This document provides a summary of three English lessons on the topic of the local community for a 6th grade class in primary school in Argentina. The lessons aim to teach students vocabulary related to buildings and places in the city, as well as the structures "there is/there are" and "there isn't/there aren't." Over the three lessons, students will identify important places on a map, complete sentences about locations using prepositions, describe what is and isn't in their own neighborhoods, and discuss how to improve their community. The class has 15 students between ages 11-13 with varying English proficiency levels and some behavioral challenges.

1. Practice II, Didactics of ELT and Practicum Primary School level. Adjunto Regular
a/c Prof. Estela Braun (2019).
​Full Name/s:​ Angela López, Solange Cortese.
Topic:​ Intercultural Project “My community”
Date:​ 23rd October
Number of lessons taught​: 12
Lesson plan n°: 13, 14, 15
Course: 6A
Timetable: ​Tuesdays 13:10 - 13:50
Wednesday 13:10 - 13:50
Description of the group: ​Grade 6A. Beginning level of English language
proficiency. State primary school. 80-minutes a week. There are fifteen students in
the class (7 girls and 8 boys). Students’ age: 11-12-13 years old. There are a couple
of students that represent a challenge for the teacher as they normally misbehave
hindering the teaching and the flow of the lesson. There are occasions when they
show certain interest in the activities planned by the teacher, although, there are a
constant effort to get their attention to carry out the activities.
Time 40 minutes
Objectives By the end of the lessons students will
be able to:

2. -Identify important places in the
neighborhood.
-Acquire vocabulary related to buildings
and places of the city.
-Match the names of building with
pictures
-Complete sentences with prepositions
following a map of the neighborhood
- use the structures there is/ there are
and there isn’t/ there aren’t in an
appropriate way.
Structures Imperatives (Complete…)
There is/There are (​There is​ a bus stop
next to the school)
Target Vocabulary Building and places of the city
Prepositions of place (next to, on,
under, behind, in, near, in front)
You will need:

3. ● Map of the neighbourhood “Zona norte” with pictures of important places and
buildings.
https://docs.google.com/document/d/1NOhR1eDs1QC9Ke79F9ddDGViweZU7SIk
OfVhH6g732Q/edit
● Posters
● Worksheet (Complete with prepositions)
● pictures
● flashcards
Procedure
Lesson n° 1: “My community”
Warm-up
Brainstorming
Poster with a map of the neighbourhood
“Zona Norte” with pictures of important
places and buildings it has.
● Students will be asked if they live
near the school and to describe their
neighbourhoods naming important
places they can find there to
mention. If they don't know how to
say it in english they will say it in
spanish. The teacher will write the
different places they name on the
board.
● Students will be shown a map of the
“Zona Norte” neighborhood that
displays pictures of important
building and places (Local infirmary,
dinner, parks, shops, banks)
● Students will be asked if they
recognize any of the places
featuring in the pictures and where
they can find them. Also they will be
asked if they go there often and in
what situations.
● The teacher will show flashcards
with the names of important places
of the neighborhood and students
will try to guess their meaning and
match them with the pictures of the
map.
● The names will be stuck on the map
with their corresponding picture.
This poster will be used to present

4. ● Match the picture with the correct
word.
● Look at the map of the Zona norte
neighborhood and complete the
sentences with prepositions
students with new vocabulary.
● Students are expected to complete
the sentences about the
neighborhood with the following
prepositions (In front of, Behind,
Next to)
There is a bus stop______ the school
There is a bakery______ the clothing store
There is a park ______ the public infirmary.
There is a kiosk______ the school
There is a football field______the bus stop
There is a butcher shop______ the bakery
There is a mechanical workshop________
the pet store.
There is a hairdressers ______ the clothing
store.
Lesson n° 2: “There isn’t/ There aren’t”
Warm-up
Brainstorming
Quick revision of places and buildings of the
neighborhood
Ask students to name places that are not
present in the map of the neighborhood and
write them on the board. Ask students to
name places and facilities they would like to
have in their neighbourhood.
Introduce students with new vocabulary
related to places of the city.

5. Introduction structure “there isn’t/ there
aren’t”
Describing my neighborhood using
there is/there are/ there isnt/there aren't.
Explain to students that we use the
structure “there isn’t/ there aren’t” to refer
to “no hay”, in other words, to describe
things that cannot be find in a particular
place.
As a way to put into practice the structure
“there isn't/there aren’t”, students will
complete a chart about their neighborhood.
My neighborhood
In my
neighborhood
there
is…………………
……………………
………………..……
………………….
In my
neighborhood
there
are…………………
……………………
……………………
………….
In my
neighborhood
there
isn’t………………
……………………
…………………..…
…………………….
In my
neighborhood
there
aren’t………………
……………………
……………………
…………….
Lesson n°3: “What can we do to improve our neighborhood?”

6. Warm-up
Brainstorming
“What can we do to improve our
neighborhood?”
Group work.
Quick revision about previous classes.
The teacher will be draw a chart on the
board, like this one:
✔ ✖
And will ask the student to name
positive and negative things about the
neighborhood. For example: there is a
bus stop ​✔, there isn’t any public library
✖
The teacher will write the following
question on the board:
“What can we do to improve our
neighborhood?”
In groups, students will design posters
commenting on the needs of the
neighborhood using the structures “there
is/there isn’t” and “need to”.
For example. There aren't any parks.
Children need to play.

7. Presentation
Students will share their productions.