This document provides details of an English language class for first year secondary students in Rio Grande, Tierra del Fuego, Argentina. The 40-minute lesson focuses on giving personal information and talking about families. Students practice these language functions by reading a Simpsons comic strip, completing a text about Bart Simpson, drawing their own family trees, and writing a paragraph describing their families. The teacher aims to develop students' reading, writing, and language skills while reinforcing vocabulary related to families and personal information. Pronunciation of words like "h" is also practiced through repetition drills.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNO RESIDENTE: Ludmila Ruiz Díaz
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Privado República Argentina
Dirección: Lasserre 459, Rio Grande, Tierra del Fuego
Sala / Grado / Año - sección: 1° ESO
Cantidad de alumnos: 21
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Familia
Clase Nº: 5
Fecha: 9 de noviembre de 2015
Hora: 13:40 - 14:20
Duración de la clase: 40 minutos
Fecha de primera entrega: 8 de noviembre de 2015
CLASS 5
• Teaching points: Giving Personal Information
• Aims or goals: During this lesson, learners will be able to…
✓ Identify and name family members through a family tree
✓ Develop their reading skills by working with a comic strip and completing a
paragraph
✓ Develop their writing skills by drawing their family trees and writing about it
• Language focus:
Functions Lexis Structures Pronunciation
Rev ision Simple Commands
Giv ing/Sharing
Personal
Information
Talking about
families
Imperatives listen / look
at… / write down / glue /
draw
- Age: I’m12 years old
- Favourites: food, music.
footballteam, singer
- Hometown:Rio Grande
Family members: mother
/ father/ grandmother/
grandfather / brother/
sister
aunt/uncle/
husband/wife / pets
Commands:
- Draw a family tree
Verb ‘ToBe’
- I am 12 years old
- My favourite (sport) is..
- I am from (Rio Grande)
’S Genitive
- Bart’s father is Homer
Have/haven’t got
- I have got one sister
Pronunciation of
words willbe
practised
through
repetition
(drilling)
Focus on /h/
will continue
since students
tend tonot
produce the
sound in
his/her/husban
d/Homer

2. New Giv ing/Sharing
Personal
Information
Vocabulary related
to the comic strip
School and friendship
Adjectives: stinky
Nouns: brainiac
Verbs: hide, attack
Verb ToBe
- I’m in the 4th Grade
- My best friend is…
Present Simple
- Lisa likes stinky
flowers/books
- Lisa hides / a tiger attacks
Verb ToBe
- She is a brainiac
Pronunciation of
new words will
be practised
through
repetition
(drilling)
• Teaching approach: Communicative Approach
• Integration of skills: Listening to the teacher and to each other, reading and completing a
paragraph, drawing a family tree and writing about it
• Materials and resources: the Simpsons’ Comic Strip1, a text arranged by the teacher2,
whiteboard
• Pedagogical use of ICT in class or at home: none for this lesson
• Seating arrangement: As is. students will work in pairs and then individually
• Possible problems / difficulties and their possible solutions during the class: there are
students who do not take pen/pencils or sheets of paper; I will take some spare ones for
those who do not have the material to work with the activities.
• Classroom management strategies: for those students who feel reluctant to perform the
activities, changing seats worked the previous lesson so I will resort to this strategy again
if students continue to disperse
• Potential problems students may have with the language: students could have difficulties
arranging a text about their personal information and families; I will provide strategies for
them to take into account when organising and writing their pieces of writing.
• Assessment: I will pay attention to pronunciation of /h/ when students read since they
tend to make is silent as in L1, I will assess students writing performance individually and
take them home if the time does not allow it or assign it for homework to those students
who do not complete the activity during the lesson.
Routine 2’
I will greet students in L2 in order to let them know the lesson has begun. I will grant them a little
time to predispose themselves and pay attention.
Warm-up 5’
Purpose: to recall previous lesson’s vocabulary related to Family by the use of a comic strip
I will ask students ‘Last class we talked about families. What famous family did we talk about?’ EA ‘The
Simpsons’ T ‘Great! The Simpsons’ I will distribute the following comic strip for students to read.
The content is not directly linked to the target vocabulary but I will use it as a springboard to
review Family vocabulary as it is simple and graphic enough for students to understand.
I will say ‘Let’s read this comic strip written by Bart. I will help you.’
1
Downloadedfrom http://www.lardlad.com/comicstrip.shtml
2
Picture retrievedfromhttp://orig09.deviantart.net/7f3f/f/2012/009/9/b/bart_by_alexkidd2-d4ltqsr.png

3. Once we read and analyse each picture, I will explain the punch line in L1 if necessary and allow
some time to discuss ss’ relationships with their siblings.
Then I will ask them to take out the Simpsons family trees we worked with the previous lesson (I
will take copies for those students who were absent that day) and go on ‘Good, Lisa and Bart are
brother and sister. What’s their father’s name?’ EA ‘Homer’ T ‘Great. What about Marge, who is she?’ EA
‘His mother’ T ‘And can you remember who Patty and Selma are? Abraham? Herb?’ I will congratulate
students for their good memory and instruct them to complete the date and glue the comic strip in
their folders/notebooks.
Transition: I hope you liked thiscomic strip! Let’s do some reading now.
Activity 1 15’
Purpose: to develop reading comprehension skills by completing a text about Bart’s personal information and
family
I will tell students as I hold the following copy for students to look at ‘Now you will work with your
partner in pairs. We are going to read about Bart, but this text is not complete. Can you see? There aresome
sentences below it that you need to include in this text. So, you are going to read and complete thetext with
these sentences below’
I will tell students some strategies that could be useful to perform the activity; for instance ‘It is
better if you read the text and the sentences before completing the text’ or ‘Read the previous and following
sentences and think which sentence goes in the middle’
I will monitor students’ performance and offer assistance if they wish to. Once the time is up, I will
ask a volunteer to read the text as we check the activity with the whole class.
Last, I will tell learners to glue the photocopy in their folder.

4. Read about Bart and complete the text with the sentences below.
Transition: Very well everyone. Now, it is our turn to talk about our families.
Activity 2 20’
Purpose: to develop writing skills by drawing a family tree and writing a paragraph about it.
I will tell students ‘Now, you are going to share information about your families. First, we are going to
draw a family tree similarto the Simpsons’ but about your family.’ As this could be a delicate matter for
students, I will not tell them to draw mum, dad, and siblings but I will let them include whoever
they consider family without much instruction. The time allotted for the family tree drawing will
be five minutes; as they perform the task I will go about the classroom looking at their trees and
asking ‘Who’s this? And this one? How many sisters/brothers have you got?’
Once the 5 minutes have passed, I will tell students ‘Good. Now we haveour family trees; we are going
to write about them. We are going to describe our family. We are going to use Bart’s description as a model’
I will encourage students to organise the paragraphs and not write a sentence below the other ‘Look
at Bart’s text. The first paragraph, what is about? His family, his personal information?’ EA
I’m Bart Simpson. I am 9 years old and ______. My
favourite sport is skateboarding and _________.
I am in 4th Grade and my best friend is Milhouse van
Houten.
________. My dad’s name is Homer and my mum’s
name is Marge. I have got two sisters; _________.
We have got two pets. ________ and our cat’s name
is Snowball.
2.
I am from Springfield
1.
her names are Lisa and Maggie
3.
Our dog’s name is Santa’s Little Helper
4.
my favourite TV programme is The
Krusty the Clown Show
5.
I have got a big family

5. ‘Personal information’ T ‘Good. Then, the second paragraph. What does he include here?’ EA
‘Family’
Here I will model on the board certain information that they need to include; for instance topic
sentences as ‘I have got a big/small family’ or ‘I have/haven’t got pets’ and the organisation of
paragraphs, for example:
Paragraph 1: Personal Information
Paragraph 2: Family
Paragraph 3: Pets
I will monitor students by walking around their desks and looking at their paragraphs, assisting
them where necessary.
I will correct their paragraphs or take them home to correct; those student who do not finish during
the time allotted will have to complete the description for homework.
Closure
‘You’ve done great today! See you next class.’