The document summarizes two English lessons for a 6th grade class in Argentina. Lesson 1 focuses on introducing colors and art vocabulary. Activities include singing, viewing pictures of museums, listening to characters discuss favorite paintings and colors, repeating colors, and a hangman game. Lesson 2 reviews colors through viewing paintings by a local artist and doing associated activities like writing mini-biographies, drawing self-portraits, and reading a comic dialogue. Both lessons aim to practice the four language skills of listening, speaking, reading and writing around the topic of colors and art.

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: September 29th
and October 4th
, 2021
Course? Timetable?
Lesson plans 1 & 2
Course: 6th
Description of the group: Beginning level of English language proficiency. State
primary school. There are twelve students in the class (6 girls and 6 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, and sometimes they have Physical Education before the lesson
which makes them even more tired.
Lesson 1: Art and colours.
Time 40 minutes
Objectives To identify colours, to practice listening

2. macro-skill and and reading macro-skill,
follow instructions, answer short
questions about them, expressing likes
and dislikes.
Structures What do you see in the picture?
Do you like painting?
Where are the children?
My favourite’s colour is..
I love red
Target Vocabulary art - painting - museum - red- yellow -
blue - orange - purple - pink - green -
brown - black - white
Materials:
● Pictures of museums in La Pampa
● Activities from the book “Follow Trail 1”
● Flashcards of ten colours
● The audio for the activities
Warm up (5 minutes)
As students always do, we’ll start the lesson by singing the routine song “Hello
hello, How are you?”

3. https://www.youtube.com/watch?v=x23rTDl4AMs&ab_channel=TheKiboomers-
KidsMusicChannel Then I’ll ask them: “What day is today?” and when students
have answered I’ll write the date on the board. To introduce the topic of “Art and
colours”, I’ll show them pictures of different museums here in La Pampa (
https://drive.google.com/file/d/1wCdEr-
HbtaCnKmsNxko5HdCSx3gLr7Qz/view?usp=sharing) and I’ll ask them to share
ideas they have about them. I’ll ask them: have you ever been to a museum? Do
you remember which one? With whom and when did you visit it? And if they liked it
or not, and why. I’ll ask these questions both in English and Spanish.
Procedure
Activity 1 from Unit 2
(5 minutes)

4. I’ll point out the title of the unit “Art and colours”, putting
extra emphasis on the images, and encouraging them to
make predictions about what they observe: Who can you
see in the picture? Where are the children? Are they at a
museum? What kind of museum is it? How do we know?
I’ll introduce the concepts of art and paintings: Is it the
only way to show art? Do you like painting? What is
interesting in these paintings? Also paying special
attention to the colours.
Listen and read (15
minutes)
Track 10:
https://drive.google.co
m/file/d/11tjM4dTr0mR3
H4dfY5BQ8izeK7nq9Yb
P/view?usp=sharing
Flashcards:
https://drive.google.co
m/file/d/10l_7D_-
42Wh_-
UTAgkrY78SYMuh6orR
n/view?usp=sharing
I’ll explain to the class that the characters decided to visit
the art museum where there are paintings made by
famous artists (Piet Mondrian y Joan Miró). Then I’ll invite
the students to listen to the characters talk about their
favourite paintings and colours. I’ll play the audio,
pausing after each interaction and I’ll ask students to tell
me what they heard. After that I’ll write the characters’
names on the board (Luca, Shin, Lola and Kevin) and
their respective favourite colours. I’ll ask students to tell
me what those colours are by pointing at some object
they’ll find in the classroom. Then I’ll put up the
flashcards on the board.

5. Listen and repeat (5
minutes)
Track 12:
https://drive.google.co
m/file/d/1GGolPysb8Ek
cMus-U-
EZNm58URHWfBW2/vi
ew?usp=sharing
I’ll play track 12 to present the rest of the colours and I’ll
encourage students to tell what colour they hear. I’ll play
the audio again so they can repeat them. I’ll put extra
attention to the /p/ and /b/ sounds since it’s important they
can tell the difference between those sounds. At the
same time, I’ll be sticking the rest of the colour to the
board and pointing them out. I’ll teach 2 colours, black
and white, which are not mentioned in the audio.
Unscramble these
words and hangman
(10 minutes)
I’ll read the example and I’ll explain that they have to put
in order the letter so they can write the word correctly on
their notebooks. The colours surrounding the letters serve
as clues. Finally, to end the class in a fun manner, we will
play hangman on the board, where I’ll be inviting
volunteers who will write the first and final letters of a
colour they’ll choose and the rest will be guessing which
colour it is.
Lesson 2: closing the topic (art and colours)

6. Time 40 minutes
Objectives Revise colours, expressing likes and
dislikes, revising numbers and
integrating prior knowledge with the new
one, follow instructions, practice
listening, writing, reading and speaking
skills.
Structures What can you see?
My name is..
My favourite colour is..
I love...., too.
It’s my turn.
Here you are. Thank you.
Target Vocab Colours, numbers.
Materials:
● Pictures of Andrés Arcuri’s paintings.
● Flashcards
● Activities from the book “Follow your trail 1”
● Audio tracks
Warm up (5 minutes):

7. We’ll start the lesson singing the “Hello hello, how are you?” song and then I’ll ask
them the date. This lesson will consist of a series of three activities: the first one
consists of a speaking activity, the second one is a writing activity and the third
one, a listening and reading activity, in order to strengthen and reinforce the
knowledge acquired so far regarding colours and painting, while also practicing the
four macro skills.
Procedure:
Activity 1 (5 minutes)
Paintings of Andrés
Arcuri:
https://drive.google.com/fi
le/d/1D2lYkK_aFg27Zr0Jfw
AoK0UULb4AFghQ/view?
usp=sharing
I’ll show the students 3 pictures of paintings made
by a famous artist from our Province, Andrés Arcuri,
and I’ll stick them to the board. Then I’ll ask them:
What can you see? What colour is this/that? I’ll ask
them to tell me all the colours they can observe and
I’ll be putting up the flashcards corresponding to the
colours.
Activity 2
(15 minutes)
I’ll tell them about the person who painted those
pictures and I’ll ask them if they’ve heard of him.
Then I’ll share a biography I’d have prepared in
both, English and Spanish:
“Andrés Arcuri was born in General Acha, located at
the centre of La Pampa Province, in 1925. He was a
teacher and a painter. His style is post impressionist,
he overlaps colours showing the essence of
landscapes and characters from our Province. He
painted more than 200 pictures and won several
awards. He died in Córdoba Province in 1996.”

8. I’ll ask them to write a minibiography about them
stating their names, ages and favourite colours.
My name is...
I’m ten
My favourite colour is …
I love red.
I’ll also invite them to draw a portrait of themselves
in the styles they prefer to accompany their personal
information.
Activity 3 (15 minutes)
Track 11:
https://drive.google.com/fi
le/d/1M9fv_aP7vh9ULNerf
wugm-tbgpzA2Rs-
/view?usp=sharing
I’ll introduce the comic and I’ll invite the students to
analyse the situation and tell me what they think is
going on. I’ll ask them where do they think the
characters are and what they are doing. Then I’ll
play track 11 so they can hear the conversation in
the bubbles. I’ll point out the colours in the pictures
while encouraging students to say them out loud. I’ll
play the audio again and I’ll ask them to read them
from the book, in pairs, and if possible imitate the
characters (I’ll be checking their work going around

9. the classroom). Finally, I’ll invite each pair of
students to read the dialogue out loud so everyone
can hear them.