
father, sister(s) and
brother(s).
 The verb: Can
 Vocabulary related to
different abilities:
play hockey, play
volleyball, play
basketball, play
tennis, play football ,
play the guitar, ride a
 Introducing
themselves and
their best friends.
(name, age and
country of origin)
 Describing
personal and their
best friends
´appearance.
 Describing their
personal family
and their friends´
families.
 Describing
personal and their
friends ´ abilities.
 I´m (Tamara). I`m
(11). I´m from
(Argentina(.
 She is (Elena).
She is (36). She is
from (Argentina).
 He has (short
black) hair.
 I have (long
straight brown)
hair.
 I have (a mother, a
father and two
sisters.)
 He has (a mother,
a father and two
brothers).
 I can (play
volleyball).

3. horse, sew, paint,
cook, run, drive a car,
play videos games
and speak Italian.
 The verb “can”
positive and negative
forms.
 Describing what
students
themselves and
other people can
and can´t do.
 He can (play
football).
 I can (play
volleyball) but I
can´t (play the
guitar).
 He can (play
football) but he
can´t (play
hockey).
N
E
W
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: (8 minutes)
- To revise and consolidate the vocabulary and structures related to
what we can and can´t do, I will remind students what we discussed
in previous classes by saying “When we talk with our friends, we talk
about what we can and can´t do. Let´s revise the actions we
learned.”
- In order to help students recall the different actions learnt, I will tell
them “Now, we are going to play a game called “The mime game.” I
will explain the game. I will put the action face down on a desk and I
will tell them that each student will have to pick and action card.
He/she will mime the action for his/her classmates to say the action
aloud. The student who shouts the action first gets one point. The
winners will be the student who gets the highest score.

5.  Transition comments to link each stage of the lesson with the next
one:
“ Well done! Excelent! Now, I will tell you about me.”
Activity 1:
- I will show them a photo of myself and two actions and I will say “I can play
volleyball, but I can´t play the guitar.” I will write this on the blackboard. Then, I
will invite them to speak about what they can and can´t, following the model
written on the board. I will monitor their work providing help when necessary,
using the flashcards.
These are the flashcards we will use:

7. Important!
- Since this is my last lesson, I will not teach them anything new, but I will devote
this class to revising the vocabulary and structures previously learned.
Activity 2: (12 minutes)
- Firstly, I will remind students “When we meet new people, we tell them about
ourselves.” I will provide an example as a model showing pictures.
ME MOTHER FATHER
36 Argentina

8. SISTER SISTER
- “ I´m Mariela. I´m 36. I´m from Argentina. I have a mother, a father and two
sisters. I can ride a horse but I can´t play hockey.” I will stick the pictures on the
board and I will write each sentence next to the corresponding picture. I will
encourage them to repeat after me.

9. - After that, I will say “Now, tell me about you.” I will invite each student to describe
herself/ himself. I will encourage them to follow the model on the
board and write their descriptions on their notebooks. After
students have finished describing themselves,
I will invite each student to read his/her description aloud.
Scaffolding strategies:
-Explain what they have to do and demonstrate it;
-Provide students with visual aid (flashcards) to help them remember the vocabulary;
-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 our friends.”
Activity 3 (15 minutes) (Speaking, writing and reading)
- I will say to students “We all have a best friend. Now, we are going
to describe our best friend.” I will stick one photo of my friend and
some flashcards on the blackboard and I will say “She is my friend
Elena. She is 36. She is from Argentina. She has long straight brown
hair. She has a mother, a father and one brother. She can play
volleyball but she can´t play basketball.” I will stick different
flashcards to help students remember the vocabulary. I will write
this on the blackboard and encourage them to repeat after me.
These are the flashcards:

10. ELENA

11. - After that, I will invite them to draw their best friends, their
families and what they can and can´t do. Then I will ask them to
describe their friends by following the model written on the
blackboard. I will also tell them they can describe their hair styles. I
will provide them with the necessary help while they write their
descriptions. Finally, I will invite them to show their drawings and
read their descriptions aloud.
Scaffolding strategies:
-Explain what they have to do and demonstrate it;
-Provide students with visual aid (flashcards) to help them remember the vocabulary;
-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 job! Now, we are going to play our last game”
CLOSURE: (7 minutes)
-To end the lesson, I will ask students to sit in circle to play a game called
“the memory game”. I will put cards in the middle, face down. I will explain
to students that the cards have all the vocabulary learnt: family members,
hair styles and actions.
- Then, I will tell them how to play the game. I will explain that they have
to find two cards with the same word or words to form a pair and that they
can only turn two cards. If they find a pair, they get another turn. If not,
they miss a turn. I will encourage students to create some sentences using
the vocabulary written on the cards. If they don´t know, I will help them to
produce them. The student who gets the most pairs is the winner.1
MOTHER MOTHER FATHER FATHER
1
This game is taken from (and adapted): Roth Genevieve, “teaching very Young children”, page 49.
PLAY
FOOTBALL
PLAY
FOOTBALL
DRIVE A
CAR
DRIVE A
CAR
FATHER FATHER

12. - When they finish playing the game, I will say “Excellent”. It was really
fun. I am proud of you. Thank you for working hard in my lessons very
good. It was a pleasure for me. I hope to see you soon! “
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Lovely lesson! Have a great time.
SHORT
BROWN
SHORT
BROWN MEDIUM-
LENGTH
WAVY
BROWN
MEDIUM-
LENGTH
WAVY
BROWN
LONG
STRAIGHT
BLONDE
LONG
STRAIGHT
BLONDE
PLAY
THE
GUITAR
TEN
SWEDEN
WEDEN
S
PLAY
THE
GUITAR