This document contains a lesson plan for a 6th grade Spanish class focused on health problems and imperative verbs. The lesson plan includes aims to practice vocabulary, grammar structures, and language skills. It outlines a presentation on health problems and recommendations using pictures and posters, followed by matching, reading, and writing activities. It concludes with an oral activity where students work in groups to state health issues and recommendations. The plan demonstrates integration of language skills and considers potential issues and assessments.

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: Problemasde salud, oracionesimperativas
(recomendaciones, sugerencias).
Clase Nº: 5
Fecha: 19/ 09/ 17
Hora: 08:50
Duración dela clase: 40’
Fecha de entrega: 15/ 09/17
 Aims or goals:
 During this lesson students will be able to recognize the use of
the imperatives (making recommendations and suggestions) and
‘Health problems’ vocabulary. 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
with the help of pictures, they recognize the ‘Health problems’
vocabulary, and they make the necessary suggestions or
recommendations to overcome them.
 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: Health problems (vocabulary) and imperatives
(recommendations, suggestions)

2.  Language focus:
Functions Lexis Structures Pronunciation
Revision  Answering
questions.
 Complete
instruction
s.
 Hello
 Look!
 Listen!
 Verbs:
stop,
listen,
write,
open,
chat.
 Don’t
Have got
Don’t /dəʊnt/
New
 Headache,
stomachac
he, a cold,
flu,
toothache,
a sore
throat,
earache)
 Verbs:
Take
Stay
Go
Drink
 Imperativ
es:
(Suggesti
ons and
recomme
ndations)
Toothache
/ˈtuːθˌeɪk/
Flu /fluː/
Earache
/ˈɪərˌeɪk/
Stomachache
/ˈstʌməkˌeɪk/
Sorethroat
/sɔːθrəʊt/
Cough /kɒf/

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 activities) ,
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 therecommendationsin the closure activity, due to many of them areshy.
So, I’ll encouragethem to participate in the activity (telling them phrases like ‘you can
do it!’, ‘come on!’)
 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 can you
see?

4. Students: personas enfermas, con dolores
Teacher: Yes, great!!
Teacher: Today we’re going to learn other imperatives, how to give recommendations
and suggestions. And also, some ‘Health problems’.
Transition: Well, now it’s time to learn!
 Presentation: 10’
Teacher: Look at this poster. Here, we have some pictures which represent ‘Health
problems’.

5. Teacher: You’ll have to match these pictures with the correct health problem.
1 TOOTHACHE
2 EARACHE
3 TEMPERATURE
4 A SORE THROAT
5 A COLD/FLU
6 STOMACHACHE
7 COUGH
8 HEADACHE
Teacher: So, for example: Look at the first picture, here! (I’ll point to it). What’s the
problem?
Students: 7! cough!
Teacher: Yes, very good!! Do you understand the activity?
Students: yes
Teacher: Great! So, we can go on… (They’ll match all the pictures with the correct
health problem)
Teacher: Here we have the recommendations or suggestions we can give a person
who is ill.
On this poster, we have the pictures:

6. Here we have the recommendations:
Match the pictures with the recommendations.
1 DRINK WATER
2 TAKE AN ASPIRIN
3 DON’T GO TO SCHOOL
4 STAY IN BED
Teacher: Picture 1. What’s the recommendation or suggestion?
Students: 4. Stay in bed!
Teacher: Yes. Do you understand?
Students: Yes!
Teacher: Very good!!So we can go on with the rest. (They’llmatch all the pictures with
the correct recommendation)
Teacher: Ok, now we will work on your coursebooks…
Development:
Activity 1: 6’
On exercise 2- page 40, you have to read the dialogue between the mum, her
daughter ‘Immi’ and the doctor. Then, you have to decide if the sentences 1 to 4 are
true or false.
(We’re going to check them all together and I will write the answers on the board)

7. Activity 2: 3’
On exercise 4-page 41. You have to read carefully and match the ‘Health problem’
with the doctor’s recommendation.

8. Activity 3: 5’
On exercise 7-page 41. You have to write recommendations to a friend who has the
flu. (Using the words in the box)
 Closure: 8’
Teacher: Now, you’re going to do an oral and listening activity. You’ll be divided into

9. two groups, group A (14 students) and group B (14 students).
I will give one picture to group one of the groups, for example:
Teacher: For example, I will give this picture to group A. They will look at this picture
and they’ll say what’s the health problem to group B. So, group B will give a
recommendation.
Example:
Group A: He’s got a headache.
Group B: Take an aspirin and stay in bed.
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 81. (I will explain
students each exercise)

11. 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
Nice lesson, Lore! Make sure you add an element of fun, so as to
enliven the lesson. Activities should be challenging and
entertaining.
Get the most outof the class.
Best,
Aure