Centro Escolar Cristóbal

Colón
Lesson Plan
Unit 4
Grade: 2
Topic: We´re All Date:
Different!
Lesson objectives:
 To name words to describe
appearance.
 To practice asking and
answering questions.
Starter: Draw a simple diagram of
a face on the board with lines
pointing to the hair eyes nose
mouth and ears.
Development: the new vocabulary
is presented through the audio and
then again. Prepare the class to
listen by having them sit quietly
and look at the pictures again.

Closing: Students take turns

pointing and identifying the new words.
Evaluation: Exercise page 10
Homework: describe yourself and illustrate.

Notes:

Topic: We´re All Different! Date:

Lesson objectives:
 To describe people´s appearance.
 To use adjectives in the correct order.
Starter: Review lesson 1 vocabulary.
Development: Write words or phrases on cards
divide the class into two teams. Students take turns
to pick a card and draw a picture of it on the
board.

Closing: Students finish the activity guessing

correctly before the time is up and they get a point.
Give 30 seconds per turn stop. Review all
vocabulary.

Evaluation: Exercise page 11

Homework: Describe your best friend or some
relative.

Notes:

Topic: We´re All Different! Date:

Lesson objectives:
 To read and understand a questionnaire about
appearance.
 To look at checklists to help understand a lot of
information easily.
Starter: review of the vocabulary. Write the
following letters on the board: C B G U D R L Y H
AIWVSOTEMN
Development: Put students in pairs. Give them 2
minutes to make as many appearance words as
they can with these letters. Explain that they can
use a little more than once in a word.

Closing: read the tip aloud or have students do so

while the rest of the class follow along in their
books. students finish or complete the activity
individually or in pairs.
Evaluation: Exercise page 12.
Homework: make two checklists
Notes:

Topic: We´re All Different! Date:

Lesson objectives:
 To write a descriptive paragraph.
 To read your description to a friend.
Starter: review adjective word order. Write
adjectives on one half of the board: curly, wavy,
straight, blue, brown, green, grey, long, short,
blond, black, red, dark. On the other half great
nouns: hair, eyes, beard, mustache.
Development: Put students in pairs. Have them use
the words to write as many sentences as they can in
2 minutes. They should try to use as many
adjectives as possible.
Closing: Elicit some sentences from volunteers.
Correct the sentences that don't have correct
adjective word order.
Evaluation: Exercise page 13.
Homework: Write a descriptive paragraph.

Notes:
Topic: We´re All Different! Date:
Lesson objectives:
 To name fashion accessories.
 To describe accessories.
Starter: Review clothing words students already
know.
Development: Hand out the pictures of people to
the students. Say stand up if your person is wearing
a blue sweater. Harvest students hold their pictures
facing you, so you can check. Continue telling
students to jump, raise their right hand, raise their
left hand, hop, etc.
Closing: Students finish the activity with all the
pictures.
Evaluation: Exercise page 14.
Homework: Illustrate some fashion accessories.
Notes:
Topic: We´re All Different! Date:
Lesson objectives:
 To join two sentences using who and that.
Starter: Review lesson 5 vocabulary.
Development: Invite a student to the front of the
class. show or whisper a word or phrase. They
describe it to the class without saying it. Whoever
guesses correctly goes next or chooses another
student to go.
Closing: Students finish the activity with all the
vocabulary.
Evaluation: Exercise page 15.
Homework: Write a paragraph using who and
that.
Notes:
Topic: We´re All Different! Date:
Lesson objectives:
 To read and understand a scientific text.
 To give a presentation about who you look like
in your family.
Starter: Review unit 1 vocabulary. Write three
vocabulary words on the board. Make sure two of
the words share a category and there is an odd one
out.
Development: Students say which word doesn't
belong. For example, wavy hair, mustache,
eyebrows. Have students explain their answer, for
example: wavy hair grows on your head and
mustache and eyebrows grow on your face. Repeat
with other sets of three words.
Closing: Students finish the activity explaining the
reasons.
Evaluation: Exercise page 16.
Homework: Investigate about a scientific text and
write it.
Notes: Students can make a family tree.
Topic: We´re All Different! Date:
Lesson objectives:
 To read and say words with the prefixes un-
and re-.
 To recognize the prefixes un- and re-.
Starter: Have the class report back about they
share at home from lesson 7. Elicit comments from
students about what they talk about with their
families.
Development: Play the audio and have students
follow along in their books. Point to the
explanatory sentences, the words, and the examples
as you hear them. Have students repeat chorally
and individually

Closing: Students finish the activity.

Evaluation: Exercise page 18.
Homework: Write sentences using the prefixes -un
and re-

Notes:
 Unit 5
Topic: People We Know Date:
Lesson objectives:
 To name words to describe personality.
 To practice asking and answering questions.
Starter: Review unit 1 vocabulary. Draw a mind
map on the board. Write Appearance in the center
circle.
Development: students call out words related to
appearance and write them on the board in
connecting connecting bubbles. Accept all answers.
Then, students write sentences that are true for
them using the words on the board.
Closing: After they finish, invite volunteers to
share their sentences.
Evaluation: Exercise page 20.
Homework: Write a paragraph where you describe
your personality.
Notes:

Topic: People We Know Date:

Lesson objectives:
 To talk about people´s personalities.
 To use descriptive words about personality.
Starter: Review lesson 1 vocabulary. Elicit the
vocabulary and write the words on the board.
Development: Have students write sentences using
two or three words on the board that are true for
them. Set a time limit of two minutes.

Closing: When they when they finish the activity

invite students to share their sentences with the
person sitting next to them.
Evaluation: Exercise page 21.
Homework: describe the personality of your best
friend or someone in your family.
Notes:

Topic: People We Know Date:

Lesson objectives:
 To read and understand a personal profile.
 To use keywords to help understand a text and
find information quickly.
Starter: Discuss the idea of a pen pal. Write pen pal
on the board. ask students to guess what a pen pal
is.
Development: Read the activity question or task
aloud to students. Play the audio and have students
follow along in their books. Ask the question again
or repeat the task elicit the answer from the
students. If the reading test is a dialogue, put
students in pairs or groups depending of on how
many speakers and assign each student a role.
Closing: have them practice reading the dialogue
aloud. If time permits, have students swap roles.
Finish the activity.
Evaluation: Exercise page 22
Homework: Write your personal profile.
Notes:
Topic: People We Know Date:
Lesson objectives:
 To write a personal profile.
 To share your personal profile with a classmate.
Starter: Review the pen pal from lesson 3. Elicit
adjectives for each pen pal, then check answers
against the book.
Development: go over the examples. Read item 2
aloud and have a volunteer read Peter´s answer
and show where they found it. repeat for item 3.
Remind students that writing notes means you
don't have to write whole sentences, just a few
keywords to answer the questions
Closing: Have students complete items 2- 7
individually. encourage them to answer as many
items as possible from memory first and then go
back and reread the text. Check answers as a class.
Evaluation: Exercise page 23.
Homework: Write and share personal profiles of
your friends.
Notes:
Topic: People We Know Date:
Lesson objectives:
 To name words to describe how people do
things.
 To make descriptive statements about how
people do things.
Starter: Review lesson 1 and 2 vocabulary and
grammar.
Development: Read the pre-reading questions
aloud to students. Then, play the audio and have
students read the text as they listen. Afterwards,
ask the question again and elicit answers from the
students. Tell students that to make adjective into
adverbs, add -ly. Write examples on the board:
bad-badly, quick-quickly, etc.
Closing: invite students to complete the activity 2-5
individually. Check answers as a class. Call on
individual students to say the answers.
Evaluation: Exercise page 24.
Homework: Make sentences using adverbs.
Notes:

Topic: People We Know Date:

Lesson objectives:
 To talk about what people are good at.
Starter: Write some verbs on the board that
indicate what they are good at, for example
dancing, playing, swimming, etc.
Development: Divide class into two teams draw a
line down the center of the board. Have teams line
up. Call out a category. a student from each team
runs to the board, writes a word from that
category, and then the next one goes until time is
up.

Closing: finish the activity with the verbs or the

activities they are good at.
Evaluation: Exercise page 25.
Homework: Make sentences about what you are
good at. Illustrate.
Notes:
Topic: People We Know Date:
Lesson objectives:
 To read and understand a text about role
models.
 To give a presentation about role models and
why they are important.
Starter: Review unit 2 vocabulary and grammar.
Development: Divide class into teams and have
them line up. Whisper a word or a sentence to the
first to the first student in each line. Those students
then whisper it to the next student and so on until
the last student in the line has to say it aloud.
Closing: Students finish the activity with all the
students in the line.
Evaluation: Play the audio track 28 have students
listen and repeat and they finish the activity on
page 26. good morning
Homework: Students investigate and write about
their favorite role model.
Notes:

Topic: People We Know Date:

Lesson objectives:
 To read and say words with the suffixes – ful
and – ly
 To recognize the suffixes -ful and -.
Starter: Divide the class in three teams. Assign
students each a role model from the text on page
26. Give them two minutes to remember as much
as possible about them and write down their ideas.
Development: Review suffixes. Elicit words that
end with -ful or -ly. explain the students and then
they write sentences using the suffixes. As a class,
read the words chorally. In pairs, have students
write sentences using the words on the board.
Closing: As practice, tell students to share some of
their sentences.
Evaluation: Exercise page 28.
Homework: Write sentences using the suffixes.
Notes: