This document provides details of an English lesson for 6th grade students in Argentina. The lesson focuses on the present continuous tense and vocabulary related to seasons and weather. Key points of the lesson include revising seasons and weather vocabulary, listening to a story about an ant and grasshopper, asking questions to check comprehension of the story, and introducing the present continuous by having students look at pictures and say what characters are doing. Students will then practice this structure by copying sentences into their workbooks and matching them to the corresponding pictures. The teacher aims to promote listening, speaking, and comprehension skills through interactive activities and a story.

1. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
ALUMNO PRACTICANTE: Laura Natalia Rodrigues
Período de Práctica: Nivel Primario
Institución Educativa: Escuela Provincial N° 155 “Máximo Fernández Coria”
Dirección: Av. Constituyentes y Chile, Comodoro Rivadavia, Chubut
Sala / Grado / Año - sección: 6to Grado A
Cantidad de alumnos: 24
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: Las estaciones y el clima
Clase Nº: 1
Fecha: 05/08/2015
Hora: 11:00 – 13:00 hs
Duración de la clase: 120’
Fecha de primera entrega: 01/08/2015
 Teaching point: Present Continuous
 Aims: During this lesson, learners will be able to…
- Revise and use vocabulary related to seasons and weather in a meaningful context.
- Recognise new vocabulary by answering questions.
- Develop their listening skills by listening to a story.
- Talk about what people are doing at the moment.

2. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
 Language focus:
Functions Lexis Structures Pronunciation
Revision
Following
commands and
instructions
Answering
questions
related seasons
and weather
The imperative:
Look!
Listen!
Seasons:
Summer,
Autumn,
Winter, Spring
Weather: Hot,
cold, cloudy,
sunny, windy,
rainy, snowy
Actions: play
football, play
basketball, play
tennis, eat,
work, dance,
ride a bike
Recognition and use of
Wh- questions in the
simple present:
What is the weather
like in (summer)? It
is…
Let´s:
Let´s listen to a
story
Recognition and
use of the vowel:
/ ɔː/ (football,
basketball,
skateboard)
New Answering
questions
related to what
people are
doing
Actions:
Knit, cut
Recognition and use of
Wh- questions in the
present continuous
singular:
What is he/she doing?
He/she is….. ing
Recognition and
use of the sound
at the end of the
verbs:
/ŋ/ (playing,
cutting…)
 Teaching approach: Communicative Approach
 Materials and resources: seasons flashcards – worksheet – Story: “The Ant and the
Grasshopper”.

3. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
 Pedagogical use of ICT in class: In this first lesson I have chosen not to use ICT. I will
try to include them in the next lessons.
 Seating arrangement: if the space in the classroom allows me, I will arrange the desks and
chairs in a semi circle facing the board before the lesson starts, in order to facilitate visual
contact and interaction with the teacher and classmates, especially during the story. If not,
students will be sitting in lines as they usually do.
• Cooperative work: Students will work cooperatively while working in pairs. They need to
come to agreements in order to complete the worksheet together and to write the sentences.
I will walk around the class checking that each pair is working together and cooperatively.
 Possible problems / difficulties and their possible solutions during the class:
- Students may have problems to understand some instructions or what the teacher says. I
will paraphrase the instruction using gestures and miming.
- Some students may be shy to speak aloud. I will stay near them in order to make them feel
confident.
 Potential problems students may have with the language:
- Students may not understand a question, so I will guide them pointing to pictures and
modelling the answer first.
- Some students may have problems to pronounce certain words or sounds. I will ask them to
repeat the words several times and to listen carefully to the way I pronounce them (how I use
my lips, teeth or tongue).
- Students may have difficulties thinking of vocabulary to express themselves. I will provide
some help using miming or asking another student to help.
 Assessment: I will check that students comprehend and understand by listening to them
during their oral interactions and their participation in class.

4. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
LESSON PROCEDURE:
ROUTINE: 5’
Purpose: To start the lesson, get students into the right atmosphere for work, build rapport
with students.
Interaction patterns:
Teacher-Student
Teacher-Class
Skills / Skills Integration:
Listening and speaking (every day greeting)
Learning styles:
Auditory
I will greet the students: “Good morning kids! Do you remember who I am?”
I will encourage them to answer: “Good morning Miss Natalia”.
Teacher: “How are you today? Fine?”
“Great! What day is today? Is it Monday today?”
Students: “No”
Teacher: “So, what day is today?”
Students: “Wednesday”

5. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Teacher: “Ok! How do we say it? Today is...”
I will encourage students to finish the sentence and all of them to repeat “Today is
Wednesday”
I will write it on the board and I will say: “Is it Wednesday the 4th
August?”
Students: “No”
Teacher: “It is Wednesday 5th
of August”. I will write on the board.
Then I will ask: “What´s the weather like today?” and I will look through the window to check.
Students: “(Sunny/ cloudy/cold)”
Teacher: “It is (sunny) and (cold)” I will encourage them to repeat and I will write it on the
board.
WARM-UP: 15´
Purpose: To activate previous knowledge and revise vocabulary students will hear in the story.
Interaction patterns:
Teacher-Class
Teacher-Student
Skills:
Listening
Speaking (repeating and answering)
Learning styles:

6. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Visual, auditory
I will say: “Do you remember the seasons?” I will show them the seasons one by one and I will
ask them: “Ok! What season is this?”
Students: “Spring”.
I will do the same with the rest of the seasons. If students do not remember a word, I will say
it and invite them to repeat.
“Well done! What season are we in now?”
Students: “Winter”
Teacher: “Very good!”
Source: “Our World” flashcards - National Geographic Learning, 2014.
While students name the seasons I will stick the flashcards on the board and write the
corresponding name.
Then, I will ask: “And what is the weather like in each season? For example, what´s the
weather like in winter? Is it hot?”

7. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Students: “No. It is cold”.
I will repeat the same with the rest of the seasons and I will write the words next to the
corresponding season using arrows.
Transition: “Well done! Today I want to share a story with you about the four seasons with two
nice characters! Do you like stories?
Students: “Yes!”
Teacher: “Ok! Are you ready?”
PRESENTATION (35 minutes)
Purpose: To promote comprehension through a story and introduce the Present Continuous
singular in a meaningful context.
Interaction patterns:
Teacher-Class
Skills / Skills Integration:
Listening
Speaking (repeating, answering)
Learning styles:
Visual, auditory

8. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Before reading the story, I will show students the cover of the book and I will write the title
of the story on the board. I will encourage students to say what the story will be about.
Students make predictions about the story.
“What do you think this story will be about?”
“What can you say about the Ant? Can you describe it?
Is it big or small? What colour is it?
How does she feel? Is she happy? Tired?
What about the grasshopper? Can you describe it?
How does he feel? Sad? Tired? Bored?”
I will mime the feelings so that they can understand their meaning.
“What is the weather like? What season is it? Autumn? Summer?”
“Do you think that winter is near or far away? I will mime the words for them to understand
the words that will appear later in the story.
“Look! Ant is working in the garden”. I will encourage them to repeat. “Ant is working in the
garden” “What is she doing? She is…”
Students: “working in the garden”.
“What do you think? Is it boring or fun working in the garden?” Again, I will mime to aid
comprehension.
“The Ant and the Grasshopper” by John Porell – Level 2 Readers,
Cengage Learning National Geographic.

9. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
While reading the story, I will ask students some questions in order to check comprehension
and attract their attention. For instance:
- “What is the weather like?”
- “Where is Ant? Is she in the living room?”
- “What is Grasshopper playing?”
- “Look! What season is it here?”
I will pause the reading before the ending of the story and I will ask students to predict how
the ending will be. “What do you think will happen now? This is the end of the story…How do
think it will be?”
I will read the end of the story.
Transition: “Did you like the story?”

10. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
- DEVELOPMENT
 Activity 1 (35 minutes)
Purpose: To check understanding while introducing the new structure (Present Continuous
singular).
Interaction patterns:
Teacher-Class
Teacher- Student
Skills / Skills Integration:
Listening and speaking
Learning styles:

11. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
Visual, auditory
I will go to page 2 in the book and I will tell kids to look at the picture: “Look! Ant is working in
the garden” as I told them before telling the story. I will encourage them to repeat. “Ant is
working in the garden” “What is she doing? She is…”
Students: “working in the garden”.
I will write the sentence on the board.
Then, I will tell them look at the picture on page 3 and I will say: “Grasshopper is playing
basketball”. “He is playing basketball”. “What is he doing?”
Students: “He is playing basketball”.
I will follow the same procedure with other pictures and I will write the sentences on the
board.
“Now let´s open our folders and copy the date. Then, write the name of the story “The Ant and
the Grasshopper” as the heading.
I will write: “Copy the sentences and stick the corresponding picture next to each sentence.”
I thought this stage would take 40 minutes because, as I wrote in the journal of my
observation, students take a lot of time to copy. For this reason I will give them the following
cut-outs for the pictures:

12. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
“Listen kids, now you copy the sentences and stick the corresponding picture next to each
sentence”. “Who can explain what you have to do”. I will ask a volunteer to explain what they
have to do in L1 or L2.
When they finish I will congratulate them for their job and put a sticker or stamp on their
works as well as encouraging messages such as: Well-done! Beautiful! Very Good! Good! Nice!
I will lend my book to the early finishers and ask them to draw the part of the story they like
most in their notebooks.
Transition: “Great work kids!!”
Note: The English teacher usually gives students a 5 minutes break so that they can go to the
toilet or eat something. Depending on the time and on how they are working, I will give them a
break.
 Activity 2 (25 minutes)
Purpose: To practice the new structure (Present Continuous).
Interaction patterns:
Teacher-Class
Student - Student
Skills / Skills Integration:
Listening, speaking and writing
Learning styles:
Visual

13. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
I will deliver the following worksheet and I will explain to students that they have to work in
pairs and match the pictures with the right action. Then, they have to write sentences as in
the example.
“Look kids. You have to work in pairs and match the pictures with the correct action and then
write sentences as in the example. Who can read the example?”
“Do you understand what you have to do? Can you please explain what you have to do?” I will
tell one of the students to explain or translate the instruction.
♠ Read and match. Then write sentences as in the example.
1) 5)
2) 6)
3) 7)
PLAY FOOTBALL
PLAY BASKETBALL
EAT
DANCE
PLAY TENNIS

14. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
4)
Example:
1) The grasshopper is dancing.
2) He is _______________________________________________
3) She is _______________________________________________
4) She ________________________________________________
5) ____________________________________________________
6) _____________________________________________________
7) ___________________________________________________
I have designed this worksheet myself and I have taken the pictures related to the story from
Google images:
https://www.google.com.ar/search?q=the+ant+and+the+grasshopper+cut+outs&biw=1366&bih=6
43&tbm=isch&tbo=u&source=univ&sa=X&ved=0CBsQsARqFQoTCKvJgoq2j8cCFcQqHgodN4cF9
Q#imgrc=RPcGPTuRxhm-QM%3A
https://www.google.com.ar/search?q=the+ant+and+the+grasshopper+cut+outs&biw=1366&bih=6
43&tbm=isch&tbo=u&source=univ&sa=X&ved=0CBsQsARqFQoTCKvJgoq2j8cCFcQqHgodN4cF9
Q#tbm=isch&q=the+ant+and+the+grasshopper+coloring+pages&imgrc=2lVRkLOo0dLovM%3A

15. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
“Are you ready? Can we check?”
I will ask some pairs to read their sentences. “Can you read a sentence please?”
In order to check that students understand the meaning of the Present Continuous and as a
way to sum up the lesson, I will show them some pages from the book again and I will ask them:
“What is the ant doing here?”
“What is the grasshopper doing?”
Transition: “A job well done kids!! Now please, stick the photocopy in your notebooks”.
- Closure (5 minutes)
Interaction patterns:
Teacher-Class
Skills:
Listening
Speaking
Learning styles:
Auditory
I will tell the students that our lesson is over and that we have to say goodbye.

16. Instituto de Formación Docente Continua Lenguas Vivas Bariloche
“Goodbye kids! See you next Wednesday!”
- HOMEWORK:
I asked at school if I could send homework and they told me that they don´t usually send
homework. They only ask kids to look for information about a specific topic to use it the
following lesson. That is why I don´t include homework in this lesson.
I will give students the following link to watch the story at home:
https://www.youtube.com/watch?v=YEf_EcD5_GU
If they have problems to access to that link, I will tell them to enter Youtube and to write:
Level 1-2 The Ant and the Grasshopper | Kid´s Classics Readers from Seed Learning.