School: Ignacio Manuel Altamirano Basilio Grade: 6th

Teachers´ name: Group: U

Formative field: Languages Discipline: English Cycle: 3 School year 2023-2024

Module 3: It´s my life! Subsidiary aim: To learn the plural forms in

nouns.

Main aim: To learn casual clothes Student´s level: Beginners A.1.1

Contenidos
Content: Objective: Activity: Timing:

Warm-up - Draw Ss´ attention to the slides

To introduce the - Ask Ss to guess what the lesson will be
topic about
- Elicit answers

1. Vocabulary
1. 1. Vocabulary 5 min
t-shirt, skirt, dress, shirt, To introduce casual - Ask Ss to look at the pictures
blouse, jeans, jacket, socks, clothes - Ask them to repeat the vocabulary
shoes and shorts. - Present again the words but now ask Ss
to guess the words.

2. Read
2. Functions & grammar 2. - Play the ´Wheelofnames´ to choose a
To describe what name
Present continuous some famous artists - Ask the student to describe what the
Be + wearing are wearing today. famous artist is wearing today.
-Elicit answers if neccesary
Personal pronouns -Play the ´Wheelofnames´ to choose a 5 min
name and continue with following
descriptions

3. Vocabulary 3. 3. Vocabulary
To give Ss additional - Draw Ss attention to the following
Word Search practice about the activity 5 min
topic - Elicit ideas
- Ask Ss to make teams of four and ask
them to complete the activity
 - Check answers together

4. 4. Activity
4. Functions & vocabulary To assess students - Give Ss additional practice about the 5 min
Kahoot activity about the topic lesson with a online activity called
Kahoot.
- Ask them to choose the best option
- Review the answers and give feedback

Anticipated problems Possible solutions Timetable fit Materials

Whiteboard
To present the plural Laptop
Internet connection Test internet connection
endings nouns Speakers
Web tools

Homework Assessment

Write sentences about their personal daily routine Kahoot activity

 REFLECTION
A lesson plan shows as teacher techniques and activities that fit into the lesson as a
whole, it assumes that teachers are already familiar with basic techniques for
presentation, practice and using texts. As a teacher we need to be clear the aim of
the lesson, what new language the lesson contains, the main stages of the lesson
(how divides into different activities).

It is always important to see what the general aim of the lesson is, A lesson may
focus on:

A particular topic: so the aim of the lesson may be “ to learn the names of the colors”
or “to practice language for buying clothes”

A particular structure: so the aim of the lesson may be “ to describe actions using
the present continouos tense” or “to practice going to” fo talking about future plans

A skill: so the aim of the lesson may be “ to understand instructions for using a
machine” or “ to express opinions freely in english about marriage, (listening and
speaking)

Language: it is important for the teacher to know exactly what language will be taught
in the lesson. Most of the lessons introduce either new vocabulary or a new structure,
or both

New vocabulary: the teacher should decide which words need to be practiced and
which only need to be practiced briefly mentioned

Structure: if a new structure is introduced in the lesson, it will need to be presented

carefully and practiced. The teacher should also be aware of any structures which
are practiced in the lesson, but which were introduced in earlier lessons,

Skils: the teacher needs to be aware of what skills will be developed in the lesson:
speaking, listening, reading and writing, if posible the lesson should include practice
of more that one skill, this Will increase the variety and interest of the lesson.
Stages of the lesson

Any lesson we teach naturally divides into different stages of activity, for example, at
one stage in the lesson, the class may be listening to a dialogue, at another stage,
the teacher may be explaining new words and writing them on the board, at another
stage students may be doing some oral practice. It is much easier to plan the details
of a lesson if we think in terms of separate stages rather that trying to think of the
lesson as a whole.

Teacher may focus on the main stages of activity, not on particular activities and
techniques example: asking questions on a text.

Presentation, practice, production, Reading, listening and review