The document is a lesson plan for a 3rd grade English class on the topic of "Can/cannot." The 50-minute class will include a warm-up activity analyzing phrases using "can," watching a video to identify action verbs, and an activity where students ask and answer questions about abilities using "can" and "cannot." The plan provides details on timing, materials, procedures, and scaffolding strategies for each stage of the lesson.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Ciccarelli Melisa
Grado y sección: 3er grado
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 13
Tipo de Planificación: Clase
Unidad Temática: Can/cannot
Clase Nº: 1
Duración de la clase: 50 minutos
Fecha de la clase: 24 de Octubre
Fecha de entrega de la planificación: 19 de Octubre
Learning Aims
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Actions verbs, swin, fly,
drive, dive, sing, dance,
etc.
Can/ Cannot

2. N
E
W
New vocabulary related to
actions verbs
Answering questions Word order of
interrogative clauses
using the modal verb
CAN. And the two
possible answers, yes, I
can/ No, I can´t
Materials
Video from youtube , the computer and a projector, photocopies of activities prepared by
the teacher.
https://www.youtube.com/watch?v=9UFo7OwbQKc
Procedures
ROUTINE
WARM- UP: (10 minutes)
Teacher will start the class by writing on the board the date, the weather like
and this inspiring phrase. It will set a context about “can”
I CAN FORGIVE, BECAUSE I BELIEVE IN LOVE!
Then the we will analyse the phrase, I will highlight the word CAN in orde r
to find out the meaning. Finally I will translate the phrase into our mother
tongue.
They will ask them to copy all the sentences writing on the board on their
notebooks.
Scaffolding strategies: Teacher will ask the students some questions, in
order to guide them to understand the phrase.The teacher elicits as much
information as possible so as to activate previous knowledge and
vocabulary.
Transition phrase: ok,now we are going to watch a video! Are you ready??
PRESENTATION (15 minutes)
First of all, I will give to the students a photocopy (index1) and I will explain to them the
activity.
I will say, “ you should circle the verb action you listen to the video”. I will give to them an
example of the activity.
Later I will play on the song again and we will check the activity all together. I will pause
the video after the action is named. Each student will read aloud one action.
Scaffolding strategies: I will play on the song and pause, then I will write on the board the
first verb, in order to show to the students a real example. Then I will play on the song
again.
Transition phrase: ok, excellent activity! Do you like it? So, now we are going to do another
one.
DEVELOPMENT (PRACTICE and PRODUCTION) (20 minutes)
I will distribute a photocopy (index2) for each student. Then I will explain to them the
activity. They will answer some questions about themselves and then will ask to their

3. partner the same questions and write the sentence on their piece of paper. The teacher will
monitor the activity and check if students need help . At this point, I help them with
language structures (hopefully on demand) to promote accuracy, building their self-
confidence and enthusiasm to participate.
Scaffolding: Ask children direct questions to know if they have understood the activity.
Avoid indicating wrongness/give alternatives.
Transition phrase: well, wonderful work! Let´s do the final activity!
CLOSURE (05 minutes)
At this stage, I will encourage them to check their answers orally.
Finally, we will say the prayer.
Then I will say “very good, let´s clean up. We have learnt a lot today, we
have had a great time. Come on! Put your English notebook away inside
your school bag.
Scaffolding strategies;
I will give them time to speak and encourage them to ask to their
partners some questions.
Index 1 ( se adjunta archivo de la actividad 1 en el e-mail)
INDEX 2
Questions Your name: Your partner´s name
1. Can you/he/she play the
guitar?
2. Can you/he/she swim?
3. Can you/he/she fly?
4. Can you/he/she drive a
car?
5. Can you/he/she read the
book?
6. Can you/he/she roller
skate?
7. Can you/he/she jump?
8. Can you/he/she surf?
9. Can you/he/she ride a
bike?
10. Can you/he/she play the
drums?