The lesson plan is for a 6th grade beginner English class and focuses on the story of Little Red Riding Hood. The plan aims to consolidate vocabulary related to clothes, body parts, objects, adjectives and verbs. Students will describe and compare pictures of different wolves, develop language skills through class activities, and express what they can and cannot do. The 50-minute lesson includes warm-up, presentation, practice, and closure activities using flashcards, worksheets, and games.

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Santiago Cazenave
Institución educativa: Escuela Primaria N°1 “Florentino Ameghino”
Año y sección: 6th B
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 20
Tipo de Planificación: Clase
Unidad Temática: Folktales: Little Red Riding Hood
Clase Nº: 1
Duración de la clase: 50 minutes
Fecha de la clase: 22 de Mayo de 2023
Fecha de entrega de la planificación: 14 de Mayo de 2023
Learning Aims:
During this lesson, learners will be able to
● Consolidate vocabulary related to clothes, objects, parts of the body and some
adjectives and verbs.
● Recognize and use some new vocabulary in context.
● Use can/can’t structures to talk about their abilities.
● Describe and compare two different pictures.
● Develop their visual intelligence by comparing and describing different images,
their interpersonal intelligence by working with their classmates and their
kinesthetic intelligence by playing Simon says.
● Develop their listening, writing and speaking skills by answering the teacher’s
questions, completing the worksheet and talking with their classmates and
teacher.
Language Focus:
LEXIS FUNCTIONS STRUCTURE

2. R
E
V
Clothes: Shorts - shoes -
shirt - dress - cap - boots -
jeans - skirt
Objects: basket - apple -
fruits - food - vegetables -
skate
Parts of the body: fur -
claws - paws - tail - legs,
etc.
Adjectives: ferocious -
scary - elegant - serious -
funny - happy - sad
Verbs: talk - walk - run -
sing - jump - dance
Describing people,
pictures and things
He/she is wearing…
He/she has…
N
E
W
Verbs: fly - run - jump -
skate - ski - cook - sing -
dance
Can/Can’t
Different/Similar
Expressing abilities
Comparing pictures
I/ he/ she + can/ I can’t
Materials:
(can/can’t flashcards)

3. (Pictures of the wolf in the story and the funny wolf)
(Two different wolves worksheet)
Two different Wolves

4. Complete with the words in the box:
funny - serious - elegant - scary - ferocious - shorts -
a tail - a shirt - shoes - a basket - claws - a skate - talk
- walk on two legs - run - skate
The wolf in the story is ………………………………………………………………. (adjective)
He is wearing ………………………………………………………………..………….. (Clothes)
He has ..…………………………and...……………………………………... (parts of the body)
He can …………………,………………………,……………………and ………………. (Verbs)
This Wolf is different. He is ………………………………………………………….. (adjective)
He is wearing ………………………………………………………………...………….. (clothes)
He has ……………………………………………………………………………………. (objects)
He can …………………,………………………,……………………and………….…….. (verbs)
(pictures of happy and sad little red riding hood)

5. Procedures:
ROUTINE (3 minutes)
I do a roll call and greet the students.
WARM- UP ( 7 minutes)
I tell students we all have different talents and abilities while I present the flashcards with the
verbs. “Some of us can sing or run, some others can dance or jump very very high but in my
case, I can cook very well” (I will write it on the board). “What about you? What can you
do?”. Maybe I can ask the teacher first: “Teacher, can you skate?”, she will reply “Yes I can”
or “No I can’t”. Then I’ll ask some of the students if they can fly, jump, ski, etc. eliciting the
full answer yes I can or no I can’t. I will write their answers on the board. For example:
The teacher can’t skate
Sara can jump
Félix can’t ski
Juan can’t fly
PRESENTATION (10 minutes)
I tell students to look at the pictures of the two different wolves. Next, I ask them: “Are they
similar or different? (I expect them to say “different”), is this the wolf in the story? or is it this
one?” (making them pay attention to the “new” character picture). Then, I will paste the
images on the board and I’m going to ask questions related to his clothes, his personality (“Is
the wolf funny, serious, elegant, scary, ferocious?”, etc.), the objects he has, and ability
questions, such as: “Can the wolf run? Can the wolf fly? Can the wolf skate?” (eliciting full
answers again).
DEVELOPMENT (PRACTICE and PRODUCTION) 25 minutes
Activity 1 (10 minutes):
I give students the “Two different wolves” worksheets for them to complete using the words
in the box. I will tell them that some of the words in the box have to be used twice. I will use

6. gestures and examples to help students in case they don’t remember some of the
vocabulary that appears in the worksheet.
Activity 2 spot the differences (15 minutes):
For this freer activity/game, students will work in pairs. I will give each partner a picture of a
different Little Red Riding Hood. The idea is that they can describe their images to each
other and work collaboratively to find as many differences as possible between these two
images (taking into account the girl’s mood “Little Red is…”, the objects in the picture “She
has…”, her clothes “She is wearing…”, “She can…”, and her abilities “She can/can’t…”).
After giving the instructions, students will have 10 minutes to play. When the time is up, I will
collect the cards and ask students about the differences they found. The team that finds the
most differences will be the winner.
In order to check students are using the target language properly, I will monitor their
interactions and try to answer their questions. They may take notes on the differences they
find, but they have to express them orally when the game is over.
CLOSURE (5 minutes)
If there is more time we could play Simon says as a final classroom activity to review the
target language using the structure “I can” and the verbs from the flashcards (“Simon says I
can jump”, etc.). After a few rounds I could ask for some volunteers to take the role of Simon
and give at least one instruction.
After that, students put their things away and we all sing the goodbye song.
Lyrics:
“Goodbye sunshine, goodbye sunshine,
It’s time to go home,
See you soon,
Goodbye sunshine, goodbye sunshine,
Goodbye!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources

7. Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations