COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018
LESSON PLAN
JANUARY 29 TO FEBRUARY 16
School’s name: CCT: Instructor’s name: ID:
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:
1 of 13 Lesson Plan designed by TPA Ofelia Saavedra
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
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.
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.
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.
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
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.
10 minutes
Say the following clues out loud and make students guess the corresponding animal.
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
6 of 13 Lesson Plan designed by TPA Ofelia Saavedra
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
20 minutes Verb:
Draw the following chart on the board. Make students read the words out loud. Then elicit the missing
climb
information.
_ 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 5 minutes
classroom. 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.
Question Answers
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