SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
NOVEMBER 01 TO NOVEMBER 21
School’s name: N/A CCT: N/A Instructor’s name: N/A ID: N/A

Grade and unit: Product: Social practice:

1st Grade Unit 2 Product A Illustrated instruction manual to Follow steps in a set of instructions in order to make a product
make an object (kite, origami,
masks)
Environment: Specific competence:
Ademic and educational Read illustrated sets of instructions in order to assemble an object

Stage(s): Doing with the language (Activities): Knowing about the language
* Start every session by greeting students. (Background):
* Model every activity before making students work on it.
* Print or draw images in advance for the activities.
Session 1
15 minutes Vocabulary:
 Choose an instruction Print flashcards 1 to 6 for this session. Introduce the topic of Animals with the song: “These are the Animals
manual to put together an sounds the animals make” (https://goo.gl/QHD36G). Play the song and make students listen only. Play it  dog
object. again and elicit the animals mentioned in the song. Play the song again and motivate students to sing it  cat
along with you.  frog
 rabbit
Write the word “Masks” on the board, read the word aloud while pointing to it. Show image 1. Make  bear
students read the word on the board aloud while you point the image. Tell them that “a mask is
something used to cover the face”.

Write the words “dog”, “cat”, “frog”, “rabbit”, and “bear” on the board; read the first word and cover
your face with image 2. Repeat the action using images 3 to 6. You may color the templates as shown in
image 24. Do the same again with the other masks and elicit the corresponding words.

Provide images 2 to 6 to some students; say the animals aloud in different order. Make them put on the
mask when they hear the name of the animal (have them say the word aloud while putting the mask on),
elicit the rest of the group to imitate the sounds of the animals when they hear their names.

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 15 minutes
Place images 2 to 6 in different parts of the classroom, say the name of one of them and have students
point to the correct image while repeating the words. Repeat the activity with the other images. Do the
same activity but now make some students act out as the instructor.

Point to the image of the “cat” and encourage students say the correct word. Do the same with the other
images.

Put on the mask of the rabbit, ask students the questions: “Is it a cat?” Elicit the answer: “No, it is not”; Questions and answers
put on the dog mask and say the question “Is it a bear?” Elicit the answer: “No, it is not”; put on the frog  Is it a ___?
mask and say the question “Is it a frog?” Elicit the answer: “Yes, it is”; put on the bear mask and ask “Is it  Yes, it is.
a dog?” Elicit the answer: “No, it is not”; put on the mask of the cat and ask “Is it a cat?” Elicit the  No, it is not.
answer: “Yes, it is.”

Place the images on the board and write the questions in front of each image. Make students write the
questions and the correct answers in their notebooks.

20 minutes
Form pairs. Cut out ten pieces of papers and write the names of the animals (two or three pieces of
paper per animal according to the amount of students). Fold the little papers and give them to some
students. Ask them to unfold the pieces of paper, walk around the classroom looking for their pairs (they
have to make the sound of the animal they have in the paper).

Have pairs say the name of the animal they have out loud to the rest of the group and make the
corresponding sound.

Write the following chart on the board. Motivate students to go to the board to complete the words.
Have the whole group to read the words out loud.
1. d__ g
2. c __ t
3. fr __ g
4. rabb __ t
5. b__ ar

Make students read the words aloud twice.

Question and answer
Shows, one by one, images 2 to 6 and ask the question: “What is it?” Elicit the answer: “It’s a ___. (Make  What is it?
students say the correct word to complete the answer). Repeat the activity with the rest of the images.  It’s a ___.

Show the images again and have the boys say out loud the question: “What is it?” Make the girls say the
answer “It’s a cat. Repeat the activity but in this time have the girls ask the question and the boys say the
answer.
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 Session 2
15 minutes
Show students the two manuals (images 13 and 14). Explain that in those manuals they can find the
instructions to make an object (point to the instructions in both manuals). Mention some examples of
instructions (use TPR), Say “draw” and draw something on the board; say “write” and write something
on the board; say “color” and color a picture.

Tell students that they will vote to choose one of the two manuals. Draw a chart on the board, draw or
paste the frog in the first column and a rabbit in the second one (see example below). Put a check mark
below the image students choose. Then count them and tell students that they will work with the
manual they chose.

 
 
 
15 minutes
Use realia to teach instructions. Write the topic “instructions” on the board and elicit students to Instructions
mention some examples of instructions they remember. Then take a piece of paper and your scissors,
 cut out
cut the paper and say “cut” (make sure students see the action) and write the word on the board. Draw a
 draw
frog on a piece of paper, say “draw” and write the word on the board, then color the picture and say
 color
“color”, write the word on the board; say “write” and write the word “frog” on the board.
Instructions  write

cut out
draw
color
write
Say the instructions out loud, make students listen and work on choral repetition. Then ask some of
them to say one instruction aloud. Monitor and check pronunciation.

20 minutes
Write the instructions on the board, read them out loud and make students work on choral repetition.
Then ask a student to read the first instruction aloud and his/her partners simulate the action. Repeat
the activity with three more students.

Draw the following pictures on the board and elicit students to go to front and write the correct word.

1. 2. 3. 4.

*Monitor the students’ work.

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 Ask students to open their notebooks and follow your instructions: say “write your name” (you write
your own name on the board and make sure that they write theirs in their notebooks); “draw a dog”;
color the dog”, “cut out the dog”.

Session 3
20 minutes
 Identify the instructions and Prepare some school supplies to teach the topic: “Material”. Write the word on the board. Show your Material:
the list of materials. scissors and say “scissors”, show a pencil and say “pencil”, show some crayons and say “crayons”, show  scissors
some colors and say “colors”, show an eraser and say “eraser”, show a sharpener and say “sharpener”,  pencil
show a piece of paper and say “piece of paper”, show a string and say “string”.  crayons
 colors
 eraser
 sharpener
 piece of paper
Repeat the activity, ask students to put up the material you mention (make them use their school  string
supplies). Say: “show me your scissors”, “show me your eraser”, “show me your colors”, “show me your
sharpener”, “show me your pencil”, “show me your crayons”, “show me a piece of paper”, “and show
me a string”.
15 minutes Questions and answers:
Show the corresponding material and elicit students to answer the questions.  Is it a ____?
 Yes, it is.
Questions Answers
 No, it isn’t.
1. Is it a pencil? Yes, it is
 Are they ____?
2. Is it an eraser? Yes, it is.
 Yes, they are.
3. Is it a sharpener? Yes, it is.
 No, they aren’t.
4. Is it a piece of paper? Yes, it is.
5. Is it a string? Yes, it is.
6. Are they scissors? Yes, they are.
7. Are they colors? Yes, they are.
8. Are they crayons? Yes, they are.
15 minutes
Repeat the previous activity, now have students work with the negative answers: “No, it isn’t”; “No, they
aren’t”. (Show a different material to make them say the negative answers sometimes).

Session 4
15 minutes
Show the manual chosen in the previous session and say: “This is a manual to make a frog”. Ask them
identify the instructions and material in the manual and read them out loud along with you.

Write the following activity on the board and have students write it their notebooks. Ask students to
write the words from the rectangle in the right, in the corresponding column.
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 Material Instructions
cut sharpener

pencil write

draw crayon

10 minutes
Print images 7 to 12 in advance. Introduce the cardinal numbers 1 to 6. Jump one time and say “one”; Cardinal Numbers:
jump two times and say “two”; jump three times and say “three”; jump four times and say “four”; jump  1 one
five times and say “five”; jump six times and say “six”. Repeat the activity, make students jump and  2 two
count. You may ask students do the activity by lines, groups of three or four. Check space availability.  3 three
 4 four
Use images 7 to 12. Clap one time, say “one” and show the figure of number 1. Repeat the activity with  5 five
numbers 2, 3, 4, 5 and 6. (Make sure students count out loud along with you)  6 six

Numbers
one
two
three
four
five
six
15 minutes
Place images 7 to 12 on the floor and ask to one student stand up and go to the front. (Model the activity
before you make students work on it). Say the instruction: stand beside number 2, now jump from
number 2 to number 4, jump from number 4 to number 1, jump from number 1 to number 3, jump from
number 3 to number 6. Repeat the activity with three more students (you can have some students say
the instructions instead of you).

10 minutes
Draw a chart on the board (see the example below); encourage students to count the squares from left
to right in each column. Write the number on the right of the squares.

1
2
3
4
5
6

Write the numbers in letter and have students read them aloud along with you. Motivate students to
count the letters of each word.
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 Session 5 Ordinal Numbers:
15 minutes  1st first
Show flashcard 16 and tell students that the animals are in a race, then say with a clear tone of voice:  2nd second
“The rabbit is first, the cat is second, the dog is third, the bear is fourth, and the frog is fifth.”  3rd third
 4th fourth
 5th fifth
 6th sixth

Repeat the activity; make students say the ordinal numbers out loud. Point to the rabbit and say “first”;
point to the cat and say “second”; point to the dog and say “third”; point to the bear and say “fourth”;
point to the frog and say “fifth”. Repeat the activity; now elicit students to say the cardinal numbers.
Then encourage them to say the full sentences out loud.

15 minutes
Write the ordinal numbers on the board and make students work on choral repetition. Provide students
image 17, explain them how to identify the ordinal number for every animal and mark the correct one.

Elicit sentences like: The frog is first, The dog is fourth, etc.

20 minutes
Draw six balloons on the board and have students draw them in their notebooks. Then write the ordinal
numbers in letters as shown.

first second third fourth fifth sixth

Show a yellow color and say; color the third balloon in yellow. Repeat the activity using different colors.

Make some students go to the front and show their notebooks. Encourage them to say the ordinal
numbers while pointing to them.

Session 6
15 minutes
Print image 15 in advance (you can prepare cards with every color).

Place the image on the board. Say the colors out loud while you point to them. Show the cards of the
colors one by one. Make students work on choral repetition.

Place the cards on the wall, ask a student to the yellow card and give it to you (students must say the
corresponding color out loud). Repeat the activity with every card.

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 20 minutes
(Balloon bop) Blow up some balloons in advance. Show a red balloon, throw it up and say out loud “the
balloon is red”, do the same with the rest of the balloons.

Choose five students, ask them to go to the front and make a circle. Throw the “red”, “yellow”, and
“blue” balloons. Students must keep the balloons on the air, every time they hit them must say the
corresponding color out loud. Repeat the activity with other balloons and other students. Adapt the
number of students playing the activity according to your classroom size and space.

15 minutes
Use the objects in the classroom for this activity. E.g. Point to the board and ask the question: “What
color is it?” Elicit the answer: “It’s _____”. Show a notebook and ask the same question. Repeat the
activity with other colors and other objects.

Session 7
20 minutes
Have students work in pairs. Model the activity with two students. Then make pairs take turns to ask the
question: “What’s your favorite color?” and say the answer: “My favorite color is ______”.

Have students to write the question and their answer in their notebooks.

10 minutes
Write the following chart on the board. Invite some students to go to the front to match the words with
the corresponding topic. Have them work on choral repetition.
cut
crayon
MATERIAL pencil INSTRUCTIONS
write
string
draw
20 minutes
Have students make cards with the numbers 1 to 5. Make them walk around the classroom, show a
number to a classmate and ask the question: “what number is it?” his/her classmate must say the
answer: “It’s number ___”. Monitor students’ work.

Session 8
15 minutes
Write the following sentences on the board. Encourage students to go to the board and complete them
with the corresponding instruction. Have them read the sentences out loud along with you.
1 ______ the mask yellow.
2 ______ the animal with your scissors.
3 ______ your name with your pencil.

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 20 minutes
Write the following word search on the board. Motivate students to identify the 5 names of the animals
they learned in previous session: dog, cat, frog, rabbit and bear.

d e s f r m r
S o n b g k a
b f g h ñ g b
e z j m o v b
a p w r q y i
r K f h d l t
s r u n ñ q H
c a t p x c b
15 minutes
Ask students to follow and act out the instructions below. Repeat the activity if necessary.

1 Open your notebooks.

2 Draw a cat in your notebook.
3 Color the cat brown and white.
4 Cut out the eyes of the cat.
5 Cut the cat.
6 Write your name in your notebook.
Session 9
10 minutes
 Follow the steps in the Tell students that they will work on the final product. Show the mask of the rabbit. Ask them “What is
instruction manual to it?” Elicit the answer: “It’s a rabbit”; “What color is the rabbit?” “It’s blue and pink”.
make an object.
Ask students to take out the material you asked them previously. Have some students say the material
they have.

10 minutes
Provide the template of the rabbit. Write the instructions on the board, read them out loud and make
students read them out loud along with you.

Material 1. Color the rabbit mask blue and pink.

cardboard paper 2. Cut out the mask.
scissors 3. Punch the holes.
pencil 4. Strengthen the holes for the string.
crayons 5. Put a string in the holes.
string 6. Try on the rabbit mask.

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 20 minutes
Use the object. Guide students to follow the instructions to make the mask of the rabbit. Say the instructions one by one
(do the mask at the same time you say the instructions).

10 minutes
Encourage students to put their masks, walk around the classroom and ask to some classmates the Question:
question: “Who am I?” The students have to guess who the student with the mask on is.  Who am I?

Achievements:
 Identify topic, purpose, and
intended audience.
 Recognize names and
figures that represent
cardinal numbers.
 Select words to complete
instructions.
 Establish correspondences
between the writing and
reading of words.
Reference: Assessment:
Syllabus Cycle 1, 1st Grade Checklist Yes No
https://goo.gl/QHD36G Were students able to identify the parts of a house?
https://goo.gl/6T9fQm Were students able to identify the furniture of every room?
Were students able to identify the daily activities?

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