This document outlines a lesson plan for a 5th grade English class focusing on vocabulary related to bugs, numbers, and the grammatical structures 'there is/are'. It includes objectives, activity timings, materials needed, and types of student-teacher interaction. The plan features various activities aimed at reinforcing the learning objectives through reading, writing, and speaking exercises.

1. PRACTICE II, DIDACTICS OF ELT.
LESSON PLAN Nº7
Teachers: Prof. Estela N. Braun, Prof. Vanesa Cabral, Prof. Luján Ramos, and ETA
Fulbright John Brakke.
Trainees: Mara Barbieri and Mariel Matta
School: School N°6 Dr. Ricardo Gutierrez
Course: 5th grade C&D
Textbook: Howdy Friends Level 1, Santillana
Date: August, 24th 2017 from 13:15 to 14:50
Topic: Bugs, Numbers and There is/are
Classes: N° 13&14
LEARNING OBJECTIVES
 Revise vocabularyaboutbugsandtheirbodyparts, verbsof action
 Recognize numbersuntil100 inwrittenform
 Produce a short writtendescriptionof abug
 Revise the use of “there is/are”
ROUTINE
Singinggreetingsong“Yellow,red,greenandblue.Helloteacher,how are you?”.The trainees
givingstudentsbudgeswiththeirnames.Writingthe date onthe board.
WARM UP
We will playthe hangman.The teacherwill choose randomlywordsfromabag whichwill
containnamesof bugs,theirbodyparts and actionverbs.The teacherwill be incharge of
writingthe spacesof the lettersandthe bodyparts of the hangman.Studentswill sayletters
(inSpanish,because theydonotknow theminEnglish),once perturn.If a studentthinks
she/he knowsthe answer,she/he canraise ahand andsay the word aloud.If itis correct,we
will playanotherword,if itisnot,we continue playinguntil someonegetsthe rightanswer.
TYPE OF INTERACTION:teacher– students.
MACRO-SKILLS:readingandspeaking

2. TIMING: 10 minutes
MATERIALS: blackboard, bagwithwords
DEVELOPMENT:
First Activity:
In pairs,studentswill have towrite,intheirnotebooks,three sentencesdescribingthe bug
that theyworkedwith whencreatingthe buntingusing the structures“tobe”,“has got” and
“can”. The teacherwill previouslycopyaset of sentencesas an example. If time allowsit,
studentswill readaloudtheirsentencestothe restof the class. In anycase, the teacherwill
correct the sentencesindividuallyineach student’s notebook.
Thisactivitywill completethe one startedtwoclassesbeforewhen creatingthe buntingandit
will be countedasan instance of evaluation.
TYPE OF INTERACTION:students –students.
MACRO-SKILLS:writing
TIMING: 20 minutes
MATERIALS: blackboard, students’notebooks
Secondactivity
The teacherwill give studentsahandoutinwhichtheyhave toorderthe numbersfromthe
smallesttothe biggest. The teacherwill correctthe activityonthe board.
TYPE OF INTERACTION:studentsindividually
MACRO-SKILLS:reading
TIMING: 7 minutes
MATERIALS: blackboard,handout withactivity

3. Third activity
The teacherwill give studentsahandouttopractice the structure “there is/there are”.The
teacherwill explainandcorrectthe activityorally. If there isnotime todo thisactivityinclass,
it will be assignedashomework.
TYPE OF INTERACTION:students individually
MACRO-SKILLS:readingandwriting
TIMING: 10 minutes
MATERIALS: handoutwiththe activity
CLOSING UP:
• The teacherwill collectthe budges andsaygood-bye.