UNIDAD EDUCATIVA BALANDRA – CRUZ DEL SUR
LESSON PLAN: Week # 5 from October 9th to October 13th 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 HOLIDAY
DATE: Class # 2 (Reading).
CONTENT: READING and Identify prepositions of time – literal and
inference questions.
SPECIFIC OBJECTIVES:
After studying this lesson on writing a play the students will be able to:
- To list and identify prepositions of time.
- To apply comprehension strategies to text.
RESOURCES:
- Whiteboard.
- Pencils.
- Books.
- Notebooks.
ACTIVITIES:
5 mins intro.
The class begins with the teacher showing a picture of the cover of the book,
and asking Ss several questions:
What is the title of the book?
Who is the author of the book?
Can you describe the images on the cover of the book?
Who is the illustrator?
Who published the book?
The Ss will look at the picture and answer the questions by taking turns. Then,
the Ss will write the information in their notebooks.
15 mins guided practice.
Discuss with students how thinking about the topic before reading helped them
understand the text. Discuss any misconceptions that the students may have
had before reading the text. Help them find the first pronoun and then let them
found the others.
15 mins individual practice.
Have prepared the poster of the Pre-reading Activity to paste on the whiteboard
and then ask the students to complete the information in their notebooks.
5 mins conclusion.
Write the pronouns and the pages where they found them and to finish answer
any doubts there might be.
Homework:
DATE: Class # 3 (Writing).
CONTENT: Green Island 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 3.
SPECIFIC OBJECTIVES:
After studying this lesson on writing a play the students will be able to:
- To introduce students to Part 3 of the Pre A1 Starters Speaking paper and to
the task type.
- To encourage students to respond personally to questions.
RESOURCES:
Sample Task (one copy for each student).
Pencils.
Pre A1 Starters Sample Paper.
Notebooks.
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
children at ease.
• Hand out the Student’s Worksheet to each student.
• To review the vocabulary, ask students to hold up the different cards in turn,
e.g. Hold up the frog.
• Stick the pictures into their notebooks, using glue, leaving space under the
pictures to write two sentences. They don’t write the sentences yet.
• Set an activity from the 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-
matching activity.
15 mins guided practice:
Work quietly with one group of four. Ask questions about the pictures to
different students in turn, moving from factual questions to personal questions
and then to short descriptions.
For example:
- What’s this?
- Do you like orange juice?
- Where can you find them?
- Do you like the carrots?
- Can you play a sport?
- Have you got (a hat)?
- What colour is it?
- Have you got a blue t-shirt?
- Do you like wearing t-shirts?
- Do you like animals?
15 mins individual practice.
• 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.
• Once every student in the group has answered some questions, ask them to
write two sentences under each picture.
For example:
- This is a frog. I like frogs.
- I’ve got a toy robot. My robot is blue.
• Repeat the steps above in following lessons, working with a different group of
four (or fewer) students each time until all the students have had a turn to
answer questions about the pictures and write sentences underneath them.
5 mins conclusion.
• In this part of the test they are using the same pictures as they used in Part 2.
• In this part (Part 4), they have to answer the examiner’s questions about three
of the pictures.
• They don’t need to answer in complete sentences. They can just use a few
words.
• Remind them of the language they can use to ask the examiner to repeat the
question, e.g. I don’t understand / Can you repeat, please? / Again, please? /
Sorry?, and that using this language when they don’t understand shows how
good their English is.
Homework:
DATE: Class # 5 (Listening)
CONTENT: Pre A1 Starters Listening Part 3.
SPECIFIC OBJECTIVES:
After studying this lesson on writing a play the students will be able to:
- To introduce students to Part 3 of Pre A1 Starters Listening paper and to
the task type.
- To encourage close observation.
RESOURCES:
- Pencilcases.
- Three A4- or A5-sized cards; write a large A on one, a large B on the
second and a large C on the third
- Notebooks.
- Pre A1 Starters Sample Paper downloaded from the website.
ACTIVITIES:
5 mins intro.
Ask the students to come to the front of the class. Hand each one a card, A, B
and C.
Whisper a different action to each student. For example:
- You are eating.
- You are sleeping.
- You are swimming.
• They put down their cards and mime their actions, one after another.
They don’t speak and the class don’t shout out.
• Tell the three students to hold up their cards.
• Say a sentence, e.g. This student is sleeping.
• Ask the students in the class to write down in their notebooks the letter, A, B or
C, for the mime that matches what you have said.
• Then ask students to put up their hands to give you the correct answer.
• Elicit an answer from one student and check with the rest of the class if they
think this is correct.
• Confirm or give the correct answer. In this example the correct answer would
be B.
15 mins guide practice.
Hand out the Sample Task.
Direct students to each set of three pictures.
Tell them that they will hear two people talking and that they have to listen and
decide which picture is correct. Before they listen, ask the students the
following questions:
- Which pictures show different actions? (question 2)
- Which picture shows different objects? (question 3)
- Which pictures show different animals? (example question, not question
4 which shows different dogs)
- What does question 5 show? (different descriptions of a girl)
15 mins individual practice.
Go through the rest of the task. Before students listen to each dialogue, allow
them a minute to describe what they can see in the pictures with their partner.
• If you read the transcript aloud, read it twice.
• Encourage children to compare their answers before they listen again.
• Ask students to check their answers in pairs.
• Then check answers with the class.
5 mins conclusion.
Ask students to check their answers in pairs.
Check answers with the class.
QUIZ
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.
