This lesson plan is for a 5th grade English class with 25 students at an elementary language level. The 120 minute class will focus on technology, inventions, and the future simple tense. Students will play a charades game to warm up, read about real and imaginary inventions, listen to and match devices to descriptions, discuss which technologies may still exist in 10 years, and ask each other questions about the future in groups. Scaffolding such as gestures and simple explanations will support students. The plan includes timing for each activity, instructions, and transitions between stages.

1. I.S.F.D LENGUAS VIVAS BARILOCHE - TALLER DE PRÁCTICA
DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE:
Grado y sección: 5to grado
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 25
Tipo de Planificación: Clase
Unidad Temática: The Future
Clase Nº: 1
Duración de la clase: 120 minutos
Fecha de la clase: 17/10/2018
Fecha de entrega de la planificación: 10/10/2018
Learning Aims
During this lesson, learners will be able to read and talk about technology, learn
vocabulary about inventions and devices. Students will also have an
introduction to the Future Simple Tense with will.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Everyday devices and
inventions
Describing inventions A calculator is a device to do
the math.
N
E
W
Difference between device and
invention
Reading and talking about
technology
Predictions about the future
We will not use mobile
phones in the future.
In ten years we will still use
computers,
Materials

2.  Flashcards for charades
 Board marker
 Board eraser
 Laptop
 Student’s book “Big English 5 Plus”
 Class audio
Procedures
ROUTINE (5 minutes)
I will arrive to the classroom and greet the students, I will wait for them to sit
down and quiet down and I will say “Good afternoon. How are you today?”
Then I will ask one of the class representatives to take attendance.
WARM- UP (15 minutes)
After taking attendance, I will write Past, Present, Future Charades on the board.
I will say “Today we are going to start the day by playing charades. Do you
know what this is?” They know the game, but they are probably not familiar
with the word charades. I will explain that it is a guessing game involving
miming, but in this case it includes not only an action but also a time marker, so
students will mime an action and indicate if the activity is in the past, present
or future. I will show them how the game is by doing an example. I will mime
playing tennis and I will mark that it happened in the past. They will have to
raise their hands and I will pick one and ask him/her to guess what I am
miming. The first student who guesses will be the next one to mime an action.
Students will mime the action that they get from picking a flashcard. I will make
sure s/he knows how to imitate the action and to remember to include a time
marker that s/he also has to choose from flashcards.
We will stop after five students have played.
PRESENT ATI ON (5 minutes)
I will say “Today we are going to read and talk about technology in the present
and in the future”. I will write invention and device on the board and I will
explain the difference: “An invention is something new that someone created.
The computer is an example of an invention that changed people’s lives in a
profound way (I will write computer under invention). A device is an invention
mode for a particular use. A can opener is an example of a device that was

3. invented to open cans (I will write can opener under device)”. Then I will say
“Ca you think of any inventions and devices you use daily?”
DEVELOP M ENT (PRACTI CE and PRODUCTI ON)
Activity 1  Reading (20 minutes)
“Now take out your Student’s Book and open them at page 90. We are going to
read about some inventions. After we finish reading you have to tell me if you
think they are real or not”. I will ask four students who would like to volunteer
to read one heading each. After they read each paragraph I will check that they
understand. I will use simple language, point the images in the page and make
gestures to explain unfamiliar words. I will also correct their pronunciation, if
necessary. When they finish reading, I will give them a minute to decide
whether each intention is real or not. This activity will be done individually.
I will reread the subtitles and after each I will ask students to raise their hands
to say if they believe it is real or not. I will count the results and write down the
number of students who think it is real and the amount of students who think it
is not on the board by writing the subtitle and corresponding number. Then I
will play the recording to check their answers.
Activity 2  Listening (25 minutes)
I will ask students to continue working with activity 2 “Ok, let’s move on to the
next activity. Now we are going to listen to another recording and you are going
to match the pictures with the words from the box”. I will ask them if they know
the words from the box and then I will play the recording. After playing it one
time, I will ask if it is necessary to play it again. Then I will explain some words
using simple vocabulary: screen, reboot, silent, vibrate, ringer, case. I will ask if
they know that GPS and app are short forms and I will ask them what they
stand for.
Then we will review the answers as a class and I will ask which device was the
girl describing and how they realised.
Students will have their 15 minute break and when they come back to class we
will continue with the next activity.
Activity 3  Speaking (15 minutes)
I will ask students to put their books away. We will continue working with the
devices mentioned in the previous activity. I will copy a chart on the board and
I will ask students to copy it in their folders. As this will be the first activity of

4. the day in the folder, I will also write the date. I will clarify that they have to
open their folders on the “Language” section, since they have special subjects
and sometimes they get their timetables mixed.
In the chart they will have to write which devices mentioned in the previous
activity they think will still exist in ten years and which ones they think will not.
I will encourage them to add other devices. This activity will be done
individually and we will check it as a class. I will ask a volunteer to mention a
device and say if s/he thinks we will still have it or not. Then another student
will read another device and so on until we finish the four from the activity and
add two or three more of their own.
In ten years we will still have them In ten years, we probably won’t
have them
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
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Activity 4  Group Work (15 minutes)
In pairs or groups of three, students will ask and answer questions about
technology in the future. Three volunteers will read the example I will put on
the board.
I will walk around and check that they are using proper pronunciation,
appropriate intonation and correct use of the language.
CLOSURE (10 minutes)
Will people still
use mobile
phones ten years
from now?
Yes, they will.
People will always
use mobile
phones.
No, they won’t.
People will find
easier ways to
communicate.

5. To round up the class, I will ask students to think what will be the biggest
changes at school in ten years. I will tell them to think how school was in the
past, a few years ago and today. I will choose the people who participated less
during class to share their thoughts. Then I will ask students to think about the
biggest changes at home. If they cannot think of any answers at the moment I
will ask them to bring them as homework for the following class. I will ask them
to put their things away, I will tell whose turn it is to lower the flag (on
Wednesdays it is 5th level’s day to lower the flag and I get to choose who goes).
I will ask them to put their chairs up on the tables and we will go downstairs to
line up.
ANNEX
Activity 1, page 90 from the Student’s Book “Big English 5 Plus”

6. Audio activity 1
Big Eng Plus L5 Tr090.mp3
Audioscript activity 1

7. Activity 2, page 91

8. Audio activity 2
Big Eng Plus L5 Tr091.mp3
Audioscript activity 2

9. Each activity must be described in terms of the following components:
 Timing
 Activity description and instructions as they will be said to

10. students (include direct speech)
 Scaffolding strategies
 Transition comment to link each stage of the lesson with the next one
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 Great start! 