SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2022-2023

LESSON PLAN
May
School’s name: CCT:

AEE’s name: ID: Group:

1st Grade Product 9 Social practice of the language: Learning outcomes:

Illustrated informative chart Formulates questions to obtain information about a topic from nature - Explores illustrated material about living beings
Learning Environment: Communicative Activity: - Participates in the making of questions
Academic and educational Information look-up and selection - Explores the writing of questions and answers.
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes
Material: Song, speaker
Play, Old Mac Donald had a farm https://bit.ly/2S2egIp Ask students what they think the song is about.

Presentation: 15 minutes Animals:

Material: Image 1 - pig - dog
Introduce vocabulary using image 1. Write Domestic and Farm animals on the board. Explain the difference and state that some - duck - cow
animals belong to both places. Have students collaborate to list domestic and farm animals. - sheep - fish
- domestic/farm animal
Practice: 10 Minutes
Material: Image 1 - What is it?
Displaying the animals on image 1, ask students, What is it? providing a model for asking. Explain how to answer and drill in a variety - It´s a _____.
of ways (by rows, girls then boys, whispering, using non-verbal communication, etc.).

Production: 15 Minutes
Material: Image 1 - Where does it live?
Have students illustrate and label animals from image 1. Then practice with peers asking, where does it live? - It lives in a _____.

Wrap up: 5 Minutes

Material: N/A - whisper
Play Chinese whispers or broken telephone using the animal names learned in class.

Suggested activities Knowing about the language

Session 2 (Background):
Warm up: 10 minutes The alphabet
Material: N/A - vowels (a, e, i, o, u)
Review the alphabet and vowels. Have students complete p_g (pig), c_w (cow), d_g (dog), she_p (sheep) and f_ sh (fish).

1 of 12
Presentation: 15 minutes - This is a(n) _______. - tail
Material: Image 2 - It has four legs. - nose
Using image 2, have students read aloud after you. Then, cut out the flashcards you have read to make reading stations. Assign a - It has a long ____. - neck
card to each station for students to mingle and read.
- adjectives
Practice: 10 minutes - beautiful
Material: Image 1 - guess
Explain the function of adjectives using objects in the classroom e.g., big windows, white door, brick wall, wooden desks, dry erase - Is it a ___?
markers. Use image 1 to have students describe the animals. Afterwards, describe the animals, one at a time to students to guess it.
Use a variety of clues such as the sound it makes, the food derived form it, spell it out, scramble its name on the board, etc.
- It sounds like a ___?
Production: 10 minutes
- What does it eat?
Material: Animal sounds, speaker, image 2
- Where does it live?
Play animal sounds from https://bit.ly/40ovDWX for students to guess. Show animals on image 2 and have students come up with
- Where are they from?
curious questions. Write several questions on the board and answer them. Have students copy the information and illustrate the
- dog
animals.
- moose
Wrap up: 5 minutes - swan
Material: Song, speaker - Komodo dragon
Play an excerpt of Guess the animal sound game https://bit.ly/3ZpSdNA Provide choices to make it easy and fun.

Suggested activities Knowing about the language

Session 3 (Background):
Warm up: 5 minutes - can - climbs
Material: N/A - jump - swims
Introduce action verbs and can. Have students discuss which apply to which animal in general, domestic or farm. - fly - crawls
Presentation: 15 minutes - what - why
Material: Images 3 – 5 - where - who
Introduce question words using images 3 – 5. Paste them on the board, use them in a sentence for students to identify and point. - when - how
- how many - which
Practice: 10 minutes
Material: Worksheet 1
Hand out worksheet 1 for students to answer. When finished, promote peer-assessment.

Production: 15 minutes - How do you say…?

Material: N/A
Have students pick an animal from worksheet 1. Make four teams (one per animal). Help the teams write a list of appropriate
adjectives for their animal. Motivate students to practice asking, how do you say…?

Wrap up: 5 minutes - How do you spell…?

Material: N/A
Have students circle the longest adjective from the previous list. In teams, the team who spells the longest adjective correctly wins
a point. Each student who spells it correctly can earn a point for their team, (you decide if they can spell it twice for double points).
Knowing about the language
2 of 12
Suggested activities (Background):
Session 4
Warm up: 5 minutes
Material: N/A
Review the alphabet and play hangman using cow, bird, pig, dog, cat.

Presentation: 15 minutes
Material: Images 3 - 5
Review question words on images 3 – 5. Provide personalized questions for students to read in pairs, ask and answer peers, e.g.,
What’s your name? Where are you from? When is your birthday? How many brothers and sisters do you have?
- closed questions
Practice: 15 minutes - do
Material: N/A
Explain that we also have yes/no questions. Provide examples of closed questions related to animals. E.g., Do snakes bite? Do snakes
fly? Do we get milk from cows? Can kangaroos swim? (Kangaroos are quite strong swimmers).
- word search puzzle
Production: 10 minutes
Material: N/A
Have students answer the following puzzle. The answers are highlighted, what, why, where, which, when, who, how, how many.

W H A T W H Y

J W H E R E O

W H I C H M N

R L A W H E N

W H O B H O W

H O W M A N Y

Wrap up: 5 minutes

Material: N/A
Motivate students to tell you which question words were not included in the word search puzzle (do, can). To make it interesting
have them write it on a piece of paper secretly. Students who provide a correct answer, get a special grading signature or happy face.

Suggested activities Knowing about the language

Session 5 (Background):
Warm up: 5 minutes
Material: N/A
Review the alphabet and vowels. Play hangman using what, when, why, which, how.
Presentation: 10 minutes Living beings

3 of 12
 Material: N/A - plants -people -animal -bacteria
Point out that in previous classes we talked about animals mostly as they are living beings. Brainstorm on the board other types of Needs
living beings such as people, plants and bacteria. Discuss their needs and characteristics. - water -food -energy -sunlight
- oxygen -place to live
Practice: 10 minutes Characteristics
Material: Worksheet 2 - born -breath -grow -eat
Provide worksheet 2 for students to color the living beings. - move -reproduce

Production: 15 minutes
Material: Template 1, scissors, glue, colors, worksheet 2
Use template 1 for students to make an illustrative informative chart about living beings. On square one, ask them to draw a person,
on square 2, students may cut out and paste an animal from worksheet 2 and square three is for plants. Have students fill in the lines
for living beings’ needs and characteristics. Allow students to decorate the rest of the space on the sheet with more living beings
such as birds, fish, etc.

Wrap up: 10 minutes

Material: Illustrative informative chart about living beings
Practice short role plays using questions words or closed questions. E.g., have students in pairs ask each other:
Student A: Are plants living beings?
Student B: Yes.

Assessment tools: References and resources:

Checklist Yes No Aprendizajes Clave, 1st Grade
Student identifies some animals. https://bit.ly/2S2egIp
Student identifies some animal characteristics. https://bit.ly/40ovDWX
Student identifies question words. https://bit.ly/3ZpSdNA
Student is able to formulate questions using CAN with teacher support.
Student identifies living beings’ needs and characteristics.

For a successful class development consider:

• Managing and optimizing class time.
• Aim for a balanced language skills practice.
• Model what you want students to accomplish.
• Make effective adjustments to the lesson plan.
• Paraphrase instructions and ask comprehension questions.
• Target activities’ objectives to cover the expected learning outcomes.

Principal’s name and signature: Date:

4 of 12
 Image 1

5 of 12
 This is an elephant. This is a monkey. This is a dog.
It has four legs. It has two legs. It has four legs.
It has a long trunk. It has a long tail. It has a short tail.

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

It has four legs. It has no legs. It has a long neck.
It is small. It is long. It is tall.

Image 2
6 of 12
 What Where

Image 3

7 of 12
 When Why

Who How

Image 4

8 of 12
 How many Which

Which drink do you prefer, juice or milk?

Image 5

9 of 12
 Information chart Information chart
1. Count the number of animals. 1. Count the number of animals.

2. Complete the chart with tally marks and 2. Complete the chart with tally marks and
numbers. numbers.
Animals Tallies Quantity

Worksheet 1

10 of 12
 Worksheet 2

11 of 12
 Living beings
1 3
Needs Characteristics
___________________________________ ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

___________________________________ ___________________________________
___________________________________
___________________________________

___________________________________

2 3
Template 1

12 of 12