LESSON PLAN 5TH AND 6TH

GRADE
APRENDIZAJES ESPERADOS
SEMANA NUMERO 1 • Intercambiar expresiones para organiza
• Intercambiar sugerencias para adquirir
productos.

SEMANA NUMERO 2 • Describe y compara apariencia y habili

personas distintas.
SEMANA NUMERO 3 • Intercambia información para desplaza
localidad.
SEMANA NUMERO 4 • Acepta o rechaza peticiones de juego
• Explica costumbres a partir de imáge

ACTIVIDADES
SEMANA 1 • Creación de invitación para evento.
• Role-play para organizar una fiesta.
• Creación de producto y su venta.
SEMANA 2 • Adivina quién.
• Sopa de letra (Características).
SEMANA 3 • Role-play de dar instrucciones cuando
pides comida rápida.
• Lectura de comprensión.
SEMANA 4 • Role-play dando los papeles que tienen
que interpretar.
• Discusión de las 2 culturas (Mexicana y
Americana).
WEEK TWO - ACTIVITY ONE

Topic: Describe y compara apariencia y habilidades en personas distintas.

Activity: Guess who?

Class description: 25 students, pre adolescents, 10 male and 15 female, all bilingual in
spanish and english. Smart, eager to learn, good classmates relationship, cooperative,
active students.

Classroom arrangement: individual/duos/grupal

Language: English to help students to describe someone, basic adjectives (list

attached on procedure section)

Materials: text book, worksheet printed by teacher, whiteboard, markers, pencils and
notebook.

Time: 40-50 minutes

LEARNING OBJECTIVES
Main aim:
- As marked on the program, students get used to describe things or people by
archiving more knowedge on adjectives and they use.
- Students use their talking time to get better on vocabulary and interaction with
other people in the second language.
Subsidiary aims:
- Introduction to the students for a social use of the language

PROCEDURE
1. T ask to the students for situation where they have to express how they feel,
students gave ideas and the T write them on the white board as example.
2. T makes another question “which words do you use when you were trying to
explain those things?” and the classroom needs to give some examples.
3. T makes a pause in the participations and explains what a adjective is and how
you can use that words.
4. T gives to the whole classroom the worksheet and they practice the vocabulary
in pairs.

5. After the vocabulary is practiced, T brings objects to the classroom ready to be

described by the whole classroom.
6. Also students go to the front, ready to be described.
7. T defines the importance on the adjectives and the homework for the next
session is to know the adjectives of the worksheet and look for more.
WEEK TWO - ACTIVITY TWO

Topic: Describe y compara apariencia y habilidades en personas distintas.

Activity: Wordsearch

Class description: 25 students, pre adolescents, 10 male and 15 female, all bilingual in
spanish and english. Smart, eager to learn, good classmates relationship, cooperative,
active students.

Classroom arragement: individual / pairs.

Language: English to help students to describe someone, basic adjectives.

Materials: text book, worksheet printed by teacher, whiteboard, markers, pencils and
notebook.

Time: 40 - 50 minutes

LEARNING OBJETIVES
Main aim:
- Students to expand their knowledge on adjectives and get more used to them.
- Get a better skimming and reading abilities to be applied on the next second
language exposure.
- Work great as a team.
Subsidiary aims:
- Social interaction

PROCEDURE
1. T ask for the adjectives they’ve learned the last class and the students say loud
what they look for in their homes.
2. T puts a new recap activity: to write 3 sentences describing something or
someone, they have 10 minutes to bring their notebooks.
3. T sign their work and gives a worksheet to everyone.

4. In pair their will solve the word search activity, they have 15 minutes to finish it.
 5. After the works done, T makes a recap of what they’ve learned in the full
studying that week and class dismissed.
WEEK THREE - ACTIVITY ONE

Topic: Intercambia información para desplazarse en una localidad.

Activity: Role-play to ask for food.

Class description: 25 students, pre adolescents, 10 male and 15 female, all bilingual in
spanish and english. Smart, eager to learn, good classmates relationship, cooperative,
active students.

Classroom arragement: individuals / pairs.

Language: giving directions (Turn left, Turn right, Go straight on/ahead, Go across the
street, On the corner, Go as far as, Go past the, Go along the street, Go up the street,
Go down the street)

Materials: notebook, pencil, PP presentation, whiteboard.

Time: 40 - 50 minutes

LEARNING OBJECTIVE:
Main aim:
- Students to be able to give their direction
- How to give instructions
Subsidiary aims:
- Social interaction to ask for something politely.
 PROCEDURE
1. The class doesn’t start as usual, everyone is waiting outside the classroom.
2. Each student will say which direction should they take to get to their seat, once
everyone is in the classroom, the class begins.
3. T do a quick recap of what they just did.
4. Brings more instructions to get to a place on the PP presentation.
5. T puts a task to everyone in pairs. A role play, where one of the students will be
a costumer calling a food factory, they need to give instructions of how to get to
the house, this will be written on their notebooks. They have 20 minutes.
6. Some of the pairs will do the role-play in front of the classroom as example.
7. The script will be signed and cheked by the T.
8. Class dismissed.