The document is a lesson plan submitted by a student teacher for a 50-minute English class for 6th grade beginner level students. The lesson plan aims to consolidate vocabulary related to actions and abilities using the structures "can/can't" and "Can you...". It includes a warm-up asking students about their abilities, introducing new vocabulary with flashcards and the game "Simon Says", a group activity where students ask each other questions to complete a worksheet, and a closing game where students share their own talents.

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: 5
Duración de la clase: 50 minutes
Fecha de la clase: 5 de Junio de 2023
Fecha de entrega de la planificación: 30 de Mayo de 2023
Learning Aims:
During this lesson, learners will be able to
● Consolidate vocabulary related to actions and the use of can/can’t
● Identify and experiment with the new vocabulary in context.
● familiarise with the multiple uses of “play” and “ride”
● Formulate personal information questions using the structure “Can you…”
● Develop their kinesthetic intelligence by playing Simon Says, their interpersonal
intelligence by interacting with their classmates through a game and their
intrapersonal intelligence by reflecting on their own talents and abilities.
● Develop their writing, listening and speaking activities through the games and
activities in the lesson
Language Focus:
LEXIS FUNCTIONS STRUCTURE

2. R
E
V
Verbs: talk, run, sing,
jump, walk, dance, fly,
skate, etc.
Can/ Can’t
Basketball, guitar, piano,
instruments, car, etc.
Verbs: ride, play
Expressing abilities He/She/I + Can
N
E
W
Verbs: Speak, ride, play,
swim, go shopping, do a
handstand (any other talent
or action students want to
mention)
Soccer, volley, flute,
drums, bikes, motorcycles,
trains, etc.
Asking personal
information questions with
Can
Can you… ?
Materials:
(Actions flashcards)

3. (Find Someone Who Worksheet)
Procedures:
ROUTINE (3 minutes)
I do a roll call and greet the students.
WARM- UP ( 5 minutes)
I will begin asking a few personal questions to the students and engage in a short
conversation (maybe invite them to ask questions as well), like: Do you like bikes or
motorcycles? Can you ride a horse? Can you ride a car? Do you play an instrument? What
instrument can you play? Can you play the piano? The guitar? The drums?

4. PRESENTATION (7 minutes)
I will introduce the new flashcards and explain the meaning of these actions. Then I will
focus on the words “play” and “ride”. I’ll say that we use “play” for sports like basketball and
volley, but we also use “play” for instruments, like the guitar, the flute, the violin, etc. Also, I
will explain to students that we use “ride” for means of transport, like a bicycle, a motorcycle,
a car or a horse. Then, I will ask students to help me associate these new actions to a
specific gesture or mime in order to play Simon Says (“Simon says play the
piano/guitar/flute”, “play basketball/soccer”, or “ride a bike/motorcycle/car,” etc.). We will play
the game for a few rounds to consolidate the new vocabulary and also review the words they
already know.
DEVELOPMENT (PRACTICE and PRODUCTION) 25 minutes
Find Someone Who:
I will explain the dynamics of the game. Students will walk around the classroom and ask
personal information questions to their classmates in order to complete their worksheets. I
will hand out the worksheets face down so students don’t see them before starting. I’ll
illustrate the type of questions students have to ask and the type of answers they should
give, like: “Can you dance? Can you ski?/ Yes I can dance, No I can’t ski” (write the
examples on the board). Then, I’ll tell them they have to write the names of the people who
can or can’t do the action in the correct column. The first 5 students to finish win the game.
Before starting, I am going to set some ground rules: It’s not allowed to run or shout during
the game. It’s not allowed to use Spanish. Also, copying from a partner is not allowed. The
person who doesn’t follow these rules loses (I will write these rules on the board).
Extra activity:
I will ask students who finish early to think of at least 3 talents or abilities they have and write
them down. For example: “I can do a handstand”. I will help them with new vocabulary and
verbs in case they need it.
CLOSURE (10 minutes)
Then, I will invite students to share their talents with the rest of the class by playing a game. I
will ask them to stand up. In turns, they will have to say an ability, talent or any action they
can do without repeating the action their classmates mentioned (I will give the example “I
can talk like a robot”). The ones who repeat one of these actions or don’t know what to say
are out of the game and have to sit down. The game continues until there is one last person
standing.
After that, we all sing the goodbye song.
Lyrics:
“Goodbye, goodbye, goodbye sunshine,
It’s time to finish,
See you soon,
Goodbye, goodbye goodbye sunshine, goodbye sunshine,
Goodbye!”

5. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations