School:

Grade 4th Month February

Stage: 4 Learning Fields: Setting: Classroom

Languages
Social Practice: Achievements: LDP:
Formulate and answer • Define aspects of a topic • Identify and predict
questions to get of interest. the purpose of
information on a • Formulate questions to questions.
specific topic. obtain information. • Identify the structure
• Select information that of interrogative
answers questions about sentences.
aspects of a topic.
• Define and list
aspects of a topic
that is intended to
obtain information
about.
• Formulate questions
to obtain information
about a topic.
Methodology: Fase 4, Ciclo 2 Product:
Project-based Learning CEFR LEVEL A1 Questionnaire
Natural Approach
CLT

Articulating Frameworks: Critical interculturality, critical thinking, appropriation of

culture through reading and writing.

Generative question: Who invented the telephone?

Week 1 Date: Timing Interaction
Class 1
Activities and materials Patterns

Lesson aim: INTRODUCTION: 10 minutes whole class

Identify the purpose of questions. ​ Introduce the concept of
WH-questions using visuals and
gestures.
​ To convey their meanings, use a
visual aid with each question word
(who, what, when, where, why,
how).

DEVELOPMENT / CONSOLIDATION 25 whole class

The teacher provides simple explanations
for each Wh-question: using flashcards on
the board.
● Who - asks about people.
● What - asks about things or
actions.
● When - asks about time.
● Where - asks about places.
● Why - asks about reasons.
● How - asks about the way
something is done.

CONCLUSION 15 pairs
Students practice the wh-questions by
asking each other from the sample
questions provided by the teacher on the
board.

Week 1 Date: Timing Interaction

Class 2
Activities and materials Patterns

Lesson aim: INTRODUCTION 10 individually

Identify the purpose of questions.
Listen to the reading aloud of Begin with a warm greeting, asking
questions. Identify words used to students how they feel.
formulate questions.
Quickly review the WH-questions they've
learned in the previous class by asking a
few random questions.

DEVELOPMENT / CONSOLIDATION 30 whole class

the teacher Introduces vocabulary to

practice with wh questions. what is it? it´s
a banana. where is it? in the school.
Objects: ball, book, toy, pencil.
Places: home, school, park, store.
fruits: orange, banana, strawberry.

CONCLUSION 10
Have students practice asking and
 answering these sample questions in pairs
pairs.
Encourage them to use the correct WH
questions based on the context.

Week 1 Date: Timing Interaction

Class 3
Activities and materials Patterns

Lesson aim:The primary goal of this INTRODUCTION 10 whole class

lesson is to introduce and reinforce T will begin the class by showing the
the understanding of Wh-questions video of wh-questions followed by
(who, what, when, where, why, how) reviewing previous vocabulary from past
class. (object, ball, book, toy, pencil,
Places: home, school, park, store. fruits:
orange, banana, strawberry).

DEVELOPMENT / CONSOLIDATION 30 individually

T will write simple wh questions on the
board and will have ss copy them and
answer them in their English notebook.

1. Who likes to play soccer?

2. What is the weather like today?

3. When is your birthday?

4. Where do you like to go on

weekends?

5. Why is it important to eat healthy

food?

6. How do you go to school every day?

T will hand out worksheet Activity 1 to ss

and encourage them to match the
wh-questions to their use.

CONCLUSION 10 whole class

T will randomly select a couple of SS to
share the use of the wh-questions and
their answers to their matching worksheet
activity.

HOMEWORK:

RESOURCES: CUARTO_VIDEO_SEMANA 1_FEBRERO.mp4

Week 2 Date: Timing Interaction

Class 4
Activities and materials Patterns

Lesson aim: introduce countries, INTRODUCTION: 10 whole class

cities and their corresponding artist.
Introduces countries and cities for today's
activity: England (London), France (Paris),
and Mexico (Mexico City).

DEVELOPMENT / CONSOLIDATION 35 individually

· T will ask ss to write the countries
and their capitals for further reference in
their English notebooks 3 times each
(England-London, France-Paris, and
Mexico-Mexico City)
· T will Show images or flashcards of
those landmarks or features from each whole class
place and their corresponding artist.
(England, France, and Mexico)
· T will encourage Ss to name any
artist of those countries or cities that they
know of. (Miguel Angel, Diego Rivera, individually
Leonardo Da Vinci, and so on)

CONCLUSION 5

T will randomly shout out a country and ss

will raise their hands and name their city
and corresponding artist.

Week 2 Date: Timing Interaction

Class 5
Activities and materials Patterns

Lesson aim: Ss. Will be able to INTRODUCTION

learn new vocabulary to know how 20 min individually
to use and write wh. questions T. presents new vocabulary on the board
using flashcards or projections (monkey,
frog, bird, dog, cow, horse, rabbit, cat,
snake, pig ). Ss. Have to repeat them after
the teacher for a clear pronunciation.

DEVELOPMENT / CONSOLIDATION
15 min individually
T. tapes or projects the flashcards on the
board and writes their words next to them
and encourages ss. to pronounce the new
vocabulary to correct mistakes in their
pronunciation. t. asks ss. Write the new
vocabulary five times with their drawing in
their notebooks for future reference.

CONCLUSION

T. randomly selects ss. to pass to the front

of the class t. says to ss. A Word and they 15 min individually
have to identify the flashcard from the new
vocabulary and repeat the Word to correct
if they have a mistake in their
 pronunciation.

Week 2 Date: Timing Interaction

Class 6
Activities and materials Patterns

Lesson aim: Ss. Will be able to INTRODUCTION

learn how they can use the wh. T. begins the class by showing the 10 min individually
Questions in their real life, corresponding video for solving the
completing the questions in the worksheet.
worksheet.
DEVELOPMENT / CONSOLIDATION
T. writes or projects the corresponding 30 min individually
worksheet on the board and will have ss.
copy them and answer them in their
notebook.

CONCLUSION

T. has some volunteers to pass to the

front of the class and share their answers 10 min individually
with the whole class.

HOMEWORK:

RESOURCES: CUARTO_VIDEO_SEMANA 2_FEBRERO.mp4

Week 3 Date: Timing Interaction

Class 7
Activities and materials Patterns

Lesson aim: Students will be able to INTRODUCTION: (10

ask and answer Wh-questions minutes)
about continents and countries. Show a world map or globe to the class.
Introduce the vocabulary of continents
and one country from each continent
using flashcards.
Use visuals and engage students in a
brief discussion about what they know.

DEVELOPMENT / CONSOLIDATION: (10

Play a matching game where students minutes)
match continent names to pictures on the
world map.
Repeat the names of continents and
countries, encouraging students to repeat
after you.
Introduce Wh-questions focusing on
"What" and "Where." (15
Model asking questions such as "What minutes)
continent is Mexico in?" or "Where is Asia
located?"
Provide pictures representing each
continent. (10
Ask students to formulate "What" and minutes)
 "Where" questions to gather information
about the continents.

CONCLUSION
Pair students and have them take turns (5 minutes)
asking and answering questions about
continents and countries.
Monitor and provide guidance.
Review key vocabulary and
Wh-questions. (5 minutes)
Assign a simple homework task, such as
researching a country and preparing to
share information with the class.

Week 3 Date: Timing Interaction

Class 8
Activities and materials Patterns

Lesson aim: INTRODUCTION

Students will be able to ask and
answer Wh-questions about works Display pictures of famous works of art (10
of art and celebrations. and briefly discuss each. minutes)
Introduce vocabulary related to
celebrations using flashcards.
Engage students in a short conversation
about their favorite celebrations.

DEVELOPMENT / CONSOLIDATION (10

Play a guessing game where students minutes)
describe a work of art or celebration
without saying its name and others
guess.
Use the vocabulary in sentences,
encouraging students to repeat after you.

Introduce Wh-questions focusing on (10

"What" and "When." minutes)
Model asking questions such as "What
celebration is your favorite?" or "When is
Diwali celebrated?"

Provide pictures of works of art and (10

flashcards with celebrations. minutes)
Ask students to formulate questions using
"What" and "When" to gather information
about the works of art and celebrations.

CONCLUSION

Pair students and have them take turns (5 minutes)

 asking and answering questions about
works of art and celebrations.
Monitor and provide guidance. (5 minutes)
Review key vocabulary and
Wh-questions.
Assign a simple homework task, such as
drawing their favorite work of art or
describing a celebration they enjoy.

Week 3 Date: Timing Interaction

Class 9
Activities and materials Patterns

Lesson aim: INTRODUCTION

Students will review vocabulary
from both classes and answer a Begin with a quick review of vocabulary (15
worksheet using Wh-questions. from Class 1 and 2. minutes)
Use flashcards to reinforce memory,
asking students to recall information about
continents, countries, works of art, and
celebrations.

DEVELOPMENT / CONSOLIDATION
Conduct a brief activity where students
take turns asking and answering (15
Wh-questions about the reviewed minutes)
vocabulary.
Use the whiteboard to write down sample
questions for reference.
Distribute the worksheet with questions
related to continents, countries, works of
art, and celebrations. (15
Play the video to answer the worksheet. minutes)
In pairs, have students answer the
questions using Wh-questions,

CONCLUSION
Students share their answers with their
partners, discussing and clarifying (5 minutes)
information.
Monitor and assist as needed.

HOMEWORK:

RESOURCES: CUARTO_VIDEO_SEMANA 3_FEBRERO.mp4

Week 4 Date: Timing Interaction

Class 10
Activities and materials Patterns

Lesson aim: INTRODUCTION: 10 minutes Group

Ss will learn to formulate and T begins class by discussing inventions.
answer Wh-questions (who, what, What is an invention? Why are inventions
when, where, why, how) to search important?
and select information about
inventions.
 DEVELOPMENT / CONSOLIDATION: T-Ss

Review each Wh-question providing

simple explanations for when to use them
in the context of inventions: who: to ask 25 minutes
about the creator/inventor, what: to ask
about the invention, when: to ask about
the time the invention was created, where:
to ask about the place of invention, why:
to ask about the purpose or reason, how:
to ask about the process or method of
creating the invention.

Introduce vocabulary inventions and

inventors (telephone- Alexander Graham
Bell, light bulb-Thomas Edison,
Automobile- Karl Benz.

CONCLUSION: 15 minutes Pairs

Have Ss practice forming and answering

Wh-questions for example, Who invented
the light bulb? When was the first
automobile created? Where was the first
automobile invented? What is the function
of a telephone? Why is the invention of
the light bulb important?

Ss copy and answer the questions in their

notebooks.

Week 4 Date: Timing Interaction

Class 11
Activities and materials Patterns

Lesson aim: Ss will learn about the INTRODUCTION 10 minutes group

evolution of telephones while
formulating and answering Begin class with a brief review of the
questions. previous lesson.

Introduce the topic “communication”. What

is communication? What do we use
nowadays to communicate with others?

DEVELOPMENT / CONSOLIDATION 15 minutes T-Ss

T Show Ss the evolution of the telephone

throughout the years with the help of
flashcards. T explains to Ss how people
used to communicate before telephones
were invented and how they have been
changing throughout years. Also, explain
the impact and how it changed the way of
communication.

During the lesson, provide Ss with 10 minutes teams

questions to check for understanding
 T asks Ss to gather into two teams, and
each team will create five wh-questions
for the other team to answer.

CONCLUSION 15 minutes
pairs
T asks Ss to work in pairs to create a
timeline of the evolution of the telephone.

Week 4 Date: Timing Interaction

Class 12
Activities and materials Patterns

Lesson aim: INTRODUCTION

Students will learn about Alexander Begin by asking students if they have ever
Graham Bell and his invention of wondered about the invention of the (10
the telephone. They will practice telephone. minutes)
Wh-questions to gather information Show a picture of Alexander Graham Bell
about the inventor and the timeline and ask if anyone knows who he is.
of the telephone's invention.
DEVELOPMENT / CONSOLIDATION
Share a brief and age-appropriate story
about Alexander Graham Bell, (10
emphasizing key points such as his minutes)
background, interest in sound, and the
invention of the telephone
Use the video, simple illustrations or a
storyboard to make the story more
engaging. (10
Write sample questions on the board: minutes)
"Who invented the telephone?" and
"When was the telephone invented
Distribute the worksheet with the brief
story of Alexander Graham Bell. and asks (10
students to answer the questions. minutes)

CONCLUSION
Write on the board: Who invented the
telephone? (10
Ask students to draw a telephone and minutes)
write the generative question with the
corresponding answer.

HOMEWORK:

RESOURCES: CUARTO_VIDEO_SEMANA 4-FEBRERO.mp4

ASSESSMENT
Week Instrument Timing
1 Observation
2 Observation

3 Observation

4 Worksheet

REFLECTION / OBSERVATIONS

Teacher School Principal

(Name:) (Name:)
School Stamp