Lesson Plan

● Class nº _ : October 10, 2023.

● Duration: 50 minutes.
● Level and Form: 5th Grade, Primary School
● School:
● Teacher in charge: Axel Barreto Cores
● Lesson type: Structurally based.

Teacher´s bibliography: Google Images. (2023). Diverse Family Structures.

Trainee´s bibliography:

Personal needs:
● Foster a comfortable rapport with students while maintaining respect.

● Be able to generate a comfortable relationship with my students without losing their respect.
● Manage vocabulary.
● Encourage active student participation.
● Assess and correct mistakes constructively.
● Promote critical thinking.

Contents:
● Structure/s: Old/New
"In her family, she has got a sister and two brothers, while I have got two sisters and
a brother."
“My brother is younger than me”
“My dad is older than my mother”

● Lexis: Old/New
Comparative adjectives (e.g., "bigger," "smaller," "older," "younger").
Possessive auxiliary verbs "Have, has."

● Function/s:
- We/They/You Have got
- He/She/It Has got

Pre-required contents:
Old vocabulary / Structures / Functions
-Family members vocabulary (mom, dad, sister, brother, grandmother, grandfather).
-Demonstratives "this" and "that."
-Plural and singular pronouns.
 -Some Adjectives knowledge

Predicted problems:
-Students struggling with sentences involving comparisons.

-They may be curious about unconventional family structures and ask challenging questions.

-Students might need guidance on constructing comparative sentences.

Resources:
-Images of different types of families.
-Images with comparatives and adjectives

Objective of the class: To introduce the comparatives content with the family topic as example
Procedure
Warm up: Ask students about the differences between their family members and encourage them to
make comparisons

Aim: Encourage students to analyze and articulate differences and similarities in their families.

Skills: Speaking and critical thinking.

Kind of interaction: teacher –students.

Integration moment: Evaluate students' grasp of advanced vocabulary and assess their ability to
compare and perceive.
Aim: Maintain a comfortable and respectful environment while stimulating participation.

Skills: Speaking and listening.

Kind of interaction: teacher – students.

Lead in: Challenge students to express their family dynamics and any differences between their own and
others' families.

Aim: Maintain a comfortable and respectful environment.

Skills: Speaking, listening, and thinking.
Kind of interaction: student – student.

Teaching moment:
I am going to introduce the new vocabulary by using pictures, drawings, basic structure and examples of the
classroom.

Aim: Stimulate student participation and introduce advanced vocabulary and sentence structures.
Skills: Listening
Kind of interaction: Teacher – Students.

Checking of understanding: Have students construct comparative sentences about their

families, explaining differences or similarities.

Aim: Encourage students to form complex sentences and explain their family dynamics.
Skills: Speaking, thinking, and listening.
Kind of interaction: Students – Teacher.

Practice:
In pairs, students will compare and contrast their own families, creating complex sentences to describe
different family members and dynamics.

Aim: Enable students to construct detailed comparative sentences and engage in thoughtful discussions.
Skills: Writing, speaking.
Kind of interaction: Student – student.

Round up: Have students share their comparative sentences and summarize key vocabulary, fostering
discussion.

Aim: Motivate students to participate, share their knowledge and production.

Skills: Speaking and listening.
Kind of interaction: Students – Teacher.