LESSON PLAN
School: Normal Banda
Trainees: Mansilla Florencia and Orieta Priscila.
Teacher: Batalla Andrea.
Class: 5th ”C”
Date: 12th, June.
Length: 40’
Time: 10:10 – 10:50
Topic: Routine
Aims:
• To identify and use key vocabulary related to morning routines.
• To connect daily actions with specific times using the structure: I [action] at [time] o'clock.
WARMING UP (10 minutes)
My main goal here is to catch their attention immediately, review the clock, and introduce the new
vocabulary through a guessing game where I have total control of the pace.
Before I start acting, I want to set the rules clearly so they know exactly what to do. I will turn to the
board and draw a big clock showing 7:00. Then, I’ll look at the class and explain the game in simple
English (with a bit of Spanish if needed): "Look at the board! It's 7 o'clock in the morning. I am going
to do some mimes (mímicas), and you have to guess the action! Are you ready?"
Once they are focused and ready to guess, the show begins:
First Action: I’ll stretch and yawn dramatically. They will start calling out: "¡Despertarse!" or "Wake
up!". I'll smile and give them the exact phrase: "Yes! I get up! Repeat with me: I get up!"
Second Action: I’ll pretend to look in a mirror and splash freezing water on my face. They will shout:
"¡Lavarse la cara!". I'll reply: "Excellent! Ooh, cold water! I wash my face! Repeat: I wash my face!"
Third Action: I’ll mimic drinking from a cup and eating toast quickly. As soon as they guess
"¡Desayunar!", I’ll say: "Perfect! I have breakfast! Repeat: I have breakfast!"
To finish the warmup and transition, I’ll look at my wrist like I'm wearing a watch, look worried, and
quickly change the clock hands on the board to 8:00. I'll ask them: "What time is it now?" When they
shout "It's 8 o'clock!", I’ll immediately do one last mime: throwing a backpack over my shoulders and
walking in place. They will guess "¡Ir a la escuela!", and I'll lock it in: "Yes! At 8 o'clock... I go to
school! Repeat: I go to school!"
PRESENTATION (10 minutes)
This activity provides an introduction to the new vocabulary using the visual support from page 28.
T: Open your books to page 28. Look at Unit 2: Good morning! Look at the first picture of the girl
in bed. There is a clock next to her. What time is it?
Ss: Seven o'clock!
T: Yes! It's 7 o'clock! And she says: "I get up at 7 o'clock." Repeat after me: I get up at 7 o'clock.
Ss: I get up at 7 o'clock. (In chorus)
T: Great! Now look at the picture of the school. What time is it on the school clock?
Ss: Eight o'clock!
T: Perfect! And she says: "I go to school at 8 o'clock." Repeat after me: I go to school at 8 o'clock.
Ss: I go to school at 8 o'clock.
T: Excellent! (T points to the other pictures on page 28 doing mimicry for each action to present
the rest of the vocabulary: I wash my face, I brush my teeth, I put on my clothes, I have breakfast).
T: Remember we connect our action with the time using this secret formula:
I + [Action] + at + [Time].
PRACTICE (10 minutes)
For this part, I will use Activity 1 on page 28 ("Listen and number"). I'll play the corresponding audio
(Track 25) and tell the kids to listen carefully. Their task is to write the correct number inside the
white circles, following the exact order in which the routine actions are mentioned on the track. Once
the audio finishes, we will check the answers together as a class.
PRODUCTION (10 minutes)
Next, I'll move on to Activity 2 on the same page ("Look, read and match"). I will tell the students to
look at the photos of the real children, which are numbered 1 to 6, and draw lines to match each
image with its corresponding written phrase on the right. To wrap it up, I’ll play the checking audio
(Track 26) so they can independently verify their answers.