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:

6th Grade Unit 5 Product B Instructions brochure on how to use means of Follow and give directions to go to places
transport
Environment: Specific competence:
Familiar and community Follow and give directions for commuting using public transport

Doing with the language (Activities):

Before starting your class take the following aspects into consideration:

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.
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Session 1 Nouns:
10 minutes  transport
Write the word “transport” on the board. Ask students if they know the meaning of the word. Elicit students’  movement
answers. Then write the following definition on the board: It is the movement of people, animals and goods from  people
one location to another. Ask students if they live near or far away from the school then ask them: How do you get  animals

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 to school? Walk around the classroom and make sure everybody participates. Ask students to go to the board and  goods
write the mean of transportation they use.  means
 transportation
10 minutes  plane
Show students flashcards about means of transportation and ask students to say them aloud (images 1-8).
 car
Plane, car, subway, bus, taxi, motorcycle, bicycle, on foot. Write on the board the means of transportation the
 subway
students did not write in the previous activity.
 bus
 taxi
 motorcycle
 bicycle
 foot

20 minutes
Divide the class into two teams. Explain that they are going to play a guessing game. Tell them you are going to give
them a phrase and they will have to guess the meaning of the word. The word will be related to transportation, for
example: you catch it at the airport (airplane).

10 minutes
Ask students to work in pairs and think about what kinds of transportation they use in their hometown. Ask
students to take turns discussing the different types of transportation with their partner. Walk around the
classroom and monitor students’ conversation.
Nouns:
Session 2
 train
20 minutes
 boat
Draw five squares on the board for five students to be able to draw in. Have five students write their names above
their squares. Call out a word and the students draw it (to review means of transportation "plane, car, subway, bus,  helicopter
taxi, motorcycle, bicycle”. You can introduce new vocabulary such as train, boat and helicopter). The student who
draws faster is the winner. Then ask other five students to go to the board and continue with the activity.

20 minutes Nouns:
Ask each student to work in pairs with the student next to him/her. They have to name two places for each mean of  school
transportation. For example, bus (supermarket, restaurant). Then ask them to write sentences about their places  landmarks
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such as “You can go to the supermarket by bus.” or “You can go to the park on foot”.  left
– Select locations to  right
provide directions to get 10 minutes  turn
there. Ask students to make a list with details required to get to a place: means of transport, cost, etc.

Directions:
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 – Make a list with details
required to get to a place:
means of transport, cost,
etc.
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– Write the instructions to
get to the places, based
on a model.
– Check in a bilingual
dictionary that words
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Session 3  turn right/left
5 minutes  corner
Draw a rough map of the neighborhood, just a few streets and the school will do. Ask “Where is the school?” Have a  go straight
student come to the board and point it out. Then ask where a few other landmarks are and have students draw and  walk along
label them on your map.  walk up
 walk down
 across from
 next to
5 minutes
Introduce the words ‘right’ and ‘left’. Try to elicit the meaning or translation of these words from the students and
write them on the board with arrows demonstrating each direction. Ask a student to “Turn right” or “Turn left” with
a demonstration and after a few individual checks feel free to have the whole class join in making sure they are
listening to the words right and left and not just turning from side to side by occasionally instructing them to “Turn
left, turn left” or “Turn right, turn right” which should end up with everyone facing the back of the classroom.
Anyone who isn’t facing the correct direction needs to focus on the words more closely.
15 minutes Nouns:
Introduce the following phrases:  park
 store
-Turn right/left (at the 1st/2nd/3rd corner).
 restaurant
-Go straight.
 airport
- Walk along/ walk up / walk down
 bus station
-You’ll see it on the right/left.  market
-It’s across from (the school, the park, the post office).  bank
-It’s next to (the police station, the playground, the library).  hospital
 church
Explain the meaning of each phrase and lead some pronunciation practice exercises. Encourage students to use
 movie theater
bilingual dictionaries.
15 minutes
Mark your imaginary location on a rough map like the one below and ask your students “How do I get to the
supermarket?” Call on one student to give just the first section of directions, then another student for the second
section, and then another until you’ve reached your destination. Repeat until your students feel comfortable
enough with the new phrases to give a whole set of directions on their own. Next, mark a beginning position on the
map and give a set of directions. Ask students “Where am I?” to see if they were able to follow along with you and
Lesson Plan designed by AP Roberto López Rodríguez
 comply with writing and repeat. If necessary, go back to review anything that seems difficult for the students. Also, check that the
spelling conventions. instructions are clear and that they take you to the place you want to go.

– Check that the 10 minutes

instructions are clear and After demonstrating the dialogue, ask students to work in pairs to practice giving directions. The model dialogue
that they take you to the should resemble this:
place you want to go.
A: Excuse me. How do I get to the bank?
B: Turn left. Turn right at the 3rd corner. You’ll see it on your left.
A: Thank you!
B: You’re welcome.
Ask for volunteers to act out their conversations to the class.
Nouns:
Session 4
 tourist
15 minutes
 destination
Write the following headings on the board: Tourist, Destination, Transportation, Cost, and Time.
 transportation
Go over the headings, eliciting what each one represents. Write the following questions after the headings:  cost
 time
Tourist: Who is going on the trip?
Destination: Where are they going?
Transportation: How are they going there?
Cost: How much does the ticket cost?
Time: How long does it take to get there?
Wh-questions:
Write the following chart on the board. Elicit examples for each heading:  who
 where
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City Price DEPART ARRIVE DURATION  how

Tampico $500 8:00 14:00 6 hours  how much
Mazatlán $800 6:00 18:00 12 hours  how long
México $900 9:00 19:00 10 hours
León $500 10:00 17:00 7 hours
Zacatecas $600 8:00 14:00 6 hours

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 Tourist: Karla
Destination: Tampico
Transportation: by bus
Cost: $500
Time: 6 hours

15 minutes
Write the following questions on the board ad elicit students’ answers:
1. How can I get to downtown mall? By bus.
2. Where is it? It´s far away.
3. What bus routes can I take? You can take routes 126, 118, and 400.
4. How much does the ticket cost? It’s $12.
5. How long does it take to get there? It takes one hour.
6. How can I get from the school to downtown? Take bus 126 and get off at
Cuauhtémoc Avenue/ Cross the street and walk to the corner. Take bus 118.
Get off at Cuauhtémoc Avenue. Walk straight and turn right in Morelos street.

20 minutes
Ask students to draw a map of an area of their neighborhood or city. Ask them to include important buildings,
monuments, parks, and stores. Also ask them to add public transportation routes. Write instructions to get from
one place to another.

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.
1. Draw a map using your school as reference. Include important places and public transportation routes.
2. Decide on the place. Write instructions to get there on public transportation. Include the distance and cost.
3. Check the clarity of your instructions.
4. Check spelling and punctuation.
5. Design a cover for your brochure.
6. Add important information for visitors to your city.
7. Add illustrations.
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– Write the final version of Session 6

the instructions on the 30 minutes
brochure and illustrate it Ask teams to show the brochure they made the previous class to other classmates. Assign turns of participation and
with a sketch or map. ask teams to present their work in front of the group by reading. They must take special care on intonation,
punctuation marks, use of vocabulary. (Peer and self-correction practices to be encouraged).

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 – Display the brochure in a 20 minutes
visible place in the Display the brochure in a visible place and ask students to place a sign "We invite you to read" to invite anyone who
classroom. passes to read and answer them. Ask students to compare their work and talk about their brochures. They have to
look for places and the directions to get there.

Achievements:

- Discriminates names of
places and means of
transport while listening
and reading.
- Identifies names of
destinations in double
column charts.
- Reads times of departures
and arrivals aloud.
-Understands directions to
move from one place to
another using public
transport.
- Formulates questions to
ask how to get to a place
where you can take
public transport and what
is its cost.
- Writes directions to get
from one place to
another using public
transport.
Reference: Assessment:
Syllabus Cycle 3, 6th Grade Checklist. YES NO
PNIEB.net: http://goo.gl/ENfVKg Pronounces all words correctly and speaks clearly.
Reads at an appropriate speed. No lapses, hesitation or
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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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