lesson plan 3

1. Practice II, Didactics of ELT and Practicum Primary School level. Adjunto Regular
a/c Prof. Estela Braun (2021).
Trainee: Castagneto, Luján
Escuela N° 240 - Presidente Perón
Date: October 6th , 2021
Course: 6th
Timetable: from 16:40 to 17:20
Lesson plan 3: Road Safety Project, Part one
Description of the group: Beginning level of English language proficiency. State
primary school. There are fourteen students in the class (9 girls and 5 boys).
Students’ age: 11-12 years old. They have English lessons twice a week on
Mondays and Wednesdays, each lesson lasts 40 minutes. Both days, their English
lessons take place during the last module so they are usually tired and distracted
because they want to go home, especially on Wednesdays when they have Physical
Education before the lesson.
Lesson 3: colours and road safety education.
Time 40 minutes
Objectives Revise colours, to practice listening macro-skill and and
reading macro-skill, follow instructions, answer short
questions, learn about road safety so they can tell the

2. difference between safe and unsafe situations in the street,
improving in this way their well-being.
Structures The red light’s on. Stop! Stop!
Let’s go! Wait!
Oh! I’m late!
Stand on the pavement, look right, look left, listen, cross
the road.
Target Vocabulary Traffic light, road safety, pedestrian, red, yellow, green,
light blue, pavement, right, left
Materials:
● Activities from the book “Follow Trail 1”
● The audio for the activities
● Traffic lights made of paper-board
● Flashcards of the steps to cross the road
Warm up (5 minutes)
As students always do, we’ll start the lesson by singing the routine song “Hello,
welcome friends!” Then I’ll ask them how they are doing and “What day is today?”,
after students have answered I’ll write the date on the board.
Procedure

3. Activity 1
(10 minutes)
First, I’ll begin the lesson showing the students my
handmade traffic light and I’ll talk to them about the
importance of knowing what this signalling device
means. I’ll ask them questions about their transportation
routines, how often they walk around the city, if they ever
walk alone or if they are always accompanied, and by
who (an adult, another friend, etc). I’ll point out each
colour, ask them which colour it is, and I'll tell them what
they mean Red: Stop!; Yellow: Wait!; Green: Go!. I’ll
be writing the words Stop!, Wait! and Go! on the
blackboard and I’ll put up the flashcards of the 3 colours
next to the words in a disorganized way so they can
match them. Finally, I’ll invite them (if the headmistress
lets me) to the backyard to play a game or just inside the
classroom. They’ll have to pay attention to the colour I
say and act accordingly: if they hear “green”, they’ll have
to walk, if they hear “yellow” they’ll have to walk slower
and if they hear “red” they must stop immediately.

4. Activity 2: read and
colour. Say the
chant. (5 minutes)
Page 16
Audio:
https://drive.google.c
om/file/d/1AyhDkpD4
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Students will listen to track 13 and will follow the
sentences on the textbook. I’ll explain that the colours
from the traffic lights are missing, so they’ll have to listen
to the chant and complete it (since they cannot write on
the books, I’ll ask them to draw 3 traffic lights and colour
them as they hear the audio). Then I’ll play the audio
again and we’ll say it all together.
Activity 3:
(5 minutes)
Students will write down the phrases next to their
drawings from activity 2. They’ll have to complete the
sentences with the words that are missing. I’ll ask some
volunteers to read them aloud so we can check.

5. Activity 4: listen and
repeat, then put in
order and write! (10
minutes)
I’ll read them the steps to safely cross the road
(explaining the new vocabulary), then they’ll repeat each
indication. I’ll mix up the flashcards and stick them to the
blackboard, and they’ll have to write the steps in order in
their notebooks.
Activity 5:
(5 minutes)

6. I’ll show them my handmade pedestrian traffic signal and
ask them if they know it. I’ll invite them to draw the
pictures from the book in their notebooks, and write next
to them the word that corresponds.