FINAL TASK. : Students create some of their family's members handmade puppets with recycled materials they bring.

T assigns
different groups of four students to work and share the materials they have brought. Sts present information of their family
members using their puppets.

Course: Third grade Level of English: 1 Topic : My Family/Jobs

Prior Knowledge: verb to be: am/is/are. Subject pronouns: I/She/He/you. Possessive adjectives: my, your, her. Possessive
pronoun: mine, his, yours. Genitive case. Present simple. WH question: what, who. Articles A/AN demonstrative pronoun:
this/that. VOCABULARY: numbers, colours.

Possible Difficulties: students might have problems acquiring new vocabulary. A possible solution for this could be to use drilling
and translation. Sstudents have a limited attention span. So, the T needs to provide a variety of activities which involve
movements. They might have problems with the writing structure and they may need to translate it in their L1.

Purposes Aims Learning Activities Tim Discourse Resourc Evaluatio

(What T wants to do (Sts will be able
Outcomes e type es n
is…) to…)

Create a Kinds of family Class 1: 80 Games Board Instrument:

positive
Dialogues Rubrics
atmosphere. Warm Up: In order to revise
Markers (ANNEX
Production of a vocabulary of the previous unit description
31)
written text (in the teacher proposes a game.
Identify students have to form 4 groups.
foreign
vocabulary (Group 1, 2, 3, 4). Flash
language)
Reinforce related to T spins a roulette that indicates cards
working in family and a colour (from 10 colours in
pairs, jobs. total) ANNEX 1. Each group has
communication Reading to work collaboratively to find Copies
, and something inside the classroom
comprehension
integration of of that colour (in case there is Criteria:
Make relation nothing of that colour they can
students. with previous Pencils
mention an object of that colour; Participatio
knowledge. for example: grapes, which are n in
purple). Compute classes
Working in
groups.
Promote The group that finds first the
r
creativity. object of the chosen colour has Works in
Communicate
a point, which is decided by the group
their ideas in
number that comes up when
L1 and L2. Cardboar
such a group rolls a dice.
(for example: group 4 : III) Respect
d
for
classmates
and
If the colour is repeated they Wool
teachers.
need to find a new object, not
the same they found before.
Papers
In case more than one team
finds the object at the same time
colours Self-
all of them have the opportunity
to roll the dice. assessme
nt.
buttons

Presentation: T introduces
new vocabulary related to the
members of the family, showing
different pictures of her own
family. (Example: T says "this is
my grandmother, but she is also
my mom) (ANNEX 2)

Afterwards, T elicits:

● Do you live with your

parents or
grandparents?

● Do you have brothers or

sisters?

● Do you have any pets?

What are their names?
Sts have to raise their hand to
answer.

Pre-listening:
T asks to open the book on
page 34 (ANNEX 3) and to look
at the people in the book:

● Do you know who they

are?
 ● Who is she?

● What is her name?

While-listening
T proposes to listen to an audio,
which is on the same page of
the book. (ANNEX 4)
T asks students to listen to and
write the names of the
characters next to the character
in the book. And plays the audio
again for better comprehension.
T makes sts repeat out loud.
(example: this is the aunt, etc)

Post-listening
Checking comprehension:

For this activity the students

need to work in small groups to
identify the member of the family
in the book and complete it with
TRUE or FALSE according to
the statement.(ANNEX 5)
Then sts make a checking all
together with the T.

Follow Up activity:
After that, sts have to choose
one of the incorrect sentences
and write it down as correct in
their notebooks. Example:
Waldo is a dragon. Then, Sts
check the activity with their
partners.

Pre-listening:
T reads the grammar box on the
corner of page 35. (Annex 5.1)

-This is my brother.
-How old is he?
-He is nine.
Then asks sts to repeat.

While: T plays the audio related

to activity 6 of the book.
(ANNEX 5.2) "Listen and write,
then write and answer"

Post: after listening, sts have to

write the age of Waldo's family.
(The ages are said in the audio)
First with numbers and then with
letters next to each of them.

After that, T asks pointing the

first dragon on the page
-How old is he?
Sts : he is ten., etc.

Task 1: T writes down on the

board a box and asks sts to give
her a word for each category.
(Name / Family member / Age)
With the words given by sts the
teacher forms a sentence.
(Example is provided in the box
below ANNEX 6)

T writes the sentence on the

board: She is my grandma. Her
name is Sofia. She is 76 years
old.
Each student needs to choose a
partner to do a similar activity
previously shown by the T.
They have a box in which they
need to complete with a one-
member family, his/her name
and choose their age. Student A
chooses with what student B is
going to complete the box and
vice versa.
For example: Matias (student A)
chooses for Lucas (student B) :
father, (name) 38 years old.

And in the next step student B

needs to write a sentence with
the information proposed by
student A.

At the end of the class sts share

their sentences with the whole
class. As homework they can
draw their character.
Recapping:
The T provides an exit ticket to
students to answer at the end of
the lesson. (ANNEX 7)

Class 2: 40

Warm up T shows flashcards

of the Harry’s family and asks
the sts if they remember their
names, then they have to search
the family members in the word
search, as in the following
example:
Example:
T: this is the…. *Shows card*
Sts: grandmother!!
T: That's right, let's look for it in
the word search. (ANNEX 8)

The word search is presented in

a poster on the board or an
online game.
1. Presentation:
T shows different flashcards
and asks “What job is this?” to
present vocabulary related to
jobs. T points to each picture
and says, "She is a nurse” ....”
He is a dentist” and so on.
(ANNEX 9)
T makes sts to repeat out loud.

T elicits:

● Do you know what your

parents' jobs are?

● What do you think these

characters’ work in?

● Do you think she is a

doctor? No? What does
she look like?

● What about him?

● What about you? What

do you want to be when
you grow up?” (L1 & L2),
(sts answer: “I want to be
 a police” …. etc.)

● "What am I?” Am I a
dancer? (sts answer: you
are a teacher).

Activity 2
Pre-listening
T asks sts to open the book on
page 36 and look at the different
pictures at the top of the page.
Activity number seven “listen
and number”. (Annex 10)
When sts open the book the
teacher starts eliciting:

● What can you see in

these pictures?

● Who are they?

● A vet? What do you think

it means?

● What does dancer

mean?
 ● Is your mom a dancer?

While-listening
Sts should listen to an audio and
complete the activity with the
number they listen to. (ANNEX
11)

Post-listening
After listening to the audio the T
makes students repeat "She is a
dancer, he is a doctor." in order
students practice pronunciation.
Then, they have to complete a
fill the gap exercise with the
article A/AN and put the correct
option. (ANNEX 12)
For example,

● An artist

● A cook

T plays the audio again so

children feel secure with their
activity. To revise the activity T
asks students the answer of
each picture. for example,

T: What is number four?

Sts: He is a dentist

After that, T plays the audio one

more time so children listen and
repeat.

Activity 3
T proposes to play a matching
game all together on the
computer. Sts as a whole group
need to join the name of the job
with the image of the person.
(ANNEX 13)
(As a plan B, just in case, the
teacher will have printed the
pictures to play on the board).

Task 1:
T gives sts a piece of paper with
a creative activity in which
students need to draw their
favourite job. T explains in L1
that they need to create a
character. For example; A
doctor. (If the job they like is not
in the options they can ask for
the vocabulary, example:
St: how do we say "bombero" in
English?
T: firefighter. )

Homework: sts need to bring a

picture of their family and figure
out what their parents' jobs are.
The teacher writes the
homework instructions on the
board. (ANNEX 15)

T makes an explanation if
students don't know how to say
the name of the job they can ask
their parents to write behind the
picture the name for example
"abogado" and the next class
teacher will provide the name in
English for those students. Or T
says they can look for the
information on the Internet and T
will check if it is correct or not.

Recapping
After they finish they can share
their drawings with the class and
they have two options:
a) Tell what job represents.
Example: this is me and I'm/I
want to be an artist!
b) Let their classmates guess
what it represents
Example: Student A shows his
drawing and student B says:
Matias is an artist!

Class 3 80

Warm-up
T brings her computer and
invites sts to play an online
game “What's the job?”. Sts can
see on the screen eight different
cards. In this activity T asks sts
to separate into two groups.
First, one group is assigned one
card, and they need to guess
what profession it is and do the
mimics. (ANNEX 16)
The different cards have the
supplies required for that
profession. For example, a
board and pencil, which in this
case this picture represents a
teacher. Then group 2 and so
on.
Finally, the group that guesses
more jobs is the winner. Points
are counted on the board.

If students don't remember

some word/s T may give options
by asking "Is this a farmer? Or is
this a pilot"?

Checking homework:
T makes a box on the board and
asks students to share their
parents' jobs they had as HW. T
writes the answers on the box
Example: Ama de casa, policía,
enfermera/o, etc. Then T makes
the translation to English:
housewife, police officer, nurse,
etc.
Sts copy the box on their
notebooks and T reads it out
loud so they repeat to see how
to pronounce it.

Activity 1
For this activity, T sticks a
picture of her own family on the
board and starts pointing and
writing "This is my mom and her
name is Sofia. She is a
teacher." And she asks "What
colour is her hair? And what
about her eyes?" when sts
answer, she writes on the
board.
After the teacher provides her
own example, she asks students
to complete a filling the gap
activity where they share some
information about their family
and just then they can draw their
family.
When they finish, T asks for
volunteers to read The sentence
up to the pause. And T provides
feedback. (ANNEX 17)

Activity 2
T brings a box with pieces of
papers in it. Each student should
choose a paper without seeing
it, and they need to act as the
job they have chosen. (ANNEX
18)

Activity 3
T gives a piece of paper to each
student to complete a
comprehensive activity about
family. Students have to match
the sentence they have with the
correct answer. First, T reads all
the sentences and asks the
student if they know all the
words or if they have doubts
about the exercise.
Then T reads the first sentence
and asks the student if they
know the answer and then
matches it with the correct
word. (ANNEX 19)
When students finish their
activity. T asks students to read
the sentence with the correct
answer so they can check all
together.

Recapping: sts need to colour a

traffic light according to how the
lesson was to them. (ANNEX
20)

Class 4 40

Warm-up: T invites sts to play

the "the hangman" game on the
board. For this activity, one
student chooses a piece of
paper with a word related to the
vocabulary they have been
seeing (family, jobs). Once the
student has the word his/her
classmates need to guess the
word letter by letter. In this way
they reinforce
vocabulary. (ANNEX 21)
Activity 1:
Sts work with audio related to
jobs and they have to choose
the correct option according to
the listening. (ANNEX 22)
Then sts ask and answer the
question between each other
with the guide of the teacher.
For example;
0. Is she a doctor?
A. no, she isn't
In this activity sts have to
complete the blank spaces with
some phrases provided in the
box above.

Activity 3: Sorting
T provides a copy with a sorting
activity related to family. In pairs,
sts should complete with the
correct words in each
group. (ANNEX 23)Then, T and
sts check the activity all
together.
Recapping activity
For the following activity sts
need to describe an image
provided by the T. For this, T
divides sts in four groups.
The pictures are related to the
characters of the family
members. (ANNEX 24)

Example:
Group A is provided with the
character of Cody (the cousin)
they should describe it:
Group A: He is the cousin. His
name is Cody. He is……years
old. His hair is……… His eyes
are……
Then the other 3 groups and so
on.

Class 5 80
Warm-up:
Sts are going to play bingo! For
this activity, T asks all the words
they remember about jobs and
the family, each sts should
participate and write one word
on the board. Once they have as
many words as possible, T asks
them to draw a box with 6
sections, let's say 3 squares
above and 3 below.
Then, each student should
choose 6 words from the board
and fill their box with them.

Finally, T says the rules of the

Bingo, T will say words randomly
and when they have that/those
words they have to cross out the
word in their papers. The one
that crosses out all the words
first has to say "bingo" and wins
the game. (ANNEX 25)

Activity 1: Listening
Pre.listening
T asks Sts to open the book on
page 38 and look at the different
pictures. Then elicits:
● Who are they?
● What is happening in
these pictures?
● What do they have in
their hands?

While listening
Then T plays an audio related to
the story while sts listen to and
read it.

Post-listening
After that T asks to choose a
partner to act the story out.
(ANNEX 26)

Activity 2:
Pre – Reading

T delivers a copy related to a

reading comprehension
activity.“This is my family”
First, T asks sts: How many
members can you see in this
family?
● Could you mention
them?
While reading :
T plays the audio about the text.
(ANNEX 27)

T says to students she will play

the audio again and asks them
to underline any word which is
new to them. For example:
happy, relaxed and nice.

Post listening
Checking comprehension:

For the next activity, students

have to choose the correct
answer following the
text. (ANNEX 28)

Activity 4: Writing
With the text as a model,
students are asked to write
about their own family, the T
gives the instructions on the
board and they copy.

Homework:
T asks sts to make at home a
handmade puppet made of
recycled material, for example, a
cardboard of the toilet paper or
the kitchen roll, some wool,
buttons and any kind of colour
papers (magazines, posters,
cardboard, etc). To represent
some of their family members, T
provides sts some examples of
the handmade puppets to
create. (ANNEX 30) invite their
parents to their presentation.
Recapping:
Self-assessment
Sts should complete a self-
assessment related with the
content and environment of the
lessons. (ANNEX 29)

Class 6 40

FINAL TASK: representing

some of their family members
with handmade puppets made of
recycled objects at home. T
plays some relaxing background
music and walks around the
classroom if some sts need
something or they have any
request for the presentation.

Once they finish their task T

invites parents to join for the
presentation of the children.
They make a circle with the
teacher and parents in order to
share what they have learnt in
the previous classes.
Example: Student A: This is my
family. This is my aunt,
Claudia,she is….years old, she
is a nurse and this is my
grandmother Andrea, she's fifty-
five. She is a ….. (ANNEX 30)