MINED – Lesson Plan Format A 11-22-2021

A. Lesson Plan Information B 11-22-2021

1st
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 45 minutes.

Unit 9: The Weather.

Topic: V: Weather types. Clothing: sun glasses, hat, socks, umbrella, scarf.

L: Listen, point, and say the words. Listen and circle.

S: What clothing is this?

W: Match.

B. Performance Indicator
a. The student identifies weather vocabulary in their surroundings through visual aids and audios.
b. The student recognizes vocabulary related to clothing in different weather types through visual aids
and audios.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The kids sing with me the songs “Hello! Hello!” and “walking! Walking!” I play
the audio track on my speaker. (10 min)
2. Review: Using flashcards and the question “How’s the weather?” the kids review with me the correct
recognition and pronunciation of the weather types. (5 min)

Middle Activities

1. Vocabulary: Clothing. I explain to kids that in today’s lesson we are going to learn to recognize
and say the vocabulary of clothing. Then using flashcards I present to kids the words sun glasses,
hat, socks, umbrella, boots, and scarf. I ask kids to repeat with me as I paste each flashcard on the
board. After that, I ask them to repeat without my help as I point each flashcard. (7 min)

2. Listening: Listen, point, and say the words. I paste in the kids’ notebook a piece of paper
containing the vocabulary of clothing. I ask kids to listen to me and point each picture. Then I ask
them to listen, point and say the words with me. I monitor and check to be sure the kids are pointing
and saying the correct clothing. (5 min)
2.1. Listen and circle. Later, I explain to kids that I will mention four words about clothing and they
have to listen to me and circle them. (5 min)

3. Speaking: What item of clothing is this? I choose some kids at random to pass to the board. I
point a flashcard about items of clothing and ask them the question “what item of clothing is this?”
the kids have to answer with the correct name for the item of clothing. I give them help if necessary.
(7 min)

Closing Activity

4. Writing: Match. I give to each student a piece of paper containing the activity 1 of page 72 of the
student’s book. I ask kids to match each clothing according to the weather type. I monitor and check
to be sure the kids are doing the activity correctly. (6 min)

D. Homework

E. My reflections on the lesson / Observation (s)

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 MINED – Lesson Plan Format A 11-23-2021

A. Lesson Plan Information B 11-23-2021

1st
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 45 minutes.

Unit 9: The Weather.

Topic: V: Weather types. Clothing: sun glasses, hat, socks, umbrella, scarf.

L: Listen to the song and draw.

W: Trace the words.

S: Draw the weather you like and say it.

B. Performance Indicator
a. The student identifies weather vocabulary in their surroundings through visual aids and audios.
b. The student recognizes vocabulary related to clothing in different weather types through visual aids
and audios.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The kids sing with me the song “head, shoulders, knees and toes” and “touch
your head, clap your hands.” I play the audio tracks on my speaker. (10 min)
2. Review: Using flashcards the kids review with me the correct recognition and pronunciation of
weather types and items of clothing. (5 min)

Middle Activities

3. Listening: Listen to the song and draw. I paste in the kids’ notebooks a piece of paper containing
two squares. I explain to kids that they will listen to a song called “Hey, Mr. Weatherman!” and they
have to draw the weather type that will be said in the song. Once the kids finish the activity, we
check it on the board. (7 min)

4. Writing: Trace the words. Once we have checked the activity I paste in the kids’ notebooks another
piece of paper containing the pictures and the written form for the items of clothing. I ask kids to
trace the words in a correct way. I monitor and check to be sure the kids are doing the activity
correctly. (13 min)
Closing Activities

5. Speaking: Draw the weather type you like and say it. I ask kids to draw the weather they like to
most, color it and then pass to the front to say it by using the grammar “It’s + weather type.” I give
them help if necessary. (10 min)

D. Homework

E. My reflections on the lesson / Observations

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 MINED – Lesson Plan Format A 11-22-2021

A. Lesson Plan Information B

2nd
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 45 minutes.

Unit 9: Numbers and shapes.

Topic: V: Geometric Shapes. Numbers: 0-20..

G: There is… There are…

S: How many (geometric shapes) are there? There are…

W: Complete the questions and answers.

B. Performance Indicator
a. The student resolves mathematical problems using numbers from 0 to 20 and geometric shapes
using the target language.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The kids participate in the dynamic called “Numbers in action!” (10 min)
2. Review: The kids review with me through flashcards the correct pronunciation, recognition, and
written form of the vocabulary of geometric shapes. (5 min)

Middle Activities

3. Vocabulary: Numbers 0 to 20. I write the numbers from 0 to 20 on the board. I point each number
and ask kids to say the word with me. After that, I point each number and ask kids to say the words
without my help. Then I write the written form for each number and ask kids to copy the numbers in
their notebooks. (8 min)

4. Grammar: There is… There are… I draw two squares on the board and label them 1 and 2. In
square 1 I draw a triangle and in the square 2 I draw four diamonds. I write the question “how
many…?” below each square and explain to kids how to answer that question using “There is” and
“there are” I ask kids to say the sentences with me and then without my help. Later, I ask them to
copy the examples in their notebooks. (7 min)

How many triangles are there? How many diamonds are there?
5. Speaking: How many (geometric shapes) are there? There is… There are… Through the
dynamic called “hot potato” I choose some kids at random to pass to the front to answer for me the
question “How many (geometric shapes) are there?” as I show him/her a flashcard. The kid has to
answer making use of the grammar “There is…” and “There are…” I give them help if necessary. (8
min)
1. How many circles are there? There is one.
2. How many squares are there? There are ten.
3. How many rectangles are there? There are twenty.
4. How many ovals are there? There are eleven.

Closing Activity

6. Writing: Complete the questions and answers. I paste in the kids’ English notebooks a piece of
paper containing activity 1 of page 71 of the SB. I monitor and check to be sure the kids are doing
the activity correctly. (7 min)

D. Homework

E. My reflections on the lesson / Observation (s)

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 MINED – Lesson Plan Format A

A. Lesson Plan Information B 11-22-2021

3rd
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 45 minutes.

Unit 8: School Subjects.

Topic: V: School Subjects. Days of the week.

G: What day is it? It’s…

S: What day is it? It’s…

L: Listen and circle the sentence you hear.

A. Performance Indicators
a. The student identifies the primary school subjects in the target language correctly.
b. The student expresses one’s preferences about school subjects through sentences in oral and
written forms.

B. Learning Strategies

Opening Activities

1. Warm-up activity: The Ss participate in the dynamic called “Baby, backpack, horse.” (10 min)
2. Review: Making use of flashcards the students review with me the correct pronunciation and
spelling of school subjects. (5 min)

Middle Activities

3. Vocabulary: Days of the week. I explain to students that in today’s lesson they are going to learn
to say and write the days of the week. I write the days of the week on the board and ask them to
repeat with me two times and then without my help. After that, I ask them to copy them in their
notebooks. (7 min)
A) Sunday
B) Monday
C) Tuesday
D) Wednesday
E) Thursday
F) Friday
G) Saturday
4. Grammar: What day is it? It’s… I explain to students on the board how to answer orally and written
the following question “What day is it?” It’s … I give them two examples. (6 min)
1) What day is it? It’s Tuesday.
2) What day is it? It’s Wednesday.
5. Speaking: What day is it? It’s… Through the dynamic called “Eenie, Meenie, Minie, Moe” I choose
some Ss at random. I show a number to the one chosen and ask him/her the question: what day is
it? He/she has to answer making use of the grammar “It’s + (day of the week).” I give them help if
necessary. (7 min)

Closing Activities

6. Listening: Listen and circle the sentence you hear. I give to each student a piece of paper in
which they have to listen to me and circle the sentence I mention for them. (7 min)
1) What day is it?
a) Today it’s Saturday.

b) Today it’s Sunday.

2) What day is it?

a) It’s Monday.

b) It’s Friday.

3) What day is it?

a) It’s Wednesday.

b) It’s Thursday.

4) What day is it?

a) It’s Tuesday.

b) It’s Saturday.

C. Homework

Practice the spelling of the days of the week. (3 min)

D. My reflections on the lesson / Observations

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 MINED – Lesson Plan Format A 11-22-2021

A. Lesson Plan Information B

4th
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 45 minutes.

Unit 9: The Time.

Topic: V: Moments in a day: In the morning, at noon, in the afternoon, in the evening, at night,
at midnight, early, late. Numbers from 1-25.

L: Listen, point, and say the words.

W: Write the words. Look at the pictures and complete the sentences.

B. Performance Indicator
a. The student asks and answers questions about telling the time correctly.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The Ss participate in the dynamic called “Numbers in action!” (10 min)
2. Review: The Ss review with me through flashcards the correct pronunciation, recognition, and
written form of the vocabulary of the parts of the face. (5 min)

Middle Activities

3. Vocabulary: Moments in a day. Numbers from 1 o 25. I present to Ss the vocabulary of moments
in a day through flashcards. I show them each flashcard and ask them to say the words with me.
After that, I write the written form for the numbers from 1 to 25 on the board. I ask Ss to copy them
in their notebook. (9 min)

4. Listening: Listen, point and say the words. I paste in the Ss’ English notebooks a piece of paper
containing the pictures of the moments in a day. I ask Ss to listen, point and say the words. I play
track 41 on my speaker. The same process is done with the numbers from 1 to 25. I monitor and
check pronunciation. (5 min)

5. Writing: Write the words. Once the Ss have finished practicing the correct pronunciation of the
vocabulary of moments in a day. I write the words on the board and ask Ss to write them in the
piece of paper. I monitor and check to be sure the Ss wrote the words correctly. (6 min)
Closing Activity

5.1. Look at the pictures and complete the sentences. I paste in the Ss’ English notebooks a
piece of paper containing four pictures. Each picture has a clock indicating A.M. or P.M. I ask
Ss to complete the sentences with the correct moment of the day. I give them an example. (10
min)

6:30 P.M.

I watch television __________________________.

in the evening

9:00 A.M.

I do homework __________________________.

12:15 P.M.

I go to school __________________________.

12:00 M.D.

I drink water __________________________.