SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA

SUBSECRETARÍA DE EDUCACIÓN BÁSICA

PROGRAMA NACIONAL DE INGLÉS
(PRONI)
LESSON PLAN
School: Cycle: 2 Month: June
Unit : 5 B Grade: 4th Week: 1 Date: May 30th - June 5th
Social Practice of the language: Interpret messages in advertisements.
Social Learning Environment: Familiar and community.
Specific Competency: Interpret messages in advertisements of commercial products.
Product : Advertisement of commercial products.

Class 1 Class 2 Class 3

Vocabulary of diagrams (water, vapor, Ads components. Products vocabulary.
Previous butterfly, ocean, melt, etc.)
Knowledge
activated
Choose or invent a product. Create the slogan for the product, according to its Create the slogan for the product, according to its
Stages of the purpose, intended audience and message, based purpose, intended audience and message, based
product on a model. on a model.

Identify graphic and textual components. Identify the topic, purpose and intended Select ads and identify commercial products
Study the distribution of graphic and textual audience based on questions. in them. Predict general sense based on
components. graphic components.
Doing with the
language

Graphic and textual components. Topic, purpose and intended audience. List of suitable words. Differences between
Knowing about the English and the mother tongue.
language
Acknowledge the consequences of the Acknowledge the consequences of the impact Acknowledge the consequences of the impact
Being through the impact of the language used to advertise of the language used to advertise products. of the language used to advertise products.
language products.

WARM UP: Act. (12) ''Fly swatter game''; WARM UP: Act. (1) "Ball game" to review ads WARM UP: Act. (36) “PICTIONARY”with
using diagrams vocabulary. components. products seen last class.
DEVELOPMENT: DEVELOPMENT: DEVELOPMENT:
1- T shows Ss an advertisement and 1 - T uses Fcs (see annex 2 for ideas) to review 1.- T presents 2 posters (see annex 3), and
explains that it will be the product of the or clarify meaning of: bike, treats, perfume, asks Ss questions about them to help Ss
unit (see annex 1 for options) candy, food and car; T encourages Ss to identify commercial products and predict
2 - T presents 5 ads to Ss ( annex 1) describe them (by asking questions). Then, T general sense (e.g. What are the ads about?
and explains what they are, and presents presents Fcs about adults, children and pets (T What is the food made of?/ Is it made of
new vocabulary using Fcs and mime. asks Ss questions about pictures; Are they chicken?/What is the slogan?/Which
Then, T presents the components of adults?/How many children are there?/What adjectives do you think there are in the ad?).
advertisements of commercial products color is the cat?, etc). 2.-
e.g. title, text, slogan, picture, etc. 2.- T asks Ss: "What is T pastes 2 posters with ads texts (annex 3 A),
3 - Some Ss pass to the board to underline advertised?/Who are the products for?, based T and Ss read the texts and he/she
the text in red and circle the pictures in on Fcs from last activity. Then, some Ss pass to encourages them to identify similarities and
blue (in each ad). T asks Ss questions such label the products and match them to the differences between what they said about the
as: Where can you see ads?/ Are there consumers. ads and the real information. T asks Ss
ads near your home?/Do you buy all the 3 - Ss copy the exercise from questions to help them.
Activities things you see on ads? 4.- Ss choose an the board. 4.- "Matching 3.- Ss copy the ads in their notebooks
ad and copy it in their notebooks. They Game" T writes the nouns (bike, treats, (pictures and text) and circle the words with
underline the text in red and circle the perfume, candy, food and car), in one side of th sound. Some Ss pass to the front and write
pictures in blue. the board and in the other side writes some the words they circled; then, T asks the class if
CLOSURE.- Act. (5) "Bag game" with ads adjectives. they know words in Spanish with this sound.
components word cards; Ss grab a word CLOSURE. - Act. (32) CLOSURE.- Act. (7)
card and paste it next to the “HANGMAN”: with vocabulary of the "uncover" with commercial products, from
corresponding part of ads. products; from activity 1. last class.

Assessment Rubrics
Instrument
Identifies purpose of textual and graphic Identifies topic, purpose, and intended Understands the general sense of textual
Achievement components. audience. information in slogans.

Fly swatters, diagram, posters with ads A ball, an advertisement, Fcs, and annex 2. Posters with ads (annexes 3 and 3 A) and
(annex 1), Fcs, colors, a bag and word Fcs.
Material & Space cards, product.

Homework
 SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
PROGRAMA NACIONAL DE INGLÉS
(PRONI)
LESSON PLAN
School: Cycle: 2 Month: June
Unit : 5 B Grade: 4th Week: 2 Date: 6th - 12th
Social Practice of the language: Interpret messages in advertisements.
Social Learning Environment: Familiar and community.
Specific Competency: Interpret messages in advertisements of commercial products.
Product : Advertisement of commercial products.

Class 4 Class 5 Class 6

Products vocabulary. Nouns and adjectives about products. Adjectives and punctuation marks.
Previous
Knowledge
activated

Check that the writing of the slogan is Check that the writing of the slogan is Determine font, colors and images of the
complete, without omissions, changes, complete, without omissions, changes, or ad.
Stages of the or alterations in the letters. alterations in the letters.
product

Identify characteristics of advertised Compare the characteristics of products. Determine the textual information in a
products. Clarify the meaning of new Identify the characteristics of a product. slogan. Study font, colors, images, and
Doing with the words. Check the veracity of ads based on the punctuation.
language charactersitics of a product.

List of suitable words. Nouns and Nouns and adjectives. Punctuation, upper and lower case letters.
Knowing about adjectives.
the language

Acknowledge the consequences of the Acknowledge the consequences of the impact Acknowledge the consequences of the impact
Being through impact of the language used to advertise of the language used to advertise products. of the language used to advertise products.
the language products.

WARM UP: Act. (18) ''Point to'' by using WARM UP: Act. (32) "Hangman" with Nouns WARM UP: Ss sing "The adjectives song"
FCs about different products so T asks and adjectives seen last class. (annex 6)
about some adjectives e.g. Which one is DEVELOPMENT: DEVELOPMENT: 1.- T writes the word
big?, Which one is healthy? T reminds Ss 1- T presents a poster with two different "SLOGAN" on the board, and under it, he/she
the difference between nouns and products ads (see annex 5), and asks them (as writes some slogans, ("Just Do It" , "Obey
adjectives. a whole class) questions about the products your thirst", "Always low prices. Always"). T
DEVELOPMENT: e.g. Is it healthy?/What color is the asks Ss to read the slogans and checks if they
1 - T presents a poster with a scrambled pack?/What is its name?/Do you think it is can identify the textual information and
ad text (see annex 4), reads it and uses delicious? Act. (1) "Ball game"; T asks these which product or store they refer to (T uses
Fcs to clarify meaning of vocabulary; then, questions to different Ss. Fcs and mime to clarify meaning if it's
T asks comprehension questions about it . 2.- T pastes a poster with ads necessary). Then T shows to Ss real ads about
2.- T reads it in characteristics; then, he/she reads information these products and stores, so they can verify
the correct order (ANNEX 4 A) twice or about the ads, Ss listen and say if that if they were right.
three times for Ss to listen and repeat the characteristic is Pirates' or Magic Garden 2 .- T pastes real ads from
information. Then, some Ss pass to Snacks'; then, they copy the information in last activity, on the board, points to different
number the advertisment in order, their notebooks and color the lines according punctuation marks and types of letters (upper
underline the adjectives and circle the to the ad they belong to. and lower case); and has Ss name them.
nouns. 3.- T asks questions Next, T encourages Ss to focus their attention
3.- Ss design and color a picture for the about the products e.g. Do pirates eat on the different ads: types of font, colors and
product described in the ad. snacks?/ Do magic beans exist?/ Will you grow images; and tells them that they are specific
CLOSURE.- "True or false" T says some if you eat Garden snacks?, etc. Then, Ss circle characteristics for each product.
sentences about the ad from activity 1 the adjectives in red and the nouns in blue; 3.- T gives a handout to Ss with a matching
and Ss say if they are true or false, e.g. and write them in 2 different columns write exercise (annex 7); Ss match the products to
Activities They are expensive. They don't have "nouns" and "adjectives" as a title of each the slogans; then, they circle the periods, in
pockets. They are very cool. column. red; the commas in blue; exclamation marks,
CLOSURE.- Act. (48) "Basketball" game; Ss in green; and dashes in purple. They write
answer questions about products the adjectives that describe each product.
characteristics e.g. Which snack is CLOSURE.- Act (62) "Telephone
tasty/healthy/fresh?/Which one is good for line" with a slogan from the ads.
growing?/Which one has hot pepper flavor?,
etc.

Assessment Rubrics
Instrument
Compares some characteristics of Compares some characteristics of products. Compares some characteristics of products.
products. Understands the general sense of textual
Achievement information in slogans.

Fcs, a poster with an ad text, annexes Posters with products and information CD player, song-annex 6, Fcs, real ads,
4 and 4 A, and colors. (annex 5), colors, a basket and a ball. handouts of annex 7, and colors.
Material & Space

Homework
 SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
PROGRAMA NACIONAL DE INGLÉS
(PRONI)
LESSON PLAN
School: Cycle: 2 Month: June
Unit: 5 B Grade: 4th Week: 3 Date: 13th - 19th
Social Practice of the language: Interpret messages in advertisements.
Social Learning Environment: Familiar and community.
Specific Competency: Interpret messages in advertisements of commercial products.
Product : Advertisement of commercial products.

Class 7 Class 8 Class 9

Previous Slogans vocabulary, nouns and Adjectives and slogans Adjectives, products and slogans
Knowledge adjectives. vocabulary. vocabulary.
activated
Decide on the order and Choose how to advertise the ad Display the advertisement in a
distribution of graphic and textual (post, brochure, etc.) and make the visible place in the classroom.
Stages of the components in the ad. final version on this format.
product

Count words used in the slogan Determine the textual information Count words used in the slogan
and notice their order. Determine in the slogan that names or and notice their order. Determine
the function of words in a slogan. describes the product and/or its the function of words in a slogan.
functions. Change a slogan by
substituting, adding, or omitting
Doing with the words to highlight the advertised
language product's qualities, characteristics
and/or uses.

Nouns and adjectives. Punctuation, upper and lower-case Nouns and adjectives. List of
letters. Nouns and adjectives. suitable words.
Knowing about
the language

Acknowledge the consequences of Acknowledge the consequences of Acknowledge the consequences of

Being through the impact of the language used the impact of the language used the impact of the language used
to advertise products. to advertise products. to advertise products.
the language

WARM UP: Act. (36) "Pictionary"; T WARM UP: Act. (49) "The spelling WARM UP: Act. (1) "Ball Game", T
has some pieces of paper with Train" with adjectives. says an adjective, the S who
slogans seen last class; Ss pass, DEVELOPMENT: 1- T pastes Fcs (of catches the ball says the opposite.
grab one and draw the products presented last class) and DEVELOPMENT:
corresponding product; the class word cards (with adjectives, names 1- Ss finish their
must say the correct slogan. of products and slogans in different products details (they color the
DEVELOPMENT: colors and types of font) in picture and the letters).
1- T pastes real ads with slogans different columns (see an example 2.- They present
(presented last class); Ss count and of this, in annex 8). T encourages their advertisements to class, T
say how many words there are in Ss to talk about the products and asks Ss about the adjectives they
each slogan. Then, T asks them their slogans, by asking them used to describe their products,
about the words and their order questions e.g. What color are these about the amount of words that
e.g. Is this a verb or an letters?/Is this a product or a they used for the slogan, about
adjective/noun?/What's this?/ store?/ Is this product for drinking the function of 1 or 2 words ( Ss
Which is first, the adjective or the or eating?, etc. say if it's a noun, a verb or an
noun?/ Is the verb in first or 2.- T gives some adjective).
 grab one and draw the products presented last class) and DEVELOPMENT:
corresponding product; the class word cards (with adjectives, names 1- Ss finish their
must say the correct slogan. of products and slogans in different products details (they color the
DEVELOPMENT: colors and types of font) in picture and the letters).
1- T pastes real ads with slogans different columns (see an example 2.- They present
(presented last class); Ss count and of this, in annex 8). T encourages their advertisements to class, T
say how many words there are in Ss to talk about the products and asks Ss about the adjectives they
each slogan. Then, T asks them their slogans, by asking them used to describe their products,
about the words and their order questions e.g. What color are these about the amount of words that
e.g. Is this a verb or an letters?/Is this a product or a they used for the slogan, about
adjective/noun?/What's this?/ store?/ Is this product for drinking the function of 1 or 2 words ( Ss
Which is first, the adjective or the or eating?, etc. say if it's a noun, a verb or an
noun?/ Is the verb in first or 2.- T gives some adjective).
second place?, etc. examples about how to change the 3.- Ss place their
2.- T slogans (by changing or omitting an advertisements of commercial
pastes Fcs of 3 or 4 different adjective; substituting the products around the classroom.
products/stores (they can be, the product/some words by other Closure: Act. (50) "I
ones presented last class). T ones, etc). Then Ss make new spy..." with Ss' products; Ss must
encourages Ss to describe them, by slogans (orally), following one of answer: "It's Ana's product".
asking questions e.g. Is it a product the examples given by the T.
or a store?/Is it big?/ Is it 3.- Ss continue with
delicious/beautiful/ugly?, etc. their product; they use the real
Then, Ss choose one to advertise slogan of the product they chose to
(for the final product). make a new one (they decide if
3.- T gives Ss paper sheets for them they prefer adding, substituting or
Activities to begin to work on their final omitting words); they write the
product; Ss draw the picture of the new slogan and a short text using
product they chose (before that; T the appropriate adjectives to
explains the importance of making describe their products, on the ad
a beautiful and attractive picture, they started last class (T
as well as a catchy slogan to get the encourages them, to use different
readers attention). types of font). T checks spelling
Closure: Ss sing "The and punctuation, while Ss work on
adjectives song" (annex 6) their product.
Closure: Act. (10) "T-shirt game", T
says a slogan, Ss must say the
corresponding product.

Rubrics
Assessment
Instrument
Identifies purpose of textual and Understands the general sense of Compares some characteristics of
graphic components. textual information in slogans. products. Identify purpose of
Achievement textual and graphic components.
 Pieces of paper with slogans, Fcs, word cards (annex 8), Ss' A ball, and Ss' products, colored
real ads with slogans, Fcs, song - products and 2 T-shirts. pencils.
Material & Annex 6, CD player, sheets of
Space paper.

Homework

Reflection
Notes:
NALOA

Class 9
tives, products and slogans
ulary.

y the advertisement in a
place in the classroom.

words used in the slogan

otice their order. Determine
nction of words in a slogan.

and adjectives. List of

le words.

wledge the consequences of

pact of the language used
ertise products.

M UP: Act. (1) "Ball Game", T

n adjective, the S who
es the ball says the opposite.
DEVELOPMENT:
1- Ss finish their
cts details (they color the
e and the letters).
2.- They present
advertisements to class, T
s about the adjectives they
o describe their products,
the amount of words that
sed for the slogan, about
nction of 1 or 2 words ( Ss
t's a noun, a verb or an
tive).
 DEVELOPMENT:
1- Ss finish their
cts details (they color the
e and the letters).
2.- They present
advertisements to class, T
s about the adjectives they
o describe their products,
the amount of words that
sed for the slogan, about
nction of 1 or 2 words ( Ss
t's a noun, a verb or an
tive).
Ss place their
tisements of commercial
cts around the classroom.
Closure: Act. (50) "I
with Ss' products; Ss must
r: "It's Ana's product".

ares some characteristics of

cts. Identify purpose of
l and graphic components.
, and Ss' products, colored
ls.