The lesson plan is for a 40-minute English class for 1st year secondary students with beginner level English. The lesson aims to recycle family vocabulary through interactive activities using a family tree. Students will work in groups to match family member names and possessive sentences. They will then complete sentences about family relationships and play a game of tic-tac-toe to practice using possessive adjectives. Throughout, the teacher will scaffold the activities using visuals, modeling, and repetition to support the students' English development.

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: 9
Duración de la clase: 40 min
Fecha de la clase: 30 de septiembre de 2021
Fecha de entrega de la planificación: 25 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.
➢ Produce simple sentences talking about family members.
➢ Interact among them and make agreements to take decisions.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Personal pronouns
Family members: mother,
father, sister, brother, son and
daughter, grandfather,
grandmother, aunt, uncle,
cousin.
Jobs.
Name the different relations
among family members.

2. N
E
W
Possessive adjective: their.
Family members: parents
Their parents are…
Their names are…
Materials
✓ Family tree poster:
✓ Photocopy with sentences to complete:
✓ Board and marker
Comentado [A1]: The picture is quite childish for
secondary level students, even if they are in 1st
Year.
Comentado [A2]: PARENTS (no apostrophe is
needed there!)

3. ✓ Coloured sticks with parts of sentences on them:
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.
10 minutes
I will show to the students the complete family tree of Diego’s family: Remember Diego? This is his
family, remember?” I will ask students to form groups of four/five and I will give each one a set of
coloured (just to make them more visually attractive) sticks. A third of the sticks will have a sentence
using the possessive, for example: “She is Diego’s sister”. The other third of the set will have
sentences with a possessive adjective: “Her name is”. And the last part of the set will have the family
members’ names, for example: “Alondra”. Students will have to find the pieces to make the sentences
and they will have to stick them on the board. Once they finish, we will proceed to read the sentences.
“Well, now we are going to revise what we have seen up to now. Let’s form two groups of five and
one of four people. Now, you will have to find five sets of sentences, for example…” and I will show
how to perform the activity: “We need to read each phrase on the sticks to decide which is the first
part…. Let’s see this one for example. It says: “He is Diego’s brother.” Then, what do you think that
follows: “Isaac” or “His name is”? Great! So let’s do it! Ready, steady… go!”
Transition comment: Great! Did you have fun?
- 5 minutes
I will take all the sticks and only the ones of Diego, his siblings and his parents will be left. So I will
draw students’ attention to the parents and say: “They are Diego’s parents. Mother and father together
are parents.” And I will point to Diego and his siblings and say: “Their parents are Micaela and Juan”.
I will write the sentences on the board and ask students to copy them.
Transition comment: We are ready to practice now!

4. Activity 1: 10 minutes
“Let’s look at Diego’s family tree. Can you name Diego’s cousin? Yes… They are Camilo and Sofía.
Good! And who are their parents?”
I will ask students to complete the sentences:
1. Camilo and Sofía’s _____________ are Amalia and Dylan.
_____________ parent’s are Amalia and Dylan.
2. Diego, Alondra and Isaac’s _____________ _____________ Micaela and _____________.
_____________ parents _____________ Micaela and Juan.
3. Diego, Alondra, Isaac, Camilo and Sofia’s _____________ _____________ Valentina
and Angel.
_____________ parents _____________ _____________ and Angel.
Transition comment: Great job! Let’s work on our last activity.
10 minutes
“Time to play again! This time we are going to play a game you surely now: Tic tac toe!” I will draw in
the board the tic tac toe board and write in each space a name of Diego’s family member. To gain
each place, the students will have to make a sentences using a possessive adjective and the name
written”. Students will work in two groups of seven. “To get the space you choose, you will have to
make a correct sentence using his, her, their. Let’s go!”
Once they finish playing, I will say goodbye to them: “You have done a great job today, kids! See you
next class!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Alondra
Dylan
and
Amalia
Diego
Valentina
and
Angel
Juan
and
Micaela
Sofia
Isaac Camilo Valentina
Comentado [A3]: PARENTS
Comentado [A4]: You may have to demonstrate.
Will they play in teams?

5. Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Well done!