O GENERAL

Bienvenido a Bimestre 1 - Big English

Grado: 1° GradoÁrea: InglésBimestre: 1
Semana 2►
Semana 1
o

o DESCRIPCIÓN GENERAL DE LA UNIDAD

DATOS INFORMATIVOS

Nº DE UNIDAD TEMÁTICA

Nº DE SEMANAS

Nº DE SESIONES GROUP

DESCRIPCIÓN DE LA SEMANA

CONTENIDOS

Ingrese contenido aquí

ORGANIZADORES DEL ÁREA

Ingrese contenido aquí

RESULTADOS

Ingrese contenido aquí

EVALUACIÓN Y EVIDENCIA DE LOGROS DE LA SEMANA

INSTRUMENTOS

Ingrese contenido aquí

CRITERIOS DE EVALUACIÓN

Ingrese contenido aquí

 AUTOR

Ingrese contenido aquí

NOTAS DEL AUTOR

Ingrese contenido aquí

o Sesión Grupal N° 1
o Sesión Grupal N° 2
o Sesión Grupal N° 3
o Sesión Grupal N° 4
o Sesión Grupal N° 5
o Sesión Grupal N° 6
o Sesión Grupal N° 7
o Sesión Grupal N° 8
o Sesión Grupal N° 9

DISEÑO DE LA SESIÓN GRUPAL N° 1

RESULTADOS DE APRENDIZAJE
Students can ask and answer personal information questions with "What... ? (S10)

ACTIVACIÓN

TIEMPO
10

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask SS about words they know in English, they might be words they have heard on TV or
songs. Elicit words and write them on the board.
You may need to give some examples such as: pizza, email, . (Expect colors, classroom
objects, numbers) Show them attractive pictures or flashcards of colors, farm and wild
animals, to prompt answers. Write the prompted words on the board.

MATERIALES
Flashcards, pictures of the words Ss prompt.

CONSTRUCCIÓN

TIEMPO
25
DESCRIPCIÓN DE LAS ACTIVIDADES

Write the following questions on the board:

- What’s your name?
- Where do you live?
- What´s your favorite color?
- What’s your favourite food?
Encourage Ss to ask you each of the questions above and answer them: "My name is ....",
"I live in .....", "My favorite color is ..."
When things are clear enough, group Ss into 4 and tell them to look at the board, choose
2 questions form the list on the board and ask each other.
At your signal they can change groupings and repeat the activity.

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Nominate some students to report back their findings to the class.

You may need to model the way students will report the activity.
Example: (pointing to Mario) Mario , he lives in Surco, etc

TAREA PARA LA CASA

Ask students to go to he Workbook, Page 2, Act. 2 "Draw a Funny Face". They must draw
themselves (happy faces ) and in the space on the left, they must write thiese two
sentences: " My name is ...." , " My favorite color is ...."

At this age, modelling is essential for students. So, it would be advisable for the teacher
to draw a happy face ( her own face) paste a stick at the back of the face, wear it as a
mask, and tell students : " My name is ........", "My favorite color is ....." (showing the color
) . These sentences must be written on the board for the students to familiarize with the
written language.

next class, students are supposed to do the same, with the teacher´s help ( you might
spend some time with your students making this happy face in the classroom !!)

MATERIALES
 DISEÑO DE LA SESIÓN GRUPAL N° 2

RESULTADOS DE APRENDIZAJE
Students can ask and answer personal information questions with "What...?" (S10)

ACTIVACIÓN
TIEMPO
10 min

DESCRIPCIÓN DE LAS ACTIVIDADES

UNIT 1, Page 1.
. Elicit the questions students worked out in the previous class.

. Write numbers 1,2,3, and 4 with a line next to each and a question mark at the end of
each line as encouraging Ss to complete the questions there. . . . . . . Prompt Ss to come
out with the questions by showing them clues like, for example: varios colorful names
(What´s your name?), a house or a building (Where do you live?), colors (What´s your
favorite color?), pictures of food (What´s your favorite food?).
. Write the questions on the board. They might give you the sentences with mistakes, but
take advantage of that situation to have an idea of how easy or difficult English is for
them. Praise and thank them for their contributions without avoiding mistake correction
but at the end and very gently.

. Remember to correct mistakes and not students !

1. What’s your name?

2. Where do you live?
3. What´s your favorite color?
4. What´s your favorite food?

MATERIALES
Pictures of the situations or items mentioned above.

CONSTRUCCIÓN

TIEMPO
25 min

DESCRIPCIÓN DE LAS ACTIVIDADES

. Ask students to look at the questions on the board, check pronunciation, get them into
pairs to ask those questions to each other.
. Monitor Ss´ work. Clap your hands as a signal for them to stop and ask them to change
partners and continue asking and answering the questions.

. Clap your hands again for another change, and do the same until all of them have
interacted with each other.

. Once they have finished, ask them to sit and pretend to be sad because nobody
has asked you about your name, where you live, and so on.

. Make Ss think that you would like them to ask you those questions.

. Show them the relating pictures (the house or building, colors, food ) to encourage them
to ask you the questions by volunteering.

. Answer their questions one by one with very clear pronunciation , and write them on the
board, so that they can relate spoken language with written language.

MATERIALES
Pictures of the situations and items mentioned above.

CIERRE

TIEMPO
5 min

DESCRIPCIÓN DE LAS ACTIVIDADES

SONG: "Good morning Class!" Student´s Book , Page 2, Unit 1. Class audio CD. First, check
pronunciation olf the lyrics. Then, have Ss listen to the song without singing. Next, play it
for a second time for them and you to sing along. Sing the song along for two times.

MATERIALES
Class audio CD.

TAREA PARA LA CASA

Assign Workbook, Page 2. Act, 1 for homework. Ask students to color the four items the
(the backpack, the pen, the pencil, and the marker). On the following day, they should
report their colors, for instance : "My backpack is blue", "My pen is yellow", an son
on. Next, teacher can take advantage of this coloring activity to continue with listening
activity: the song.

IMPORTANT !! Do not ask students to do the listening on their own at home (listening
activities at this age, should not be left as homewor since this type of activity needs
guidance and support). Listening activities should always be done in class.

MATERIALES

DISEÑO DE LA SESIÓN GRUPAL N° 3

RESULTADOS DE APRENDIZAJE
Students can identify and name their partners (S3) (R2)

ACTIVACIÓN
TIEMPO
10´

DESCRIPCIÓN DE LAS ACTIVIDADES

Stand in front of the classroom, write a name which is not yours on a piece of paper
and using a pin stick it on your chest. Immediately, some Ss will put a face of surprise
because they know that name is not your name and you shake your head as a signal of
agreement with them , and you remove that wrong name from your chest and replace it
for your correct name, (nodding your head as a signal of conformity). By doing this first,
you transmit the Ss your objective: check if they can remember their partners´names.

MATERIALES
Pins to hold each student´s name.
Pieces of paper or cardboard with the names of the Ss on. (as many as number of
students).

CONSTRUCCIÓN
TIEMPO
25'

DESCRIPCIÓN DE LAS ACTIVIDADES

GROUP SESSION 2 EXTENSION

Now, you give every student a strip of paper or cardboard with a student´s name on it
and they have to look for the boy or girl with that name and give it to him or her.

If the name is correct for that boy or girl who the name is aimed at, they nod their head
and receive it from their partner and if it is not correct, they shake their head and don´t
receive it.

The Student holding the wrong name has to continue looking for the correct boy or girl.
(This is a very silent activity as the objective of the activity is to identify their partners by
their names )

Monitor the activity to be done in silent. (Avoid using pins for the Ss as they can hurt
themselves with them !)
Once every student has been identified, they sit and try to remember names by saying
"He´s Rodrigo", "She´s Vanesa"

MATERIALES
Strips of paper or cardboard with each student´s name on.

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Now put SS in a big circle and ask them to wave at every student after their
names are called out. You model firt by raising your arm, waving at one student and
saying "Hello Miguel, Hello Carlos , and so on."
Then, have Ss say hello and wave at each other by saying their names.

Now, play the song "Good Morning Class" , on Student´s Book, page 2, unit 1 and sing
along with your Ss.

TAREA PARA LA CASA

 DISEÑO DE LA SESIÓN GRUPAL N° 4

RESULTADOS DE APRENDIZAJE
Students become familiar with the content of the textbook, the characters and get to
know the textbook itself.(R6)

ACTIVACIÓN

TIEMPO
10

DESCRIPCIÓN DE LAS ACTIVIDADES

Present numbers from 1 to 5 to Ss. Call each of them out separately (one, two, three,
four, five) and stick them on the board. Model pronunciation and make Ss repeat
them. Next, ask Ss to stand up. Demonstrate the following activity by joining yourself one
student (Get in twos !!!), you join two students (Get in threes !!!), you join three Students
(Get in fours !!!), you join four students (Get in fives !!!) and finally one student (you stay
alone).
Once you demonstrated the activity, tell Ss to WALK and not RUN to join their partners, to
avoid accidents ( show this when you demonstrate the activity). Now you call out number
one and Ss stay alone, call out number two and each student has to join another one, call
out number three and Ss have to get in three, call out number four and Ss make groups of
four (in a circle), call out five and Ss make groups of five. Every time a student stays
unpaired up, this student has to call out the following number. Avoid "punishing" students
who don´t succeed in joining others.

MATERIALES
Numbers from one to five ( 1, 2, 3, 4, 5 ) made of cardboard or any other strong material
painted yellow, green, red, blue and black.

CONSTRUCCIÓN

TIEMPO
25'

DESCRIPCIÓN DE LAS ACTIVIDADES

PAGES 1 - 5
Ask SS to work in groups of three or four. Tell them to go through their books, between
pages 1 and five , stop at any page, read any of the headlines or big words (demonstrate
) and you go through your book, look for the word very quickly and when you find it,
show the Ss the page where that word or picture that represents that word is . Now, ask
the Ss to do the same in pairs.

Then, you go through pages 1 and 5 as looking for something. Tell Ss to spot a boy on
page 4, ask them "What his name?" and the expected answer is Jeremy.

Then, tell Ss to spot a chair on page 3, ask them "What color is the chair?", and continue
doing the same with as many items or characters as possible.

MATERIALES
Student´s books, Big English Posters or flashcards

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Give each student a blank sheet of paper. Tell them they are going to follow instructions
to draw something. Ask them to get a pencil, an eraser, and pencil colors on their desks
. Now, you tell them to draw their own backpacks, erasers, pens, books. Once they
have finished their drawings , aske them to color each of them in red, blue, yellow or
green : " Color your backpack red and green" , "Color your book yellow" and so on.

MATERIALES
Blanks sheets of paper, one sheet for each student.

TAREA PARA LA CASA

Workbook, Unit 1, Page 3, Activities 3 and 4.

Instructions : Unit 1: "Get pieces together" (Teacher mimes )., and color them.

MATERIALES
 DISEÑO DE LA SESIÓN GRUPAL N° 5

RESULTADOS DE APRENDIZAJE
Students can name classroom objects and colors. (S5) (S10)

ACTIVACIÓN
TIEMPO
10

DESCRIPCIÓN DE LAS ACTIVIDADES

LESSON EXTENSION (UNIT 1)

Draw three boxes on the board, one entitled "Classroom objects", the other "Colors" and
the last one "Numbers".
Elicit one classroom object and write it in the corresponding box board.
Elicit one color and write it in the corresponding box.
Elicit a number and write it in the corresponding box.

Thank Ss for their contribution.

CONSTRUCCIÓN

TIEMPO
25'

DESCRIPCIÓN DE LAS ACTIVIDADES

LESSON EXTENSION: Unit 1

Ask Ss to add more vocabulary words in each box in groups at their tables. Then, they
have to write a sentence with each item like : "The pencil is blue", "the backpack is red"
(real and personalized sentences.

Encourage SS to participate. Elicit as many sentences as they can produce.

Now, ask SS to put on their tables things they have in their backpacks and pencil cases
(rulers, crayons, erasers, pencils, etc.)
Students at each table have to prepare an inventory ( a list ) of all the supplies they have.
Give each group an A4 sheet of paper.
Students have to write their own inventories: Six red pencils, two blue crayons, five green
rulers, one yellow ruler, etc.
Monitor the activity and help SS when necessary.
MATERIALES

A4 sheets of paper. One per group.

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Collect the lists. (At the end of the class check spelling and the use of singular and plural.
Be ready to give feedback next class.)
Tell students that now you are going to ask them to bring some objects to your desk. The
first students who bring you the corresponding object are the winners. (You can give them
a sticker, a happy face, etc)
Start asking for these objects:
- A red ruler.
- Two yellow crayons.
- Five pink pencils,etc.

MATERIALES
Classroom onbjetcs

TAREA PARA LA CASA

Workbook, Page 4, Unit 1.

Assign Activities 5, 6 and 7

Make sure students understand instructions by modelling and giving
examples. Remember, they might not have any help at home.

MATERIALES

DISEÑO DE LA SESIÓN GRUPAL N° 6

RESULTADOS DE APRENDIZAJE
Students can spot and correct grammar and spelling mistakes. (S10) (S5) (S4)

ACTIVACIÓN

TIEMPO
10

DESCRIPCIÓN DE LAS ACTIVIDADES

. Divide the board into as many groups there are in the classroom and encourage Ss to
nominate a representative of their groups at their tables to come to the board to wite
their inventory list on the board.

. Ask each group to try to spot their mistakes in ther sentences on the board. Then, ask
them to spot others´mistakes. (They have to check for grammar (singular/plural) and
spelling mistakes.

CONSTRUCCIÓN

TIEMPO
25'

DESCRIPCIÓN DE LAS ACTIVIDADES

LESSON EXTENSION, Unit 1

. Ask SS to work in small groups (three/four SS).

. Give each groups and A3 sheet of paper and tell them they will make posters.
. Ask SS to produce posters. The name of the poster is "HOW MANY?"
. Have SS choose 3 items form this list, draw and add a head, legs and arms, and color
them : PENS, PENCILS, BOOKS, TABLES, STUDENT´S DESKS, BACKPACKS, MARKERS,
ERASERS, RULERS, BOOKS, PENCIL CASES, CRAYONS. (If necessary, you first demonstrate
by drawing an eraser with a head, legs and arms. Then,

. ask each other:"What´s this?", "What color is it?"

MATERIALES

A3 sheets of paper.
One per group.
color markers

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Ask Ss to display their posters on the board and vote for the one they most like.

TAREA PARA LA CASA

HOMEWORK. Page 7, Unit 1. Activity 11 : Trace.

MATERIALES
 DISEÑO DE LA SESIÓN GRUPAL N° 7

RESULTADOS DE APRENDIZAJE
Students develop Social skills, sing a song about greetings and talk about classroom
objects. (S2) (S5)

ACTIVACIÓN

TIEMPO
10

DESCRIPCIÓN DE LAS ACTIVIDADES

.Tell SS that it’s polite to greet people in the morning by saying ‘Good morning’. Say "Good
Morning" to several students: "Good morning Raquel", "Good morning Diego", etc.
. Prompt students to greet you back ‘Good morning". Now, show Ss pictures of a father, a
mother or granparents, and stick them on the board, greet them by waving to them and
saying "Good morning".
. Ask SS who they greet at home: their father, mother, gradfather, etc.
. Do they greet all of them in the same way? What else do they do? Kiss? Hug? Shake
hands?
Encourage SS to answer.

MATERIALES
Pictures of members of a family.

CONSTRUCCIÓN

TIEMPO
25

DESCRIPCIÓN DE LAS ACTIVIDADES

. Have SS stand in two lines on either side of the room. Ask the first student in each line
to go to the front of the class and say good morning to each other and go back to their
seats. Continue until everyone has had a chance to participate.

Student’s Book pages 2 and 3.

. Invite SS to point to the pictures and name the items they know.
. Point to and identify the backpack, book, marker and pen.
. Have SS repeat each word after you.
. Tell SS that they are going to read and listen to a song.
. Play Audio Track A 3. Have SS listen and read along with the song silently.
. Replay the audio and now you sing the song first. Ss obnserve and listen to you.
. Once students are comfortable with the song, they sing it accompanied by the
teacher. have them practice it with the karaoke version (Audio Track B74).

Replay the audio as many times as needed and help students with pronunciation of
difficult words.

MATERIALES

CIERRE

TIEMPO
5

DESCRIPCIÓN DE LAS ACTIVIDADES

Write the following on the board:

My name is ______, I have a pen.

My name is Muller, I have a _______.

Ask students to complete both phrases with words that rhyme.

Encourage students to participate.
Possible answers:
My name is Ben, I have a pen.
My name is Muller, I have a ruler.
Prize students’ participation and imagination.

TAREA PARA LA CASA

MATERIALES
 DISEÑO DE LA SESIÓN GRUPAL N° 8

RESULTADOS DE APRENDIZAJE
Students can identify and name classroom objects and colors. (S5)

ACTIVACIÓN
TIEMPO
05

DESCRIPCIÓN DE LAS ACTIVIDADES

Start by humming one of the verses of the song as to lead Ss to the song which was sang
in the previous class (Good Morning Class) . Say: "Pencil", .... let Ss continue with the list
(as a way of reciclying the vocabulary learnt with the song)

MATERIALES

CONSTRUCCIÓN
TIEMPO
25

DESCRIPCIÓN DE LAS ACTIVIDADES

. Hold up the picture cards and practice saying the classroom objects.
. Have students repeat after you.

Work with Student’s Book page 3 exercise 2. Read the instructions aloud. Have students
listen, point to each item, and then say the word.
. Check students’ understanding of the vocabulary by holding up classroom objects and
asking students to name them.
. Model identifying the items in complete sentences and have students repeat.

. Exercise 3: Point and say the name of each color. Have students point and repeat after
you. Randomly say a color and have students point to the color you have named.
. Read the directions aloud. Play audio Track A5. Have students listen, point to each color,
and then say the color name.
. Check to make sure that students are pointing to the correct colors.
. Replay the audio as needed and use crayons to help students associate each color to its
corresponding name.

MATERIALES
Picture cards 1-9

CIERRE

TIEMPO
5'

DESCRIPCIÓN DE LAS ACTIVIDADES

. Take a plastic or cloth bag.

. Put one classroom object item inside (avoid Ss see what item you are putting inside the
bag) the bag, and have one volunteer touch and feel the object inside the bag to guess
what it is.

. You ask: "Is it a pencil?" the student answers "No, it isn´t" or "Yes, it is" , and the
guessing game continues until the student finally guesses what the object is.

. Then, Ss do the same in pairs .

MATERIALES
Dark color plastic/cloth bags (not transparent) for each pair of students.

TAREA PARA LA CASA

WORKBOOK, Unit 1, Page 6 : GRAMMAR

. Ask students to work out the matching on Page 6. (Listening is not crucial here, they can
just match). Thie listening can be done when checking the homework in the classroom.

MATERIALES