UNIDAD EDUCATIVA BALANDRA – CRUZ DEL SUR

LESSON PLAN: Week # 2 from September 18h to September 22nd 2023.

SUBJECT: ENGLISH GRADE: 6th Basic TEACHER: Lcda. Vanessa Pachucho

SKILLS:
- Thinking skills
o critical thinking
o creativity and innovation
o transfer
- Communication skills
- Social skills
- Self-management skills
o organisation
o affective
o reflection
- Research skills
o information literacy
o media literacy

DATE: Class # 1 (Grammar and Vocabulary)

CONTENT: Demostratives Pronouns and 10 words vocabulary.

SPECIFIC OBJECTIVES:

After studying this lesson on writing a play the students will be able to:
- To name two of the four demonstrative pronouns and state their purpose.
- To show where an object, event, or person is in relation to the speaker.

RESOURCES:

- Student’s Worksheet (one copy for each student and one copy for
- the teacher).
- Pencils.
- Notebooks.
- Scissors / glue / Blu-Tack.
- Markers.
ACTIVITIES:

10 mins intro.

We’ll need to be well organized when presenting the different demonstrative

pronouns to your class – you want to make sure the structures are clearly
explained and easy to understand for your students. If this section of the lesson
goes well the other parts will follow easily and you’ll have a lot of fun.

Before class, cut out the “Demonstrative pronouns structures cards”. Also
prepare 9 objects – I use 9 plastic animals to make it fun, but anything will do,
e.g. 9 pens, 9 fruit, 9 toy vehicles, etc.

Start the lesson by standing at the front of the class. Tell everyone to stand up
and come up to the front of the class, standing behind you. This will result in a bit
of mayhem. Make sure you make enough space between you and the wall for
everyone to fit comfortably in.

15 mins guided practice.

You will now have any empty classroom of desks and chairs in front of you. Take
out one of your objects (I’ll use plastic animals - in this case a toy cat) and place
it on the desk in front of you. Point to it and ask the class “What?” and elicit “A
cat”.

Next place a cow on a table in the middle of the classroom and again elicit what
it is simply by saying “What?” and pointing. Finally, place an elephant on the table
at the far end of the classroom and elicit what it is.

Now, take out the 3 “What is” cards from your demonstrative pronouns card set
and put each one next to each of the 3 animals. Then go back to the front of the
class and show the three cards for “this?”, “that?”, “that over there?”. Give each
card to a student and ask them to place the cards where they think they belong
to complete the questions. You can give help if necessary, but I usually find that
some students in the class will be able to direct the students correctly.

By this point you should have the cards laid out in the classroom as follows:
Next take out the “This is a/an”, “That is a/an” and “That over there is a/an” cards
and ask three different students to place them next to the questions on the desks.
You should end up as follows:

Now test students by asking questions and pointing, such as:

Teacher: Miki, what is that? (pointing at the cow)

Student: That is a cow.
Teacher: Good! Freddy, what is this? (pointing at the cat.
Student: This is a cat. etc.

Put students in pairs and give them a couple of minutes asking and answering
the questions for the animals on the desks.

20 mins individual practice.

Now we’ll introduce plurals. Take out two of the same animal (e.g. two dogs) and
place them on the nearest table. Elicit the animals (“What?”, “Dogs.”). Then do
the same for the other two desks (e.g. 2 horses and 2 monkeys) until you have
two pairs of animals on each desk.

Take out the three “What are” cards and also the cards “these?”, “those?” and
“those over there”. Ask three students to place the cards on the correct tables.
Finally, ask three more students to place the “These are”, “Those are” and “Those
over there are” cards on the correct desks.

End by modeling some conversations, for example:

Teacher: Andre, what is this? (pointing at the cat)

Student: This is a cat.
Teacher: Good job! Sara, what are those over there? (pointing at the 2
monkeys)
Student: Those over there are monkeys. etc.

Then put students into pairs to practice asking and answering the questions.
5 mins conclusion.

Finally, name the new vocabulary words and using the prepositions make
questions and let the students answer them, choose two questions and write
them on their notebooks so they can practice writing as well.

- RUBBER
- TIGER
- CLOCK
- CAR
- BALL
- HAT
- DOG
- SHOES
- BEACH
- RACKET

Finish the class with the worksheet so the teacher is sure the students learnt the
topic and are ready to be evaluated about it.
DATE: Class # 2 (Reading).

CONTENT: READING and Identify the demonstratives pronouns – literal

and inference questions.

SPECIFIC OBJECTIVES:

After studying this lesson on writing a play the students will be able to:

- To write simple opinion pieces, using evidence from the text to support
their opinions.

RESOURCES:

- Pencilcases.
- Books.
- Notebooks.
- Worksheets.

ACTIVITIES:
5 mins intro.

Explain to the students that the lesson focus will be on certain story elements that
will help them understand what happened in a story and why. Read “Pirat
Adventure”.

15 mins guided practice.

- On the craft sticks write one story element: retell, author's purpose, character
traits or sequence. Make 3-4 sets of the sticks.
- Author's purpose helps the students understand why the author wrote the
story: to entertain, give information, or persuade us.
- Character traits allow the students to understand and interpret characters'
feelings.
- Sequence helps us understand the order of what happened in the story.
15 mins individual practice.

Work with struggling students in small groups. Together, come up with suitable
responses. Write them down and let the students copy them.

5 mins conclusion.

Review the key terms and relate them to Pirate Adventure and only complete the
fisrt row of the worksheet.

DATE: Class # 3 (Writing).

CONTENT: Pirate adventure with Verb “To Be”.

SPECIFIC OBJECTIVES:

- To use story elements including characters, setting, and plot, to

understand and retell a story.

RESOURCES:

- Whiteboard.
- Pencils.
- Worksheet.
- Notebooks.
Essential Questions:

What are story elements?

How do story elements help readers retell a story?

How do readers use their own feelings and experiences to understand a story?

Standards:

Factual Knowledge

Students will be able to list parts of a story.

Procedural Knowledge

Students will be able to identify the different story elements in a text and describe
them using evidence.

Conceptual Knowledge

Students will understand how story elements affect the reader’s comprehension
of the story.

ACTIVITIES:
5 mins intro. What do we want students to know?

Engage in daily explorations of texts to make connections to personal

experiences, other texts, or the environment.

Retell text, including beginning, middle, and end; use key details to determine the
theme in a text.

Analyze characters, settings, events, and ideas as they develop and interact
within a particular context.

Read or listen closely to:

a. describe characters’ actions, and feelings.

b. compare and contrast characters’ experiences to those of the reader.

c. describe setting.

d. identify the plot including problem and solution; and describe cause and effect
relationship.
15 mins guided practice. How will we know that students understand what
has been taught and what should they be able to do?

Tell students that when you read, you use your “schema” to help you understand
the characters and story. Schema is what you already have in your head: things
you’ve done, things that have happened to you, people you know, places you’ve
been, other books you’ve read, information you have learned, etc.

*Read book (think aloud, make connections, analyze pictures/text as you read).

* Complete Schema Chart.

15 mins individual practice. What daily instructional strategies, activities,

and resources will be used to facilitate student learning?

* Define setting.

* Look at cover/pictures in book to describe what the setting appears to be.

*Read book (think aloud, analyze pictures/text as you read).

* Identify any changes to what students predicted to be the setting with evidence
from pictures/text.

* How would the story be different if it had a different setting, or if parts of the
setting were different (night instead of day, summer instead of winter, etc.)?

5 mins conclusion.

As it is the first verb students study, it is very important to get them to understand
that the form of the verb is affected by the subject of the sentence.
DATE: Class # 4 (Speaking)

CONTENT: Pre A1 Starters Speaking – Part 2.

SPECIFIC OBJECTIVES:
After studying this lesson on writing a play the students will be able to:

- To encourage students to respond to questions.

- To give students practice in using language asking for repetition and
clarification.

RESOURCES:
Sample Task (one copy for each student).
Pencils.
Pre A1 Starters Sample Paper.
Notebooks.

Before the lesson: Prepare 12 questions to ask about the scene picture in
the Sample Task, e.g.:

• How many people are there?

• What colour are the chairs?
• What’s this? (pointing to the toy boat)
• What colour is the boy’s t-shirt?
• What colour is the table?
• How many shoes are there?
• How many oranges are there?
• What colour are the cupboards?
• What’s the man doing?
• What’s the girl doing?
ACTIVITIES:

5 mins intro. Set up the activity

• Greet the students at the beginning of the activity. Say Hello (name) to different
students in turn and have them greet you in return.

This is an important aspect of the Pre A1 Starters Speaking test and being
able to respond to the examiner at the start of the test helps to put the
students at ease.

• Set an activity from their workbook or activity book that they can do on their own
for about 5 minutes, e.g. a word search, a colouring activity, a sentence
ormatching activity.

15 mins guided practice:

 Hand them each a copy of the Sample Task. Elicit from/remind students that
this is the same picture as the one they see in Part 1 of the Pre A1 Starters
Speaking test.
 Do a quick Point to activity to review the vocabulary. Make sure you ask all the
students in the group to point to one or more things in the picture.
 Using the questions you prepared before the lesson, ask each student in the
group 3 questions about the scene. Remind them to give one-word answers.
 Ask the students at random: don’t always ask the next student in the circle.
 If a student doesn’t understand your question, prompt him/her to use
appropriate classroom language, e.g. I don’t understand / Can you repeat,
please? / Again, please? / Sorry?
 If a student gives a wrong answer, don’t say No, that’s wrong. Try to be
encouraging and nod and repeat the question or ask another question.
 Repeat the steps above in following lessons, working with a different group of
four (or fewer) each time until all the students have had a turn to talk about the
scene picture.
15 mins individual practice.

 Hand out the Sample Task to each student.

 Give them instructions to point at different objects and people in the picture.
 Use different structures.
For example:
- Where’s the phone?
- Where are the bananas?
- Point to the cupboards.
Students point to the appropriate part of the picture. They don’t speak. In
this part of the test, they don’t need to say anything. They only need to point
at things they can see in the picture.

5 mins conclusion.
At the end of the activity, ask the students the following questions:

- What should you say to the examiner at the start of the test? (Hello).

- What should you say if you don’t understand? (e.g. I don’t understand /
Can you repeat that, please? / Sorry?)
DATE: Class # 5 (Listening)

CONTENT: Pre A1 Starters Listening Part 2.

SPECIFIC OBJECTIVES:
After studying this lesson on writing a play the students will be able to:

- To introduce students to Part 2 of the Pre A1 Starters Listening paper and

the task type.
- To enable students to practise spelling simple words and to encourage
them to listen carefully to the spelling of words.

RESOURCES:
- Pencilcases.
- The 26 letters of the alphabet written clearly on small cards – one letter for
each pupil in the class.
- Notebooks.
- Pre A1 Starters Sample Paper downloaded from the website).

ACTIVITIES:

5 mins intro.
1. Before the lesson:
• Before the lesson, prepare the alphabet cards and choose eight to ten simple
nouns (including names).
• Check that the words are on the Pre A1 Starters vocabulary list.
• Make sure you can spell each one using the alphabet cards you have prepared.

2. Alphabet:
• Hand out the alphabet cards at random, one to each pupil in the class.
• If you have fewer than 26 students, give some students more than one card.
• As you give each student their card, say the letter of the alphabet for them to
repeat.
• Practise the alphabet with the whole class. Do it in chorus: a, b, c, d, etc. When
students hear their letter, they hold up their card.
15 mins guide practice.
• Spell out one of the words you selected in Step 1, e.g. c-a-t.
• As you say each letter, the student(s) with the letter hold up their card. They
continue to hold up their cards until you have finished spelling the word.
• Then, ask students what the word is.
• Repeat the above for the other words you have chosen.
• Collect in the cards.
• Spell out the same words again. However, this time the students write them in
their notebooks.
• They check in pairs before you check with the class.
• Ask the students to tell you each word and its spelling and then write it on the
board.

15 mins individual practice.

• Hand out the Sample Task. Tell students to look carefully at the questions before
they listen and write.
• Tell students that they are going to hear two people talking to each other and
that they have to listen to find the answer to the questions.
• Tell them that some answers are names and some are numbers.
• Ask students:
- Which answers will be names? (1, 2 & 4).
- Which answers will be numbers? (3 & 5).

• Ask children to look at the examples.

• The second example is a number. Point out that it’s written as a numeral, not in
letters. Children do not have to write numbers out in full, and they should be
encouraged to write in numerals to avoid worries about spelling. Remind students
that they will always hear each part twice.

5 mins conclusion.

 Ask students to check their answers in pairs.

 Check answers with the class.
Homework

You could set the Practice worksheets, to practise colours and clothes

(see Materials).

DATE: Class # 6

CONTENT: Cambridge Reading and Writing and Listening QUIZ.

SPECIFIC OBJECTIVES:
After this lesson on writing a play the students will be able to:

- To measure growth in knowledge, abilities, or skills.

RESOURCES:
- Pencilcases.
- Quizzes.
- Tape recorder.

ACTIVITIES:

10 mins intro.
Students talk about what has been learned during the week, write on the
whiteboard three sentences using verb “to be” that the students created, this
could be acceptable and reinforce the new vocabulary together with the
adjectives.

15 mins Reading and Writing Quiz.

Then the Ss. Will have the tome to solve the following quiz It should not take them
longer than 15 minutes.

20 mins Listening Quiz.

Together review the task of the quiz and once they have everything clear give
them the paper, then turn on the track for them to listen and solve.
5 mins conclusion.
After everyone is done with the quiz the teacher will collect all the papers and will
make a general checking so the students will know in case they made a mistake,
later the teacher will take back the graded quizzes so the students can paste it to
their notebook and take them to their parents to sign.