The document provides details of an English lesson plan taught by a student teacher. The 80-minute lesson focuses on developing vocabulary related to superhero abilities through brainstorming, reading, writing, speaking and creative activities. Students infer information about superheroes from a chart, write sentences describing abilities, role play asking about powers, and work in groups to create an original superhero by designing its name, origin, powers and secret identity. The lesson concludes by having students present and vote on their favorite created superhero.

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: Habilidades
Clase Nº: 8
Fecha: 19 de noviembre de 2015
Hora: 16:00 - 17:20
Duración de la clase: 80 minutos
Fecha de primera entrega: 16 de noviembre de 2015
CLASS 8
• Teaching points: Can / Can’t for Abilities
• Aims or goals: During this lesson, learners will be able to…
✓ Increase their vocabulary on abilities by brainstorming superheroes’ superpowers
✓ Develop their reading and writing skills by inferring information from a chart and
writing about it.
✓ Develop their speaking and writing skills by playing a guessing game and
describing their own superhero
✓ Develop their thinking skills by creating a superhero
• Language focus:
Functions Lexis Structures Pronunciation
Rev ision Simple Commands
Giv ing/Sharing
personal
information
Talking about
abilities
Imperatives listen / look
at… / write down / glue /
draw
Name
Origin
Occupations
Superpowers
Fly / climb / Run fast /
Talk to animals
Commands:
- Write/Complete the
chart
- His/Hername is…
- He/She s from…
- His/hersecret
identity is…
Can / Can’t
- Superman can fly
- Spiderman can climb
Pronunciation of
words willbe
practised through
repetition (drilling)
Focus on difference
between /æ/and
/ɑ:/ as in
Can /kæn/
Can’t /kɑːnt/
New Simple Commands
Talking about
abilities
Imperatives draw
Superpowers
- Stop bullets
- Throw webs
- See through walls
- Breathe underwater
- Shape shift
Commands:
- Draw your
superhero
Can / Can’t
- Superman can see
through walls
- She /he can’t breathe
underwater
Pronunciation of
new words willbe
practised through
repetition (drilling)
Focus on difference
between /æ/and
/ɑ:/ as in
Can /kæn/

2. Talking about
possessions
- Lift heavy things
- Teleport
- Go back in time
- Super stretch
- Walk on water
- Cape
- Shield
- Sword
Has got
-He has got a shield
Can’t /kɑːnt/
• Teaching approach: Communicative Approach
• Integration of skills: Listening to the teacher and to each other, speaking by role-playing
and talking about a superhero students create, writing a description of their superhero,
creating a superhero, discussing and agreeing on features of a superhero
• Materials and resources: superheroes logos1, superheroes templates arranged by the
teacher2, worksheet of superheroes arranged by the teacher, pictures of superheroes3,
lollipops or candies to give out as a prize, 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 in groups of three
• Possible problems / difficulties and their possible solutions during the class: timing could
be an inconvenience, I intend to have students deal with a variety of activities; if necessary
I will skip one out in order to let them work with the main one which is creating their own
superhero.
• Classroom management strategies: as there are fewer boys than girls, I will mingle them
with the girls since they tend to group together and do less work.
• Potential problems students may have with the language: students are familiar with the
structure can/can’t to express abilities; however, they have not worked with superpowers
as abilities so expressions and vocabulary related to them will be talk with examples
• Assessment: Understanding of the structure will be assessed through the creation of a
superhero of their own. Pronunciation will be assessed as students share information
about the abilities of their superheroes. Reading comprehension will be assessed through
a written exercise where students infer information from a chart and write about what
they have read.
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 10’
Purpose: to brainstorm vocabulary related to superpowers
In order to brainstorm superheroes, I will ask students ‘What are you favourite superheroes?’.As
students make their contributions, I will stick on the board the following pictures:
1 https://www.pinterest.com/explore/superhero-logos/
2
http://perfectspiral.co.uk/superhero-templates/
3
http://mitofago.com.mx/nota/arte-animacion/7-razones-superman-apesta
http://luishenriquerc.deviantart.com/art/Wally-West-The-Flash-66473125
http://marvel.wikia.com/wiki/Peter_Parker_(Earth-96283)

3. I will elicit the name of these superheroes: Batman, Spiderman, the Flash, Wonder Woman and
Superman. Then, I will ask ‘Do you recognise thesesuperheroes? What are their superpowers? What can
they do?’ Students will probably answer in L1, so I will provide their equivalents in L2 on demand
and I will add some others, for instance:
• See through walls (X-Ray Vision)
• Super Strength
• Run fast
• Climb buildings
• Jump high
• Fly
• Stop bullets
I will list the information on the right side of the logos. Then I will ask ‘Who can fly?’ EA ‘Superman’
T ‘Great, Superman can fly’ and I will right his name next to fly. Each time I ask the questions, I will
emphasise can.
Once the list has its name next to each ability, I will ask ‘Can the Flash fly?’ in order to elicit short
answers Yes, he can / No, he can’t. Then I will write on the board two questions with their answers:
- Can Superman fly?
- Yes, he can.
- Can Spiderman stop bullets?
- No, he can’t
I will ask students to copy the information about the superheroes and the questions and answers.
Transition: Great. Let’s keep working with superheroes.
Activity 1 20’
Purpose: to infer information about superheroes and write about their abilities (superpowers)
I will distribute the following chart, all its cell will be blank as follows:
What can they do?
Fly
Climb buildings
Lift heavy things
Run fast
Throw webs
Go back in time
I will tell students ‘This is a superhero chart, can you help mecomplete it?’ EA ‘Yes’ T ‘Good, thank you.
Tell me, can the Flash fly?’ EA ‘No’ T ‘You’re right, he can’t fly. So, in this cell you will write an X’ and I
will write an X on the board, I will go on with Spiderman and Superman ‘So, Superman can fly,
right? So in this cell you’re going to write a tick’ and I will write a tick on the wall.
I will ask students to complete the rest of the chart and I will clarify vocabulary if it did not come
out during the brainstorming (e.g. throw webs) ‘Please, complete the rest of the chart according to each

4. superhero superpowers’, this will take them less than a minute but I assume they will start discussing
about their abilities so I will call the activity off right after the allotted time.
I will go on saying ‘So, Superman can fly, am I right?’ EA ‘Yes’ and I will write this sentence on the
wall. T ‘What about throwing webs, can Superman throw webs? EA ‘No, he can’t’ T ‘Ok, Superman can’t
throw webs’ and I will write this sentence on the board. T ‘Who can run fast?’ EA ‘Superman, theFlash
and Spiderman’ and I will write on the board ‘Superman, the Flash and Spiderman can run fast’
I will ask students ‘Good. We’re going to work in pairs, now. Each pair will look at the chart and
write sentences about these superheroes, like these ones’ and I will point to the sentences on the
board. T ‘Write two sentences about what the superhero can do and one about whathe can’t do’ I will write
on the board the following questions as instructions:
What can Superman / the Flash / Spiderman do?
What can’t Superman / the Flash / Spiderman do?
As students work, I will monitor and correct their productions. As a follow up, we will discuss
orally their abilities; I will encourage students to use the structure can/can’t when describing the
superheroes.
Transition: Very well, everyone! We will continue to work in pairs for our next activity
Activity 3 10’
Purpose: to practice structure ‘Can you…?’ by role playing
I will tell students ‘We are going to play a guessing game. I am going to give you a picture of one these
superheroes and you haveto pretend you are him. With your partner, you have to ask each other questions in
order to guess who he or sheis’ I will demonstrate the task by holding a picture myself. ‘Here I have a
picture of a superhero, you have to ask me about my superpowers. How can you ask me about my
superpowers?’ I will elicit the structure ‘Can you…?’ but if it does not come out I will provide it. I
will tell students ‘You need to use the vocabulary we’ve seen of superpowers, for instance ‘Can you fly?’’
and I will provide short answers ‘Yes, I can / No, I can’t’ until they guess who my character is. I will
distribute students the following pictures, one for each4:
Transition: Very well, everyone! Now, for our next activity, we are going to be creative
Activity 4 25’
Purpose: to integrate content by creating a superhero
4
Captions arranged using http://bighugelabs.com/captioner.php

5. In order to begin this little project, I will tell students ‘Good. Now it’s time to create our own
superheroes. To do so, we’re going to work in groups of three, so please decide who you’re going to work
with.’
Once students are grouped, I will distribute the following worksheet per group:
What are his or her superpowers? Choose 4 abilities
Run fast Talk to animals
Walk on water Breathe underwater
Stop bullets Go back in time
See through walls Lift heavy things
Fly Teleport
Shape shift Be invisible
Super stretch Climb buildings
I will ask students to read the information with me ‘First, we need to decide is our superhero a
man or a woman? So choose and tick the right square here on the top. Then, we have superpowers,
let’s read them.’ As we go through them, I will explain new vocabulary by providing
examples, for instance ‘The girl from Fantastic 4 can be invisible, Aquaman can breathe
underwater’
T ‘Superheroes have secret identities, right? We need to decide what our superhero’s secret identity
is. Here is a list of possibilities but you can decide on a different one’
T ‘Where is your superhero from? Is he or she from another planet? Which planet? You can invent
a planet if you want. Is he or she from Earth? Which country is he or she from? What about special
weapons? Has she or he got a shield to protect himself or herself? Or a cape? You can think of
another alternative as well. And last, what is his or her name? This information is very important.’
I will grant students 3 or 4 minutes to decide their superheroes’ characteristics. I will walk around
the classroom in case they have doubts or need any vocabulary they do not know.
Once each group has finished, I will distribute the following worksheets according to the gender of
their choice:
What is hisor her secret identity?
Reporter
Scientist
Singer
Sports player
Actor / Actress
Dancer
Other?
Where is he or she from?
Another planet?
Country?
Has he or she got any weapons?
Shield Sword
Cape Other?
Our
Superhero
Female?
Male?
Name:

6. My secret identity is
…………………….Hi! My name is
………….. and I am
from ……………..
I can
……………………
……………………
……………………
…………………..
I can’t
……………………
……………………
……………………
…………………..

7. My secret identity is
…………………….Hi! My name is
………….. and I am
from ……………..
I can
……………………
……………………
……………………
…………………..
I can’t
……………………
……………………
……………………
…………………..

8. After handing out the worksheets I will tell students ‘Before drawing and designing our superhero,
were are going to complete thespeech bubbles’ I am going to point to each of them and ask them ‘What
information are you going to write here, where it says‘Hi! My name is…’ EA ‘Name’ T ‘Good. Your write
here his or her name. Then you have other speech bubbles: secret identity, I can and I can’t’ To fill in this
information, go back to your superhero’s characteristics.’
I will assist each group with the information they need to complete their bubbles, I will go on
asking ‘What can your superhero do? Where is she/he from?’ in order to elicit information in L2.
Once everybody’s finished, I will allow them to draw and paint on their superheroes’ templates.
Activity 5 15’
Purpose: to talk about theirsuperheroes and organise a contest to decide on the most amazing superhero
I will ask students to give their productions and I will stick them on the board. I will ask each
group to tell me about their superhero, if necessary I will help them asking ‘What’s his/her name?
What’s his/her secret identity?’ I will praise everyone for their good work and say ‘Now, we are
going to decide who the most amazing superhero is. We are going to vote!’
I will ask each student ‘Who’s your favourite superhero?’ As they answer, I will assign a point to each
one and the winners will share a prize of candies & lollipops.
Closure
As this is my last lesson, I will probably address them in L1. I will thank the L2 teacher and the
students for granting the opportunity to work with them. I will also tell them it has been a
pleasure teaching English to them and congratulate them for all the hard work they have done
during our lessons together.