LESSON PLANNING

1st PRIMARY UNIT 2. MY CLASS TERM 1st TOPIC Classroom objects, numbers 1-10,
colours
1.
UNIT LEARNING GOALS
- To use the target language for:
- naming some classroom objects.
- describing the classroom objects by their colour/s.
- counting objects from 1-10.
- expressing quantities by answering the question “How many…?”
- giving/following some basic instructions.
- To use verbal and non-verbal strategies to show understanding.
- To appreciate positively their own effort in the learning process.
2.
UNIT COMMUNICATIVE UNIT LEARNING CONTENTS
FUNCTIONS
- Describing objects using colours. KEY LANGUAGE STRUCTURES: What’s this?/It’s a (pencil);
- Expressing small quantities and What colour is this?/It’s (brown); Show me your (pencil)!; How
colours. many (crayons)?
- Giving/following some basic KEY VOCABULARY: Numbers 1-10; Colours: white, brown,
instructions. pink; Classroom objects: pencil, rubber, sharpener, crayons, markers,
scissors, glue, paper, book, schoolbag.

3.
PREVIOUS KNOWLEDGE ENGLISH ACROSS THE CURRICULUM
Colours unit 1 and 12; numbers unit 1; What colour is Arts, Music, Maths.
this?/It’s…; What’s this?/It’s a…
4.
ASSESSMENT1
CRITERIA UNIT STAGES & ASSESSMENT FOCUS
STRATEGIES
1. Using the language to name some 1. Practice and 1. Listening and speaking.
classroom objects. activate/observation.
2. Using the language to describe the 2. Practice and 2. Listening, speaking, reading
classroom objects by their colours. activate/observation and and writing.
3. Using the language to count objects checking activities.
from 1-10. 3. Practice/observation. 3. Listening, speaking.
4. Using the language to express small
quantities. 4. Practice/observation. 4. Listening, speaking.
5. Using the language to give
instructions. 5. Practice and 5. Pair and small group
6. Using verbal and non-verbal activate/observation. activities.
strategies to show understanding. 6. All the stages/observation. 6. Listening, speaking, reading
and writing.
1
Consider both teacher and students assessment.
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Roberto Tarazona Carles – Leonor Medina Borrás
 5.
MIXED-ABILITY STRATEGIES
Reinforcement and extra-practice activities have been planned to deal the group mixed-ability. The most
important activity has been adapted by taking into account students’ different learning styles. Besides,
activities in the Internet will be used as reinforcement or extra activities so that students use the current I.C.T.
technologies.
6.
UNIT FINAL TASK
Memory game. Teacher divides the class in pairs and gives each child the worksheet. Pupils trace the words
and cut the cards. In pairs, they play the memory game, matching words with pictures, saying the names of
the objects and their colours “It’s a blue crayon”. Once they have joined all the pairs, they have to glue the
words with the corresponding pictures.

7. SEQUENCE OF LEARNING ACTIVITIES2 (described in the annexes)

8. RESOURCES (included in the unit lesson planning template)

2
See unit lesson planning template

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Roberto Tarazona Carles – Leonor Medina Borrás