SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
May 28 to June 12
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

4th Grade Unit 5 Product B
Environment:
Familiar and community
Stage(s):
Advertisement of commercial Interpret messages in advertisements
products
Specific competence:
Interpret messages in advertisements of commercial products
Doing with the language (Activities): Knowing about the language
Before starting your class take the following aspects into consideration: (Background):
Greet your students.
Greeting your students helps them to get ready to learn English. This simple interaction also helps to
build a rapport between you and the students. Greeting the students also helps to fill in time, while you
are waiting for everyone to get settled.
Preview the lesson.
Previewing the lesson gets the students thinking about what they are going to study. It lets the students
know what to expect in the lesson. Tell the students the objective of the lesson and how they are going
to achieve this. You may also want to explain the significance of the objective and how it will benefit the
students. In this way, the students will focus their attention on the subject matter.
Review the previous lesson.
You may find students easily forget what they did in the previous lesson, so it is always worth reviewing
what they have studied in the last class. This helps keep the material fresh in the students’ mind and
helps them recall the vocabulary and language they have studied. Furthermore, it gives you the
opportunity to combine the past topic with the new topic and show how they relate if applicable.
Regular reviewing of previous lessons will also put less pressure on you and the students when it comes
to testing. Reviewing is a wonderful opportunity to consolidate what your students have learned.

– Choose or invent a product. Session 1 Nouns:

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10 minutes  advertisement
Write the word “ad” on the board. Ask students if they know the meaning of the word. Elicit students’  ad
answers and show students some magazines cutouts of different texts: an article, some news, a recipe  article
and a commercial ad. Ask children to look at the text and have them analyze the differences among  news
texts. Tell children that ad is the short form of advertisement  recipe

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 10 minutes  children
Tell students that ads are targeted to different people (children, women, men, boys, girls, teenagers,  boy
adults). Show them an ad and ask, What product is this? Who can buy this product? Repeat the  girl
procedure using other ads.  adults
20 minutes  men
Paste on the board some ads (Images 1-4). Then write some information about ads such as:  women
 teenagers
 car
 publicity
 juice
 fruits
 bottle
 water
 shampoo
The ad is about cars. It´s about shampoo for kids.
 kids
It gives publicity about juice and fruits. It´s for people of all ages.
 people
It advertises a bottle of water. It’s for people who like healthy food.  healthy
 food
Ask students to match the information to the corresponding ad.

10 minutes
Ask students: Where can we find commercial ads? Elicit student´s answers and introduce the following Nouns:
words using flashcards or drawings.  internet
Internet television magazine billboard newspaper  television
 magazine
Ask students: Where do you prefer to see ads? Elicit students’ answers. Ask students to think of a  billboard
product they like.  newspaper

Session 2
10 minutes
Review last class contents. Brainstorm ideas for the topics from the previous class, make sure students
mention advertisements and means of information.
Adjectives:
15 minutes
 delicious
Introduce the following adjectives using flashcards or using mimics:
 healthy
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Delicious Comfortable Trendy  balanced

Healthy Colorful Cool  natural
Balanced Classy Cheap  comfortable
Natural Modern Cute  colorful
Encourage children to use a bilingual dictionary to look up the meaning of unknown words whenever  classy
necessary. Ask students the adjectives the can apply to the product they choose last class.  modern

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 25 minutes  trendy
Ask students to work in pairs. They have to name three products for each adjective. For example,  cool
Delicious (pizza, hamburger, spaghetti). Then ask them to say sentences about their products such as  cheap
“The pizza is delicious.” or “The salad is healthy.”  cute

Session 3
10 minutes Nouns:
Show students the following advertisement. Identify with students the parts of advertisements: the  product
product, the phrases with characteristics, the slogan, the store and the image. See image 5.  characteristics
 slogan
 store
 image
 watch
 time
 change
 resistant
 fantastic
 great
 superhero
 fans

10 minutes
Show students another advertisement. Ask them to look at the picture of the product. Encourage them Nouns:
to write the parts of the ad in the corresponding place. See image 6.  cap
 eagle
 crown
 modern
 style
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– Create the slogan for the
product, according to its
purpose, intended audience,
and message, based on a
model.
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10 minutes Nouns:
Write the following sentences about the previous advertisement. Students have to read the sentences  shirt
and decide if they are true or false. Ask them to write them on their notebooks.  hat
TRUE FALSE Adjectives:
The ad is to sell a shirt  old
You can buy it at cool caps  great
The name of the product is eagle hat  cool
It has a great design
It has an old style
It´s cool
20 minutes
Ask students about the products they selected last class for the given adjectives. Choose five of them and
write them on the board. Write slogans for those products and write them on the board. Ask students to
match the slogans with the products. Ask students to write the slogans on their notebook.
Session 4
10 minutes
Ask some students to read aloud the slogans they wrote last class from the board. Then ask the other
students to tell the product for the slogan.
20 minutes
Ask students to work in teams to create the slogan for the product they chose, according to its purpose,
intended audience, and message, based on the slogans they wrote last class. Check that the writing of
the slogan is complete, without omissions, changes, or alterations in the letters.
20 minutes
Ask teams to present the product and its slogan to the class. Ask them to use the board to draw the
product and write the slogan. Vote for the best slogan.
Session 5
50 minutes
Ask students to work in teams. Go over the instructions in detail to make sure students understand what
they need to do. You can give students some options.
1. Choose a product.
2. Decide how to advertise it (poster, flyer, magazine).
3. Write a short text and a slogan for your product.
4. Check spelling and punctuation. Correct if necessary.
5. Decide on a font and a color, and copy the text and the slogan.
6. Add illustrations.
Lesson Plan designed by PA Roberto López Roríguez
 – Check that the writing of the Session 6
slogan is complete, without 30 minutes
omissions, changes, or Ask the teams to present their advertisement in front of the group by reading. They must take special
alterations in the letters. care on intonation, punctuation marks, use of vocabulary. (Peer and self-correction practices to be
encouraged).
– Determine font, colors, and
images of the ad. 20 minutes
– Decide on the order and Display the advertisements in a visible place and ask students to place a sign "We invite you to read" to
distribution of graphic and invite anyone who passes to read them. Students can compare their work and talk about the
textual components in the ad. advertisements.

– Choose how to advertise the

ad (post, brochure, etc.) and
make the final version on this
format.
– Display the advertisements in a
visible place in the classroom.

Achievements:
- Identifies purpose of textual
and graphic components.
- Identifies topic, purpose, and
intended audience.
- Compares some characteristics
of products.
- Understands the general sense
of textual information in
slogans.

Reference: Assessment:
Syllabus Cycle 2, 4th Grade. Checklist. YES NO
PNIEB.net: http://goo.gl/ENfVKg Pronounces all words correctly and speaks clearly.
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Reads at an appropriate speed. No lapses, hesitation or

wavering in the pace. Punctuation pauses are present.
The intensity of the voice is clear and audible all through
the reading. No fluctuations are perceived.
The student keeps the required tone. Does not overdo it
or exaggerate. Does not sound monotone or artificial.

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