This lesson plan aims to teach 6th grade students about imperative sentences (affirmative and negative) and connectors like "and" and "but". The lesson will have students match pictures with commands, write instructions using connectors, and do an oral activity giving commands to peers. It integrates reading, writing, listening and speaking skills and uses pictures, a poster and exercises from the coursebook. The teacher plans to check understanding through observation and feedback.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNORESIDENTE: Lorena Analia Campos
Período de Práctica: Nivel primario
Institución Educativa: Instituto Niño Jesús
Dirección: San Lorenzo 641_Villa Regina
Sala / Grado / Año - sección: Sala azul- 6to
grado
Cantidad de alumnos: 28
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Oraciones imperativas(afirmativasy negativas).
Conectores (and, but)
Clase Nº: 4
Fecha: 12/ 09/ 17
Hora: 08:50
Duración dela clase: 40’
Fecha de entrega: 08/09/17
 Aims or goals:
 During this lesson students will be able to recognize the use of
the imperatives (Affirmativeand negative ones). They’ll learn how
to apply them correctly and also, they’ll learn the pronunciation
of the new vocabulary.
 Learners will make use of their listening comprehension skills
when they listen to the teacher and their peers. They’ll also put
into practice their speaking skills, when they interact with their
peers, when they have to produce oral sentences in one of the
activities, and when they all read together the answers of the
activities in order to check them.
 Learners will put into practice their background knowledge when
they recognize the different signs they see in their daily lives.
 Regarding the multiple intelligences by Spratt et al,2005. They’ll
use the visual (they’ll learn through seeing pictures and posters)
and the auditory (they’ll learn through hearing the teacher)
 Teaching points:
 Imperatives (giving orders, commands or instructions)
 Conjunctions : and, but.

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision  Answering
questions.
 Complete
instructions.
 Hello
 Look!
 Listen!
 Verbs:
stop,
listen,
write,
open,
chat.
New
 Verbs
close,
run, walk,
smile,
shout, sit
down,
stand up,
speak,
play.
 Imperati
ves:
(Affirma
tive and
Negative
‘don’t’)
Don’t /dəʊnt/
Close /kləʊs/
Smile /smaɪl/
Shout /ʃaʊt/
Sit down
/ˈsɪtdaʊn/
Stand up
/ˈstændʌp/
Speak /spiːk/
Play /pleɪ/

3.  Teaching approach or combination of methods / approaches: Communicative
approach- PPP method.
 Integration of skills: What skills will be integrated and how? The skills that will be
integrated during this lesson are reading (they’ll read the posters on the board and
the activities) writing ( they’ll write down when they do their writing activitites) ,
listening ( they’ll put into practice their listening skills when they listen to the teacher
and their peers)and the speaking skill (they’ll produce sentences orally when they
interact with their peers and the teacher in the closure activity).
 Materialsandresources: pictures, a poster, sticking tape, photocopies, marker, board.
 Pedagogical use of ICT in class or at home: ( I won’t use ICT this time.)
 Seating arrangement: They’ll be sitting in pairs.
 Possibleproblems/ difficultiesandtheir possiblesolutionsduring theclass: Students
may get distracted talking aboutthe differentsigns they find in their daily live.
 Potentialproblemsstudentsmayhavewiththelanguage: Studentsmayhave problems
producing theword don’t /dəʊnt/ due to they have to producea strong ‘d’. I’ll
pronouncethis word slowly, so they can listen to it carefullyto produceit correctly.
 Assessment: I’ll teach students using pictures and a poster. I’ll check if students
understand or not by observing them and asking them Is it clear? (I’llputmy finger up)
or not? (I’ll put my finger down) Do you understand?
_____________________________________________________________
Mandatorylessonstages:
 Routine: 1’
Teacher: Hello children! Howare you today? Fine (‘thumb up’) or bad (thumb down)
(I’lldo mimes, so they can understand whatI’m saying)
Students: Fine!
Teacher: That’s great!
Transition: Ok, now we’re going to start working…
 Warm-up: 3’
Teacher: I brought something to show you… Look at these pictures! What are they?

4. Students: ¡Señas! ¡Cosas que se pueden o no hacer!
Teacher: Yes, great!!
Teacher: Today we’re going to learn the imperatives, how to give orders, commands
or instructions.
Transition: Well, now it’s time to learn!
 Presentation: 12’
Teacher: Look at this poster. Here, we have some signs which represent instructions
/commands.
Teacher: You’ll have to match these pictures or signs with the correctcommand or
instruction.

5. 1 Don’tshout
2 Stop!
3 Open your books
4 Close the door , please!
5 Sit down
6 Don’trun.
7 Listen.
8 Please don’tplay games!
9 Do your homework
10 Clean the board , please.
Teacher: So, for example: Look at the first sign, here! (I’ll point to it). Which is the
correct command to this picture?
Students: 6! Don’t run!
Taecher: Yes, very good!! Do you understand the activity?
Students: no
Taecher: Great! So, we can go on… (They’ll match all the pictures with their correct
command)
Teacher: Here we have two sentences in the first one appears the conjunction ‘AND’,
and in the second sentence appear the conjunction ‘BUT.’
1 Read AND write in class.
The conjunction ‘and’ connects two affirmative clauses/phrases.
2 Search informationin theinternet BUT don’t logon social networks, when you
are doing homework.
The conjunction BUT introduces the negative clause /phrase.
Teacher: Do you understand?
Students: Yes
Teacher: Great!
Teacher: Ok, now will work on your coursebooks…

6. Development:
Activity 1: 6’
Teacher: Open, your book at page 39. You have to do exercise 5. On this exercise, you
have to write instructions according to the crosses or ticks you have. Besides, you
have to use the connectors and or but appropriately.
(I will read and explain the examples)
(When they finish we’re going to check them all together, and I’ll write them on the
board)
Activity 2: 6’
On this exercise, you have to look at the pictures and write imperative sentences. They
can be affirmative or negative ones.
(Then, we’re going to check them all together and I will write them on the board)
 Closure: 8’
Teacher: Now, you’re going to do an oral and listening activity. You’ll be divided into
two groups, group A (14 students) and group B (14 students).
I will give one picture to one of the groups, for example:

7. Teacher: For example, I will give this picture to group A. They will look at this picture
and they’ll give the instruction ‘Sit down’ to group B. So, group B will sit down.
Teacher: Is it clear?
Students: Yes!
Teacher: Ok, so you can start!
(They’ll work with 6 pictures in total)
 Homework: 4’
Teacher: For homework, you have to do all the exercises from page 80. (I will explain
students each exercise)

8. Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherenceand
sequencing
x
Variety of
resources –
Learningstyles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations
Good ideas, Lore! Tryto foster languageawareness.
Have a nice time!
Aure