SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2020-2021

LESSON PLAN
School’s name: CCT:

Instructor’s name: ID: Grade:

5th Grade Product 2 Social practice of the language: Learning outcomes:

Survey Exchanges opinions about news in audio - Listens and explores news linked to a
familiar and common context.
Learning Environment: Communicative Activity: - Understands news in audio
Familiar and community Exchanges related with media - Exchanges opinions

Suggested activities Knowing about the language

Session 1 (Background):

Warm up: 7 minutes Weather condition

Material: Markers, board, image 1 - sunny
Ask a volunteer to write the date on the board. Show image 1 to review vocabulary of weather conditions. Ask students to repeat - cloudy
the words aloud. After that, play “Pictionary”. Draw an image of one of the weather conditions. Students must raise their hand in - rainy
order to guess the weather condition symbol. - windy
- stormy
- snowy

TV programs types:
- cartoon
Presentation: 15 minutes
- soap opera
Material: Newspaper, board, markers
- news
Ask students: Do you like to watch TV? What is your favorite TV program? Tell students that “there are different types of programs,
use examples, such as: cartoons (Sponge Bob), tv shows (Lo que dice el dicho), news (Telediario), etc.” Elicit other examples from
Media:
students. Make the following questions to students: How do you know about what is happening in this moment in another part of
- internet
the country? How do you know what is happening in another part of the world? Such as Korea, China, Argentina. Explain “the news
- newspaper
let us know what is happening around us, who dies, who has born, who is discovering something important, if a natural disaster is
- radio
taking place. You can watch, read or listen the news on TV.” Draw the following icons during the explanation.
- TV
Watch Read listen

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Explain there are different ways to get the news, such as: internet, newspaper, radio, television, magazines. Draw the following chart Questions:
on the board. Ask them: “How do you get the news?” Elicit students´ answers: TV, radio, internet, etc. Have students draw the icon - What is your favorite TV program?
that represents the way they can get the news. - Do you read, watch or listen the news?
- Where do you read, watch or listen the
Internet news?
Answers:
newspaper - My favorite TV program is…
- I watch/listen/read the news

News
Radio - On TV/radio/newspaper

Television

magazines

Practice: 10 minutes
Material: Board, markers, students’ notebook. Questions:
Have students answer in their notebook the following questions with their own information. Ask students to work in pairs. After that, - What is your favorite TV program?
ask them to practice the questions in pairs with a classmate. - Do you read, watch or listen the news?
- Where do you read, watch or listen the
Question Answer news?
What is your favorite TV program? My favorite TV program is I Carly
Do you read, watch or listen the news? I watch the news Answers:
Where do you read, watch or listen the news? On TV. - My favorite TV program is…
Student create a sentence Student create a sentence - I watch/listen/read the news
- On TV/radio/newspaper
Finally, ask students to write in their notebooks a sentence using their own information. E.g. My favorite TV program is I Carly. I -How many students watch the news?
watch the news on TV. - Where do they read the news?
- What is one of their favorite TV
Production: 10 minutes programs?
Material: Board, markers, students’ notebook.
Draw the following chart on the board. Tell students they are going to make a survey. Explain that “a survey is a set of questions
people are asked to gather information, find out their opinions, or the information gathered by asking many people the same
questions.” Students have to ask their classmates and register the answers in the chart below.

Question Student 1 Student 2 Student 3 Student 4 Student 5

What is your favorite TV
program?
Do you read, watch or listen
the news?

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 Where do you read, watch or
listen the news?

Wrap up: 8 minutes

Material: students’ notebook

Ask volunteers to come up to the front to show the answers their classmates gave them. Guide them throughout the presentation.
Motivate them to answer the questions “How many students watch the news? Where do they read the news? What is one of their
favorite TV program?” Finally, ask students to listen/read/watch the news only few minutes a day, and when they find something
interesting to share with the class, they can do it during the presentation time of next sessions

Session 2

Warm up: 5 minutes

Material: Board, markers
Divide the group into 2 teams. Choose 5 weather condition words. Spell the word. Students have to guess the word before you
finish the spelling. Students have to raise the hand in order to participate. The member of team has to say it correctly. In order to
win a point, teams need to respect turns of participation. The first student that raises the hand, will have the opportunity to spell
the word. If the word is correct, that team wins a point. If a student doesn’t raise the hand and says the word the opposite team
gets the point.

Presentation: 13 minutes
Material: Board, markers, cards, tape. Knowing about the language
Tell students that, “a question is a sentence or phrase used to find out information. A statement clearly expresses a particular (Background):
opinion or idea that you have. The purpose of making questions is to have information about other persons, object, things or
places.” Provide examples if required. Draw the following chart on the board. Weather condition
- sunny
Question words Function Examples - cloudy
Who To ask for a Person Who is your English teacher? My English teacher is - rainy
- windy
Ms. Martinez.
- stormy
Where To ask for a Place Where is it? In Monterrey - snowy
Why To ask a Reason Why are you happy? Because I like to play here.
When To ask for Date When is the party? Next Friday. Question Words:
How To ask for Manner, a way, or form How do you go to school? By bus. - Who
- Where
What To ask for events/things What happens in the story? A frog turns into a prince.
- Why
- When
- How
Practice: 10 minutes - What
Material: Board, markers.
- question
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Write the following exercise on the board. Ask students to copy the chart in their notebook. - statement

What happened?
How did it happen?
When did it happen?
Who was the reporter?
Where did it take place?
Why is a disaster?
Questions:
A party/a big fire Questions
Some girls/ kids were playing with matches. - What happened?
This afternoon/evening. - How did it happen?
Romeo/Roberto Adams - When did it happen?
In LA California/North Caroline - Who was the reporter?
Because 5 houses were consumed by - Where did it take place?
fire/ice. - Why is a disaster?

Read the following text aloud several times. Give students enough time to answer the questions in their notebook. Students have to
circle the correct option from the chart. Once they finish ask students to exchange their notebooks in order to check the answers.

Good evening. This is Robert Plant, reporting from LA California. This afternoon a big fire started on a house of the neighborhood
called “Spring hills”. Unfortunately, 5 houses were consumed by fire. A woman in the area said “Nobody knows how the fire
starts, some kids were playing with matches, maybe they started the fire”. The fire department didn’t give details about the
event “we need to wait for investigations to know what really happened” said the spokesperson. We continue in the area
waiting for more information. This was Robert Plant reporting from “Spring hills”.

Production: 15 minutes
Material: Image 2. Board, markers, student’s notebook.

Provide students a copy of image 2 and ask them to paste it in the notebook. If copies are not available, prepare in advance a flipchart
with the information, or write it on the board. Ask students to read it. After reading it, have them complete the dialogue using the
questions and answers from previous exercise as a model.

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 Rain causes floods in Chennai! Dialogue
Student 1: Hello Jim.

Student 2: Hi Mary.

Student 1: Hey Jim, did you know about Chennai?

Student 2: No. _________________ (What did happen?)

Student 1: I heard on news there was a ____________

Rivers run down streets in Adyar, Cheannai (torrential rain), and the rivers run down the streets.
Student 2: _______________________ (When did it happen?)
Chennai: People living in Chennai were hit by torrential rain last night, which
made rivers run down the streets. Student 1: Last night.
Our reader Miss Maya, who sent us a photograph said, “I had to wade through
knee deep water to go the shop for milk and bread. My friends frantically put Student 2: Those are bad news Mary. Let’s see how we can help
sandbags in front of their gate so the water didn’t run into their house!” them.
The meteorological department reported that Chennai received 14.9 cm of
rainfall last night. Incessant rain caused waterlogging in many parts of Chennai. Student 1: That’s right Jim, we need to help them.
St Thomas Mount, Velachery, Anna Nagar and T Nagar, witnessed widespread
waterlogging.
Image 2

Wrap up: 5 minutes

Material: Student’s notebook
Ask 2 volunteers to come up to the front to role-play the previous dialogue. Check the appropriate use of questions and answers. Knowing about the language
(Background):
Natural disasters:
Session 3 - tornado
- earthquake
- tsunami
Warm up: 10 minutes - hurricane
Material: image 3, tape - fire
Play memory game with the natural disaster words. Use image 3. Cut them in advanced. Mix the cards. Paste the cards facing to the
board. Ask students to raise their hand to participate. Every player turns over any two cards. If the two cards match, they have to
show it to the group and keep them. If they don’t match, turn them back over. Other player turns over another two cards. The game
is over when all the cards have been matched.
Natural disasters:
Presentation: 15 minutes - tornado
Material: Images 4, 5, 6, 7,8, 9 - fire
Show images 4 to 9. Ask students to repeat words aloud. Explain that natural disasters are events caused by forces of nature that - tsunami
cause destruction of life and/or property. Ask students if they know which of them have happened in Mexico (e.g. hurricanes, - earthquake
earthquakes), which have happened in Nuevo Leon (e.g. drought), and in Monterrey (e.g. fire on mountains, floods). Explain what - hurricane
are the possible consequences for people, animals, and for the environment. Read the definition of each event and its possible - drought
consequences, supporting the explanation with the image. Ask students to copy the information in their notebook.
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 Question Words:
Tornado: It is a type of storm which winds are powerful and the strongest on Earth. - When
Consequences: Massive destruction to homes, properties and animals. About 60 people are killed by - How
tornadoes each year. Even though it affects a small area the energy within it is higher that the hurricane’s - Where
energy.
Fire: The destruction of something, such as a building or forest, by fire. Vocabulary:
Consequences: Fire affects homes, properties, plants, loss of human lives and animals. - consequences
- loss of lives
- energy
Tsunami: A very high, large wave in the ocean that is usually caused by an earthquake.
- salinization
Consequences: The tsunami destroys not only human lives, but insects, animals, plants, and natural
- destruction
resources. It has a very negative impact on soil because of the salinization of waters in rivers and in
- floods
underground waters.
- crops
Earthquake: it is a violent movement of the Earth’s crust. It usually last less than 1 minute. - underground waters
Consequences: Massive destruction to homes and infrastructure. Because of its strength and the affected
area earthquake kills hundreds and thousands of lives. Also, an earthquake can release tsunamis which
affects different area, different people.
Hurricane: A tropical cyclone with winds of 74 miles (119 kilometers) per hour or greater that occurs
especially in the western Atlantic, that is usually accompanied by rain.
Consequences: Destroys homes, buildings. Hurricanes produce tornados. And its heavy rainfalls produce
destructive floods
Drought A period of dryness especially when prolonged that causes extensive damage to crops.
Consequences: It causes stress in the environment and people. Long-term droughts can lead to war,
famine, disease, massive migration and crop failures.

After that, continue explaining the structure of the questions. Tell students that in order to obtain information we need to know
what to ask. If the question is correctly structured, then the information will be correct too. Ask them to copy the following
chart.

Question word Auxiliary Verb Subject Main verb

How Did the hurricane affect?
When Did the tsunami happen?
Where Did the hurricane take place?

Practice: 10 minutes
Material: Students’ notebook

Write on the board the following questions. Have students to unscramble and rewrite the questions in the correct order. Once they
finish, ask them to exchange their notebook with the student behind them to check their answers.

did/happen? /the earthquake/When

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 did/Where/take place? /the earthquake
the earthquake/affect? /did/How
happen/did/What?
did/happen?/Where/it

Production: 10 minutes
Material: Students’ notebook

Have students work in pairs. Use image 2 and ask students to write 5 questions. Motivate students to follow the formula to make
the questions about the floods in Chennai.
1.- What did happen?
2.- Where did it happen?
3.- When did the flood happen?
4.- When did the flood take place?
5.- How did the earthquake affect?
Monitor students work and progress by walking the aisles. Register students´ grades in the Official Evaluation Record Format

Wrap up: 5 minutes

Material: N/A

Ask students stand up. Explain them you are going to mention questions and statements. If they listen to a question, they cannot sit
down. If you mention a statement, they will have to sit down. E.g. the weather is cold (sit). What day is it today? Stand, etc.
Knowing about the language
Session 4
(Background):
Warm up: 5 minutes
- relaxation
Material: N/A
- lungs
Ask students to think of a relaxing color. It can be any color they like. Ask them to think of a color that represents stress, sadness or - breathing
- imagine
anger. Tell students they have to imagine breath in the relaxing color and visualize it filling their lungs. Then, they have to imagine
- emotions
breathing out the stress, sadness or anger color. Tell students to breath in your relaxing color and breath out the stress color.

Presentation: 10 minutes
Material: Board and markers
Vocabulary:
Remind students “a survey is a set of questions, used to know what people think about something or someone”. Ask students what
Survey
they think about natural disasters. Which natural disaster they think is the worst? Why? Explain students we use expressions as: “I
think…”, “I think that…”, or “in my opinion…” to express a personal opinion or idea. Draw a chart and register students´ contributions
Vocabulary:
on the board.
Survey

Questions:
Question Answer
- Do you know what a natural disaster
is?
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 Do you know what a natural disaster is? Yes, I do. It is an event caused by forces - What natural disaster do you think is
of nature. It causes destruction. the worst?
What natural disaster do you think is In my opinion/I think/I think that - Why do you think it is the worst?
the worst? - Earthquake is the worst. - What are the possible consequences
- Hurricane is the worst. after a natural disaster?
- Tsunami is the worst. - How can people be informed before a
Why do you think it is the worst? Because: natural disaster event?
- It can destroy houses.
- It can cause tsunamis. Expressions:
What are the possible consequences - Loss of lives. - In my opinion….
after a natural disaster? - There is no electrical power. - I think….
- There is no drinking water. - I think that
How can people be informed before a - Watching news
natural disaster event? - Listening to the news. Answers:
- Read the news - Yes, I do. It’s an event caused by forces
of nature that causes destruction.
Explain that when someone presents the information collected in a survey, the presentation starts with an explanation like the - In my opinion, the _______ is the worst
following: The survey was made to a group of 3 students. 2 of them think that the worst disaster is…. 1 thinks the worst is… The - I think the ________is the worst.
students think the worst consequence for the world is the… (loss of human lives? Destruction of land for crops? - Loss of lives. There is no electrical
Ask students to copy the chart and the model of presentation in their notebook. power neither drinking water.
- Watching or listening the news.
Practice: 10 minutes
Material: Board, markers, students’ notebook.

Ask students to analyze what could be their own answers for the questions:
Question My answers
Do you know what a natural disaster is?
What natural disaster do you think is
the worst?
Why do you think it is the worst?
What are the possible consequences
after a natural disaster?
How can people be informed before a
natural disaster event happen?
Students have to write their answers in the notebook. Practice question and answer in pairs. Take turns of participation.

Production: 15 minutes
Material: N/A

Draw the following chart on the board, have students ask the same questions to 5 classmates. Have them write the name of the
classmate on the line and fill in the columns.

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 Question Student 1 Student 2 Student 3 Student 4 Student 5
____________ ____________ ____________ __________ ____________
Do you know what a
natural disaster is?
What Natural disaster
do you think is the
worst?
Why do you think it is
the worst?
What are the possible
consequences after a
natural disaster?
How can people be
informed before a
natural disaster event?

Once they finish take a few minutes to present the information as the model given before: “The survey was made to 3 students….“
Etc.

Wrap up: 10 Minutes

Material: N/A

Choose a student to come up to the front and present the information they collected in the survey from their classmates. Take
some minutes to organize the teams to work in the next session the teams according to the number of students in your group
could be of 4 or 5. They are going to make a survey similar to previous one, but applied to Mexico (hurricane) or to Nuevo Leon
State (floods, drought). Ask them to think in damages or consequences of these disasters. Give them few minutes with their teams
to talk and decide about which natural disaster they are going to work Knowing about the language
(Background):
Session 5 - Hop Scotch Spelling
- cyclone
Warm up: 5 minutes - damages
Material: N/A - magnitude
Tell students they will play “Hop Scotch Spelling” Choose 5 natural disaster words, have students spell the given word by jumping
on the correct number of letters. Example: hurricane has 9 letters. That means students have to spell the word and jump 9 times. Natural disasters:
You can write the word on the board to help them count the letters. - tornado
- fire
Presentation: 5 minutes - tsunami
Material: Board, markers - earthquake
Show students the images of natural disasters, tell them that for Mexicans the worst disasters have been earthquakes and hurricanes, - hurricane
but for Japanese tsunamis, for Indians, cyclones have been the worst. The damages depend on the magnitude of the event and the - drought
people that live in the place where the event occurs.

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Practice: 5 minutes
Material: Board, markers.
Review how to make surveys, explain the importance of the honesty in their answers. Emphasize the correct use of question words
according to the information we want to obtain from the survey. Encourage students respect everyone’s opinion, no one is more
important than other one. Write the key words of your explanation on the board.

Production: 25 minutes
Material: Paper sheets
Have students work in teams as they have been organized in previous session. Handle out some paper sheets, one per team. Draw
a chart and write the questions about natural disasters that are more in their region. Then write the team members answers on the
aloud in order and they need to take notes about the answers. Write the presentation of the information collected, as they did in
previous session, starting with: “Our survey is about (natural disasters). The survey was made to (4 or 5) students.

Production: 25 minutes
Material: Paper sheets
Present the results on a bar graph as following:

The most common Natural Disaster

14
12
10
8
6
4
2
0
Earthqueke Tornado Tsunami Hurricane Fire Drought

The most common Natural Disaster

Wrap up: 10 minutes

Material: N/A
Ask teams to present their works to the classmates. Explain what natural disaster they chose and explain the information collected.
Congratulate your students for the effort in their works, appreciate they are communicating and producing in English, the target
language. Value the respect they show for their classmate in the team work. Encourage them to keep working every day to learn
more. Ask for permission to the homeroom teacher to display the students´ works
Assessment tools: References and resources:
Session 1: Oral practice of questions and answer, leave your note written in their notebook.
References and resources:
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 Session 2: listening practice, did they answer the questions, how many questions did they answer, make your own scale according Aprendizajes Clave, 5th Grade
to the number of questions you asked them about the text. Activity Book Pearson publisher
Session 3: Formulate questions and answer. “Sunshine 5”
Session 5: rubric for the survey, https://bit.ly/2ZHMUe2
https://merriam-
The survey includes 5 or more questions correctly formulated and those were made them to 4 or more persons 10 webster.com/dictionary
The survey includes 4 questions correctly formulated and those were made to 3 persons at least 9 https://neok12.com
The survey includes 3 questions correctly formulated and those were made to 3 persons at least 8 https://kids.britannica.com
The survey includes 2 questions correctly formulated and those were made to 3 persons at least 7 https://bit.ly/2LefYpw
The survey includes 1 questions correctly formulated and those were made to 3 persons at least 6 https://bit.ly/2Y35I7i
https://www.chinoiresie.
https://bit.ly/2MYUUWy
https://bit.ly/2MWnKHc
www.terragalleria.com/
https://bit.ly/2IPDVka
https://bit.ly/2IWrqDD
https:// eschooltoday.com
https://sms-tsunami-warning.com
https://sciencing.com
teachertech.rice.edu
e-education.psu.edu

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

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 Rivers run down streets in Adyar, Cheannai Rivers run down streets in Adyar, Cheannai

Rain causes floods in Chennai! Rain causes floods in Chennai!

Chennai: People living in Chennai were hit by torrential rain Chennai: People living in Chennai were hit by torrential rain
last night, which made rivers run down the streets. last night, which made rivers run down the streets.

Our reader Miss Maya, who sent us a photograph said, “I Our reader Miss Maya, who sent us a photograph said, “I
had to wade through knee deep water to go the shop for had to wade through knee deep water to go the shop for
milk and bread. My friends frantically put sandbags in front of their gate so the water milk and bread. My friends frantically put sandbags in front of their gate so the water
didn’t run into their house!” didn’t run into their house!”

The meteorological department reported that Chennai received 14.9 cm of rainfall The meteorological department reported that Chennai received 14.9 cm of rainfall
last night. Incessant rain caused waterlogging in many parts of Chennai. St Thomas last night. Incessant rain caused waterlogging in many parts of Chennai. St Thomas
Mount, Velachery, Anna Nagar and T Nagar, witnessed widespread waterlogging. Mount, Velachery, Anna Nagar and T Nagar, witnessed widespread waterlogging.

Rivers run down streets in Adyar, Cheannai Rivers run down streets in Adyar, Cheannai

Rain causes floods in Chennai! Rain causes floods in Chennai!

Chennai: People living in Chennai were hit by torrential rain Chennai: People living in Chennai were hit by torrential rain
last night, which made rivers run down the streets. last night, which made rivers run down the streets.

Our reader Miss Maya, who sent us a photograph said, “I Our reader Miss Maya, who sent us a photograph said, “I
had to wade through knee deep water to go the shop for milk and bread. My friends had to wade through knee deep water to go the shop for milk and bread. My friends
frantically put sandbags in front of their gate so the water didn’t run into their frantically put sandbags in front of their gate so the water didn’t run into their
house!” house!”

The meteorological department reported that Chennai received 14.9 cm of rainfall The meteorological department reported that Chennai received 14.9 cm of rainfall
last night. Incessant rain caused waterlogging in many parts of Chennai. St Thomas last night. Incessant rain caused waterlogging in many parts of Chennai. St Thomas
Mount, Velachery, Anna Nagar and T Nagar, witnessed widespread waterlogging. Mount, Velachery, Anna Nagar and T Nagar, witnessed widespread waterlogging.

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 Hurricane
Tornado
Tsunami
Fire
Earthquake
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15 of 17
16 of 17
 Tornado: It is a type of storm which winds are powerful and
the strongest on Earth.
Consequences: Massive destruction to homes, properties
and animals. About 60 people are killed by tornadoes each
year. Even though it affects a small area the energy within it
is higher that the hurricane’s energy.
Fire: The destruction of something, such as a building or
forest, by fire.
Consequences: Fire affects homes, properties, plants, loss of
human lives and animals.
Tsunami: A very high, large wave in the ocean that is usually
caused by an earthquake.
Consequences: The tsunami destroys not only human lives,
but insects, animals, plants, and natural resources. It has a
very negative impact on soil because the salinization of
waters in rivers and in underground waters.
Earthquake: it’s a violent movement of the Earth’s crust. It
usually last less than 1 minute.
Consequences: Massive destruction to homes and
infrastructure. Because of its strength and the affected area
earthquake kills hundreds and thousands of lives. Also, an
earthquake can release tsunamis which affects different
area, different people.
Hurricane: A tropical cyclone with winds of 74 miles (119
kilometers) per hour or greater that occurs especially in
the western Atlantic, that is usually accompanied by rain.
Consequences: Destroys homes, buildings. Hurricanes
produce tornados. And its heavy rainfalls produce
destructive floods
Drought A period of dryness especially when prolonged
that causes extensive damage to crops.
Consequences: It causes stress in the environment and
people. Long-term droughts can lead to war, famine,
disease, massive migration and crop failures.
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Tornado: It is a type of storm which winds are powerful and
the strongest on Earth.
Consequences: Massive destruction to homes, properties
and animals. About 60 people are killed by tornadoes each
year. Even though it affects a small area the energy within it
is higher that the hurricane’s energy.
Fire: The destruction of something, such as a building or
forest, by fire.
Consequences: Fire affects homes, properties, plants, loss of
human lives and animals.
Tsunami: A very high, large wave in the ocean that is usually
caused by an earthquake.
Consequences: The tsunami destroys not only human lives,
but insects, animals, plants, and natural resources. It has a
very negative impact on soil because the salinization of
waters in rivers and in underground waters.
Earthquake: it’s a violent movement of the Earth’s crust. It
usually last less than 1 minute.
Consequences: Massive destruction to homes and
infrastructure. Because of its strength and the affected area
earthquake kills hundreds and thousands of lives. Also, an
earthquake can release tsunamis which affects different
area, different people.
Hurricane: A tropical cyclone with winds of 74 miles (119
kilometers) per hour or greater that occurs especially in
the western Atlantic, that is usually accompanied by rain.
Consequences: Destroys homes, buildings. Hurricanes
produce tornados. And its heavy rainfalls produce
destructive floods
Drought A period of dryness especially when prolonged
that causes extensive damage to crops.
Consequences: It causes stress in the environment and
people. Long-term droughts can lead to war, famine,
disease, massive migration and crop failures.