SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2016-2017

LESSON PLAN
MAY 28 TO JUNE 12
School’s name: CCT: Instructor’s name: ID:
Grade and unit: Product: Social practice:
5th Grade Unit 5 Product B Quick guide to walk from one place Follow and give directions to go to places
to another within the community
Environment: Specific competence:
Familiar and community Comprehend and ask for directions to walk from one place to another
Stage(s): Doing with the language (Activities): Knowing about the
language (Background):
 Make a sketch of the Session 1
community. 5 minutes Directions:
Greet the students and ask a volunteer to write the date on the board, the group will assist.  left
 right
10 minutes
Prepare a set of images (Image 1) to indicate directions.

Paste or draw the images on the board to demonstrate meaning by using your hands and reinforce by practicing Verb:
with the students asking them to raise the hand you mention, do it several times.  Turn
Ask a student to “Turn right” or “Turn left” with a demonstration and then ask some students to do it, and then
have the whole class perform the indicated instructions. Do this several times and make sure they get the reference
of the meaning of the words right and left.

10 minutes Nouns:
Present images representing some places or buildings in a community (Image 2). Elicit meaning. Provide or  community
reinforce the meaning.  places
 buildings
Places and buildings in the city
 library
 church
 school
 cinema, etc.
Make teams by assigning numbers from 1 to 5 then asking the students to get together with similar numbers. When
the teams are formed, ask them to think of different additional places or buildings found in the community. Ask
them to write a list of at least 5 of them.
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 Allow them to use the glossary of their books and/or bilingual dictionaries to look for unknown words. Give them
enough time to do it. Monitor and provide assessment as required.
Places and buildings in the community:
1.
2.
3.
4.
5.

15 minutes
When they finish, ask each team to contribute with the new words they have. Ask them to write the words on the
board and to draw the representation of each one of them and add the ones you consider necessary for the
practice. *They could use logos, buildings, names, etc.
Places and buildings in the community: Meaning (image)
1.
2.
3.
4.

10 minutes
When the students finish ask them to copy the information in their notebooks.

Write Session 2
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

10 minutes
Ask the students to seat together with the members of the teams from the previous class.
Ask them to take out the list of places from the previous class and ask them to discuss, select and underline the
places located near the school.

15 minutes Noun:
Prepare with anticipation a sketch representing a specific area in a community (Image 3). It could be a specific  Sketch
neighborhood. This will only be used as reference to clarify meaning.

Brainstorm ideas of what it is and what students can see in the sketch. Explain and make sure about the meaning.

20 minutes
Provide each team with some cardboard paper or ask them to work in a blank piece of paper. Ask the teams to
draw a sketch of the community. Clarify to them that the school must be included.
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 Select locations you Before starting to draw the sketch, they will have to decide the places they would like to visit. The list will be
want to go to, written in the notebook.
considering the school as
the point of departure. When their lists are ready they will start drawing, including all of the places in the list. Ask them to draw at least 7
places and the school. Give them enough time to do it and make sure about the inclusion of the school into their
sketches.

5 minutes Noun:
Check work and if they worked on cardboard paper, pick them up and keep them with you so that they won´t
 Cardboard paper
forget them for the following classes.

 Session 3
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist. Brainstorm ideas for
the topics from the previous class.

10 minutes
Present an image or draw on the board a compass rose with the four cardinal points (Image 4). Elicit ideas of what Noun:
it is and places they have seen it. Brainstorm ideas for the uses it could have in normal life and make sure about  Compass rose
what it is and what it is used for. Ask the students to copy it in their notebooks.  Cardinal points
 North
 South
 East
 West

10 minutes
Stand up facing the board and with your arms, point at each one of the cardinal points (refer to the points from
your location).

Tell the students you will mention a cardinal point and they will have to point accordingly, this time the students
will do it on their own.

Ask the students to stand up and practice the same with them several times.

15 minutes Adverbs of place:

Write on the board the following title and draw or paste the corresponding image (Image 5).  up
 down
 out of
 in
 on
 under
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  over
Adverbs of place or movement  at
 across
 along
 behind
 between

Ask the students to get in teams and with the help of the students determine meaning. They could use their
English-Spanish dictionaries or any other resource available. Give them enough time to do it. Monitor and provide
the necessary assessment.

10 minutes
Check the work by having the teams contribute with their findings, correct if necessary.

Session 4 Location words:

_ 5 minutes  near
Greet the students and ask a volunteer to write the date on the board, the group will assist. Brainstorm ideas for  far
the topics from the previous class.  along
 around, etc.
15 minutes
With previous permission from the authorities of the school, and if weather conditions allow it, have some colored
pieces of chalk and ask the students to go out and draw on the floor a compass rose per team. Provide each team
with chalks so that they will be able to decorate it; they must draw it complete, including the names of the cardinal
points. Ask the students to get in the classroom and seat with their teams. Give them the sketches they drew.

15 minutes
Write on the board the following list of words for location and ask the teams to define meaning using the resources
available. If there are no resources then work together with the group. (You could write and explain or make
drawings).
Meaning
Near
Far
Along
Around
Towards down
Turn right
Turn left

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 10 minutes
Present the following image (Image 6) to the students and ask them to describe what is happening. Brainstorm
ideas. Make sure the students mention it is about a person asking for directions and the other giving directions.

Woman: Could you help me please?

Man: Sure, what can I do for you?
Woman: Is there a supermarket near here?
Man: Yes, there is one very close from here.
Woman: How do I get there?
Man: Turn left at the traffic lights and walk straight on for
half a mile. The supermarket is on the corner.
Woman: Thanks!

You could make some specific questions such as the following ones in order to make it easier for the students to
describe it: Who can they see? , What are they doing?, etc.

5 minutes
Have some students participate in pairs by acting the dialogue in front of the group, ask them to change the places
they are requesting for directions to get to. Do this several times with different pairs of students.

Session 5
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

5 minutes Adjectives:
Brainstorm ideas for the topics from the previous class. As a warm up activity write on the board some instructions  straight
to be practiced in class, start by eliciting meaning. Clarify or reinforce the meaning and ask the students to stand up  forward
and perform the actions.
Verbs:
Turn right  turn
Walk straight  walk
Take one step forward  take
Turn left

10 minutes
Practice the same instructions but specify with some volunteers. Example: Carlos, walk straight to Ana´s desk and
then turn right to get to window.

Do this several times with different volunteers and instructions.

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 15 minutes Tag questions
Introduce the topic of tag questions writing the title on the board:

Tag Questions
Nouns:
Present Image 6 and explain that in a dialogue, tag questions are mainly used to keep the conversation going, or to  conversation
confirm information.
 dialogue
Reinforce the explanation by presenting an example and then write some other questions and ask volunteers to
change them on the board, assess as required.

Question Tag Question

Example: Do you like soccer? – Yes, I do.
Are you Mexican? - Yes, I am.
Is it your pet? – No, is not.
Did you go to the gym yesterday?
Can you speak English?
You like soccer, don´t you?
You are Mexican, aren´t you?
It is your pet, isn´t it?
You went to the gym yesterday, didn’t you?
You can speak English, can´t you?

The information will be copied in the notebooks.

15 minutes Noun:
 Check natural features Ask the students to seat with their teams and distribute the sketches each teams created. Ask them to check them  route
or man-made and to include the places or buildings or the information they consider necessary.
constructions that can
be used as points of Brainstorm topics from previous classes that could apply to the sketches they created. The expected answers could
reference on the map. be the location of the places or the buildings, their positions in a sketch or a map, the cardinal points, etc.

Using their sketches, ask the students to mark some routes to different places or buildings. They will have to start
the routes from the school. Ask them to write the routes, i.e.

From the school to the bank

From the school to the grocery store
From the school to the park, etc.

Session 6
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

10 minutes
Present a sketch (Image 7) and using it make some tag questions to refer to the places or buildings found on it.

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 There is a hospital in the sketch, Isn´t?, etc.

How can I get from the school to the hospital?

With the help of the students establish the route from the school to the place or building used on the tag question Sequence words:
you mentioned. Write on the board the instructions. Example:  first
 then
First go East for one block.
 next
Then, turn South on Second Avenue and go straight for two blocks.
 after
Next, go East to Fourth Avenue.
 finally, etc.
After that, go North on Fourth Avenue for two blocks, there is a coffee shop on the corner.
Finally, turn right, go straight for one block and the hospital is on the right, in front of the Police
Station.

 Write sentences with Based on the given example, and using their own sketches, ask the students to determine a route, always starting
directions to follow a from the school.
route and go from one
place to another, based Ask them to write the directions to be followed, they will be allowed to use their notes. The directions will be
on a model. written in a blank sheet of paper or a cardboard paper. Give them enough time to do it, monitor the work and
provide the required assessment.
 Check that directions are
clear and offer the
When they finish, check on each teams work, assess and correct if necessary.
shortest route, that they
are complete, and that
Ask them to paste the sketches and the directions on a visible place in the classroom (previous authorization). Ask
words comply with
the teams to stand up and move around the classroom to see the other teams work.
 - writing conventions and
have accurate
punctuation.
 Prepare a quick guide
with directions to move
around the community
and present it to the
class and other classes.
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 Achievements:
− Identifies the names of
cardinal points and other
points of reference, orally
and in writing.
− Formulates questions to ask
for directions to get from
one place to another.
− Completes sentences to
describe a person´s location
in relation to a point of
reference.
− Understands and gives oral
and written directions to go
from one place to another.

Reference:
Syllabus Cycle 3, 5th Grade
https://goo.gl/gtIFsz
https://goo.gl/G09wln
https://goo.gl/o5GyZ
Assessment:
Checklist Yes No
Students were able to identify the names of cardinal points and other
points of reference.
Students were able to formulate questions to ask for directions to get
from one place to another.
Students were able to complete sentences to describe a location in
relation to a point of reference.
Students understand and give directions to go from one place to another.

** Participation in class.

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 Image 1

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 Image 2

Image 3

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 Image 4
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 Adverbs of place or movement

Image 5

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 Woman: Could you help me please?
Man: Sure, what can I do for you?
Woman: Is there a supermarket near here?
Man: Yes, there is one very close from here.
Woman: How do I get there?
Man: Turn left at the traffic lights and walk straight
on for half a mile. The supermarket is on the
corner.
Woman: Thanks!

Image 6

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 Image 7

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