The document provides a lesson plan for a mixed-aged beginner English class. The plan aims to revise abilities students and their families can do, introduce the verb "can't" to talk about things they cannot do, and promote language development. Activities include describing abilities through examples, filling in a worksheet about famous people's abilities, and playing a Bingo game using ability vocabulary. Scaffolding strategies such as visual aids, modeling, and feedback 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-aged class (5th
and 6th
)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 7
Tipo de Planificación: Clase
Unidad Temática:
 What people can or can´t do.
Clase Nº: 6
Duración de la clase: 45 minutes
Fecha de la clase: October 24nd
Fecha de entrega de la planificación: 20/10/2019
Learning Aims
 To revise the vocabulary and structures learnt in the previous lessons;
 To introduce the verb “can´t” for students to talk about abilities that people can´t
do;
 To promote students ‘development of all language skills, namely speaking,
listening, reading and writing.

2. Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Greeting: Hello
 Vocabulary related to
the weather
(sunny/cloudy/rainy/
windy/stormy)
 Pronoun: My, I, he,
she.
 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
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).
N
E
W
 The verb: “Can” in its
negative form “can´t”
 Describing what
students
themselves and
other people can´t
do.
 I can (drive a car)
but I can´t (play
the guitar)
 My mother can
(paint) but she
can´t (play
basketball).
 My father can
(play football) but
he can´t (play
volleyball).
 My sister can (play
the guitar) but she
can´t (play
basketball).
 My brother can
(ride a horse) but
he can´t (play

3. hockey).
Materials
 Blackboard
 Chalk
 Flashcards
 Worksheets
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)
To revise and consolidate the vocabulary and structure s related to
people´s abilities, I will tell students “When we talk with our friends, we talk
about what we and our family can do.” I will show them a photo of myself and I will say “I
can ride a horse and play volleyball”. I will provide them with the necessary visual aid. I
will write this on the blackboard and encourage them to repeat after me. Then, I will show
them a photo of my mother and I will say “My mother can drive a car and play tennis. “ I
will also write this on the blackboard and encourage them to repeat after me. Then, I will
do the same with my father and my other sisters. I will say “My father can play football
and tennis” and “My 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:

5. ME
MOTHER

6. FATHER

7. SISTER
- After that, in order to help students recall different actions, I will
stick different flashcards on the blackboard. I will invite one student
at a time to write each action below the corresponding flashcard.
Then, I will encourage them to repeat the actions after me. I will say
“What can you do?. I will invite each student to talk about what they
can do. Then, I will say “What about your family?” I will invite them
to talk about what their families can do. If they don´t remember the
vocabulary, I will provide them with the necessary help.
Scaffolding strategies:

8. - 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:
“Good job! Now, we are going to learn how to say what we can´t do.”
PRESENTATION (8 minutes)
- To introduce the topic, I will say to students “When we talk with our friends, we
also talk about what we and our family or other people can´t do.” I will explain this
new topic to them by providing examples. I will show them the following
flashcards:

9. - I will say “ I can run but I can´t play tennis.” In order to foster student´s
understanding, while I say the action I can´t do, I will make the necessary gestures
to help students understand the meaning of “can´t “. I will write the sentence on
the blackboard and I will encourage them to repeat after me. I will do the same
with my mother, my father and my two sisters. I will say “My mother can paint but
she can´t play basketball My father can play football but he can´t play
volleyball.My sister can play guitar but she can´t sew.” And “My other sister can
ride a horse but she can´t play hockey.” I will write each sentence on the
blackboard and I will encourage them to repeat after me.
These are the other flashcards:

11. - Transition comments to link each stage of the lesson with the next
one:
- “Excellent! Now, I would like to know what you and your family can´t do.”
DEVELOPMENT (PRACTICE and PRODUCTION )
Activity 1 (10 minutes) (Speaking, writing and rea ding)
- I will ask students to talk about what they and their family can and can´t 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 their notebooks. After students have
finished describing themselves and their families, I will invite each student to read
their descriptions aloud.
Scaffolding strategies:
Comentado [A1]: You should tell them how many
sentences they are expected to write.

12. - Ask students to write about what they and their families can and can´t do;
- 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:
“Fantastic! Now, we are going to describe what famous people can and can´t do.”
Activity 2: (8 minutes) (writing)
- In order to help students consolidate the vocabulary learnt, I will give them a
worksheet and I will ask them to fill in the gaps with the correct words.
This is the worksheet:

13. Complete the sentences with the following words: play the guitar, play
basketball, play football, play volleyball, ride a horse, play hockey and
play tennis.
Messi can ………………………….. but he can´t……………………………..
Luciana Aymar can ………………………… but she can´t ………………………….
Ginóbili can……………………………….. but he can´t …………………………….

14. Adolfo Cambiaso can ……………………….. but he can´t ………………………..
Sebastián Yatra can………………………. but he can´t …………………………….
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:
- “Great! Now, we are going to play a game called Bingo”.

15. CLOSURE (6 minutes)
- To end the lesson, I will invite students to play a game called “Bingo”. I will explain
the game to them. I will distribute a bingo board to each student. I will say that I
will be the caller. I will show them a bag that contains lots of strips of paper with
actions written on them. Then, I will choose a strip at random. I will read the action
aloud and I will say to them that if they have the action, they have to draw a cross
on it. The student who crosses out all the actions his/her board has will shout
“Bingo” and will win the game.
These are the bingo boards:
Play tennis Play hockey
Sew Ride a horse
Cook Run
Play
basketball
Paint
Comentado [A2]: You may use these actions in
complete sentences, so as to expose students to the
target vocabulary in context. You can give examples
about you, your family / friends / students can/can´t do.

16. Play the guitar Play football
Sew Play
Play
basketball
Play hockey
Paint Play
volleyball
Play football Play hockey
Sew Cook
- I will say “It was a wonderful class! 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

17. Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Good job!