School: CENTRO ESCOLAR DR.

SARBELIO WEEK: MARCH 27TH-MARCH

NAVARETE 31
Teacher’s name: Claudia Beatriz Delgado Guerra
Performance 2.1 Distinguish classroom supplies both orally and in writing in a proper way.
2.2 Spell classroom supplies both orally and in writing successfully.
Indicators:
2.3 Name classroom objects with correct pronunciation.
2.4 Identify the singular and plural form of classroom supplies both orally and in
writing correctly.
2.5 Spell the singular and plural form of classroom supplies accurately.
Contents: •• Classroom supplies
•• Singular and plural nouns (fixed manner)
Goals: By the end of the week, I will:
•• Recognize classroom supplies.
•• Spell classroom supplies.
•• Identify some singular and plural nouns.
ACTIVATE
40 MINUTES

PRE What's in my bag?

 Before class starts, write the following short dialogue on the board. If you
10 MINUTES
 want to save some time, have it ready in a poster.
A: “What is it?”
B: “It is a pen.”
A: “What are they?”
B: “They are scissors.”
 Also, draw a two-column table and label the two columns as singular nouns and plural
nouns.
 Finally, place several classroom supplies inside a plastic/paper bag.
 Explain to students that you will ask them two questions: “What is it? / What are they?”
Model two examples to indicate that one question is used with singular nouns and the
other one with plural nouns.
 Make clear their answers will depend on the question you make.
 Model again and emphasize the nouns to help students identify singular and plural nouns.
 Take out school supplies from the bag randomly and elicit their names.
 Remind the students that they will need to give you an answer as you practiced with
them before.
 Write the words on the board as school items are being pulled out of the bag.
 Categorize the words into singular and plural nouns in the table you had previously
drawn.
 Have students draw the school supplies and write their singular and plural nouns in their
notebooks.
DURING What is it? What are they?
•• Before class, write the following conversation on the board or have it ready
15 MINUTES
on cardboard paper. Carry out the dialogue with a volunteer and do some
repetition drills to model pronunciation.
A: “What is it?”
B: “It’s a book/pen/ ruler.”
A: “What are they?”
B: “They are books/pens/rulers.”
•• Make groups and ask students to look for a bag and put inside some of their
classroom supplies.
•• Have students take turns taking out school supplies from their bags and
follow the conversation sample with different classmates.
POST Listen, run and write!
 Form groups.
15 MINUTES
 Provide each group with a whiteboard marker.
 Explain to students that you will call out different classroom supplies and they will take
turns to go to the board and write them correctly.
 Model the activity once or twice as needed.
 Call out different singular and plural nouns to have students practice their spelling as
needed. Check if the words are written correctly and provide feedback at the end.
 For next class: Ask students to bring recycled paper.
School: CENTRO ESCOLAR DR. SARBELIO WEEK: MARCH 27TH-MARCH
NAVARETE 31
Teacher’s name: Claudia Beatriz Delgado Guerra
Performance 2.1 Distinguish classroom supplies both orally and in writing in a proper way.
2.2 Spell classroom supplies both orally and in writing successfully.
Indicators:
2.3 Name classroom objects with correct pronunciation.
2.4 Identify the singular and plural form of classroom supplies both orally and in
writing correctly.
2.5 Spell the singular and plural form of classroom supplies accurately.
Contents: •• Classroom supplies
•• Singular and plural nouns (fixed manner)
Goals: By the end of the week, I will:
•• Recognize classroom supplies.
•• Spell classroom supplies.
•• Identify some singular and plural nouns.
PRACTICE
40 MINUTES

PRE The hot potato

10 MINUTES  Ask students to stand up and make a circle in the middle of the classroom.
 Explain to students that you will play the game “The Hot Potato”:
 “I will give you a ball. I will play music and you will need to pass the ball
around. If you get the ball when the music stops, you will have to say two
classroom supplies that you remember from the previous class.”
 Model the activity once or twice as needed.

DURING How do you spell…?

15 MINUTES  Before this class, prepare a set of cards with vocabulary related to school
supplies.
 Ask students to take their recycled paper and cut it into small pieces of paper.
 Have students write on the pieces of paper different classroom supplies. Tell
students to
 keep the material with them until you request it.
 After that, write the following dialogue on the board or have it ready on
cardboard paper:
 •• Call out a volunteer to help you model the conversation.
 Take one of your cards and role-play the dialogue using the word written on the
card as reference.
 •• In class, ask students to pair up with a classmate.
 •• Explain to students that they will use their cards to take one by one and
 follow the dialogue.
 •• Monitor that students

POST Mystery Box: Dictation

15 MINUTES  Before class starts, prepare an empty box and label it as “Mystery box”.
 Use the classroom supply cards from the previous activity and put them into
the “Mystery box”.
 Tell students you will be taking out cards from the box to dictate the words to
them.
 Take the first card and say the word aloud.
 Ask students to make the dictation annotations in their notebooks.
 After you have dictated at least 10 words, have students exchange notebooks.
 Tell students they will check their classmates' dictation with you.
 Write the words from the dictation on the board so students can provide
accurate feedback in their classmates' notebooks.
School: CENTRO ESCOLAR DR. SARBELIO WEEK: MARCH 27TH-MARCH
NAVARETE 31
Teacher’s name: Claudia Beatriz Delgado Guerra
Performance 2.1 Distinguish classroom supplies both orally and in writing in a proper way.
2.2 Spell classroom supplies both orally and in writing successfully.
Indicators:
2.3 Name classroom objects with correct pronunciation.
2.4 Identify the singular and plural form of classroom supplies both orally and in
writing correctly.
2.5 Spell the singular and plural form of classroom supplies accurately.
Contents: •• Classroom supplies
•• Singular and plural nouns (fixed manner)
Goals: By the end of the week, I will:
•• Recognize classroom supplies.
•• Spell classroom supplies.
•• Identify some singular and plural nouns.
PRODUCTION
40 MINUTES

PRE What's missing?

10 MINUTES  Place on your desk or a table a variety of classroom objects.
 Make sure everyone in the class can see the different items.
 Ask students to look at all the items on your desk with detail.
 Ask them to close their eyes. When they close their eyes, remove one item
from the table.
 Ask them to open their eyes and guess what object is missing.
 When everyone is clear of the game, have different students go to the table
and lead the activity.
 Finish this activity when all the classroom supplies have been reviewed.

DURING Classroom objects

15 MINUTES  Ask students to form pairs.
 Refer them to their booklet Unit 2, Worksheet 1.
 Explain to them that they have to look at the images and find their words
in the Word Search.
 Ask them to circle the words as they find them. As a fun way to carry out
this activity, you can also ask them to use different colors to circle each
word.
 Once they find and circle the words, ask them to also write the school
supply word below their matching picture.
 Carry out a repetition drill to practice pronunciation.
POST Mini boards: Drawing dictation
15 MINUTES  Have students work in pairs.
 Provide each pair with a mini board and a whiteboard marker.
 Explain to students that you will call out classroom supplies for them to
draw the item on their mini boards.
 Ask them to take turns when drawing the classroom supply.
 Remind students they have to raise their mini boards when they finish
drawing.