Lessons from 1 to 10 PDF.pdf

I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Kruger Silvana Ines
Institución educativa: Escuela 45 Jornada Extendida “Soldado Argentino”
Año y sección: 2022
Nivel lingüístico del curso: Begginers
Cantidad de alumnos: 20
Tipo de Planificación: Clase
Unidad Temática: My family
Clase Nº: 1
Duración de la clase:
Fecha de la clase: 26th October
Fecha de entrega de la planificación: 22 nd October
Learning Aims
During this lesson, learners will be able to
 Learn recognize and produce each member of the family
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
N
E
W
Mother, father, ……….. Introducing their families Verb “to be” : X is my
…………….
Materials
- Images of the Simpson´s family
- Photocopy of the family tree

- Family member photocopy
- Isolated words
Song
Procedures
:
The teacher starts the lesson by greeting the students. Then, she asks them what their
weekend was like. (if it is Monday) what they did, etc. Sometimes if there has been any
situations during the break, the T brings up the issue and reflects upon it with the
students. All this in Spanish. After that, they start the class with a game or any other
dynamic to remind students of what they have learnt before.
Teacher sticks an image of the Simpson’s family on the board and asks:” Do you know this
family?” “Who are they?” “Do you like the Simpsons?” “Who´s your favourite family member?”
“Bart?” “Homer?” “Ok, today I´m going to introduce you to the whole family.”
Teacher sticks an image of the Simpson’s family on the board The T points to Lisa and asks:
“Who´s this?” “What´s her name?” Once the students have answered, the teacher says: “Yes,
she is Lisa” “and this is her family”. Now. Look! Who´s she? Once the students have answered
“Marge”, the teacher will say: “Yes, Marge is the MOTHER and will label Marge´s picture. She
will follow the same procedure with the rest of the family members.. Once all the members have
been labelled, she will read each member of the family aloud and ask for choral and then
individual repetition.
Activity 1:
Timing: 5 minutes
The Teacher will remove the labels of the family member, stick them randomly on one
slide of the board and tell students you will say the family member and they will say the
name.
For example: T: brother
S: Bart

Then, the T will do it the other way around. She will say the name and they will say the
family member. The labels on the side of the board will serve as reminders.
Scaffolding strategies: the teacher will help students with a poster if it is necessary.
Transition comments: very good! Good job! Now we are going to work on another
activity in your copy book.
Activity 2:
Timing: 10 minutes

Now, it’s time for students to record this in their notebooks. T will ask them to open their
copybooks. She will write the date and tittle on the board and give them a copy like this
for them to stick in their notebooks.
Scaffolding strategies: The teacher will walk around the room asking each student about
the family tree for example: Is he the father?
Transition comments: “ok! Now we are going to work on the photocopy and you will
show me how much you have learnt.”
Activity 3:
Timing: 20 minutes
T will give students the following photocopy . They have to find the words in word soup
and copy them below. Then, they have to write sentences with brother, grandfather,
father, mother, grandmother and sister
For example: Homero is the father
March is the mother

Scaffolding strategies: teacher will walk around the room prompting students if necessary.
Transitions comments: ok! I’ m happy because you could solve the activity correctly! Now we
are going to work in the last activity. It is a game!
Activity 4:
Timing: 15 minutes
Teacher will divide the class into two teams. Then, the T teacher will give each team an
envelope with letters and they will have to make words such as: mother, father, etc. the first
team to form all the family members will become the winner. Once they had finished, they
should try to read each word.
Scaffolding strategies: The teacher will help students by giving clues on the board if necessary.
Transition comments: ok! That was the last activity. Now, I would like to sing a song with you.
Let´s try! The teacher plays the song and encourages the students to sing
Timing: 10 minutes
Teacher will ask student to draw each member of the family on each finger. She will check they
have done it correctly. After that, they will be ready to start singing the following song.

Bye, bye everybody! You have worked very well! See you next class!”
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
Language
accuracy
x
Observations
Good start. Try to stick to the context. In this case, you should exploit
this cartoon family to the full…
Resubmit the REPORT on the institution, please.

Institución educativa: Escuela 45 De Jornada Extendida “Soldado Argentino”
Nivel lingüístico del curso: Beginner
Unidad Temática: Family
Clase Nº: 2
Duración de la clase: 60 minutos
Fecha de la clase: 31-10-22
Fecha de entrega de la planificación: 26-10-22
Learning Aims [UdW4]
 Learn to say how they feel: Happy/sad
 Revise vocabulary family members

Language Focus
R
E
V
Mother, father, brother, sister,
grandmother, grandfather, baby
Naming and introducing
family members.
Verb “To be” “X” is
the ………….
N
E
W
Happy- sad Expressing feelings I´m ……..
Materials [UdW5]
- Emojis
- Flashcards
- Envelope with holes
- Photocopies
Song
Procedures
ROUTINE

Timing: 5 minutes
Teacher will say “Hello” “How are you?”. Then she will ask the students: “ How do you
feel today?” She will then ask: “Are you happy or sad?” (The teacher will mime these
emotions) Then she will write the words sad and happy and will stick each emoji on the
wall.
WARM- UP
Timing: 5 minutes
The Teacher will revise the vocabulary about family members by showing students flashcards.. She will say “Do you
remember the members of the family”?” Let´s revise”. Then, the teacher will show them each flashcard and ask “Who is
he?” students will say “The father” yes!” “He is the father”.
TRANSITION COMMENT: “ ok” now we are going to play a game called “SECRET ENVELOPES”
REVISION: 50 minutes
Activity 1
The teacher will show the students an envelope with holes. Inside it, there will be a family member. The students will try
to guess who the family member is by looking at the clues they can see from the holes.
TRANSITION COMMENT: “Now, look! The Simpsons are at home” Let´s see where they are!
Scaffolding strategies: teacher will write the first letter of the character who is in the envelope
Activity 2
Timing: 20 minutes
T will give students the following photocopy . They have to find the words in the letter
soup and copy them below each family member. Then, they have to write sentences with
brother, grandfather, father, mother, grandmother and sister
For example, Homero is the father
March is the mother
Timing: 10 minutes

Scaffolding strategies: The teacher will walk around the room monitoring the activity and will ask them: “ who is he? “ “Is
he the brother? Or the father?
Transition comments: ok! You have worked very well. So, we´ll move onto the following activity.
Timing: 10 minutes
Teacher will ask student to draw each member of the family on each finger. She will check they
have done it correctly. After that, they will be ready to start singing the following song.
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
Language
accuracy
x
Institución educativa: Escuela 45 Jornada Extendida “Soldado Argentino”
Nivel lingüístico del curso: Begginers
Unidad Temática: Parts of the house
Clase Nº: 3
Duración de la clase: 60 minutes
Learning Aims
During this lesson, learners will be able to:
● Revise happy and sad

● Revise vocabulary about family members
● Learn and name parts of the house
● Say where the family members are. (Preposition IN)/ Learn the
preposition IN
Language Focus
R
E
V
Mother, father, brother, sister,
grandmother, grandfather,
baby
Happy – sad
Naming and introducing
family members.
Expressing emotions
Verb “To be” “X” is the
………….
I’m…..
N
E
W
Kitchen, living-room, dining-
room, bedroom, bathroom and
garden
Preposition: IN
Naming parts of the house
and saying where the family
members are
Family member + is IN *
part of the house
Materials
- Emojis
- Flashcards
- Envelope with holes
- Poster
- Photocopies
- Song https://www.youtube.com/watch?v=FsN2REgwSmo
Procedures
ROUTINE
Timing: 5 minutes
emotions) Then she will write the words sad and happy and will stick each emoji on the
wall.

WARM- UP
Timing: 10 minutes
The Teacher will revise the vocabulary about family members by showing students flashcards.
She will say “Do you remember the members of the family”?” Let´s revise”. Then, the teacher
will show them each flashcard and ask “Who is he?” students will say “The father” “yes!” “He is
the father”. The teacher will explain students that there are other ways of saying father and
mother, they are “mum” and “dad”. Also there are other way of saying grandfather and
grandmother they are grandma and grandad.
The teacher will show the students an envelope with holes. Inside it, there will be a family
member. The students will try to guess who the family member is by looking at the clues they
can see from the holes.
TRANSITION COMMENT: Ok, the Simpsons are at Home. Look! This is their house
PRESENTATION
Timing : 10 minutes
Teacher will stick a poster on the board with each member of the family (Homer, Marge, Lisa,
Bart and Maggie) in different rooms of the house. The teacher will say: “Look! Bart is IN the
BEDROOM” the teacher will point at the bedroom and stick the label. She will do the same with
the rest of the rooms. After this, the T will ask for choral and individual repetition.
The teacher will write each sentence on the board:
Lisa is IN the bedroom
Homer is IN the kitchen
The teacher will do the same procedure with each member.
The teacher will remove the poster and will play a memory game. She will name a room of the
house and the students will name the family member.
Eg: T: living-room
S: Bart

Then, she will do it the other way around:
Eg: T: Homer
S: Kitchen
ACTIVITY 1:
Timing: 10 minutes
Activity 1: Now, the students will record the new language in their notebooks. The teacher will
write the date and the title “Parts of the house”. Then, the T will give each student a copy to
label the parts of the house.

This copy should be edited because front door and hall are not in the planning
Scaffolding strategies: The T Will walk around the room monitoring students' work and will ask
them what’s this? is it the bathroom? Is it the bedroom?
Transition comments: ok! You have worked excellent. So we´ll move onto the following activity.
ACTIVITY 2 : (recognition practice)
Timing: 10 minutes
The T will give students the following photocopy for them to match the image to the
corresponding word. Once the students have completed it,the T Will ask them to stick it in their
copybooks.

Scaffolding strategies: The teacher will help students with the poster pointing at each part of
the house if it is necessary.
Transition comments: Good job children! Now, we will work on the last activity.
Activity 3:
Timing 10 minutes
In this activity students will recognize the vocabulary about family members and parts of the
house using the preposition “IN”

Scaffolding strategies: the teacher will walk around the room monitoring students' work and ask
students who is she? is she in the bathroom?
Transition comments: Ok! Well done children. You worked excellent. Now, it’s time but let’s go
sing a song!
CLOSURE
Timing: 5 minutes
The students will sing a song: https://www.youtube.com/watch?v=FsN2REgwSmo

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
Language
accuracy
x
Observations
I think they can go further than WORD level.
Take your time to design visually appealing resources following a
thread – for instance, the Simpsons family and their house.
Institución educativa: Escuela 45 de Jornada Extendida “Soldado Argentino”
Nivel lingüístico del curso: Beginners
Unidad Temática: The body
Clase Nº: 4
Learning Aims
During this lesson, learners will be able to:

- Revise happy and sad
- Revise parts of the house
- Revise family member
- Revise the preposition IN
Language Focus
R
E
V
Happy – sad
Mother- father- brother-sister-
baby sister
Preposition IN
Expressing emotions I’m…….
The + family member+ is in
the+ part of the house
N
E
W
Materials
- Flashcards
- Paper to the bingos
- Photocopies
Procedures
Timing: 5 minutes
emotions).
Timing: 5 minutes
The teacher will show flashcards about parts of the house and family members and will tell the
students: “This is the father”. If the sentence is true, the students will put their thumbs up; if it´s
not, they will put their thumbs down. The same procedure with the parts of the house.
REVISION

Activity 1: Bingo!
Timing: 15 minutes
The teacher will give each student a piece of paper with a grid. She will tell them: “you have a
piece of paper with six spaces” . The T will point at the spaces as she counts them. Teacher:
“ok” “you have to write three parts of the house and three members of the family”. The teacher
will write an example of this on the board.
For example:
BATHROOM GRANDFATHER LIVING ROOM
SISTER GARDEN MOTHER
After that, she will tell the students how to play bingo. The game will be played more than once.
Transition comment: ok! Now we are going to do some activities!
Activity 2:
Timing: 25 minutes
The teacher will give students a copy of the Simpsons family. She will say that they should cut
each member of the family. Once they have finished, the teacher will ask them: “Show me the
mother” She will do the same procedure with all the members of the family. After that, the
teacher will say : “Now, listen! “The father is in the kitchen”. “Put the father in the kitchen”
Students should stick the father in the kitchen. The teacher will repeat the same procedure with
each member of the family. Then they will write in their copybooks where the members of the
family are. For example, the mother is IN the kitchen. The teacher will write an example on the
board:
The family member + is + in + the+ part of the room :
The father is in the kitchen

Timing: 5 minutes
The students will sing a song:

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
Language
accuracy
x
Observations
Well done!
Check comments carefully. Take them into account when preparing and
delivering this lesson, as well as when planning future lessons.
Institución educativa: Escuela primaria
Cantidad de alumnos:
Unidad Temática: Parts of the body
Clase Nº: 5

Learning Aims
- Revise family members
- Revise feelings
- Learn parts of the body (hair- head- nose-eye-mouth-legs-arms hand)
Language Focus
R
E
V
Happy – sad
Mother – father- sister –
brother – grandfather-
grandmother
Express feelings I´m …….
This is my ………
N
E
W
Hair – head – nose – eye –
mouth- legs- arms- hand
Naming parts of the body
Touch your…..
Materials
- 4 pieces of paper with scrambled words
- Poster of the Adams family
- Photo of Merlina
- Photocopies
Procedures
Timing: 5 minutes
Teacher will say “Hello” “How are you?”. Then she will ask the students: “ How do you feel
today?” She will then ask: “Are you happy or sad?” (The teacher will mime these emotions and
point at the emojis stuck on the wall.
Timing: 10 minutes

The teacher will divide the class into 4 groups. She will give students a piece of paper with
scrambled words connected to family members. Then students will order the letters to form the
correct word. The first team to finish will be the winner.
Timing: 10 minutes
The teacher will introduce parts of the body with the “Addams family”. Teacher will tell students:
“T “This is the Addams family” Is this the father or the mother? Then the teacher will do the
same procedure with the rest of the family members
Once the teacher has finished, she will introduce the parts of the body taking Melina as an
example Merlina.
She will stick a photo of Melina on the board and she will name her parts of the body and write
them on the board each of them. Then the teacher will do choral and individual repetition.
Transition comments: ok! Now you are going to practise the new vocabulary in a photocopy
Activity 1 :
Timing: 15 minutes
The teacher will hand children a photocopy. Students will try to complete each space with the
correct word
Label the parts of the body below
HAIR HEAD NOSE EYE
MOUTH LEGS ARMS
HAND

Scaffolding strategies: the teacher will walk around the room monitoring the activity helping
students by prompting if necessary.
Activity 2:
Timing : 15 minutes
In this activity students will match the image with the correct word
Match the image with the correct image
LEGS
EYE
HAIR

MOUTH
NOSE
HEAD
HAND
ARMS
Scaffolding strategies: the teacher will help students with the photo of Merlina by asking
them: “ Is this the head? Or the hair?
Transition comments: ok! Before leaving we are going to play a game called Simon says.
Do you know it?
Timing: 5 minutes
Simon says: the teacher will say: “Simon says ”touch your head”” and students will touch their
head. The teacher will say the same with other parts of the body. When she doesn´t mention
Simon, students are not supposed to carry out the command.
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
Language
accuracy
x
Observations
I hope you find suggestions useful.
Institución educativa: Escuela 45 Jornada Extendida Soldado Argentino
Cantidad de alumnos:
Unidad Temática:
Clase Nº: 6
Learning Aims
- To develop students' listening skills through a picture dictation
- To develop sts' reading comprehension skills by reading short descriptions and
matching them to images

Language Focus
R
E
V
Happy- sad
Bathroom-bedroom-garden-
kitchen- living-room-dining –
room
Hair- head- nose-eye-mouth-
legs-arms-hand
Express feelings
Express possession
Iam…….
This is a ……
I have got….
N
E
W
Materials
- Photocopies
- Flashcards
- Cardboard
Procedures
ROUTINE
Timing: 5 minutes
emotions and point them which are stick on the wall)
WARM- UP
Timing: 10 minutes
The teacher will stick flashcards of parts of the house on the board. She will tell students: “which
part of the house is it?” is it a bathroom? and do the same procedure until she has finished all
the parts of the house. Then the teacher will ask students “turn around” and she will remove one
of the flashcards and will ask students: “which part of the house is missing?”
Transition comment: ok! Now we are going to copy the date!
DEVELOPMENT (PRACTICE and PRODUCTION)
ACTIVITY 1:

TIMING: 15 minutes
The teacher will tell students : “Open your copy books” . The T will write the date and the title:
“Bobby, the monster". Then she will draw the shape of the monster's body and will introduce the
monster to the sts: “This is My monster friend, Bobby”. She Will tell the students that they will
have to draw the monster's body as she describes it .The teacher will describe the monster and
students will draw it in their copy book. The teacher will describe it in first person. For example: I
have got two heads, I have got three eyes, I have got a mouth, I have got four legs, I have got
six arms.
Scafoolding strategies: the teacher will help students doing gestures with her hands.
Transition comment: Do you like the activity with Bobby? Because Bobby is going to introduce
his friends to us! Let’s go to know them!
Activity 2:
Timing: 15 minutes
The T will tell students' that now, they will meet some of Bobby's Friends: Rex, Frank, Pit and
Tod. She will hand out the following copy, read the instructions and ask sts' to read and label.
READ AND LABEL THE MONSTERS
1. MY NAME IS REX. I HAVE GOT THREE LEGS AND THREE EYES. I
HAVE GOT TWO ARMS AND TWO ANTENNAE. I AM BLUE.
2. MY NAME IS FRANK. I HAVE GOT FOUR ARMS. I HAVE GOT ONE
EYE AND A BIG MOUTH. I HAVE GOT TWO LEGS. I HAVE GOT TWO
ANTENNAE. I AM RED.
3. MY NAME IS PIT. I HAVE GOT TWO ARMS. I HAVE GOT EIGHT
FINGERS. I HAVE GOT A BIG MOUTH. I HAVE GOT THREE EYES. I
HAVE GOT FOUR TOES.
4. MY NAME IS TOD. I HAVE GOT FOUR ARMS. I HAVE GOT TWO
SMALL EYES. I HAVE GOT A BIG MOUTH WITH MANY TEETH. I
HAVE GOT ONE NOSE.

Scaffolding strategies: teacher will help students doing gestures and repeat as many times as
necessary.
Transition comment: ok! Let’s go to work on the last activity! Are you ready? Come on!
CLOSURE
TIMING: 10 MINUTES
In groups Students' create their own monsters on posters to describe orally the following class.
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
Language
accuracy
X

Observations
I hope you find comments and suggestions useful.
Keep an eye on spelling mistakes. I corrected several!
ALUMNO PRACTICANTE:
Unidad Temática: days of the week
Clase Nº: 8
Learning Aims
During this lesson, learners will be able to…
- Develop students’ writing skills through recognizing
- To develop students' listening skills through a song
Language Focus
R
E
V
Happy – Sad Expressing emotions
I’m………
N
E
W
Monday – Tuesday-
Wednesday- Thursday- Friday-
Saturday- Sunday
Naming the days of the week What day is it today?
It´s …………………..

Materials
- Photocopies
- A calendar
- Song
Procedures
Timing: 5 minutes
point at the emojis stuck on the wall)
The teacher will stick a calendar covered with numbered piece of paper on the wall. Students
will choose a number, the teacher will remove the corresponding piece and students will try to
guess what it is. She will repeat the same procedure until the students find out it´s a calendar.
Timing: 10 minutes
With the calendar on the board, the T will say: “This is a calendar” “This is November” “Look at
this” “This is the week” “How many days are there in the week?”. “Ok! seven days” The teacher
will write seven days. The teacher will say: ”Listen” Sunday, Monday, Tuesday….as she points
to the days in the calendar. Then, the students will repeat after the teacher first chorally and
then individually.
Transition comment: now! Let’s practise!
Activity 1:
The teacher will give students a copy to practise days of the week. They will have to put the
days in order.
Timing: 15 minutes
Put the days of the week in the correct order
FRIDAY 1)
TUESDAY 2)
MONDAY 3)

SUNDAY 4)
WEDNESADAY 5)
SATURDAY 6)
THURSDAY 7)
Scaffolding strategies: the teacher will help students by showing the calendar and pointing at
the days.
Transition comment: ok! You have worked really well! Let’s go to the second activity!
Activity 2:
Timing: 15 minutes
The teacher will give students a copy where they have to write the following day
Write the following day
1) Monday, Tuesday, Wednesday,
2) Thursday, Friday, Saturday,
3) Tuesday, Wednesday, Thursday,
4) Friday, Saturday, Sunday,
5) Wednesday, Thursday, Friday,
6) Sunday, Monday, Tuesday,
7) Saturday, Sunday, Monday,
Scaffolding strategies: The teacher will help students by repeating the days of the week in
order.
Transition comment: This was the last activity. Let’s sing a song!
Timing: 5 minutes
The students will sing the following song:
https://www.youtube.com/watch?v=mXMofxtDPUQ

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
Language
accuracy
x
Observations
Further exploit resources! Encourage students to go further than word
level.
Institución educativa: Escuela 45 de Jornada Extendida Soldado Argentino
Unidad Temática: Days of the week
Clase Nº: 9
Learning Aims

During this lesson, learners will be able to …
- Develop students' listening skills with the days of the week.
- Give students practise in writing the days of the week
Language Focus
R
E
V
Days of the week
Happy – sad
Colours
Naming days of the week
Expressing emotions
Identifying colours
What day is it today?
How do you feel today?
Blue Monday
N
E
W
Yesterday – tomorrow
Saying what day it was
yesterday and What day it
is tomorrow
Yesterday was….
Tomorrow will be…..
Materials
- Four calendars
- A roulette with the days of the week
- Photocopies
- Flashcards
Procedures
ROUTINE
WARM- UP
The teacher will divide the class into four groups. Then the teacher will give each group a
calendar and ask them what day is November 8th
? July 26th
?. The first group who have
answered first is the group that answer first will get a point.
Presentation :
The teacher will show students a roulette with the names of the week. She will say: “look at this”
“this is a roulette with the days of the week” The T will elicit What day it is and What day it was
the day before “Today is Monday!” ok? “And yesterday was Sunday” and tomorrow isTuesday.
The teacher will spin the roulette changing the day and giving another example. The teacher will
elicit a few more examples from the students
The teacher will write the sample sentence on the board.

Activity 1:
The teacher will give students a photocopy students to complete the day before and the
day after.
DAYS OF THE WEEK
YESTERDAY AND TOMORROW
YESTERDAY TODAY TOMORROW
WEDNESDAY
MONDAY
THURSDAY
TUESDAY
SUNDAY
SATURDAY
FRIDAY
Scaffolding strategies: the teacher will monitore table by table
and will prompt the students showing them the roulette.
Transition comments: ok! Very good! Let’s go to the second
activity!
ACTIVITY 2:
The teacher will give a photocopy to each student. She will
explain that in this activity she will say what colour each day!
For example: Monday is blue!

Scaffolding strategies: The T will prompt students by showing them the colour if
necessary
Transition comment: you did an excellent job!! Now! We are going to play
a game! go!
CLOSURE
The teacher will give each student a card with a day of the week. Students
should find a partner with the same day. To do this students will ask: What day
is it today?. Once they have finished they have to sit together .
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
Unidad Temática:
Clase Nº: 10
Learning Aims
During this lesson, learners will be able to…
- Develop students listening skills through listening activity
- Develop students speaking skills by naming parts of the body
Language Focus

R
E
V
Happy- sad
Bathroom-bedroom-garden-
kitchen- living-room-dining –
room
Hair- head- nose-eye-mouth-
legs-arms-hand
Grandfather- grandmother-
father-mother- brother- sister-
baby sister
Expressing feelings
Express possession
Naming parts of the house
Sayong where family
member is
I feel…….
I have got…….
The mother is in…….
N
E
W
Materials
- Flashcards
- Poster
Procedures
ROUTINE
WARM- UP
The teacher will stick many cards with numbers on them. Then she will divide the class into two
team. A member of each group will choose a card and the T will turn the cards around and
the student will have to name the picture.
To do this activity the teacher will use vocabulary connected to parts of the body, family
member and parts of the house.
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
17 18 19 20
TRANSITION COMMENT: did you like the game? Now! We are going to play other game!

ACTIVITY 1:
The teacher will stick a poster of parts of the house. Then she will stick family member on the
poster members of the family. The students will try to remember where each member of the
family is!. The teacher will use the Simpson’s family. The teacher will remove the picture from
the board and will ask students: “Where is Marge?” The teacher will follow the same procedure
with the rest of the family members.
Scaffolding strategies: the teache will ask students is ….. in the bedroom? Or in
bathroom?
Transition comment: Let’s go to the second activity! This activity is good fun!
Activity 2:

The teacher will do a dictation with parts of the body. The teacher will tell students that they will
create a monster. The teacher will describe it in first person and students will draw it. Before
starting the activity children will write the date and the tittle.
I have got two heads, and one nose.
I have got three eyes, and one mouth.
I have got four arms and three legs.
Scaffolding strategies: the teacher will point at each part of the body.
Transition comment: ok! This was the last activity!
CLOSURE
The teacher will ask students if they know a gamecalled “Simon says” “touch your head”. She
will explain it and she will name parts of the body.
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

Lessons from 1 to 10 PDF.pdf

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