The lesson plan is for a 45-minute mixed-age English class of beginners focusing on families. It aims to revise vocabulary like mother, father, sister, and brother using a word search. Students will then talk about their own families and introduce the verb "has" by describing famous people's families. A running dictation game reviews the lesson's content in a fun way.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Mariela Gisela Iannaci
TUTOR: Aurelia Velázquez
Grado y sección: Mixed-age class (5th and 6th)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 7
Tipo de Planificación: Clase
Unidad temática:
 Students´ talking about people´s families.
Unidad Temática:
Clase Nº: 3
Duración de la clase: 45 minutes
Fecha de la clase: October 1st
Fecha de entrega de la planificación: September 26 th
Learning Aims
 To revise the vocabulary and structures learnt in the previous lesson;
 To introduce the verb “Has” for students to talk about other people´s families;
 To promote students´ development of all language skills, namely speaking,
listening, reading and writing.
Comentado [A1]: The topic would be FAMILIES, then.

2. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 The pronouns: She
and he.
 The verb to be: “Is”
 Vocabulary related
to family: mother,
father, sister(s) and
brother(s).
 Speaking about
their families.
 Saying other
people´s names.
(She is Tini)
 She is Tini.
 He is Messi.
N
E
W
 The verb Has  Speaking about
other people´s
families.
 Understanding and
using the new verb
Has.
 She/ he has (a
mother, a father
and two sisters).
Materials
 Blackboard
 Chalk
 Flashcards
 Worksheets
Procedures
Comentado [A2]: Describing
Comentado [A3]: These are not language functions.
Check.

3. ROUTINE: (3 minutes)
- I will greet students. Then, I will ask them what date it is and I will write it on the
blackboard. I will ask them to copy it on their notebooks. After that, I will invite
students to look at the sky through the windows and I will ask them what the
weather is like. If they don´t remember the answer in English, I will provide them
with visual aid to elicit the correct answer.
Visual aids

4. WARM- UP: (7 minutes)
- To revise and consolidate vocabulary and structures related to
family, I will tell students “When you meet new people, you always
tell them about your families.” I will show them a photo of my family
and say “I have a mother, a father and two sisters.” I will write this
on the blackboard. I will encourage them to repeat after me. I will
say to students “Now, tell me about your family.” I will encourage
each student to talk about her/his family using the family tree they
created in the previous lesson.
- After that, I will give students the following worksheet with a word
search exercise for them to find the words MOTHER, FATHER,
SISTER/BROTHER.
- This is the worksheet:

5. PRESENTATION (10 minutes) (speaking and writing)
- To introduce the topic, I will say to students “Now, we are going to
talk about our friends’ families. I will stick two photos on the
blackboard. Firstly, I will introduce my friend “Evelyn” and then, my
friend “Rodrigo” and talk about their families. I will point to Evelyn´s
photo and I will tell students “She is Evelyn. She has a mother, a
father, a sister and a brother.” The same procedure will be done
with the other photo. I will write all the information on the
blackboard. I will encourage students to repeat after me.
- After that, I will ask each student to show the photo or a drawing of
their friend ´s families. I asked them to bring in the previous lesson.
I will ask them to stick the photo on their notebooks and write a full
sentence below the photo, describing their friends ´families. I will
encourage them to follow the model written on the board. Finally, I
will select one student and I will encourage her/him to read her/his
sentence aloud. The same procedure will be done with each student.
DEVELOPMENT (PRACTICE and PRODUCTION )
Activity 1: (5 minutes) (speaking)
- I will ask students to talk about their classmates. I will provide an example as a
model: “She is (Pía). She has a mother, a father and a sister.”
- I will encourage students to do the same with the other classmates.
Scaffolding strategies:
- Explain what they have to do and demonstrate it;
- Provide them with the necessary help.
 Transition comments to link each stage of the lesson with the next
one:
“Excellent! Now, we are going to talk about some famous people and their families”

6. Activity 2: (7 minutes) (speaking) (writing)
- I will show students a photo of a famous female person and her
family and I will say “She is Tini. She has a mother, a father and a
brother.” I will write this on the blackboard and I will encourage
students to repeat after me. Then, I will do the same with a famous
male person by using the pronoun “He”. I will say “He is Messi. He
has a mother, a father, a sister and two brother.” I will write this on
the blackboard and I will encourage studen ts to repeat after me.
These are the photos:

7. - After that, I will give students the following worksheet for them to fill in the gaps
with the correct form: a mother, a father, (a) sister/s, (a) brother/s.
This is the worksheet:
Complete the sentences with the following words: a mother, a father, (a) sister/s,
(a) brother/s.
Maluma has …………………………………………………………………………………………………..
Becky G has ………………………………………………………………………………………………….
Tini has……………………………………………………………………………………………………………….

8. Messi has……………………………………………………………………………………………………………….
Scaffolding strategies:
-Ask students to repeat vocabulary related to family;
-Explain what they have to do and demonstrate it;
-Monitor students while they are doing the activity;
-Provide them with the necessary help.
 Transition comments to link each stage of the lesson with the next
one:
“Very good! Do you remember Malala, Greta, Amika and Rishab? Now, we are going to
learn more about them and their families.”
Activity 3: (5 minutes) (speaking)
- I will show them a picture of one of the adolescents introduced in lesson 1 and I
will say “She is Amika. She has a mother, a father and a brother.” I will write it on
the blackboard. I will encourage students to repeat after me.
- After that, I will show them a picture of another adolescent. I will select one
student and encourage her/him to talk about the chosen adolescent. Each student
will talk about the four adolescents looking at the photos that I will provide.
Comentado [A4]: I will skip this activity and jump into
the running dictation. They will have great fun!

9. These are the photos:
Scaffolding strategies:
 Provide students with visual aid (flashcards) to help them remember the
vocabulary;
 Ask students to speak about the adolescents ´families;
 Explain what they have to do and demonstrate it;
 Monitor students while they are doing the activity;
 Provide them with the necessary help.

10. CLOSURE (8 minutes)
- To end this lesson, I will invite students to play a game called “Running dictation”.
This activity will not only help students develop the 4 skills, but will also create a
fun atmosphere for students to revise vocabulary and structures learnt.
- I will explain the game to them. I will show them a bag that contains 4 strips of
paper with sentences written on them. Each strip contains one sentence about the
4 adolescents, they learnt about in lesson 1.
- One student will choose a strip at randon. She/he will have to read the sentence in
silence, memorize it, run and dictate it to a different partner every time who writes
it down.
- One student have read, dictated and written all the sentences, they will all come to
the desk, where they will see 4 photos pertaining to the 4 adolescents, face down.
They will have to turn each photo over and match it with the correct sentence.
- I will guide students, helping them whenever it is necessary.
These are the sentences:
 Greta has a mother, a father and a sister.
 Malala has a mother, a father and two brothers.
 Amika has a mother, a father and a brother.
 Rishab has two sisters.
These are the photos:

11. - After the game is over, I will say “It was fantastic! Good Job! See you next class!
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Great job!