This lesson plan is for a 4th grade English class in Argentina. The lesson focuses on family vocabulary and the question "Have you got...?". The plan includes a warm-up activity reviewing the Incredibles family. Students will then practice asking and answering questions about their own families in pairs. As a follow-up, students will play a guessing game where they describe famous families to their partner using family vocabulary. The plan aims to help students revise family vocabulary and practice asking and answering questions.

1. INSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción pedagógica a distancia.
 Subject: TALLER DEPRÁCTICA DOCENTE 2018
 Tutor's name: AURELIA VELAZQUEZ
 Student's name: ROXANA SOLEDAD ARROYO
 Lesson Plan N°2: PRIMARY LEVEL
Alumno Practicante: Arroyo Roxana Soledad
Periodo de Práctica: Primaria
Institución Educativa: EPB N°2 “Domingo Faustino Sarmiento”
Dirección: Bdo.de Irigoyen 581, Punta Alta.
Sala/Grado/Año/Sección: 4to “B” (Turno tarde)
Cantidad de alumnos: 29
Nivel Lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Familia
Clase N°: 4
Fecha: Miércoles 15 de Agosto 2018
Hora: 15:00 a 16:00
Duración de la Clase: 60 minutos
Fecha de primera entrega: 11-08-2018

2.  Teaching points: Special People - Family (immediate and extended)
(mother, father, sister, brother, baby sister, grandmother, grandfather, aunt,
uncle, cousins , pet) – Have you got … (family member)? (Question form)
 Aims or goals: During this lesson, learners will be able to…
- Revise family vocabulary.
- Revise the structure “I’ve got… “
- Practise asking and answering questions using “Have you got … (family member)?”
- Develop their communication skills promoting interaction.
- Develop their reading and writing skills.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Hello, Goodbye.
Look!
Pay attention.
Listen to me!
Repeat, please.
Come to the front
of the board.
Family members:
(immediate)
mother, father,
sister, baby sister ,
brother.
Family members:
(extended)
Grandmother
Grandfather
Greetings.
Giving commands
and instructions.
Asking for and
giving
information.
Naming
immediate and
extended family
members.
How are you
today?
Verb To be:
Who is she/he?
He/ She is
How old is
she/he? She/he is
….. years old.
Who are they?
They are …
Is He/ She?
Yes, he is.
No, he isn’t.
Yes, she is.
No she isn’t.
/i:/
She - He
/ð/
mother
father
brother
grandmother
grandfather

3. (grandparents)
Aunt
Uncle
Cousin
pet
I’ve got a ..
(family member)
NEW Talk about
student’s own
family and
famous families.
Have you got…?
Have you got a
father?
Have you got a
mother?
Have you got
brothers?
Have you got
sisters?
Have you got
grandparents?
Have you got an
uncle?
Have you got an
aunt?
Have you got a
pet?
 Teaching Approach: based on Communicative Approach and PPP method.
 Materials and Resources: A big poster of “The Incredibles family” for
the warm up stage- 5 flashcards to revise family members- 5 names cards about
the Incredibles – flashcards of famous families- copies of 29 worksheets
(interview)

4.  Pedagogical use of ICT in class: there are no instances of ICT resources
in this lesson.
 Seating arrangements: Students sit in pairs.
 Cooperative work: Children will interact with the teacher and their
classmates by doing communicative activities.
 Possible problems/difficulties and possible solutions in the
class: Children are used to listening to their teacher speaks Spanish and they
only listen to English for instructions. I will speak English during the whole class
so if they do not understand, I will use body gestures, facial expressions, miming,
and modeling to aid comprehension. In addition to this, I willencourage students
to use the target language and I will provide them positive feedback for their
participation.
 Assessment: what will be assessed and how. I will check if children
comprehend and identify allfamily members by encouraging them to participate
and answer questions such as Is He/ She? Yes, she is. No, she isn’t / Yes, he is.
No, he isn’t / Who is he/she? He’s… She’s…
ROUTINE: 10’
I will enter the classroomand I will greet children by saying “Hello children!” “How are
today?” “Are you fine?” Children will probably say “I’m fine, thank you”. I’ll give them
the cards with their names so it’ll be easy to read and remember children’s name.

5. Transition: “Ok.”. “Now, let’s start…”

6. WARM UP: 10’
I’ll stick the following poster on the board and I’ll say:
“Look at this picture” I‘ll ask “Do you know this famous superhero family?”
“Who are they?” (children will surely say “The Incredibles”) “Yes children.” “Very
good.” “They are the Incredibles.” “They are the Parr family” “Do you like the
movies?”
I’ll mix up these flashcards.

8. I’ll nominate certain students and I’ll ask “Who is she?” (pointing at the woman)
He/she will probably say Helen, the mother. The child will have to find out the correct
name and family member. Once he/she has finished, he/she will have to stick the cards
on the poster. I’ll do the same action with the rest of names and family members.

9. Transition: “Ok, Well done children.” “Now, I have to tell you something.” “Dash, the
superhero will present the superheroes and he wants to know about your family.” “Pay
attention.”

10. PRESENTATION: 10’
“Look children” “Dash is here!” “Look at him”
I’ll imitate Dash’s voice and I’ll read the poster.

12. Then, I’ll encourage them to answer Dash’s questions by showing this picture:
Transition: “Now, you’ll work with your partner.”
DEVELOPMENT: 20’
Activity N°1: 10’: Interview a partner:

13. Children will work with their partners by doing a follow-up speaking activity. I’ll
encourage children to ask and answer questions doing an interview.
NAME:
1- HAVE YOU GOT A FATHER?
2- HAVE YOU GOT A MOTHER?
3- HAVE YOU GOT BROTHERS?
4- HAVE YOU GOT SISTERS?
5- HAVE YOU GOT GRANDPARENTS?
6- HAVE YOU GOT COUSINS?
7- HAVE YOU GOT AN UNCLE?
8- HAVE YOU GOT AN AUNT?
9- HAVE YOU GOT A PET?
Then, they will read the interview aloud to share the information with their teacher
and classmates.
They’ll stick the worksheet in their folders.
Transition: “Ok.” “Excellent work”
Activity N°2: 10’
In this activity, children will play a guessing game. They will work in pairs again. I’ll give
each child a different famous family. I’ll put that family in an envelope. I’ll divide the
class into Students A and Students B. I’ll say “Don’t show your partner which picture

14. you have got.” (miming) “Your partner has to guess which family you have got in your
envelope.”
I’ll encourage children to use the following questions:
Have you got a mother?
Have you got a father?
Have you got two sisters?
Have you got a cousin?
Have you got a brother?
Have you got a cat?
Have you got a dog?
What famous family have you got?
STUDENT A:

15. STUDENT B:

16. I will go around the class during the task to check learning and provide support as
necessary. I will encourage children to use the target language communicatively. Then,
I ‘ll ask children to show the famous families.

17. CLOSURE: 10’
I will ask children for the date and the weather. “Today is August, 15th” “What’s the
weather like today?” (Showing this poster) They will probably say “It’s ________”
Children will copy the date and the weather on the board. I will say that they have to
paste their worksheet on their folders. “Congratulations children” (clapping my hands)
“Thank you” “Good-bye.”
I’ll give children a present.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1

18. Visual organization x
Coherence and
sequencing
x
Variety of resources
– Learning styles
x
Stages and activities x
Teaching strategies x
Language accuracy x
Observations Score:__28__ /30
Great job,Rox!
Try to get studentstosystematizequestionsandanswersintheirfolders.
Enjoythislastlesson! 