The lesson plan is for a 45-minute mixed-age beginner English class with 7 students. It aims to revise vocabulary and structures about describing people, introduce the verb "can" to talk about abilities, and practice related vocabulary. The plan includes a warm-up drawing activity to describe family members, presenting ability flashcards and modeling example sentences, an activity for students to practice talking about their own abilities and families', and a closing game to review the vocabulary. Scaffolding strategies like visual aids, modeling, and monitoring are incorporated throughout.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Mariela Gisela Iannaci
TUTORA: 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 ´ describing pPeople ´s abilities
Clase Nº: 5
Duración de la clase: 45 minutes
Fecha de la clase: October 15th
Fecha de entrega de la planificación: October 11th
Learning Aims
 To revise the vocabulary and structures learnt in the previous lessons;
 To introduce the verb “can” for students to talk about people´s abilities;
 To introduce vocabulary related to abilities;
 To promote students ‘development of all language skills, namely speaking,
listening, reading and writing.
Language Focus

2. LEXIS FUNCTIONS STRUCTURE
R
E
V
 Greeting: Hello
 Vocabulary related to
the weather
(sunny/cloudy/rainy/
windy/stormy)
 The verb to have:
has/ have
 Vocabulary related to
hair style:
- short, long,
medium – length.
-curly, wavy,
straight.
- blonde, brown,
black, green, etc.
 Vocabulary related to
family: mother,
father, sister(s) and
brother(s).
 Describing
personal and other
people´s
appearance
 It´s (sunny)
 She has (medium-
length curly
blonde) hair.
 He has (short
black) hair.
 I have (long
straight brown)
hair.
N
E
W
 Pronoun: My
 The verb: Can
 Different abilities:
play hockey, play
volleyball, play
basketball, play
tennis, play football ,
play the guitar, ride a
horse, sew, paint,
cook, run, drive a car,
play videos games
and speak Italian.
 Describing
personal and other
people´s abilities
 I can (drive a car)
 My mother can
(sew).
 My father can (play
football).
 My sister can
(paint).
 My brother can
(ride a horse).
Materials
 Blackboard
 Chalk
 Flashcards
 Worksheets

3. Procedures
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 vocabulary, I will provide them with
visual aid to elicit the correct answer.
Visual aids

4. WARM- UP: (10 minutes) (writing)
- To revise and consolidate the vocabulary and structures related to
people´s appearance, I will tell students “when we talk with our
friends, they might ask us what our mother, father, brother and
sister look like”. Then, I will give students a worksheet where they
will have to draw themselves and one member of their family. I will
ask them to write about their hairstyles by using the structure s “I
have” and “she/he has”. I will provide an example as a model by
describing myself and my sister. I will say “I have long straight brown
hair”. I will show them a photo of my sister and say “My sister has
short straight brown hair”. I will write this on the blackboard. After
they have finished the activity, I will ask two students to read the
descriptions of their brother or sister aloud for the others.
This is the worksheet:
Describing myself and one member of my family.
Comentado [A1]: I wonder whether they will grasp the
idea.
Comentado [A2]: I think you should start here. As
students are expected to draw, you should show two
simple drawings of you and your sister.

5. Scaffolding strategies:
- 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! Now, you are ready to learn something new.”
PRESENTATION (10 minutes)
- To introduce the topic, I will say to students “When we talk with our friends, we
talk about our family and the abilities each of them can do. To do this, we need to
learn some actions.” I will put the following flashcards on my desk. I will pick a
flashcard and say the action aloud for students to repeat after me. Then, I will write the
action on the board and ask students to pronounce it again and copy it down. I will do the
same with each flashcard.
- After that, I will ask one student (a different student to each time) come to the
desk and choose a flashcard, face down. He/she will have to stick it next to the
correct action on the board and say it aloud. I will do this with every action.
Play hockey Play volleyball Play basketball
Play tennis Play football Play the guitar
Ride a horse Sew Paint
RunCook Drive a car
Play videos
games
Speak Italian
Comentado [A3]: As a list?

6. /
These are the flashcards:

7. - Transition comments to link each stage of the lesson with the next
one:
“Excellent! Now, you are ready to do another activity.”

8. DEVELOPMENT (PRACTICE and PRODUCTION )
Activity 1: (4 minutes) (speaking)
- Once they are familiar with the actions, I will say “I can ride a horse and speak
English.” I will show them a photo of my sister and say “ My sister can paint and
play the guitar” . I will write this on the blackboard. I will encourage them to repeat
after me. Then, I will show a photo of my mother and other actions (drive a car
and speak Italian) and I will say “My mother can drive a car and speak Italian”, I will
do the same with my father and my other sister. I will say “My father can play
football and tennis” and “ My other sister can cook and ride a horse ”. I will write
each sentence on the blackboard and I will encourage them to repeat after me.
These are the photos:
MOTHER FATHER

9. SISTER
Scaffolding strategies:
- Provide students with visual aid (flashcards) to help them remember the
vocabulary;
- Ask students to repeat vocabulary related to abilities;
- Provide them with the necessary help.
- Transition comments to link each stage of the lesson with the next
one:
“Fantastic! Now, I would like to know what you and your family can do.”
Activity 2: (10 minutes) (speaking, w riting and reading)
- I will ask students to talk about what they and their family can do. I will encourage
them to follow the models written on the board. I will ask them to write about
themselves and their families on the notebooks. If they need to know an action
that has not been taught. I will say it aloud, write it on the board and ask them to
repeat after me. After students have finished describing themselves and their
families, I will ask each student to read their descriptions aloud.

10. Scaffolding strategies:
- Provide students with visual aid (flashcards) to help them remember the
vocabulary;
- Ask students to write about people ´s abilities;
- 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:
- “Good job! Now, we are going to play a game called Spin”.
CLOSURE (8 minutes)
- To end the lesson, I will invite students to sit in a circle on the floor. I will place the
flashcards with the abilities learnt face down in the middle, as though they were
numbers of the clock. I will put a pencil in the middle of the circle and ask a
student to spin it. The pencil will stop at a certain card. Then, students will have to
say the ability aloud and create a sentence with it. If he/she does, he/she will get a
point. Then, it will be the next student´s turn. The student who gets the most
points, he/she wins the game.1
1
This game is taken from (and adapted): Roth Genevieve, “teaching very Young children”, page 50.
Play hockey Play volleyball Play basketball
Play tennis Play football Play the guitar
Ride a horse Sew Paint
RunCook Drive a car
Play videos
games
Speak Italian
Comentado [A4]: You should demonstrate the activity,
so that everyone knows what they are expected to do.

11. - When they finish playing the game, I will say “good job”. “It was
really fun”. 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 Nice lesson!
Please, share one of the videos of your lessons so far.