Lesson Plans 3, 4, 5 - School 218

1. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Lesson plan 3:
Class Date:​ 12th September
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
​There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and sometimes they keep playing with the toys the use during the
break inside the classroom. On Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big
fonts if it is written, or audiovisual activities). There are also two girls with selective mutism
and a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*​The most important purpose of this lesson is to work with the parts of the body presented
on the previous class.
Subsidiary aim(s):
We expect our students to:
* Be able to match the parts of the body with their names.
* Start working in groups and collaboratively.
Personal aims:
We want them to aprehend some words of the topic seen in a friendly and fun context of
interaction.
Timetable fit:
In the previous lesson they have started learning about the different parts of the body
and they have been slightly introduced to the structure of “Have got”.

2. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Materials:
* Thermometer for feelings.
* A weather wheel.
* Binoculars.
* Rainstick.
* Flashcards for instructions. (Complete)
* A correction seal.
* The Name Jar.
* Names to stick in the chairs.
* Box for toys.
* Names of the parts of the body.
* Flashcards of the parts of the body.
* Blank posters.
* Ball.
* Marker.
* Colour papers to choose a student.
Anticipated problems:
* During our observations, there was never a situation in which the students had to
participate on a debate.
* Not even when the teacher had to explain a new topic were they all paying attention to
her; i.e. we don’t know whether we will be able to discuss with them being the classroom
in complete silence.
* It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
Possible solutions:
* If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
* We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
Procedures
Stage/Stage
aim
Description Interaction Timing
Routines and
Presentation
of ‘The Name
Jar’
We will start our lesson in the English classroom.
Before entering the room, the trainee will ask the
students to leave the toys they use during the
break in a box that is outside. Once they have
entered, the trainee will ask them to find their
chairs which will have their names stuck to them.
​Teacher
-
Students
5 mins.

3. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
The trainee will write the date on the board and
will present the name jar. After doing so, she will
take out 1 stick with the name of the student that
will help her with the routine related to feelings.
The trainee in charge will sing a song related to
this topic. After doing so, the helper will be asked
to move the arrow of the thermometer in order to
show how she/he is feeling. The trainee will
guide the student by asking “Are you feeling
(angry)?”.
2. The trainee takes out another stick with
an​other name. In this case, the helper will have
to go to the window and see what the weather is
like with the binoculars. Meanwhile the trainee
will sing a song related to the weather that is
accompanied by body movement and gestures,
so she will ask the students to imitate her. Once
the song is finished, the helper will move the
arrow of the weather wheel and select the
current weather.
Lead in Review of the parts of the body presented in the
previous class: hands, feet, fingers, toes, head,
body, legs, arms.
Once more, the trainee will say them out loud
while she sticks them to the board. Then she
asks them to repeat.
Teacher
-
Students
5 mins.

4. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Development
Speaking
1- After having introduced the different parts of
the body, the trainee will give them a little colour
paper and just one of them will have a smile
drawn on it. The lucky one will have the
opportunity to be the helper.
2- In the middle of the semicircle, the trainee in
charge will open a poster in blank and ask the
helper to lay on it.
3- The trainee will draw his/her contour with a
marker on the poster and will stick it on the
board.
4- While singing a song they already know called
“Bob the weasel”, the students will have to pass
a ball until the song stops. The child who has the
ball once the song has stopped will go to the
front if he/she wants to. The trainee will provide
the student with the name of a part of the body
written on a piece of paper. The student will
have to stick it to the corresponding part of the
body in the poster. If a student sticks the piece of
paper that says “head”, the trainee will say “I
have got 1 head” and she will ask the students to
repeat.
5- Once the human body is complete, the trainee
will ask them to sit in their chairs. Each student
will have his/her seat assigned.
Teacher
-
Students
15
mins.

5. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Lesson plan 4:
Class Date:​ 17th September
Name:
Oriana Balari
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
​There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and sometimes they keep playing with the toys the use during the
break inside the classroom. On Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big
fonts if it is written, or audiovisual activities). There are also two girls with selective mutism
and a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*​The most important purpose of this lesson is to work with the parts of the body presented
on the previous classes.
Subsidiary aim(s):
We expect our students to:
* Be able to match the parts of the body with their names.
* Start working in groups and collaboratively.
Personal aims:
We want them to aprehend some words of the topic seen in a friendly and fun context of
interaction.
Timetable fit:

6. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
In the previous lesson they have started learning about the different parts of the body
and they have been slightly introduced to the structure of “Have got”.
Materials:
* Thermometer for feelings.
* A weather wheel.
* The ‘Name Jar’.
* Binoculars.
* Rainstick.
* Flashcards for instructions. (Count, Write, Listen)
* Loudspeakers. (Clean up song)
* Dominoes.
* A correction seal.
Anticipated problems:
* During our observations, there was never a situation in which the students had to
participate on a debate.
* Not even when the teacher had to explain a new topic were they all paying attention to
her; i.e. we don’t know whether we will be able to discuss with them being the classroom
in complete silence.
* It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
* The children are not used to checking all together in the board, so they may stand up
and come to the front to show what they’ve done to the teacher or to point at the answers.
Possible solutions:
* If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
* We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
Procedures:
Stage/Stage
aim
Description Interacti
on
Timing
‘The Name Jar’
and Routines
We will go to the English classroom. The
trainee will take out 1 stick from the Name Jar
with the name of the student that will help her
with the routine related to feelings. The trainee
in charge will sing a song related to this topic.
After doing so, the helper will be asked to move
the arrow of the thermometer in order to show
Teacher
-
Students
10
mins.

7. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
how she/he is feeling. The trainee will guide the
student by asking “Are you feeling (angry)?”.
2. The trainee takes out another stick with other
name. In this case, the helper will have to go to
the window and see what the weather is like
with the binoculars. Meanwhile the trainee will
sing a song related to the weather that is
accompanied by body movement and gestures,
so she will ask the students to imitate her. Once
the song is finished, the helper will move the
arrow of the weather wheel and select the
current weather.
Warm Up The trainee will ask the students to stand up
next to their seats and imitate her. The warm up
is particularly engaging because it involves not
only body gestures but also changes in the
voice quality. This rhythmic chant will be similar
to the one in the link attached below but it will
include only the parts we have seen so far.
https://www.youtube.com/watch?v=H3jHD72_k
GE
Teacher
-
Students
5 mins.
Writing 1- The trainee will ask the students to paste the
photocopy in the image below in order to have
clean copy of the new topic in their notebooks.
Students 15
mins.

8. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Then, she will hand in another photocopy for
them to complete the blank spaces. Any kind of
information is missing. The activity is attached
below.
Once they have finished, they will be asked to
leave their notebooks on the teacher’s desk so
that while they do the next activity the trainee
can check their productions.
Practice of
vocabulary
The trainee will ask them to form groups of 4
people. Then, she will give each group a set of
dominoes to play. She will put a first domino in
the middle and the student who is next (the
turns will be given clockwise) will have to
choose the next from the dominoes given to the
Students 7 mins.

9. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
group. One part of the domino will have a
drawing and the other one a word written. They
will be similar to the ones in the image below
but will include only the body parts seen so far.
Closing Stage To finish this class, the trainee will ask the
students to collect the dominoes and give them
to her while she sings a song about cleaning
up. Then, the trainee will take the students back
to their classroom. Once they are in their desks,
she will give them their notebooks back and say
goodbye.
Teacher
-
Students
3 min.

10. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
Lesson plan 5:
Class Date:​ 19th September
Name:
Rocío Martínez
Class:
3rd D
Level:
Pre-A1 Level
Length:
40 minutes
Class description:
​There are around 23 students in this group. More than a half are girls. They have
English twice a week for 40 minutes each day (Mondays 16.10-16.50 and Wednesdays
16.50-17.30). However, on Mondays the class starts right after the break so it takes some
time to organize them and sometimes they keep playing with the toys the use during the
break inside the classroom. On Wednesdays we have to finish the class a bit earlier since
they have to make a line to go to salute the flag.
The classroom is rather noisy and the students are used to standing up all the time to
show the teacher what they have done, even when the teacher is explaining something on
the board. Even though some of the children are not so interested in the subject, most of
them are eager to participate. The 3 boys that tend to be naughty or have frequent
outbursts have difficult family contexts (mainly violent ones).
There is one integrated student who is in a wheelchair and has some difficulties to
communicate and to see (the trainees have to prepare special activities for her, in big fonts
if it is written, or audiovisual activities). There are also two girls with selective mutism and
a boy who is not diagnosed yet but has some symptoms that can be related to autism,
even though we were told he has early schizophrenia. This last boy also has OCD, which
makes him leave the classroom without asking for permission to go to the bathroom and
wash his hands. Finally, another frequent situation is absenteeism. There are 3 or 4
students who miss classes regularly.
Main aim(s):
*​The most important purpose of this lesson is to work with the parts of the body presented
on the previous classes and to start using the structure ‘I have got…’.
Subsidiary aim(s):
We expect our students to:
* Be able to recognize the parts of the body by their names in English.
* Enjoy singing in English so that they start using the language orally.
Personal aims:
* We want them to apprehend some words of the topic seen in a friendly and fun context
of interaction.
Timetable fit:
In the previous lesson they have started learning about the different parts of the body
and they have been slightly introduced to the structure of “Have got”.
Materials:

11. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
* Thermometer for feelings.
* A weather wheel.
* The ‘Name Jar’.
* Binoculars.
* Rainstick.
* Flashcards for instructions. (Count, Write, Listen)
* Loudspeakers. (Track for the listening) (Monsters’ song)
* Workbooks.
Anticipated problems:
* During our observations, there was never a situation in which the students had to
participate on a debate.
* Not even when the teacher had to explain a new topic were they all paying attention to
her; i.e. we don’t know whether we will be able to discuss with them being the classroom
in complete silence.
* It is typical that during the English lessons 2 or more students (always the same ones)
start arguing and they may even end up fighting, so this lesson may not be the exception.
Possible solutions:
* If they don’t come up with any idea during the debate, we will provide some examples to
lead them to some line of thought.
* We will try to catch their attention by using some chants which they have never heard,
and we will do this in a high pitch. We may also use a rain stick and tell them that when
the rain finishes, they all need to be sat in their chairs and in silence. Also, as regards this
matter, the trainee who is not in charge will be focused on those who are not paying
attention.
Procedures:
Stage/Stage
aim
Description Interacti
on
Timing
‘The Name Jar’
and Routines
We will go to the English classroom. The
trainee will take out 1 stick from the Name Jar
with the name of the student that will help her
with the routine related to feelings. The trainee
in charge will sing a song related to this topic.
After doing so, the helper will be asked to move
the arrow of the thermometer in order to show
how she/he is feeling. The trainee will guide the
student by asking “Are you feeling (angry)?”.
2. The trainee takes out another stick with other
name. In this case, the helper will have to go to
the window and see what the weather is like
Teacher
-
Students
10
mins.

12. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
with the binoculars. Meanwhile the trainee will
sing a song related to the weather that is
accompanied by body movement and gestures,
so she will ask the students to imitate her. Once
the song is finished, the helper will move the
arrow of the weather wheel and select the
current weather.
Warm Up The trainee will ask the students to stand up
next to their seats and imitate her. The warm up
is particularly engaging because it involves not
only body gestures but also changes in the
voice quality. This rhythmic chant will be similar
to the one in the link attached below but it will
include only the parts we have seen so far.
https://www.youtube.com/watch?v=H3jHD72_k
GE
Teacher
-
Students
5 mins.
Development:
Use of English
and
Listening
Comprehension
Activity 1.
- The trainee will ask the students to sit down
and will hand in their workbooks. We will work
with page number 33 activity 4. In this activity
there is a monster drawn and the children
should complete how many of each part the
monster has.
Activity 2:
-In order to check the previous activity, we will
do a true or false based on a listening from the
book (track 60). If the number the audio says
does not coincide with the one they have
written, then the sentence is false (2 false
Students 15
mins.

13. Subject: Practice II
Trainees: Balari Oriana, Martínez Rocío
School: 218 ​ Course: 3rd D
Teacher in charge: Adriana Flecha
Timetables: Mondays 16.10 - 16.50; Wednesdays 16.50 - 17.30
sentences) and they have to write an F next to
the drawing. If it is true, they will have to write
an T instead. (Track sent by mail).
Activity 3:
- After checking all together, the students will
have to correct the false statements by writing
the correct version on their notebooks following
the example given in the book.
- We will check the activities all together.
Closing stage The trainee in charge will present the song that
appears on ​page 33 from the workbook (track
59). This song is related to the parts of the body
and is sung by monsters.