SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2020-2021

LESSON PLAN
School’s name: CCT:

Instructor’s name: ID: Grade:

1st Grade Product 2 Social practice of the language: Learning outcomes:

Illustrated dictionary with public signs Interprets street signs -Explores signs used in public spaces.
-Identifies words said aloud.
Learning Environment: Communicative Activity: -Examines signs and words related to
Familiar and community Exchange associated to means of communications them.
-Participates in the writing of words
related to signs.
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes Body parts:
Material: Song, speaker - head - eyes
Introduce the vocabulary about body parts. Play the song https://bit.ly/38axch3 and have students act it out. Welcome volunteers to - shoulders - ears
step forward to guide the rest of the group. - knees - mouth
- toes - nose
Presentation: 10 minutes
Material: N/A - prohibition
Draw on the board a prohibition sign as the one below. Ask students if they know what it means and if they have seen it. Make a - graph
graph on the board, as the one below, showing the result of the previous questions (the number of students who know the
prohibition sign and the number of students who have seen it). Make sure students understand what the graph represents. Have
students copy and color the prohibition sign and the graph from the board.

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Practice: 15 Minutes Public signs:
Material: Images 1 and 2 - Do not litter
Using image 1, introduce the vocabulary. Provide students with as much drilling practice as possible. Use image 2 to introduce the - No eating
rest of the vocabulary. Have students draw color and label the signs. - No running
- No shouting
- boys restroom
- girls restroom

Production: 15 Minutes
Material: Images 1 and 2, stopwatch
Cut out the signs from images 1 and 2. Paste them on the board and say them aloud for students to repeat after you. Scramble them
and write a list of their meanings for a matching activity. Make teams and pass students to match them as fast as possible. The team
with the lowest time record wins. If time permits, allow teams to try a second time to beat the record. Encourage them to use their
notebook if they so desire.

Wrap up: 5 Minutes

Material: N/A
Have students read the signs to one another in pairs. Monitor the rows and provide feedback.

Suggested activities Knowing about the language

Session 2 (Background):
Warm up: 5 minutes
Material: N/A
For activation, play Simon Says, using head, shoulders, knees, toes, ears, eyes, mouth and nose.
Informative signs:
Presentation: 15 minutes - Parking
Material: Image 3 - Hospital
Use image 3 to introduce informative signs. Explain that these types of signs are found on the road as are traffic lights and stop signs. - Gasoline
Draw on the board and explain both a traffic light and a stop sign. - Telephone
- No parking Bus stop
- Restaurant
- Pedestrian crossing
- Medical
- Train station
- Airport

- traffic light
- stop sign

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Practice: 10 minutes
Material: N/A
Write a list of ten signs they have seen so far, leaving out letters for students to complete as in the example below.

1. Restauta_t
2. Hosp_tal
3. No _unning

As students begin to finish, check their work and ask them to answer one of the numbers on the board as to help students who are
struggling with the activity. Walk the aisles to monitor work and provide feedback.
- The alphabet
Production: 15 minutes
Material: Song, speaker
Write the alphabet on the board with bold letters. Play the song https://bit.ly/3g9mg5X once just for listening. Play the song several
times more to involve students into singing it. Ask students to copy and color the alphabet in their notebook.

Wrap up: 5 minutes

Material: Song, speaker
Ask students to turn to their previous work where they completed the missing words. Have volunteers tell you the missing letter for
number one, “n” (from the example above). Do the same for the rest of the words. Play the song https://bit.ly/3g9mg5X to finish.

Suggested activities Knowing about the language

Session 3 (Background):
Warm up: 5 minutes
Material: Songs, speaker
Play the head, shoulders, knees and toes song https://bit.ly/38axch3 and have students act it out. Welcome volunteers to step
forward to guide the rest of the group. Play the alphabet song https://bit.ly/3g9mg5X, have students follow along.

Presentation: 15 minutes
Material: N/A - hold someone’s hand
Draw a traffic light on the board to review its light color meanings (stop, wait and go). Ask students for additional precautions for - look to the left
crossing the street. Introduce the vocabulary. Have students copy the information on their notebook. - look to the right
- look both ways
- wait
- cross the street

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Practice: 15 minutes
Material: Traffic light colored circles
Draw a traffic light on the board and past the circles/lights. Explain to students that this classroom traffic light will be used to; indicate
us to work on an activity (green), time for the activity is almost over (yellow) and stop working (red).
Have students stand up and mingle around the classroom (for large groups, try first the girls and then the boys or one row at a time).
Ask them to pay attention to the traffic light since that is how you will ask for them to go or stop. Green indicates for students to walk
around, yellow indicates time is almost over therefore, start walking back to your row and red means stop and sit down.
Acknowledge good behavior and with a positive constructive feedback help those who are taking too much time to go back to their
seat.

Production: 10 minutes
Material: Traffic light circles
Make teams and pass one person from each team to the front. Tell them to listen for key words you will say or use in a sentence.
They will have to touch the corresponding traffic light first to win a point. Use simple sentences or phrases as the ones below. For
double point, a member from the team must repeat the complete phrase (you may repeat the phrase for that student to drill).
 In Soriana, I wait in line.
 May I go to the restroom?
 Ok, students stop working.
 Go to recess!
 Wait for me!
 Let´s go for a chilidog.

Wrap up: 5 minutes

Material: Song, speaker
Play the red light, green light song https://bit.ly/38fIYGR and have students figure out which color is not mentioned in the song
(yellow). Encourage them to remake the song’s verse using all the colors of the traffic light.

Suggested activities Knowing about the language

Session 4 (Background):
Warm up: 5 minutes
Material: N/A
Review informative signs briefly. Have all students stand up to play broken telephone. Whisper an informative sign to the first person
of each row; if the command travels secretly to the back of the row, they get a point.

Presentation: 15 minutes - Days of the week

Material: Traffic light circles
Write the days of the week on the board as in the chart below. Explain how in English the days begin with capital letter and the week
starts on Sunday. Have students color Saturday and Sunday red since there is no school on those days, green the three days when
they have English lessons and yellow those days when they do not. Use the traffic light circles to manage the allotted time for the
activity.
E.g.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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Practice: 15 minutes
Material: Stopwatch
List the days of the week on the board. Opposite to that list, make another one with three options (English class, no English class, and
no school day) make teams and have one person from each team pass to match the days of the week accordingly. The team with the
lowest time record wins. For double point, the rest of the team has to say the days of the week.

Production: 10 minutes
Material: Template 1, traffic light circles
Facilitate a copy of template 1 to each student. Explain the activity go over the example. Let students know how much time will be
allotted for the activity and use the traffic light circles; leaving only one of them visible on the board.

Wrap up: 5 minutes

Material: N/A
Pair students and have them peer-check their work as you provide the answers on the board.
Suggested activities Knowing about the language
Session 5 (Background):
Warm up: 5 minutes Commands:
Material: Songs, speaker
Play the head, shoulders, knees and toes song https://bit.ly/38axch3 and have students act it out. Welcome volunteers to step
forward to guide the rest of the group. Play the alphabet song https://bit.ly/3g9mg5X, have students follow along.

Presentation: 5 minutes
Material: Traffic light circles
Write the following vocabulary on the board. Have students choose five different words and write them in their notebook. Use the
traffic light circles to help students keep track of time. Let them know that the chosen words will be used to make their illustrated
dictionary with public signs.

Traffic light Stop Airport Restaurant No running Restrooms Do not litter

Hospital Parking Bus stop Gas station No shouting No eating Handicap

Practice: 15 minutes
Material: Bond sheet of paper
Provide a bond sheet of paper to each student. Have them fold it in half as shown below and write the title, Public Signs Dictionary.

Step 1 Step 2

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Production: 15 minutes
Material: Bond sheets of paper, stapler, image 4
Provide two more bond sheets of paper to each student. For step 3, have students for fold them in half and put them inside the
cover. Staple each student’s book together. For step 4, ask students to illustrate color and write each of the previously chosen words
from the presentation activity. Use image 4 to show how the product will be.

Step 3 Step 4

Stop

Consider having evidence of the lesson plan products throughout the school cycle. Ask students to paste the product in their
notebook, as they do with their exams, and take pictures, as proof of evidence, in case it is requested by school authorities or the
Language Department.

Wrap up: 10 minutes

Material: Product 2 – Illustrated dictionary with public signs
Have volunteers pass to the front with their product to read aloud and show the signs they chose to include.
Assessment tools: References and resources:
Observation Aprendizajes Clave, 1st Grade
Evaluation Record Sheet https://bit.ly/38axch3
https://bit.ly/3g9mg5X
Rubric Yes No https://bit.ly/38fIYGR
1. Does the student understand that signs provide information?
2. Is the student able to interpret a simple graph?
3. Is the student able to interpret informative signs?
4. Does the student understand the functions of a real traffic
light?
5. Is the student able to follow the indications or a classroom
traffic light?

In order to have a successful class development it is very important to consider the recommendations stated in the lesson plan form available in SAPI:

Principal’s name and signature: Date:

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 Image 1

Image 2

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 Image 3

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Instructions: Trace the names of the signs and match its name to the image as in the
example.

E.g. Stop

stop

1. Traffic light

2. Hospital

3. No running

4. Airport

5. Restroom

Template 1

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 Image 4

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