Lesson plan 6

1. I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bárbara Edith Martínez
Institución educativa: CPEM N°32
Año y sección: 1er año “D”
Nivel lingüístico del curso: Beginners
Cantidad de alumnos: 14
Tipo de Planificación: Clase
Unidad Temática: The family
Clase Nº: 6
Duración de la clase: 40 min
Fecha de la clase: 23 de septiembre de 2021
Fecha de entrega de la planificación: 17 de septiembre de 2021
Learning Aims
During this lesson, learners will be able to
➢ Recycle the vocabulary learnt in the previous classes.
➢ apply the vocabulary and structures taught.
➢ Practise their writing skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Personal pronouns
Family members: mother,
father, sister, brother, son and
daughter, grandfather,
grandmother, aunt, uncle,
cousin.
Introduce other people
Introduce family members to
others.
Name the different relations
among family members.
I am…
She is my mother.
Lisa is Marge’s daughter.
Lisa isn’t Clancy’s daughter
N
E
W
Possessive adjectives: HIS/
HER
This is Lisa’s mother. Her
name is Marge.
Comentado [A1]: This does not match the schedule.
Could you please check?

2. Materials
✓ Family tree poster:
✓ Photocopy with sentences to correct:
✓ Photocopies with encrypted messages.
✓ Poster with the code

3. Possible contingencies
Students have not been exposed to the English language before this year so the teacher will
scaffold students by miming, pointing out to pictures and repeating as many times as needed.
Procedures
5 minutes
I will greet students: “Good morning to everybody! How are you today?” Once students have
answered, I will proceed to sanitize the students’ desks and their hands as stablished in the school
protocol.
5 minutes
I will show to the students the complete family tree of the Simpsons and I will encourage students to
mention the members of the family and the relation they have: “Remember the Simpsons? Here they
are all together. Look at the baby here, do you remember who she is?” “Yes, she is Ling.” I will point
to Selma and say: “Ling is Sel…” and let students finish the sentences. I will continue to do the same
with the grandparents, aunts and uncle since they were the last words students incorporated.
Transition comment: Great! You have remembered everything!
- 10 minutes
With the same family tree image on the board I will say to the students as I point to one of the
characters: “Her name is Lisa”, and I will encourage students to tell me if this is true: Am I right?” No”
Pay attention, HER name is Maggie”. I will write the sentence on the board. Then I will say: “Her name
isn’t Lisa, her name is Maggie”. I will do the same with a male character, and then I will proceed to
give the first words of the sentence so that students can finish it: “His… (name isn’t Bart. His name is
Homer)”. I will do this twice.
Transition comment: We are ready to practice now!
Activity 1: 10 minutes
“Let’s read look at these images and read the information there. Is the information ok? No, it isn’t, so
we need to correct the sentences”

4. Transition comment: Well done! We are almost done, it is time to play!”
15 minutes
“Last class we couldn’t finish our game. We are going to decode the message when you finish, you
are going to tell me the message and the name of the person there… remember to use his/her
name…” I will ask students to work in groups of four. They will have to decode a message I will give
them in a photocopy with a secret message. They will have to read the message and guess who the
family member is missing in each sentence. The group that finishes first will have to go to the board
and write the message on the board.
Once they finish playing, I will say goodbye to them: “You have done a great job today, kids! See you
next week!”
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

5. Language
accuracy
X
Observations Lovely lesson!