LESSON PLAN N

Trainee: Torres, Pasetto, Maidana

CONTENTS

Date:04/10/15
School: Public School
Course: 3th grade
Stage of Proficiency: 2 years of instruction
Number of students: 20

STEP

Warm-up

TIME

CONTENT & SKILL

Listening &
Speaking.

OBJECTIVES: By the end of the class students will be able to talk

about their abilities.
CONCEPTUAL
PROCEDURAL
Previous Knowledge:
- Singing
Vocabulary: jump, run, swim, hop, stomp my
- Miming
feet, turn around, fly, ride a bike.
- Shouting
Pronouns: she, he, I.
- Whispering- Doing actions
Passive Language: What can you do?
Input: Structure: Can you? I can
What can you do?
Function: Talking about abilities.
ATTITUDINAL: Respecting others
Accepting that people can be bad at some abilities and that that isnt bad.

TEACHERS WORDS & ACTIONS

T: Plays Hello song and sings along with the

children.
T: Lets play a game!
T: Lays flashcards (of actions vocabulary seen last
class) face down on the ground and mix them up.
Quickly turns over one card for all to see and
shouts the action: Jump! She jumps and
everyone jumps for about two seconds. Then
turns over another card and everybody does the

LEARNERS ACTIONS & INTERACTIONS

L: Sing Hello song along with the

teacher.
L: Do the actions the teacher
shouts. Jump Fly Hop Ride a
bike.
L: Turn over two cards and shout
the action for their classmates to
imitate. Swim Turn around
L: Do the action the teacher shouts
but she doesnt show it to them.
Run Swim Stomp your feet.

same: Fly Hop Ride a bike

T: Calls a student to turn over another card and
shout the action for their classmates to imitate:
Swim
T: Calls another student to do the same: Turn
around
T: Picks up one card and doesnt show it to
anyone. Then, she looks at it and shouts the word
Run! and sees if everybody does the right action.
If not, helps them by doing the action.
T: Does the same with two other cards. Swim
Stomp your feet.
Presentatio
n

10

Listening &
Speaking.

T: Has all the students to sit down.

T: Pulls out the Jump flashcard and says I can
jump. Points to herself and nods her head. Then,
jumps and says I can jump again.
T: Does the same for the Swim flashcard.
T: Pulls out the Fly flashcard. Looks surprised and
shakes her head saying No. I cant fly. She
motions trying to fly but suddenly she falls to the
ground.
T: Asks a student Can you fly?. If he/she says
Yes, looks at her/him surprised and says No. No I
dont think so.
T: Pulls out the Stomp your feet flashcard and
says I can stomp my feet. Point to herself and

T: Sit down.
T: Answer the teacher questions:
Can you fly? Yes or No
Can you ride a bike? Yes or No.

nods her head. Then, stomps her feet and says I

can stomp my feet again.
T: Does the same for Hop and Turn around.
T: Pulls out the Ride a bike and says I cant ride
a bike and motions riding a bike but falling off.
T: Asks a student Can you ride a bike? motioning
riding a bike.

Practice I

10

Listening &
Speaking.

T: Sticks the flashcards on the board and points to

each other eliciting a substitution drill:
T: I can jump Repeat!
L: I can jump
T: Hop!
L: I can hop
T: Ride a bike!
L: I can ride a bike
T: Stomp my feet!
L: I can stomp my feet
T: Turn around!
L: I can turn around
T: Run!
L:I can run
T: Fly! I cant fly!
L: I cant fly.
T: Does the same but whispering and shouting for
each sentence.
T: I can hop (whispers)
L: I can hop (whisper)
T: I can swim (shouts)

L: Repeat what the teacher says

adding I can or I cant when
needed.
T: I can jump Repeat!
L: I can jump
T: Hop!
L: I can hop
T: Ride a bike!
L: I can ride a bike
T: Stomp my feet!
L: I can stomp my feet
T: Turn around!
L: I can turn around
T: Run!
L:I can run
T: Fly! I cant fly!
L: I cant fly.
L: Repeat the drills varying the
pitch of the voice.
T: I can hop (whispers)
L: I can hop (whisper)

L: I can swim (shout)

T: I can ride a bike (whispers)
L:I can ride a bike (whisper)
T: I can run (shouts)
T: I can run(shout)
T: I can stomp my feet (whispers)
L: I can stomp my feet (whispers)
T: I can jump (shouts)
L: I can jump (shout)
T: I cant fly (whispers)
L: I cant fly (whisper)
T: Grabs a flashcard from the board and moves it
very quickly so students can barely see it. She
asks: Can she run? Yes Can he jump? Yes
Can she fly? No Can he run? Yes.

Practice II

15

Listening &
Speaking.

T: Lets sing a song! The What can you do?

song. She sticks a poster of the actions of the
song on the board.
T: Plays the song and encourages students to sing
and do the actions with her as the song plays.
T: Plays the song again.

Practice III

Listening, Speaking T: Gives out worksheets and ask students to

& Reading.
choose whether the characters can do or not an
action.
T: Look! Can she jump? and then she makes a
smiley face.

T: I can swim (shouts)

L: I can swim (shout)
T: I can ride a bike (whispers)
L:I can ride a bike (whisper)
T: I can run (shouts)
T: I can run(shout)
T: I can stomp my feet (whispers)
L: I can stomp my feet (whispers)
T: I can jump (shouts)
L: I can jump (shout)
T: I cant fly (whispers)
L: I cant fly (whisper)

L: Answer the teachers questions:

Can she run? Yes
Can he jump? Yes
Can she fly? No
Can he run? Yes
L: Listen to the song, sing and do
the actions.
L: Listen to the song again.

L: Choose one of the two faces on

the worksheets according to the
boys and girls actions.
L: Answer to teachers clues:
T: Look! Can she jump? and then

L: Yes!
T: Can he fly? and then she makes a sad face. L:
No!

Production

10

Listening &
Speaking.

she makes a smiley face.

L: Yes!
T: Can he fly? and then she makes
a sad face. L: No!

For this, the worksheet has different boys and

girls doing things. Next to each of them, there is a
question Can she/he (verb)? and two faces: a
happy one and a sad one. The happy one
indicates CAN and the sad face indicates
CANT.
T: Gets students to sit down in a circle and reads
the I can story. As she goes through each page,
L: Sit in a circle.
she points to the pictures and elicits each key
L: Listen to the story and answer
word.
the teachers questions.
T: Is this a rabbit?
T: Is this a rabbit?
L: Yes
L: Yes
T: And here the rabbit says I
T: And here the rabbit says I can
can
L: Jump!
L: Jump!
T: (to students) Can you jump?
T: (to students) Can you jump?
L: Yes and they jump.
L: Yes and they jump.

What Can You Do?

(Each verse gets faster and faster)
Verse 1:
What can you do?
What can you do?
Can you jump?
I can jump!
Jump, jump, jump,
jump, jump, jump,
jump, jump, jump,
I can jump!
Can you run?
I can run!
Run, run, run,
run, run, run,
run, run, run,
I can run!
Verse 2:
What can you do?

What can you do?

Can you swim?
I can swim!
Swim, swim, swim,
swim, swim, swim,
swim, swim, swim,
I can swim!
Can you hop?
I can hop!
Hop, hop, hop,
hop, hop, hop,
hop, hop, hop,
I can hop!
Verse 3:
What can you do?
What can you do?
Can you stomp your feet?
I can stomp my feet!
Stomp, stomp, stomp,
stomp, stomp, stomp,
stomp, stomp, stomp,
I can stomp my feet!
Can you turn around?
I can turn around!
Turn, turn, turn,
turn, turn, turn,
turn, turn, turn,
I can turn
around!
Verse 4:
(Lets do all six!)
Lets jump, jump, jump, jump, jump, jump.
Lets run, run, run, run, run, run.

Lets swim, swim, swim, swim, swim, swim.

Lets hop, hop, hop, hop, hop, hop.
Lets stomp, stomp, stomp, stomp, stomp, stomp.
Lets turn, tu
rn, turn, turn, turn, turn.
Lets jump, run, swim, hop, stomp, turn.
We can!