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1st Grade Unit 3 Product A
1st Grade Unit 3 Product A
COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018
LESSON PLAN
TH TH
JANUARY 8 TO JANUARY 26
School’s name: N/A CCT: N/A Instructor’s name: N/A ID: N/A
Stage(s): Doing with the language (Activities): Knowing about the language
Session 1 (Background):
10 minutes
* Start every session by greeting students. Vocabulary:
* Model every activity before making students work on it.
* Print images for the corresponding activities.
- Story
– Choose the scene from a Write the topic Story on the board. Place image 1 on the board, point to the first picture and elicit students to - characters
story as well as the say the name of the story. Repeat the action with the rest of the pictures. Display image 2 and motivate - setting
people, animals, and students to say their names, once they had identified all of them, make some students match the characters to - Snow White
objects that will the corresponding story. Repeat the activity with image 3. - The Three Little Pigs
participate in it. - Cinderella
Elicit students to mention other stories they remember and write them on the board. Then motivate them to - The Little Red Riding Hood
say the main characters from each story.
15 minutes
Display the image of The Little Red Riding Hood. Then draw the following chart on the board (You can present - wolf
it in a flipchart sheet previously prepared). - woods
Story: The Little Red Riding Hood Characters Setting (Place) - grandma’s house
- setting
Point to the word characters, read it out loud and make a student go to the front, point to the correct images
and say the word characters out loud. Do the same with the word “place”. Repeat the activity with other
students.
15 minutes
Divide the board in two parts by drawing a line in the middle. Write the word characters on the left side of the
board and setting or place on the right side. Encourage students to say some famous characters they
remember and write them below the word “characters”. If necessary provide the first two examples in order
to help them (Spiderman, Batman, Buddy, etc.). Do the same with some settings (palace, castle, house,
woods).
Write the definition of the two words and some samples of each one like the example provided below. Read
the definitions out loud and make students work on choral repetition. Place images 2 and 3 below the
corresponding topic. Elicit students to identify the characters and settings.
The Big Bad Wolf then ran to her grandmother’s cottage much before Little Red Riding Hood, and knocked
on the door. When Grandma opened the door, he locked her up in the cupboard. The wicked wolf then
wore Grandma’s clothes and lay on her bed, waiting for Little Red Riding Hood.
When Little Red Riding Hood reached the cottage, she entered and went to Grandma’s bedside. “My! What
big eyes you have, Grandma!” she said in surprise. “All the better to see you with, my dear!” replied the
wolf. “My! What big ears you have, Grandma!” said Little Red Riding Hood. “All the better to hear you with,
my dear!” said the wolf. “What big teeth you have, Grandma!” said Little Red Riding Hood. “All the better to
eat you with!” growled the wolf pouncing on her. Little Red Riding Hood screamed and the woodcutters in
the forest came running to the cottage. They beat the Big Bad Wolf and rescued Grandma from the
cupboard. Grandma hugged Little Red Riding Hood with joy. The Big Bad Wolf ran away never to be seen
again. Little Red Riding Hood had learnt her lesson and never spoke to strangers ever again.
10 minutes
Write the following sentences on the board and make students read them out loud along with you. Then read
them again using TPR and make students repeat the action.
25 minutes
– Cut out the pieces and Make teams of six students. Provide the image 4 to teams. Explain that they will have to color and cut out the
paste them on cardboard images; make students order the images and glue them in a piece of paper. Ask them write down the correct
or laminate them so they sentence below the corresponding image. Encourage students to go to the front, show the sequence of images
can be used without and each student of the team will read a sentence pointing to the corresponding picture. Pick up the cards to
being torn. use them in another activity.
Session 3
10 minutes
Place the characters and the setting images on the board. Ask students the question How many characters are - How many_______ are
there? Encourage them to count characters out loud. And say There are ___ characters. Then ask the question there?
How many settings are there? Encourage them to count settings out loud and say There are ___ settings. - There are ____ ____.
Write the questions and answers on the board and make students write them down in their notebooks.
15 minutes
Make pairs. Once in pairs make students take turns to ask and answer the previous questions out loud.
Place the flashcards of the animals, persons and objects on the board and ask students How many animals are Cardinal numbers
there? How many persons are there? How many objects are there? Elicit them to work on choral repetition. - 1 one
- 2 two
Ask them to work with the same partner and take turns to ask and answer the three questions using the - 3 three
flashcards. - 4 four
- 5 five
- 6 six
- 7 seven
- 8 eight
- 9 nine
- 10 ten
10 minutes
Elicit students to mention a story they like or remember one character, and the setting. Have them draw a
Session 4
20 minutes
Play the alphabet song and make students sing it with you (https://goo.gl/fVSw5r). Provide with letters - Alphabet A-Z
(image 5) to some students; play the song again and have them sing it while holding up the corresponding
letter when hearing them.
Play the numbers song (https://goo.gl/CIe9uM) and make students sing it with you. Provide with numbers
(image 6) to some students; play the song again and have them sing it while holding up the corresponding - Numbers 1 - 10
numbers when hearing them.
20 minutes
Display image 7 with numbers and letters. Point to some letters and numbers and ask students the question “Is - Is it a letter or a number?
it a letter or a number?” Elicit students to answer “It is a _________. - It is a _________.
Make students work in pairs and take turns to practice the questions and answers.
10 minutes
Write the following words on the board donkey, wolf, rabbit, mouse, and lion. Provide the words pronunciation - donkey
and have students work on choral repetition. Ask students count the letters of each word out loud. - wolf
- rabbit
Session 5 - mouse
15 minutes - lion
Make teams of six. Provide the cards of The Little Red Riding Hood with the sentences. Assign a character to
every student in their teams. Tell them to practice the sentence by reading it out loud and perform it.
35 minutes
Once they had practiced, make teams go to the front and perform the story according to the characters they
were assigned.
Session 6
10 minutes
- The Little Red Riding Hood.
10 minutes
Write the words from the previous session on the board, point to the first word donkey and ask the question - What is the first letter of the
What is the first letter of the word? Elicit students to say “d”; continue with the question What is the last letter word?
of the word? Elicit students to say “y”; continue with the question How many letters does the word have? Elicit - What is the last letter of the
students to say “six”. Repeat the activity with the rest of the words. word?
- How many letters does the
Use the same words from the previous activity to ask the following questions. Which word begins with the word have?
letter “w”? Which word ends with the letter “t”? Use the same questions to work with the other words. Make
students say the answer pointing to the corresponding letter on the board. Repeat the activity with other
words and students.
10 minutes
Ask students to use a sheet of paper and scissors. Explain them step by step how to create a little book.
5 minutes
Make students share their little books with the partner next to him/her, they have to say the sentences out
loud.
Achievements:
– Classify names according to
what they refer to.
– Distinguish letters from
numbers.
– Group different and similar
words based on their
written form.
Reference: Assessment:
http://goo.gl/xSXba5 Yes/No questions checklist
https://goo.gl/R0Hzhb Did the student identify the characters, animals, places? Yes, No
http://goo.gl/twnt6K
https://goo.gl/fVSw5r
https://goo.gl/CIe9uM
https://goo.gl/ATqqll
Image 7
Image 2
Image 4