Lessons Plans

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Ciccarelli Melisa
Grado y sección: 3er grado
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática:
Clase Nº: 2
Duración de la clase: 50 minutos
Fecha de la clase: 31 de Octubre
Fecha de entrega de la planificación: 27 de Octubre
Learning Aims
During this lesson, learners will be able to…
 To identify vocabulary related to actions/verbs.
 To develop speech and language skills.
 To foster students´ participation in the activities.
 To recycle word order using can affirmative, negatives and interrogative sentences.

2.  To develop students’ listening and speaking abilities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Actions verbs, such as,
fly, drive, sing, dance, ride
a bike/horse
Can / cannot
Can in interrogative
questions
N
E
W
New vocabulary related to
new actions verbs,
wiggle, kick, sleep, eat,
drink, throw, catch, touch
your toes.
Materials
pictures of actions (index 1), their workbooks, popsicle sticks (INDEX3)
Procedures
ROUTINE
WARM- UP (10minutes)
Teacher will start the class by writing on the board the date, the weather like
and this inspirational phrase.
“Have a great day”
I will ask them to copy the phrases writing on the board on their notebook.

3. Scaffolding strategies: Teacher will ask the students some questions, in order to
guide them to understand the phrase.The teacher elicits as much
information as possible so as to activate previous knowledge and
vocabulary.
Transition: “ok, now we are going to do some activities”
PRESENTATION (15 minutes)
Firstly, I will hang on some pictures (index1) with actions on the whiteboard. Then I will
explain to students that these are different actions.I will read them aloud and gesture the
actions in order to give to them some clues to discover the actions. Later, I will invite them
to stand up and imitate the actions.
After that I will ask some questions, such as, “can you touch your toes?”
Scaffolding strategies: teacher will use gestures and pictures.
Ask children direct questions to know if they have understood the activity. Avoid indicating
wrongness/give clues.
Transition phrase: Excellent! Now, we are going to work on your notebook, so please open
it on page 42.
DEVELOPMENT (PRACTICE and PRODUCTION) (15 minutes)
I will explain the activity of the workbook. (index 2 and 3). we will read aloud the first
sentence as an example. “Can you run?” Yes, I can/ No, I can’t. I will write it on the
whiteboard. Then we will develop other three sentences together and aloud.
Finally, we will check all the sentences together orally.
Scaffolding strategies:
I will write on the whiteboard all the sentences.
I will go around the classroom in order to help them to develop the activity, encouraging
them to develop language structures so as to promote accuracy, building their
selfconfidence and enthusiasm to participate.
Transition phrase: Now we are going to play a game and finish the class. Excellent work!

4. CLOSURE(10 minutes)
At this stage, I will ask some students to pick up an action from the cup and to do the
action, for example, if the student picks up a popsick that says “sings” he/she will sing
aloud.
Finally, we will say the prayer, “Thank you Lord for the present day, Amen”
Then I will say “very good, let´s clean up. We have learnt a lot today, we
have had a great time. Come on! Put your English notebook away inside
your school bag.
Scaffolding strategies: I will show to children some examples.
I will give them time to perform the action.
INDEX 3
INDEX 2

5. INDEX 1
To
be
com
plete
d by
your
tuto
r:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X

6. Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Nice lesson!
Please, define the topic and language functions.