Lesson Plan 2

Lesson Plan Number 2

School: School Number 6

Timetable: Friday 13:15-14:00 / 14:00-14:45

Docente co-formador: Ana Gómez

Class: 4C/4D

Level: Elementary

Time: 40 Minutes per Course

Language Exponents: Vocabulary-Family-has got

Language Skills: Reading-Writing-Speaking

Aims:

·        Be able to recognize and name family members vocabulary.

·        Describe and talk about their families.

·        Make use not only of the have-got, but also of the “has got” grammatical constructions for descriptive purposes.

Personal Aims: We want to see how well students perceive us as new teachers. Also, observing how children respond to our tasks and teaching style is another interesting aim.

·        Toassess students’ engagement and motivation through their participation in tasks.

Contents

Family members. Personal pronouns (he, she, I). Have/has got. Descriptive vocabulary.

Lexis

Provide learners with basic vocabulary regarding FAMILY MEMBERS – such as mother, father, child, baby, sister, brother, grandmother and grandfather-, so that they can get acquainted with this new topic.

Structures:

·        Have got/has got.

·        Pronouns: he and she.

Materials: Photocopies provided to the students- Blackboard- students’ notebooks.

Procedures: Teaching strategies

Warm up: Activity 1:

Firstly, in order to go over the content taught the previous class, the trainees will start with questions related to family members’ vocabulary so as to start with the lesson.

Activity 2:

Secondly, the trainees will show the students a song called “Fingers family”. They will reproduce it once before the planned activities. The trainees will provide the students a paper with the lyrics and the students will complete them, on the board will be written the missing words.

__________ finger, __________ finger where are you?  Here I am. Here I am. How do you do? __________ finger, __________ finger where are you?  Here I am. Here I am. How do you do? __________ finger, __________ finger where are you?  Here I am. Here I am. How do you do? __________ finger, __________ finger where are you?  Here I am. Here I am. How do you do? __________ finger, __________ finger where are you?  Here I am. Here I am. How do you do?

Activity 3:

Five students will go to the front and will represent the finger family.

Activity 4:

The students will draw their hand’s outline in which will represent the song’s finger family.

Alternative activity 1:

Alternative homework:

For Next Class (7 days available to perform the activity at home), students will be asked to write the names of the family members in the piece of sheet provided by the teachers. This activity will be linked to any of the next-lesson activities related to “have/has got and “he/she that will be later developed.