SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
JANUARY 29 TO FEBRUARY 16
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Illustrated informative Social practice:

1st Grade Unit 3 Product B chart Formulate questions about a specific topic

Environment: Specific competence:

Familiar and community Formulate questions to obtain information about a topic of nature

Stage(s): Doing with the language (Activities): Knowing about the language
(Background):
* Start every session by greeting students. Vocabulary:
* Model every activity before making students work on it.
* Print, draw or cut out images in advance for the activities.
Session 1
15 minutes
Make a two-column chart: Write the word Animals on the top of the board. Cut out the animals of image 1 and paste them below the Animals:
one for questions and one topic (Animals). Elicit the animals’ names. Write on the board the question: Do you like animals? Ask the  elephant
for answers. question to students and elicit the answers: Yes, I do; No, I don’t. Write both answers below the question.  monkey
Ask students to write them down in their notebooks.  dog
 cat
 snake
15 minutes
Point to each animal and say their names out loud. Make students work on choral repetition. Point to the
elephant and elicit its name; then motivate students to make the elephants sound out loud. Repeat the
activity with the other animals from image 1.

Play the song of the animals sounds and make students imitate them ( https://goo.gl/QHD36G)

20 minutes
Make the sound of each animal and elicit the correct names. Then point to each animal and using mimics say Animal.
the following information: Introduce the giraffe, show the image and say: The giraffe is tall and has a long  giraffe
neck, continue with the information about the other animals. Adjectives:
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  big
 small
 short
 long
This is an elephant. This is a monkey. This is a dog.  tall
It has four legs. It has two legs. It has four legs. Parts of the animals’ body:
It has a long nose. It has a long tail. It is small.  nose
 tail
 legs
 neck

This is a cat. This is a This is a giraffe.

It has four legs. snake. It has It has a long neck.
It is small. no legs It is It is tall.
long.
Say the sentences out loud and using mimics elicit the ending. E.g. The elephant is ; It has a .

Session 2
10 minutes
Play the song of the animals’ sounds and have students make the sounds. Show the pictures of image 1; then
elicit the animals’ names.

15 minutes
Place the animals of image 1 on the board and draw little squares as shown below. Say the names of each
animal twice and with a clear tone of voice; invite a student to write the number 1 on the corresponding
picture and repeat the word out loud and make the corresponding sound. Do the same with the other
animals and different students.

25 minutes
Now place the animals on the board as shown below. Write the sentences and adjectives in front of each
animal. Read the sentences out loud mentioning both adjectives (use mimics). Encourage a student go to the
board and circle the correct adjective in the first sentence, then ask him/her read the sentence out loud.
Repeat the activity with the other sentences and different students.

Make students read the sentences out loud along with you using mimics.

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 big. short
The elephant is The monkey has a
tail.
small. log

big. big.
The dog is The cat is

small. small.

long. short.
The snake is The giraffe is
short. tall.

Session 3
20 minutes
Elicit the names and some information of the animals they learned in previous sessions as a review. Write
the names of the animals on the board. Draw the crossword puzzle and write the clues as shown below;
have students read the clues out loud along with you (use mimics). Elicit the correct word for each clue and
write the first letter of the animal’s name on the corresponding square, then ask a student to write the rest
of the letters to complete the word (Make sure the student writes the words “dog”. Repeat the activity with
the other clues and different students.

Across
2. It is small.
4. It has a long nose.
5. It is long.

Down
1. It has a long tail.
3. It is tall.

Have students read out loud the clues using mimics and say the corresponding animal.

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 30 minutes Habitat:
Draw the following chart on the board and write the following questions as shown below. Show the monkey jungle
and say the questions out loud one by one; elicit the corresponding answers. Read the questions out loud Verb:
and say the corresponding answers while showing the monkey. Ask students draw the chart in their jump
notebooks. Make students to look up the word “jungle” in the picture dictionary from their books. Monitor Question words:
the students’ work. Which
What
Where
Which animal is it? How many
What color is it? Verb to be:
Where does it live? is
Is it tall or short? Auxiliary:
does

What size is it?

How many legs does it have?
Does it jump?

_ Include information about Session 4

living beings as headlines 20 minutes
for the chart.
_ Add the information that Paste the picture of the monkey on the board and say the word out loud. Ask the questions from the
responds to the questions previous session and elicit the corresponding answers. Ask students to open their notebooks in order to
in the correct place. finish the chart they started in the previous session. Then draw the chart on the board and write the word
“monkey” on the top. Write the questions and elicit the correct answers, write them in the chart. Then make
boys read the questions and girls the answers out loud.

Monkey
Which animal is it? It’s a monkey.
What color is it? It’s brown.
Where does it live? It lives in the jungle.
Is it tall or short? It’s short.
What size is it? It’s small.
How many legs does it have? It has two legs.
Does it jump? Yes, it does.

15 minutes
Write on the board the questions with missing words as shown below. Then read the questions aloud and
elicit the missing words. Make students read the questions out loud while other students write the missing
words on the board. Be sure the students who write the missing word on each question read it out loud.

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_ Get or prepare images that
show information about
living beings and include it
in the chart.
legs does it have?
size is it?
does it live?
it tall or short?
it jump?
animal is it?
color is it?
15 minutes
Provide image 1 to each student and make them prepare their colors. Then give the following instructions:
“Color the elephant gray”, “Color the monkey brown”, “Color the dog black”, “Color the giraffe yellow and
brown”, “Color the snake green and black”. Now say the sentences: “The elephant is gray.” Elicit the other
sentences; make students say them out loud along with you. Ask students to glue them in their notebooks,
beside the corresponding description in the chart.

Session 5
15 minutes Animals:
Show the pictures of image 2, one by one, say the names out loud; then say the verbs “fly”, “run”, “swim”, fish
“walk” and “jump” and act them out. Show them again and make students act out the verbs. Then make horse
students work on choral repetition. bird
kangaroo
15 minutes pig
Place the pictures of image 2 on the board and write the following verbs. Say sentences like; Fish can , Verbs:
use TPR and elicit the appropriate verb. Invite some students go to the board and circle the correct verbs.
fly
run
swim
walk swim walk
jump

run fly

fly swim

run jump

walk fly

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 20 minutes
Introduce the words of the animals by saying the following sentences using TPR or mimics: “Fish can swim”,
“Horses can run”, “Birds can fly”, “Kangaroos can jump”, “Pigs can walk”. Have students read them out loud
along with you acting out the verbs and pointing to the corresponding picture.

Write the sentences on the board and ask students write them down in their notebooks; then provide the
pictures of image 2 and ask them to paste them besides the corresponding sentences.

Session 6
15 minutes
Show image 2, elicit the names of the animals and the appropriate verbs. Then say the verbs and motivate
students to act them out.

Ask a student to go to the front and act out a verb so that his/her classmates say the corresponding verb.
Repeat the activity with other students.

25 minutes
Write the following sentences on the board. Use TPR or mimics to ask the following questions to students,
elicit the correct answers. Write the questions and answers on the board and ask students write them down
in their notebooks.

Do fish swim? Yes, they do.

Do horses fly? No, they don’t. They .
Do birds fly? Yes, they do.
Do kangaroos run? No, they don’t. They .
Do pigs walk? Yes, they do.

10 minutes
Say the following clues out loud and make students guess the corresponding animal.

It is big. It has a long nose. It is gray. It’s the

It is tall. It has a long neck. It is yellow and brown. It’s the
It is small. It has a long tail. It is brown. It’s the
It is small. It can swim. It lives in the water. It’s the
It is big. It can jump. It is brown. It’s the

Session 7
15 minutes
Elicit the names of the animals they have learned. Write the names of the animals they mention on the Habitat:
 water
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 board. Circle the word “fish” and ask students the following questions (Elicit the appropriate answers). Use Birds’ part of the body:
TPR or mimics to make students understand the questions. wings

What is it? It’s a fish.

Where does it live? It lives in the water.
Do fish swim? Yes, they do.
How many wings does it have? It has two wings.

20 minutes Verb:
Draw the following chart on the board. Make students read the words out loud. Then elicit the missing
climb
information.

Animal Size Color It has… Can…

horse brown run
small climb
big a long nose
snake green
orange two wings
kangaroo two legs

_ 20 minutes
Check the chart to verify
that the written form of Provide each student with image 3, ask students color them. Provide the template and ask students to glue
questions is complete and the animals as shown below (show the sample of the template). Then write the questions and answers
legible and that the about each animal on the board and ask students to write them down in their templates. Monitor the
information responds to the students’ work.
questions.

_
Display the illustrated
informative chart in the
classroom.
5 minutes
Place a flipchart sheet on the board. Ask students to paste their templates on it. Invite the whole group to go
to the front to see their partners’ illustrated informative chart.

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Achievements:
 Identify written and oral
questions.
 Look up words in a picture
dictionary.
 Respond questions about
names of several living
beings.
 Identify words that form
questions.
Reference: Assessment:
st
Syllabus cycle 1, 1 Grade Checklist Yes No
https://goo.gl/QHD36G Were students able to identify the animals?
Were students able to answer the questions?
Were students able to identify the action verbs?
Were students able to describe some animals?

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 Image 1

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 Image 2

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 Template

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 Sample of Template

Question Answers
s

What animal is it? It’s a monkey.

Is it tall or short? It’s tall.

Where does it live? It lives in the water.

Does it fly? Yes, it does.

How many legs does it have? It has two legs.

What size is it? It’s big.

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 Image 3

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