This lesson plan is for a 2-hour English class for beginner level adult students. It focuses on the topic of family. The learning goals are for students to practice describing family members and their relationships using verbs like "to be" and possessive pronouns. The plan includes a warm-up video activity, a test to review the target language, and a crossword game for the closure. Scaffolding strategies like modeling and monitoring are incorporated throughout the activities.

1. I.S.F.D LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo Débora
Institución educativa: C.P.E.M. N°85
Año y sección: 2° “B” (Plan 152 – adultos)
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: Family
Clase Nº: 11 y 12
Duración de la clase: 80 minutos (40 cada clase)
Fecha de la clase: 1 de agosto
Fecha de entrega de la planificación: 26 de julio
LEARNING AIMS
During this lesson, learners will be able to…
 Analyze a picture and label with members of a family.
 Practice their reading skills by analyzing a text.
 Apply grammar rules (to be, possessive ‘s) to describe people and show
their relationship.
 Write sentences with information given.
 Expand their learning skills through the use of ICTs.
LANGUAGE FOCUS
LEXIS FUNCTIONS STRUCTURE
R
E
V
- Colors
- Numbers (0-100)
- Family members
- Adjectives to describe
people
Description of family
members.
Show the relationship
between people
Description of people’s
appearance
Ask and answer about family
members
- Verb “to be”
This is my sister. She is 18
years old.
- Possessive ‘s
Silvio is Madonna’s wife.
- My father is tall
- To be (interrogative
and negative)
Is Jessica Anna’s sister?
Yes, she is.

2. No, she isn’t.
N
E
W
MATERIALS
 Board and markers
 Notebook and speakers
Video for the Warm up: (up to 1:39)
https://youtu.be/CwcTwlDvCf4
 Test
 Game for the closure
https://wordwall.net/resource/34481489
PROCEDURES
ROUTINE

3.  Greet students and take attendance
“Hello dear all! How are you today? Last weeks you worked with The
Simpsons’ family and Anna’s family. Today you will have a test to put
everything into practice. Don’t worry! You will do it great!”
 Classroom setting
WARM UP
o Timing: 5’
o Activity description and instructions as they will be said to students
(include direct speech)
Brain gym
The teacher gives students instructions to follow the song. Then
students watch the video and follow the instructions.
Video: (up to 1:39)
https://youtu.be/CwcTwlDvCf4
“Before the test, let’s move a lite bit because it’s too late and you’re
probably tired. I’m sure that you know the pink panther. Do you
remember the song? Ok, can you (clap? Tap the desk? Pat your knees?
Snap? Stop your feet?)? Let’s look at the video and follow the
instructions.”
o Scaffolding strategies
 Body language.
o Transition comment to link each stage of the lesson with the next one
“Really funny, isn’t it? Ok now, let’s work individually.”
PRESENTATION
o Timing: 10 minutes
o Activity description and instructions as they will be said to
students (include direct speech)
Test

4. Individual activity. The teacher hands out the tests and explains to
students what to do in each exercise.
“Look at this (pointing to the headline). It says “name and surname”.
Complete with YOUR name and surname, please. Ready? Let’s read the
instructions in activity 1, in this activity you have to…”
o Scaffolding strategies
 Modeling the answers.
 Monitoring them.
 Helping when necessary.
o Transition comment to link each stage of the lesson with the next one
“Remember that is individually. If you have questions, raise your hand.
Please, don’t whisper with your mates. Ask your questions to me”.
DEVELOPMENT (PRACTICE and PRODUCION)
o Timing 50 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Test
Name and surname: ______________________________
1. Complete Lisa’s family tree.
4.
9. 8. 7. 6. 5.
12. 11. 10.

5. 2. Read about The Simpsons’ family and complete with is/ isn’t, are/
aren’t.
The Simpsons is a famous
American family. They 0)
are
from Springfield. They 1)
_______ yellow. Homer
2)
_______ the father and Marge
is the mother. Bart, Lisa and
Maggie 3)
_______ their
children. Homer 4)
_______
thirty-six years old and he 5)
_______ plump. He 6)
_______ an old man. He is a factory
worker. Marge 7)
_______ thirty- four years old and she 8)
_______ tall. She is at home with the children. Maggie 9)
_______ a baby. Bart and Lisa 10)
_______ short kids. They
are students in Skinner’s school. And Millhouse is Bart’s
best friend.
3. Read again and write true or false.
a. The Simpsons are Japanese. _________
b. They are orange. _________
c. Maggie is the mother. _________
d. Marge is thirty-six years old. _________
e. Bart is tall. _________
4. Answer

6. 0. Is The Simpsons from the USA? Yes, it is.
1.Are Lisa and Bart children? _____ , _____ _____ .
2.Is Homer thin? _____ , _____ _____ .
3. Is Marge a secretary? _____ , _____ _____ .
4. Are Bart and Millhouse brothers? _____ , _____ _____ .
5. Is Lisa short? _____ , _____ _____.
5. Look at Anna’s family photo and write two affirmative and two
negative sentences using the words in ().
Affirmative:
0.(Lis / Jennifer) Lis is
Jennifer’s mother
1. (Patrick / Tom )
_____________________ .
2. (Tom and Jennifer /
Anna )
_____________________ .
Negative:
0. (Jennifer and
Patrick / Tom) Jennifer and
Anna aren’t Tom’s parents.
1. (Tom / Anna )
_____________________ .
2. (Archie / Liz )
________________________ .
o Scaffolding strategies
 Modeling the answers.

7.  Monitoring students.
o Transition comment to link each stage of the lesson with the next one
“Great job. Congrats!”
CLOSURE
o Timing 15 minutes
o Activity description and instructions as they will be said to students
(include direct speech)
Crossword
https://wordwall.net/resource/34481489
The teacher shares the link to the What’sApp group for fast finishers
students.
“Once you finish you can use your mobile phones. Click on the link, read
the instructions carefully and tap the correct family words”.
o Scaffolding strategies
 Body language.
 Demonstration
o Transition comment to link each stage of the lesson with the next one
“You made a great job. Next Monday you will have the marks. Later on I’ll show
you the leaderboard of this game. Have a nice week!”
To be completed by your tutor:
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

8. Language
accuracy
x
Observations
Good job! Keep it up!