The document is a lesson plan submitted by a student teacher for a 2nd year English class of 14 students at the elementary level. The 70-minute lesson aims to review vocabulary, grammar structures, and abilities seen in previous classes through various interactive activities and games. Students will evacuate doubts about homework, revise forms and vocabulary through pictures, fill in sentences from a short text, and play an ability recall game using a cartoon character as a prompt. The teacher provides scaffolding such as modeling, questions, and repetition to support student participation throughout the lesson.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Muller Lilia
Institución educativa: CPEM N° 14
Año y sección: 2° D
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 14
Tipo de Planificación: Face to face lesson
Unidad Temática: Clase de revisión
Clase Nº: 12
Duración de la clase: 70 minutos
Fecha de la clase: 03/09/2021
Fecha de entrega de la planificación: 30/08/2021
Learning Aims
During this lesson, learners will be able to:
- Evacuate their doubts about the homework (worksheets) they have to
hand in.
- Revise the different forms, vocabulary seen during the lessons.
- Develop their interpersonal skills.
- Develop their listening, reading, writing and speaking skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Numbers
Long/short/curly/straight/wavy
hair, green/blue/brown eyes,
nose, mouth, ears, moustache,
beard
Son, daughter, wife, mother,
father, grandmother,
grandfather, grandson,
Telling their age
Describing the face
Naming family members
Subj. + To be (am, are, is) +
Age
He is 10 years’ old
Positive form:
Subj. + have/has got +
adjective + noun
She has got long hair
Subj. + have/has got +
adjective + noun
She has got a daughter

2. granddaughter, uncle, aunt,
cousin, brother, sister.
Personal belongings:
T-shirt, Jeans, trousers,
trainers, shoes, shorts, suit,
shirt, sweater, boots.
Wardrobe,
Sports:
Swimming, running, high jump,
basketball, volleyball,
swimming, cycling.
Ride a bike, ride a horse, swim,
run, jump, play volleyball, play
basketball
Walk, paint, take photos, drive,
skate, play chess, ski, sing, ride
a bike, dance, speak English,
play the guitar/piano, play tennis
Household chores
Cook, iron,
Free time
Connector
But
Train Abilities:
Do aerial silk, play rugby, play
hockey, do tick tock videos,
play video games, do the haka,
Hockey stick
Describing the possessions
of a person
Describe abilities
To connect two
sentences/ideas
Subj. + have/has got +
adjective + noun
She has got a pink t-Shirt
Positive form:
Sub + Can+ sport/ ability
I can ride a bike
Negative form:
Subj.+ Can´t (can not) +
Sport/ability
I can´t ride a bike
Questions:
Can + subj.+ sport/ability
Can you ride a bike?
She can dance, but she can´t
sing.
N
E
W
Materials
- Blackboard

3. - Marker
- Sheets of paper
- Pens
- Computer
- Pictures of abilities seen in a previous lesson
Procedures
(5 minutes)
Procedure:
I will welcome the students as they enter the classroom and write the attendance. I will ask them:
How are you? How is your day going?
Transition comment:
Ok, now as in the last lesson I´m going to show you some pictures to see how much do you
remember about previous lessons.
(10 minutes)
Procedure:
I will draw on the board the circles of the Olympic Games. I will ask to the students: Do you remember
what is this? I will expect the students to say something related to the Olympic Games. I will ask if
they remember the colours of the circles and I will write the colours under the circles. I will also ask:
Do you remember why those colours are used? I will expect students to say something related to the
continents, in case they don’t remember I will help them saying: Do you remember the continents?
And I will help them by writing the first letters of the words in the board. I will ask: Do you remember
what the Olympic games are? And I will expect student to say something related to athletes doing
different sports.
Scaffolding:
. Saying the first part of the colours in case they don’t remember
. Asking questions
. Eliciting answers
Transition comment:
Great! You remember a lot! Now, I´m going to show you the pictures of two famous athletes that we
have seen. Are you ready?
(20 minutes)
Procedure:
I will stick on the board the images of the faces of Belen Cassetta and Luis Scola. I will ask: Do you
remember them? Who are they? What can they do? I will expect students to say their names and that
she can run and he can play basketball. I will stick under Belen´s and Luis´s face two abilities, one
with a tick and other with a cross. And I will say and write on the board: Belen can play volleyball but
she can´t play tennis. And I will ask: what about Luis? I will expect students to say what Luis can and
can´t do. I will write under the pictures the name of the activities. Then I will ask: Do you remember
what they can do when they are not training? I will expect students to say the name of different
household chores and other abilities that we haven’t mentioned. As they say them I will stick the

4. pictures on the board and write the names under them. I will ask: Can you play tennis? Can you
paint? Can you cook? I will expect students to say: yes, I can or no, I can´t.
Scaffolding:
. Encouraging them to talk
. Congratulating them each time they give an answer
. Repeating the sentences
. Emphasizing the can and can´t in the sentences
. Miming the abilities
. Saying the name of the Athlete or something that we saw in other lessons so they can remember
. Saying the first part of the words in case they don’t remember the name of the abilities.
Transition
Wow! You did it great! Now you have to listen carefully to what I’m going to read!
(20 minutes)
I will ask the students to form 2 groups with the same number. I will tell them that I’m going to read a
short text about Luciana Aymar. I will ask: Do you remember her? I will expect students to say
something related to hockey and Las Leonas. I will read the tittle of the text and ask: What do you
think the story is about? I will listen to their answers. Then I will say that they have to pay attention to
the text because then they have to complete some sentences as a group. I will read the following
text:
My little secret
Once I finish I will write on the board the following:

5. I will give them 10 minutes to complete the sentences with what they can remember. Once they have
finished, one member of each group will go to the front and write on the board their sentences. We
will compare them and see if they have the same or different answers. In case there is a doubt with
something I will read the text again.
Scaffolding:
. Reading the text more slowly a second time
. Asking questions.
. Miming
Transition:
You did it awesome! Very good job! Now, we are going to play a game!
15 minutes)
Procedure:
To round up the lesson, as a class we will play a game. I will show them the following picture:

6. And one student will say something related to what the cartoon in the picture can or can´t do. For
example: He can play football. And the person next to him/her will have to repeat the sentence of
his/her partner and add one more ability. For example: He can play football and ride a car. And the
person next to him/her will have to add one more ability repeating all the activities that his/her peers
have said before. We will see who can remember more activities without getting confused.
Transition comment:
You did it awesome! This was our last class together and I have so much fun! You´re an awesome
group and I hope you have enjoyed my lessons as much as I did!
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
Well done!!
Enjoythe lesson!