This lesson plan aims to teach 4th grade beginner English students about family vocabulary and structures. It includes a warm-up activity revising family members, presenting new vocabulary by introducing Simpsons characters, developing skills by identifying family members in photos and describing their own families, and closing with a family song. A variety of teaching methods are used including Total Physical Response, the Present-Practice-Produce model, and integrating listening, speaking, and cognitive skills. Materials include pictures, a computer, and handouts.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: BALINT, ALICIA ERICA
Período de Práctica: Nivel primario
Institución Educativa: EP n°35 “Piloto Basilio Villarino”
Dirección: Ruta Nacional n°3 Kilómetro 803
Sala / Grado / Año - sección: 4to Grado
Cantidad de alumnos: 18
Nivel lingüístico del curso: Beginner
Tipo de Planificación:Diaria
Unidad Temática: 1
Clase Nº: 3
Fecha: 25 de agosto de 2017
Hora: de 11:15 a 12:15
Duración de la clase: 45 minutos
Fecha de entrega: 18 de agosto de 2017
 Aims or goals: 
During this lesson, learners will be able to:
- Revise the basic vocabulary about family through activities and songs.
- Develop their listening and speaking skills by listening to the ‘Hello’ and
‘The Family’ songs.
- Listen and understand teacher’s commands.
- Identify family members in a song.
- Learn how to introduce family members.
- Apply the new input by describing their family.
 Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Identifying the Family This is the…. /ˈmʌðə/

2. family
members.
members:
mother, father,
brother, sister,
gradmother,
grandfather,
uncle, aunt,
cousin.
/ˈfɑːðə/
/ˈbrʌðə/
/ˈsɪstə/
/ˈɡrænˌmʌðə/
/ˈɡrænˌfɑːðə/
/ˈʌŋkə
l/
/ɑːnt/
/ˈkʌz(ə)n/
New Develop family
vocabulary.
Words related
to family:
grandma,
grandpa,
brothers.
He is my ….
His name
is…..
She is my….
Her name is…
/ ˈgrænmɑː/
/ ˈgrænpɑː/
/ ˈbrʌðəz /

 Teaching approach or combination of methods / approaches: this lesson
is based on the Constructive approach, and organized through the PPP
procedure. We will also be working according to the EEE (Encounter,
Engage and Exploit) model proposed by Robinson, Mourao and Kang,
since the previous class and the revision in the warm up and the
presentation will lead students to exploit the language during the rest of
the class and incorporate new structures to the previous knowledge. The
end of the class will be organized through the TPR (Total Physical
Response) procedure, since students will have to respond raising their
hands when hearing members of the family.


 Integration of skills: What skills will be integrated and how? Listening
and speaking skills will be integrated throughout the lesson. Cognitive
skills will also be used throughout the whole lesson while interpreting
each of the tasks.


 Materials and resources: 

A poster simulating a car rear window with drawings of my family, pictures
of The Simpsons family tree, photocopies, music player, pen drive, computer.

 Pedagogical use of ICT in class or at home: I will use the computer to
show them a video with ‘The Family’ song.


 Seating arrangement: 


3. The students will sit on their desks, which are placed in four groups, facing
each other. This is how they usually sit, so I will respect this as they are organized
and ready to work. Besides, they can see each other and work in groups if necessary.
 Assessment: what will be assessed and how: I will assess the way
students understand and use the new vocabulary and structures
throughout the lesson. I will assure they get sufficient input so that they
can develop their listening and speaking skills as they elicit the new
vocabulary through context.
Stages in the lesson
Routine 5’
Purpose:to start the lessonby greeting the students and singing the Hello
song
I will start the lesson greeting the students and inviting them to sing the Hello
song, pointing to the poster on the wall.
HELLO, SUNSHINE!
HELLO!
HELLO, SUNSHINE!
HELLO!
HELLO, MYFRIENDS!
HELLO!
NICE TO SEE YOU AGAIN.
(Retrieved from Go! 1. Tinta Fresca Editorial. Track 2)
‘O.k. Let’s start’.
Warm-up 10’
Purpose:to revise the vocabulary learnt about family

4. I will draw The Simpsons family tree on the board, and I will have the pictures
prepared with tape to stick them where they correspond. I will place them face
down on a desk and I will ask some volunteers to pick one and put them in the
correct place.
Next, I will remind them that some of the members can be named differently.
‘Do you remember? This is MOTHER or MUM.’
‘This is FATHER or DAD.’
‘This is GRANDMOTHER or GRANDMA’.
‘This is GRANDFATHER or GRANDPA.’
Presentation 5’:
Purpose: to further expose the learners to the target language.
I will point to Homer’s dad and I will say and write and say next the picture: ‘He is
the grandfather. His name is Abraham.’
Then, I will do the same with Marge’s mum. ‘She is the grandmother. Her name is
Jackie.’
I will encourage some volunteers to choose another character and say the sentence.
Development 10’:
Purpose: to foster comprehension by identifying family members and introduce
them
I will show students pictures of different car family stickers and I will encourage
them to describe them. I will start with the first sentence.
‘This is the mother.’
https://www.artfire.com/uploads/product/2/822/49822/3
149822/3149822/large/stick_people_family_car_decals_s
tickers_a4c56499.jpg

5. https://s-media-cache-
ak0.pinimg.com/736x/2f/ba/b9/2fbab93475d501bd3f24a
27c02cda154--stick-family-stick-figure-family.jpg
https://unreasonability.files.wordpress.
com/2011/02/family_stickers.jpg
Then, I will show students a poster of a car rear window with pictures of my family.
I will tell the students pointing at each of them:
‘This is my family.’
‘She is my mother. Her name is Adriana.’
‘He is my father. His name is Eduardo.’
‘She is my sister. Her name is Cecilia.’

6. Practice 15’:
Purpose: to revise the vocabulary by forming our own family
‘Now it’s your turn. Here is a photocopy of a car trunk. Draw your family and label
each of the members.’
(Retrieved from The teacher’s Magazine. Año XIV, n° 151. Ediba Editorial.)

7. When they finish, they will share their drawings with the rest of the group, using the
sentences to describe their families. We will stick them on a poster to expose our
work in the classroom.
‘Excellent job! Who wants to share first? Camila? Point and say She is my ….’
Closure 10’:
Purpose: to finish the class singing a song about the famiy
I will tell the students: ‘Now, we are going to listen and watch a video with a song.
Listen, and when you hear a family member, raise your hands.
Retrieved from: https://youtube.com/watch?v=dH5RTW0gh30
I will hand in a photocopy with a song. This photocopy is incomplete. Students will
have to listen to the song again and complete. When they finish, we will check it all
together and sing it.
The complete song is:
The Family Song
I’ve got a mother, a father
A sister and a brother
Grandma and grandpa
And we all love each other
This is
This is
This is my family
I’ve got a mother, a father
And 2 brothers
Grandma and grandpa
And we all love each other
This is
This is
This is my family
I’ve got an uncle called Jimmy

8. And an aunt named Jane
And a cousin named Jemmy who flies a plane
I’ve got a mother, a father
A sister and a brother
Grandma and grandpa
And we all love each other
This is
This is
This is my family
I’ve got an uncle called Ray
And an aunt named Pat
And a grandma named Ruby
Who’s got 12 cats
This is
This is
This is my family
(x 4)
I will end the class by saying goodbye. ‘Bye bye! See you next class!!
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
x

9. Teaching
strategies
x
Language
accuracy
x
Observations Nice job,Eri!Do encourage studentstouse the target language asmuch as possible.
A hug,
Aure