Lesson Plan 5

Lesson plan N5

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-SHE/HE is

 Language Skills: Reading-Writing-Speaking-listening

Aims:

·         Be able to recognize and name family members vocabulary.

·         Describe and talk about new families.

·         Recognize and make use not only of the personal pronouns SHE & HE, but also the verb to be required for their conjugation.

Personal Aims: Observing how children respond to our tasks concerning basic reading and listening comprehension for imitation.

·         To assess students’ engagement and motivation through their participation in tasks introducing activities that combine vocabulary, as well as different macro-skills.

Contents

Family members. Personal pronouns (he, she, I) and the verb to be. Descriptive vocabulary.

Lexis

Reinforce learners 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:

·         SHE is/HE is.

·         Pronouns: HE and SHE.

·         Grammatical construction concerning possession.

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

Procedures: Teaching strategies

Activity One-Video Session Comprehension

Link to Video: https://www.youtube.com/watch?v=T3nqmGgnJe8

1-      The family lives in… a)      Paris    b) Transylvania  c) Buenos Aires

2) Dracula is… a) Tom’s Fathers   2) Tom’s Grandfather    3) Tom’s Brother

3) Mavis is… a) Tom’s mother   b) Tom’s grandfather   c) Tom’s sister

4) Denis and Mavis are… a)      Brother and Mother   b) Mother and Son   c) Uncle and Grandmother

5) The monster family lives in a)      A castle  b) a house   c) a  supermarket

Activity Two-Family and Monsters description

This activity require students to choose TWO family members of the family depicted in the short movie to describe them by making use of not only descriptive vocabulary, but also body’s part and the correspondent grammatical constructions HAS GOT/HAS NOT GOT plus verb to be IS for positive and negative description.

Before the development of the activity, teachers will spend around 4 minutes to revise specific vocabulary orally for children to get acquainted with it.

Sample Activity

Big flashcards about the monster’s family will be glue on the board in case children find it necessary to appreciate members’ physical characteristics better.

Activity Three

The trainees will give students a funny word-search puzzle so as to foster vocabulary.

G				C			B	A	B	Y
	R	F		H					R
S		A		I					O
I		T	N	L					T	C
S		H		D					H	O
T		E			F				E	U
E		R				A			R	S
R							T			I
	M	O	T	H	E	R		H		N
									E
G	R	A	N	D	M	O	T	H	E	R