This lesson plan is for a 6th grade Spanish class about the Scout movement. The goals are for students to understand the importance of achieving objectives, learn vocabulary related to activities like "go" and "do", and talk about Scouts. The lesson includes introducing Scouts, a listening activity to match names and activities, an activity where students guess badge meanings in pairs, a speaking activity asking yes/no questions about a Scout, and designing their own badge to present. Students will complete an activity book homework about Scouts.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Gilda Bosso
Período de Práctica: PrimariaSa
Institución Educativa: Sagrado Corazón
Dirección: Obrero Argentino 86 – Neuquén Capital
Sala / Grado / Año - sección: 6to grado A
Cantidad de alumnos: 24
Nivel lingüístico del curso: elemental
Tipo de Planificación: clase
Unidad Temática: 1
Clase Nº: 2
Fecha: 16 de Junio de 2017
Hora: 10:00 a 11:20
Duración de la clase: 80 minutos
Fecha de entrega: 15 de Junio de 2017
Aims or goals:
During this lesson, learners will be able to:
a) understand the importance of achieving objectives and improving specific skills.
b) learn and use vocabulary related to hot verbs (go and do)
c) talk about the Scout movement.
Teaching points: The Scouts
Language focus:
Revision Functions Lexis Structures Pronunciation
 Making
questions and short
answers about
hobbies / activities
 Expressing
guesses about
badges and activities
 Agreeing and
disagreeing
Does (your scout)
go sailing?
Yes, (s)he does.
No, (s)he doesn’t
I think this badge is
for (cooking)
What about you?
New  Vocabulary
related to after
school activities /
hobbies
 Vocabulary
related to Scouts
(badge – motto –
be prepared – to
belong)

2. • Teaching approach or combination of methods / approaches: Communicative Approach
• Integration of skills: Listening and speaking skills will be integrated.
• Materials and resources:
- Course book: Wonder 5 – Richmond – Unit 1 Lesson 5 – Culture
- Plataforma Santillana Compartir: https://lms30.santillanacompartir.com/login/compartir
- Wonder 5 - Student’s book and activity book.
- Laptop and projector (there’s one in each classroom)
• Pedagogical use of ICT in class or at home: As they have Santillana Compartir in the
classroom I’ll use the resources available (audios, online st udent’s book and activity book).
• Seating arrangement: The desks are placed in an auditorium shape, in three rows. I’ll ask
them to work in pairs for some activities during the lesson.
• Assessment: Understanding will be assessed continuously through the lesson, keeping my
attention on students’ reaction to the activities, asking questions, asking them to tell me what
they have to do or if they understand and use the vocabulary related to the Scout movement
and its tenets.
Routine
Timing 10’
I’ll be at the door waiting for them to come from the break. I’ll say hello to each one and I’ll ask
them to sit on their chairs (Usually it takes 10 minutes, as it was observed). I hope to be able to
make it quicker. If it does happen I’ll have some games to do at the end of the lesson to adjust
the planning.
Lead-in
Purpose: Introduce / talk about what the Scouts are.
Timing 10’
I’ll ask students to tell me what they know about the Scouts. I’ll draw students’ attention to the
badges and coloured scarves, explaining the concept of Scout activity badges: the Scouts do
challenges in a chosen activity and are awarded a badge at that level.
Then, I’ll read the first part of the lesson on page 11 – student’s book. I’ll explain them any new
word they don’t know. It might be: belong to – motto – be prepared.

3. If they don’t know the verb “belong to” I’ll show them that they all belong to 6th grade. Then,
“motto” is a word or a sentence expressing the spirit or purpose of a person or organization, often
inscribed on a badge.
Tch: Do you know what a badge is?
I’ll take some badges with me to show them.
Teaching strategies: Explaining and showing. I’ll explain what a badge is, showing some badges I’ll
take with me.
Strategies to check new language comprehension: Asking questions, rephrasing questions to clarify
meaning.
Interaction patterns: Teacher - Students
Skills: Listening and Speaking
Resources: Some badges, a board, a marker, a laptop and access to Santillana Compartir online
platform. In case I don´t have Internet access, I’ll have a copy of the student’s page in a pdf file
with the picture I work on.
Transition: Ok, now let’s listen and say the names.
Presentation
Purpose: Introduce students to a listening activity to match the names with the activities
/hobbies.
Timing: 15’
I’ll ask students to look at the names and activities in the chart. I’ll read them aloud and check
students’ understanding. After that, I’ll explain the activity. They will listen to the audio file 1.9
and say the names.

4. Tapescript 1.9 Listen and say the names.
Narrator:
1) This person does sport and learns about the environment, but doesn’t go sailing. Who is it?
2) This person does sports and goes camping, but doesn’t learn about history. Who is it?
3) This person does cooking and learns about history, but doesn’t go camping. Who is it?
4) This person learns about the environment and goes sailing, but doesn’t do cooking. Who is it?
I’ll ask them to put their hand up if they know the answer. So, they will be checking in groups.
Transition: Ok, now let’s work in pairs!
Development
Activity #1
Purpose: Guessing the meaning of each badge, negotiating in pairs.
Timing: 10’
I’ll explain the students that they will have some time to look at the badges on exercise 2 and
decide which scout activity challenge they represent. Target language: expressing opinion and
agree or disagree.
I’ll show them how to perform the activity first. I’ll ask one volunteer to help me.
Tch: I think this badge is for cooking. What about you?
Helper: I agree. / I don’t agree.
Then, I’ll give them some time to work in pairs. I’ll be walking around to monitor their
negotiation.
Activity #2
Purpose: Speaking about a third person’s activities.
Timing: 15’
I’ll explain the students that they will play a game. They will have to choose a Scout and their
partner has to guess which one it is by asking yes / no questions. I’ll provide some examples
helped by a volunteer and I’ll check if they understand how to make the questions, monitoring the
correct use of Present Simple structures.
This activity will provide opportunity to check students’ comprehension and to practise speaking
skills, answering the questions as well.

5. Activity #3
Purpose: Creating their own badge and explaining the challenge to be awarded with it.
Timing: 15’
I’ll provide the students with some empty cardboard badges for themselves depicting an activity
they feel they excel or have valuable experience of. They also have to think about the challenge
they have to achieve to get that award.
Tch: Ok guys, now it is your turn to design your own badge. Think about an activity you are good
at or it is important for you. Let’s make it on a cardboard badge, you can write or draw on it, and
then you will tell the class what they have to do to be awarded with it, ok?
Transition: Now, let’s go to the activity book on page 9.
Closure
Homework
Timing: 5’
I’ll ask them to open the activity book on page 9 and I’ll ask them to complete activity #1 at
home. I’ll ask them to explain what they have to do, and if they don’t get it I’ll explain it. But, I
strongly believe they will be able to understand it easily.

6. Tch: Ok, now let’s put your books away and let’s get ready for your next lesson.
• To be completed by your tutors:
Lesson plan
component
Excellent
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Very
Good
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Good
3
Acceptabl
e
2
Below
Standard
1
Visual
organization
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Coherence
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sequencing
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Variety of
resources –
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styles
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Stages and
activities
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Teaching
strategies
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Language
accuracy
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Observations Lovely lesson!