This lesson plan is for a first grade English class focusing on family vocabulary. The teacher will lead the students in singing songs to greet each other and transition between activities. They will then watch a video that introduces vocabulary like mum, dad, brother, and sister through examples of families. Students will practice the vocabulary by counting family members and repeating the words. Finally, the teacher will show photos of her own family and have students share the names of their family members.

1. Lesson Plan Five
Alumno Residente:Cintia Beramendi
Período de Práctica: 1, Nivel Inicial
Institución Educativa: Escuela de Educación Inicial y Primaria (UNS)
Dirección: 11 de Abril 445
Sala / Grado / Año - sección: 1er grado
Cantidad de alumnos: 26
Nivel lingüístico del curso: Inicial
Tipo de Planificación: clase
Unidad Temática: Mi Familia
Clase Nº: 5
Fecha: 2 de Junio de 2015
Hora: 8.45 a 9.05 hs
Duración de la clase: 20 minutos
Fecha de primera entrega: 28 de Mayo de 2015
Teaching points: Mi Familia
Aims or goals:
During this lesson, learners will be able to:

2.  Recognize simple questions such as “What’s your name? “What’s your mum’s
name?”
 Follow simple commands such as “Stand up” and “turn around”.
 Recognize new vocabulary related to Family members
 Use the foreign language by participating in different activities.
Language focus:
Lexis Function Structure Pronunciation
Revision Numbers: 1, 2,
3, 4,5,6.
Action verbs:
stamp your feet,
stand up, sit
down, clap your
hands.
Follow simple
commands:
stand up, sit
down, clap your
hands, touch
your head.
Identify
numbers
students know.
Quantify
(identify how
many dogs
there are).
Recognition
and production
of Wh questions
in the simple
present: “what’s
your name?”
I’m ____
“How many
dogs can you
see?” six.
Production of
/i:/ through
repetition as in
feet.
New Vocabulary
related to family
members:
Mum, dad,
brother, sister,
granny, family.
Action verbs:
turn around.
Identify family
members.
Recognition of
affirmative
sentences in
the simple
present: This is
my mum.
Production
of the / ʌ/
sound as in
mum
through
repetition.
Teaching approach: Communicative Approach.
Integration of skills: Speaking and listening skills will be integrated in the lesson since
students will listen to a song they’ve already known, and sing it; and also they’ll watch a
video in order to recognize family members and be able to introduce them by saying their
mum’s name for instance.
Materials and resources: DVD, DVD player, TV, photos, a small speaker with USB entry
for students to listen to a song while walking to the library.
Pedagogical use of ICT in class or at home: In this lesson, students will listen to a song
and they’ll watch a video in the foreign language in which a boy and a girl introduce the
topic , so students will listen to authentic material, and the real use of English.

3. In case the devices don’t work, I’ll record the song on a pen drive and use the small
speaker; and for the video; I’ll use the computer available in the classroom.
Seating arrangement: students will be sitting in groups of 4 or 5 and standing up when
acting the song. This lesson we will work in the library.
Possible problems / difficulties and their possible solutions during the class:
Students may become a bit excited when walking to the library, so the teacher will ask
them to be quiet and sing the song they’ve already know while walking in a queue.
Classroom management strategies:
As students will work outside their classroom and it is the first time for them to go out of it,
they may be motivated. Besides, students will have to perform different actions with a song
and the video too, and also introduce their family members so they may be engaged in the
activities and interested in them.
Potential problems students may have with the language:
Students may have problems in understanding what “What’s your mum’s (dad’s) name?”
so I’ll show them a photo of my mum or dad and say “this is my mum, her name is Sandra;
what’s your mum’s name?” Besides, students may have problems in understanding what a
dog family is, so I’ll try to exemplify as much as possible stopping the video when
necessary and miming and exemplifying as much as possible.
Assessment:
Students will be assessed individually when the teacher asks specific questions and in
groups when collaborating and participating along the activities.
Procedures:
Routine and warm up: 7 minutes
Purpose: To greet students and let them know that the lesson has started.
I’ll enter the classroom and say “Hello kids” and play our “Hello” song.
The song is from the course book they are working with “English Adventure” starter A.
Hello! Hello!
Hello! Hello!
Hello! Hello!

4. Hello to you.
(repeated twice)
Then, I’ll say that we are going to work in the library, so I’ll say “please kids, I need you to
be quiet and line up! Very good! Now quietly walk with me and let’s go to the library.
Meanwhile we will listen to and sing a song, ok?” We’ll leave the classroom listening (on
my small speaker) to the following song that students already know, that is from the
coursebook “English Adventure, starter A”
1,2,3,4,5
Touch your head along with me
1,2,3,4,5
Touch your head along with me
1,2,3,4,5
Clap your hands along with me
1,2,3,4,5
Clap your hands along with me
1,2,3,4,5
Stamp your feet along with me
1,2,3,4,5
Stamp your feet along with me
Once we are in the library I’ll continue with the other part of the routine. I’ll throw a soft ball
to one of the students and say “I’m Cintia, What’s your name?” and the student will say
“I’m ____” I’ll do this with different students. “Very good! Now please stand up! And dance!
(I’ll play the song we’ve just listened again for students to do the actions while revising
previous knowledge).
Transition: Good kids! Now, let’s watch a video!!
Presentation:7 minutes
Purpose: To introduce new structures and vocabulary in a meaningful context.
In order to present the new vocabulary and structures, students will watch a video from the
coursebook “English Adventure” starter A. In the video there are two children performing

5. different actions and it also introduces the dog family from “the lady and the tramp”. After
that, they also introduce their own families.
The video is named “stand up, sit down!. The dialogues from the video are:
Lucy: Hello! I’m Lucy! Watch! (she mimes ted) (Ted stands up and then sits down and
Lucy mimes him)
Lucy: sit down! Stand up! Stamp your feet!
Lucy and Ted sing a chant:
sit down! Stand up! Clap your hands!
sit down! Stand up! Turn around!
sit down! Stand up! Stamp your feet!
sit down! Stand up! Clap, turn, stamp
clap, turn, stamp!
Lucy: Hello Ted!
Ted: Hello Lucy! I’m Ted.
Lucy: and I’m Lucy (watching to the camera)
Lucy and Ted: Hello!
Ted: Look! (watching on the TV the family dog). One, two, three, four, five, six.
Lucy: Watch!
Ted: It’s a dog Family!
Lucy: mum and dad; and one, two, three sisters; and one brother, Scamp! Hello!
Ted: How many sisters can you see?
Lucy: I can see three sisters.
Ted: and mum, and one brother.
Lucy: yes, the brother is Scamp! It’s Scamp and his dad. Be careful!. What is it?
Ted: it’s a bath! It’s bath time!
Lucy: Look! What is it?
Ted: it’s a ball!
Lucy: yes, it’s a ball!
Ted: oh no! Look at Scamp’s feet!
Lucy: oh! Scamp!
(finish cartoon scenes)
Lucy (to Ted): wow! A dog family!
(Now, looking at a screen on the wall)

6. Ted: This is my family!
Lucy: And this is my family! My mum, dad, brother, granny, and sister. One, two, three,
four, five. Who are they? (Looking at another screen)
Ted: My mum, granny, and two sisters. One, two, three, four.
(looking at another screen)
Lucy: ey! What’s that?
Ted: who are they?
Lucy: is this a family?
Ted: yes, it’s a family!
Lucy: who’s that?
Ted: it’s granddad!
Lucy: and Dad!
Ted: brother!
Lucy: mum and sister!
Ted: and granny.
Lucy: what’s that?
Ted: it’s a bird!
Lucy: one, two, three, four, five, six.
Ted: Brother,
Lucy: mum,
Ted: sister,
Lucy: Dad,
Ted: granddad and granny.
Lucy and Ted: it’s a family!
Lucy: Ted!
Ted: yes!
Lucy: stand up, please!, sit down!
Ted: stand up!
Lucy and Ted: clap your hands!
Ted: (looking at the camera) Come on!
Lucy and Ted:
sit down! Stand up! Clap your hands!
sit down! Stand up! Turn around!
sit down! Stand up! Stamp your feet!
sit down! Stand up! Clap, turn, stamp

7. clap, turn, stamp!
Lucy and Ted, (looking at the camera): Goodbye!
Transition: Ok kids, let’s continue!
Activity 1: 5 minutes
Purpose: to recognize the vocabulary and structures presented in a meaningful context.
After watching the video, I’ll play it again but this time I’ll stop it in different scenes for
students to recognize and repeat the new structures and vocabulary. I’ll ask them to stand
up and sing the chant Lucy and Ted sing, and also I’ll ask them to help me count how
many dogs there are in the video; as well as to repeat different family members as they
appear in the video. So, I’ll say “Stand up, please!” Listen, sing with Ted and Lucy and do
the actions, ok?” (miming) I’ll play that part of the video. Then, as the video continues I’ll
ask different questions. “Look, How many dogs can you see?” “one, two.. SS: three, four,
five, six”. T: very good! Now, repeat! (as the video shows the dog family) Mum SS: Mum;
T: Dad, SS: Dad (and so on).
Transition: Excellent job kids!
Activity 2: this activity may last between 5 and 7 minutes. However, if we do not have
time to do it, we’ll do it the following class. The same if we have 2 minutes; I’ll start with
this activity but continue the next class.
Purpose: to recognize the new vocabulary and structures and use them communicatively.
I’ll say to students “And this is my family; my mum (showing a photo of her); my dad
(showing his photo); and my brother! (also showing his photo). Then, I’ll take the soft ball
we always use at the beginning of the class and throw it to one student and say “My
mum’s name is Sandra” (showing my mum’s photo) “what’s your mum’s name?” (miming
with my photo to help the student understand me). SS: Maria! T: Excellent! (I’ll do the
same with different students).
Closure: 1 minute!
Now it’s time to say goodbye! (I’ll sing while we walk back to the classroom)
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye! Goodbye!

8. Goodbye, everyone!
Materials:
We will work with the songs and video from the coursebook “English Adventure Stater A”
Unit 2; a soft ball; and I’ll take photos of my mum, dad and brother.
The photos are: