Lesson Plan

LESSON PLAN
ESCUELA NORMAL SUPERIOR DEL ESTADO DE MÉXICO
Trainee Teacher:
Trainer Teacher:
School: CCT: Date:
Grade: 1 Group(s): D,B Number of students: 134
Common Reference: MCER Pre A1 (Pre A1)

According to the CMER, this topic is located in the first grade of primary school, whose level of the students is Pre A1, however. In secondary school no. 221
“Amado Nervo” the groups were combined, and for this reason, the English academy decided to start teaching basic topics, thus making a diagnosis of the
students and later from it teach in relation to the level of proficiency in English, linking them with the subject of second grade.
Students at level A1.2 in the CMER understand and react to some isolated words and very simple expressions of routine and frequent use in basic social
interaction typical of their daily contexts (school, home, community). They also respond with familiar expressions to related oral and written models with
immediate communication needs, saying very basic information about themselves and their immediate environment. Despite the above, it is important to
mention that some activities in this didactic sequence are designed for a higher level, B1.1, seeking to improve students.
On the other hand, the second-grade students are between 13-14 years old, which means that the students are in the adolescent stage, so they relate to the
language and culture through games and various playful and literary activities, using some linguistic or non-linguistic resources.
Foreign language English: Secondary school. 1st
Social learning environments Communicative Activity Social practice of language Expected learning
Ss have to be able to identify the parts of
W speech (Article, noun, pronoun, verb, and
adjective)
GLOBAL PRODUCT Write and Instruction in English using the dictionary

NOTES ……………………………………………………………………. 10%
PRODUCTS PER SESSION ……………………………………….. 60%
 Reading comprehension _______________ 20%
EVALUATION CRITERIA  Listening Comprehension ______________ 15%
 Oral production ______________________ 15%
 Written production ___________________ 20%
HOMEWORK …………………………………………………………. O%
GLOBAL PRODUCT ……………………………………………….. 20%
MAIN OBJECTIVE
By the end of the week Ss have to be able to identify the parts of speech (Article, noun, pronoun, verb, and adjective) by
using a bilingual dictionary.
THESIS/TEACHING TRAINING
Ecliptic Method
REPORT THEME
TEACHING STRATEGIES SESSION NUMBER: 1 SESSION NUMBER: 2

ACTIVITY: Identify the parts of a dictionary ACTIVITY: Order the words according to a verb,noun,pronoun
APPLICATION TO PROVE
PURPOSE: Know the basic content for a dictionary PURPOSE: Identify a noun, verb with the color
HYPOTHESIS
Dictionary Date 27/02/2023

Aim of the By the end of the lesson ss have been able to identify the parts of the dictionary by using a
session bilingual dictionary
Personal Aim To give orders in English in an understandable way
# of Act. & Interac Language to be used
Procedure Skills Material
Time tion Structures Vocabulary
Warm- T introduces himself to the Ss and takes the attendance. T Listening W/C - -
up and Ss play a game with the alphabet. T tells all the
(5 min) alphabet. Have Ss stand up when listen to the first letter of Whiteboard
their names. T mentions letter in a random order. Have Ss and markers
sit down and stand up according to the T’s commands.
Develop T nominates some Ss to ask them the translation of some W/C Dictionary
ment words through the question ‘How do you say…’. PPT,
(30 min) Have Ss try to give T the translation of words. Whiteboard
T and ss act the words than search to the purpose to and Markers
understand better
T present a PPT (ANNEX 1) about the parts when you
search a word
Ss needs to complete the worksheet (ANNEX 2) about the
parts of the dictionary and paste in the notebook and
search one.
ClosureHave Ss play ‘Stop’ once with any letter of the alphabet. T Whiteboard W/C - General
(10 min)writes some words from Ss’ answers and asks Ss to look for and markers Vocabulary
the translation of the words chosen. Have Ss write the
meaning of the words on their notebook.
Not Homework
Possible problems and Possible solutions

Warm-up Development Closure
Problems Solutions Problems Solutions Problems Solutions
The students do not The t writes the letter in The students can not to T can help to finish SS can not to write a SS copy the word in the
know the alphabet in the whiteboard complete the word whiteboard and search
english worksheet the meaning
The students do not be The t motivated the ss The students do not SS may be made a team
able to work have and dictionary with another classmate
Fillers
NAME: Hot Potato
OBJECTIVE: To students feel relax and can pay attention
TYPE OF ACTIVITY: Dinamic
MATERIALS: Speaker and Ball
ACTIVITY: The T throw a ball to a ss and the students pass the ball each other when the music is on, when the music is off the student who lose need to say something
related to the topic
The Main Aim By the end of the lesson ss have been able to identify Nouns, Pronouns, Adjectives, Verbs by using
the bilingual dictionary
Personal Aim To give orders in English in an understandable way
# of Act. Intera Language to be used
Procedure Skills Aids
& Time ction Structures Vocabulary
Warm- T asks Ss to accomplish some commands in order to move at the Speakers, W/C
up rhythm of music. T writes one word in English on the whiteboard Whiteboard,
(5 min) and asks Ss to find out its translation and meaning by using a Markers
bilingual dictionary. Have Ss look for the translation of the words
written by the T.
Develo T presents a PPT and shows Ss the parts of speech through PPT,Whiteboard W/C Nouns,Pr Nouns,Pron
pment the meaning of a word highlighted with different colours onouns,A ouns,Ajectiv
(30 jectives, es,Verbs
and identify some examples about (article, noun and
min) Verbs
pronoun). Have Ss write the meaning with their parts of
speech in their notebook.
T writes some words related to article,noun and pronoun

and the students need to identify what part of speech is,
using their dictionary (ANNEX 1)
Have Ss try to guess the examples of every part of speech

by participating in order to raise their hands.
Closure T asks Ss to draw 3 circles and title them according to the Whiteboard, W/C
(10 parts of speech just taught. Markers PP
min) Ss draw 3 circles in their notebook based on the sample
provided by the teacher on the whiteboard.
Ss write some examples in each circle according to the part
of speech. T monitors while working in the activity
HOMEWORK Not homework
The student does not Make team with The projector cannot Using the whiteboard The students take a lot For homework
have and bilingual another classmate see of time to search the
dictionary words in the dictionary
The students do no not Apply a filler The students do not pay Apply a filler The student does Call the Principal
pay attention attention another activity
Fillers
NAME: We were rock you
OBJECTIVE: To attract the attention of the students
MATERIALS: Speaker
ACTIVITY: Play the song we were rock you and clap according to the rhythm of the song
The Main Aim By the end of the lesson ss have been able to identify Nouns, Pronouns, Adjectives, Verbs by using
the bilingual dictionary
Personal Aim To give instructions in an understandable way
# of Act. & Interaction Language to be used
Procedure Skills Aids
Time Structures Vocabulary
Warm-up T writes some words related to parts of speech Speakers,Whiteb W/C --- Verbs or Adjectives
(5 min) T gives Ss a balloon with a little piece of paper inside to oard,Markers and
nominate them and asks them to write the word in the right ballon
category (adjective or verb) by rolling it each other.
Ss roll the balloon to nominate them and write the word in the
right category.
Developm T writes some examples on the whiteboard and use body Witheboard, W/C Verbs,Adjectives,Noun
ent language or pint out things to show Ss the meaning and Markers. , Pronoun
(30 min) translation of everyone.
Ss write the translation of the words acted by the
teacher on the whiteboard. T checks the translation
written by Ss.
Ss and T repeat the movements just acted altogether.
Have Ss play ‘Simon says’ with Ss. T writes every
command just said with gaps on the whiteboard and asks
Ss to fill the gaps in every sentence. Have Ss fill the gaps
and write the answers on the whiteboard.
T writes the parts of speech on the whiteboard and make
teams for students carry out the activity Have Ss look for
the part of speech of the word by using a bilingual
dictionary. Have Ss mark the correct part of speech on
the whiteboard by using a bilingual dictionary.
Closure T asks Ss roll their notebooks in their own queues and Markers W/C Verbs,Adjectives,Noun
(10 min) write one example of the parts of speech already learned. PP , Pronoun
Have Ss roll their notebooks and write one different part
of speech.
HOMEWORK Dictionary: Ten concepts related to parts of speech in their notebook as similar as dictionary

If the paper inside the I will say one example. Students cannot Paint a draw Student do not write an I will give more
balloon gets lost understand the mimic example examples
If the student does not I will pass the ball to If the student does not I will give a clue Student do not roll their I will give clues to the
know that is a verb or another classmate fill the gaps notebooks student
adjective
Fillers
NAME: CAT
OBJECTIVE: To relax students
MATERIALS: Paper
ACTIVITY: The ss make couples and play cat in their notebooks
Likes and Dislikes Date 06/03/2023
The Main Aim By the end of the lesson ss have been able to express likes and dislikes by writing their own
opinion
Personal Aim To use all the time in class
Language to be used
# of Act. & Time Procedure Skills Aids Interaction
Structures Vocabulary
Warm-up Give Ss instructions about the first activity. --------------- W/C
(5 min) Explain Ss that when T say some instruction, Ss could
be point to a part of their body.
Model for students the example: Touch your nose,
touch your fingers, jump, hands up, hands down.
Development Say Ss “Think about all the things you like” for Whiteboard, I like to Hobbies
(30 min) example hobbies or other activities. Markers, PPT I do not
Ask Ss What activities do you like? (ANNEX 1) like
Write the question on the board and write the Ss to
answers by means of a brainstorm.
Ask Ss What activities you do not like (ANNEX 1) I love to
Write the question on the board and write the Ss
answers by means of a brainstorm. I hate to
Give time of 5 minutes Ss to write the brainstorming
examples.
Show examples about some activities they often do
using icons (ANNEX 1)
Choral drill with the vocabulary.
Explain Ss that these activities help us to distract us,
they are also a hobby or to develop skills that allow
us to stand out in different contexts, also that these
activities help us to be more creative and above all
they motivate us or make us happy.
Ask Ss What emotions or feelings do they get from
doing their favourite activities? When I do
Closure (10 Remind Ss the vocabulary and where they can find it. Worksheet
min) Ask Ss to pay attention to the instructions.
Explain the instructions: Write your name and
according to vocabulary about activities you do like
and dislike, answer the following worksheet, when
you finish, cut it and paste it.
Hand out Ss a worksheet #1 “My favourite and not
favourite activities” (ANNEX 2)
Explain Ss that they are working, the work of the
session will be reviewed and will be part of their
assistance.

Ss does no pay I will apply the filler Student do not know to I will give some Student do not paste I will take in count only
attention to the activity answers examples the worskheet if the student know one
sentence
Ss does not know the I will do mimic Student do not take I will call to the Teacher Student do not know I will give more
parts of the body notes vocabulary examples
Fillers
MATERIALS: Speaker
Date 08/03/2023
opinion
Language to be used
Warm-up T play “Hot Potato” Speakers, W/C
(5 min) Explains Ss instructions when the song stop, you will Ball
have to tell me a word you learned in the last class ,
then you continue to pass the ball.
Development Give Ss instructions about the first activity: First PPT/ W/C I like Food
(30 min) divide the group in two parts, then show “Naming Markers/ I do not
food and drinks'', later choose a ball with the Whiteboard like
student's name and finally match the picture with the I love
corresponding meaning. I hate
Explain Ss that the last activity was related to food
and drinks that they possibly like, love or hate.
Give time of 5 minutes Ss to write the word wall
examples on their notebooks.
Show Ss like, dislike, hate and love icons (ANNEX 1)
and do a choral drill with their pronunciation.
Draw a table on the board and divide it in three parts
and place like, dislike, hate
Ask Ss What food do you like? What drink do you
hate? What food do you love?
Write the possible answers on the table.
Explain Ss that some expressions are used such as
like, dislike, love and hate to express our favourite
things, likes and dislikes, for example I really love to
eat pizza but I hate to eat but I hate to eat fried
chicken.
Ask Ss give some examples using the above
vocabulary.
Give Ss 5 minutes to copy the examples.
Say Ss that now is their turn to practice what was
learned during the class.
Ask Ss that write 3 sentences related to really love,
dislike, like or hate using the vocabulary about
hobbies and activities and foods and drinks.
Give Ss 6 minutes to write their sentences.
Check Ss sentences
Closure (10 Say Ss that before finishing the class Ss will play with
min) a roulette wheel related to the use of likes and
dislikes.
Explain Ss the instructions: First select any volunteer,
then spin the roulette (ANNEX 1 )wheel containing
little phrases like I really love but I hate, you have the
complete what is asked of you.
Show Ss the roulette wheel and start the class.
Comments the possible answers
Ask Ss that the next class brings 4 pieces of paper of
the following colours red, yellow, blue and green.
HOMEWORK 4 pieces or paper of the following colours: red,yellow,blue and green

The speaker does not Sing acapella Students do not feel T asks to students to The roulette do not The teacher select the
have battery activate to participate participate by mention function sentences
their names
Fillers
MATERIALS: Speaker
Date 9/03/2023
opinion
Language to be used

Warm-up T gives the instructions to play “We were rock you”. - Spearkers w/c
(5 min) Ss play with the teacher.
Development T asks for the students that is bring the papers by Markers/ W/C I Like Food, Drinks,
(30 min) the reason that are used to the next activity Whiteboard PP I do not Hobbies
Ss bring the papers. Like.
T says that cut the papers in circles and paste it in I hate
the notebook and writhe 5 sentences related I love
Like:Blue
Do not like:Green
Hate: red
Love: yellow
In the square, to this activity has 15 minutes.
T gives the instruction for the activity that consists
in the students asking the questions that saw the
last class and write the answers in their notebook,
minimum 2 students
Ss do the activity.
T monitoring the activity
Closure (10 T gives the instruction for the activity that consists Markers/ W/C
min) in create a mind map with 2 thinks that love and Whiteboard PP
hate with draws.
Ss create the mind map
The speakers do not I will play acapella Students do not Teacher uses Spanish Students have Teacher will be explain
have battery understand the activity completely to explain questions about the again
and gives them an topic
example.
Fillers
NAME: Hot Potato
OBJECTIVE: To students feel relax and can pay attention
MATERIALS: Speaker and Ball
ACTIVITY: The T throw a ball to a ss and the students pass the ball each other when the music is on, when the music is off the student who lose need to say something
related to the topic
SIGNATURES SHEET
___________________________________ ___________________________________
TRAINEE TECAHER TRAINER TECAHER
MEDINA ROMO DIEGO DAVID MA. DE LOS ANGELES NAVA LOPEZ
___________________________________ ___________________________________
COURSE HOLDER SECONDARY SCHOOL PRINCIPAL
PROF.ROMERO GARCIA IRVING PROF. DIAZ ORDAZ REYES JAVIER
Annex
Annex Day 1 Presentation
Annex Day 1 Worksheet
Annex Day 1 Checklist
Characteristics Yes No Observation

Have Notes
Have the
worksheet
The worksheet is
answer at all
The words are
translate using
dictionary
Have the words
for last activity
Have the circles
with the title
Have the
definition of
each word
Have the
meanings of
noun,pronoun,
etc
Have the notes
Have the words
accomodated in
the circles

Have notes
Have the words
Search the
words using the
dictionary
Have the
example of a
part of speech
The example is
correct
Annex Day 4 Worksheet
Annex Day 5 Roulette
https://herramientasyutilidades.com/entretenimiento/
ruleta-aleatoria/
Have the
sentences
related to
like,dislike,love
and hate
Have the color
paper paste
and cut
The sentences
are correct
(Máximum 3
errors)
The sentences
are
understandabl
e
Speak in an
understandabl
e way

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LESSON PLAN

ESCUELA NORMAL SUPERIOR DEL ESTADO DE MÉXICO

Common Reference: MCER Pre A1 (Pre A1)

GLOBAL PRODUCT Write and Instruction in English using the dictionary

TEACHING STRATEGIES SESSION NUMBER: 1 SESSION NUMBER: 2

Dictionary Date 27/02/2023

Possible problems and Possible solutions

T writes some words related to article,noun and pronoun

Have Ss try to guess the examples of every part of speech

Dictionary Date 02/03/2023

Possible problems and Possible solutions

Possible problems and Possible solutions

Possible problems and Possible solutions

# of Act. & Time Procedure Skills Aids Interaction

Characteristics Yes No Observation

Annex Day 3 Checklist

Annex Day 5 Roulette

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