- The document outlines a lesson plan for a Spanish class focusing on different types of families. - The lesson plan includes aims, language focus, teaching approach, materials, activities, and assessment. - Students will learn about nuclear, single parent, blended, extended, and grandparent families through a PowerPoint presentation, worksheet exercises, and group project to describe the different family types represented in their classroom.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO PRACTICANTE: Ana Eccheri
Período de Práctica: Nivel Secundario
Institución Educativa: Francisco Pascasio Moreno
Dirección: Av. San Martín 2087 – El Bolsón – Río Negro
Grado: 1er año ‘C’
Cantidad de alumnos: 24
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: clase
Unidad Temática: La familia (diferentes tipos de familias)
Clase Nº: 2
Fecha: 2O/09/2018
Hora: 16.15 a 17.35 – 17.40 a 18.20
Duración de la clase: 120’
Fecha de primera entrega: 16/09/2018
‘’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’
• Teaching points: Different types of families - Use of have got and has got.
• Aims: During this lesson, learners will be able to…
- revise and recycle vocabulary related to the members of the immediate and the extended family.
- learn about different types of family structures.
- use the structure ‘have got/has got’ to talk about their own family units and the family units of
other people.
- develop their writing skills by describing different kinds of family units.

2. - develop their speaking, listening and communicative skills by participating in a project that
requires short oral exchanges.
• Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION
Members of the family:
grandmother, grandfather,
mother, father, son, daughter,
brother, sister, parents, uncle,
aunt, cousins siblings, children.
Possessive ‘s
Naming
family
members.
Describing
their
relationships.
I live -
she/he lives
I’ve got …..
She’s got….
He’s got ….
They’ve got
….
/ə/ (mother,
father. sister,
brother,
daughter)
NEW
Family types:
nuclear, single parent, blended,
extended, grandparent
Members of the family:
stepmother, stepfather.
stepbrother, stepsister,
grandchildren, grandson,
granddaughter
Naming
extended
family
members
Describing
different
types of
family units.
We’ve got….
/S/ (stepmother,
stepfather,
stepbrother,
stepsister)
•Teaching approach: The lesson is based on the Communicative Approach, following a PPP sequencing.
. Integration of skills: Students will be integrating the four language skills by listening to the
teacher’s instructions and questions, reading texts, answering questions and participating in oral
exchanges to elaborate a written project.
• Materials and resources: Computer, projector, a PowerPoint presentation, a set of worksheets
with the lesson's activities per student, printed chart templates, poster papers, markers.
• Pedagogical use of ICT in class: A PowerPoint presentation will provide the context for the
lesson’s teaching points at the presentation stage.

3. • Seating arrangement: Students will be sitting facing the board. At different points during the
lesson, they will be required to work in groups and to move their tables closer together to facilitate
communication and cooperation.
• Cooperative work: As a class, students will work individually and interact with the teacher. When
working in groups students will interact with one another other and with the teacher as well.
• Assessment: I will be constantly monitoring and evaluating students ‘performance and progress.
Learners’ comprehension will be assessed considering their learning styles, personalities and
personal abilities.
Routine - 3’:
T enters the classroom and greets the children by saying ‘ Good afternoon, how are you today?’
SA: ‘Hello! We are fine, and you?’ TA: ‘I’m fine and happy to see you again!
Lead-in or Warm-up - 15’ :
Purpose: To provide a context to introduce the new teaching points.
First, T shows students the first slide of the PowerPoint presentation and asks:
‘Which statement do you think is true and which one is false?’
a) There is only one family type made up of a mother, a father and their child or
children.
b) There are a lot of different family types.
T: reads the statements a) and b) and checks comprehension. If necessary, she further explains the
statements’ meaning.
Then, T asks students to raise their hands and to take turns to share their answers.

4. SA: ‘b is true and a is false’
T: ‘Why?’
SA: ‘There are different types of families’
T: ‘That’s right! ‘
Then, while showing students the first two slides T tells students:
‘Yes!, there are different types of families! As you can see in the pictures families are very diverse,
there are a lot of different types of families and family units’.

5. Subsequently, T tells students: ‘Let’s find out about some family types we may be very familiar with!’
As T goes through the slides, she highlights the pronunciation of each family type and also the new
family members asking students to repeat after her.
Family Types
Nuclear family
Two parents + child/children
Single parent family
One parent + child/children
Granparent family
One grandparent / two granparents + child/children

6. Extended family
Parents + child/children + relatives ( grandparent(s)/ aunt(s)/ uncle(s)/ cousin(s) )
Blended family
Mother/ father + stepmother/stepfather + child/children
Transition: T points to each family picture and says: ‘ Nuclear, single parent, grandparent, blended
and extended families are unique and special in their own way!

7. Development: 50’
Purpose: To check comprehension and to practice the new teaching points:
T gives each student a set of worksheets containing the lesson’s activities.
Activity 1:
Write the information in the blanks, using the words below:
Blended Single parent Nuclear Grandparent Extended family
1) _______: A family made of two parents and their biological or adopted children living
together.
2) ______ ______: A family made of one parent and a child or children living in the same
house.
3) ____________: A family made of grandparents living with their grandchild or
grandchildren.
4) ________ ______: A three-generation family, grandparents, their children and
grandchildren living in the same house.
5) _______: A family made of two parents and their children from previous marriages living
together.
Activity 2:
Circle the correct words:
1) Your stepfather’s daughter is your stepsister/ stepdaughter.
2) I live with my mother and her new husband, he is my stepfather/ stepdaughter.
3) My stepmother has got a son, he is my stepson/stepbrother.
4) You and your siblings are your grandparent's grandchild/grandchildren.
5) My grandmother has got only one grandchildren/ grandchild.

8. 6) You are your father’s second wife´s stepdaughter/ daughter.
Activity 3:
a) Read about what Annie and some other kids say about their families:
 My biological parents are divorced, now I live with my mother, my stepfather and my
stepsister. Annie
 We live on a farm with our grandparents, we have a lot of chickens and ducks. Brian and
Andy
 My sister Cindy and I live with our father in a small house, we like to go skating together.
Juan
 I live with my parents, my three siblings, my grandfather, my mother’s brother and his two
daughters. Tina
 I live in an apartment with my parents, we have a pet cat. Liza
 I live with my stepbrother Miguel, my father and my stepmother. Rodrigo
b) Complete the following sentences choosing the right options, then write the
corresponding family type.

9. While students are working on the activities, T walks around their tables answering questions and
providing help only when it is required.
Once the allotted time has concluded, T and students check the answers together orally.
Transition: Well done kids! Now you will talk about your family and your classmate's families as
well!
Activity 4: 40’
a) T divides students into four groups of six students each.
T: gives each student the following card and gives them a couple of minutes to complete them.
I’m………………………….
I live with my…………..
.

10. b) Subsequently, T. asks each group to collect their cards and interchange them with one of
the opposite groups.
With the information given in the cards each group has to complete a chart template as the one
below:
T provides an example on the board:
Student’s name Whom the student lives with? Type of family the student has got
Oriana She lives with her mother and
sister.
She’s got a single parent family
c) After the four groups had finished with their tasks, T hangs an enlarged version of the
following chart on the board and asks all groups to come together to the front.
They are asked to exchange with each other the information they have collected and with it
complete the table.
-To check comprehension, T provides some examples on the board and asks students to help
her to complete them
Student’s name/students’ names Type of families they have got
Lucia, Tomas and Benjamin …………… extended families
Matias ………………grandparent family
d) After students filled the chart with the information they have collected, T gives them a

11. blank poster paper titled ‘Family Diversity in Our Classroom’ along with the following
instructions:
1) Below the title stick all the cards you have written on the activity’s stage a).
2) Under the cards’ arrangement, write a text providing the number of each of the different
family types you have got in your classroom and any other statement you may like to add
using the structure ‘we have got’.
T provides the students with some examples before they start their work:
*In our classroom we’ve got 3 blended families,………………., ……………….., and …………………..
*Have you got family diversity in your classroom?
Family Diversity in Our Classroom
*In our classroom …….
*We ………….. different family types in our
classroom!
Once students have finished with their collaborative production, T tells students:
‘You have surely got a great deal of family diversity in your classroom!’
‘As you can see, there are a lot of different types of families, each type is unique and special in its

12. own way!’
T asks students if they would like to hang their poster on one of the classroom walls and
congratulates them for their commitment and hard work.
Homework: 4’
T. reads the homework instructions and tells students that on the following class she will invite
them to read their texts to find out more about the different family units that El Bolson has got.
a) Think about the families of two or three neighbours or friends you have outside the
classroom and write a short text describing their families.
b) What type of families have they got?
Closure:3’
I will congratulate all students and show them my appreciation for the effort and dedication they
have shown while working on their tasks.
Finally, I will say: ‘ Goodbye! See you next Thursday! Have a great evening!’
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
Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:_29___ /30
Great lesson!You´ve scaffolded all stages. Well done!

13. I hope studentswill be willingtodescribe theirfamilyunits.
Have a greattime. 