Lesson plan

Date: April 15th, 2010 Level: 2nd grade, Primary School

Skill:
• Reading
• Writing
• Listening
• Speaking

Expected Outcomes:
• Practice vocabulary
• Paraphrase and sing question and answer
• Practice question and answer
Resources:
• Whiteboard
• Book
• Worksheet
• Radio

Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Core of the class Students practice a greeting song.

Pre-stage: 20 Review the previous class with a worksheet.

min.

While-stage: 25 Students practice vocabulary about toys such as a yo-yo, a

min. doll, a kite, a ball, a car, a robot, a bicycle, a jump rope, a
puzzle, and a bat.
Expresions with nouns “it’s a + a toy”
The teacher explain the question “What is it?” and student
repeat after the teacher.
Students practice in pair the question and answers with
toys.
Students work with the English book: pages 40 and 41

Post-stage: 15 Students sing a song with the contents of the class.

min. Homework

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan

Date: April 22th, 2010 Level: 2nd grade, Primary School

Skill:
• Listening
• Reading
• Speaking

Expected Outcomes:
• Practice vocabulary
• Practice question and answer ““Whatis it? It’s a + toy”
• Practice a dialogue with question and answer
Resources:
• Witheboard
• Notebook
• Book
• Flashcards

Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Students sing a greeting song.

Core of the class

20 Review the homework with the class.
Pre-stage: min. Review the previous class: vocabulary about toys and
question and answers with “Whatis it? It’s a + toy”

While-stage: 25 Oral activity: The teacher presents flashcards with toys.

min. Then in pairs student practice question and answer with the
flascards in fron of the class.

Post-stage: 15 Worksheet about the lesson.

min.

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan
th
Date: April 29 , 2010 Level: 2nd grade, Primary School

Skill:
• Reading
• Writing
• Listening

Expected Outcomes:
• Practice vocabulary about toys
• Practice question and answer
Resources:
• Whiteboard
• Notebook
• Boook
• Worksheet

Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Core of the class Students sing a greeting song.

Pre-stage: 15 Review about the unit.

min.

While and post-stage: 45 Test about the unit.

min.

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan

6th,th,2010
Date: May 13 2010 Level: 2nd grade, Primary School

Skill:
• Listening
• Speaking
• Reading
• Writing

Expected Outcomes:
• Practice vocabulary
• Recognize the use of adjectives.
• Recognize “it’s + adjective + object” formula
• Paraphrase and repeat questions and short answers.
Resources:
• Book
• Notebook
Radio
• Puppets
CD
• Flashcard
Whiteboard
• Worksheet Time Comments
• Radio/cd
Introduction
• Whiteboard 15 The teacher greets in English students and asks them the
min.
Time same.
Comments
Pupils accommodate their scholar clothes, pull out their
Introduction 15 notebooks
The teacherand books,
greets and thenstudents
in English they sitand
down in them
asks their posts.
the
Students
min. same. sing a greeting song.
Core of the class Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Pre-stage: 20 Review
Studentsabout
sing athe previous
greeting class. The teacher shows
song.
Core of the class min. students flashcards about adjectives such as little, long,
short, big, etc. explaining its meaning. Then students have
Pre-stage: 15 to guess about
Review the name of each picture.
the prevous class.
Repeat adjectives
min. The teacher shows students after teacher.
flashcards with adjectives and
students practice the question “It is a round yo-yo? Yes, it
While-stage: 30 Students open their books and at the same time, they listen
is/no, it isn’t”
min. from a CD the adjectives, they have point the book as they
While-stage: 35 are
Thelisten
teachertheexplains
name ofthe thequestion
objects. and answer with puppets,
min. The then teacher
studentsexplains
practiceon the board
it with the useand
the teacher of “It’s” and
the puppets.
adds “it’s + adjective + object” formula.
Students work with exercises from the book while they
The teacher
listen a songand aboutstudents write on the board sentences with
the lesson.
the formula application.
Students work with a worksheet that include a listening.
Students repeat the sentences after teacher.
The teacher incorporates the use of "it's" and its
Homework
Post-stage: 15 interrogative form with a short affirmative and negative
min. answers.
Students
Feedback:listenThetoteacher
a songaskson the subjectdiscuss
students of the the
class.
content of
Closing 10 the class of the day.
Post-stage: 15
min. As
Thestudents
teacher listen to thequestions
gives oral song, they workstudents
asking in activities from
to raise
min. the theirbook.
hands to respond and picks one by one in order to
answer.
Closing 10 Feedback:
The questionsTheare:teacher asks students discuss the content of
min. the class of the day.
o Topic of the class
Theoteacher
Whatgives
they oral questions asking students to raise
learned
theirohands
The to respond
most andtopics
difficult picks one by one in order to
answer.
o The easiest thing
The questions are:
o What they liked most
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan

Date: May 20th, 2010 Level: 2nd grade, Primary School

Skill:
• Listening
• Speaking
• Reading
• Writing

Expected Outcomes:
• Practice vocabulary
• Recognize the use of adjectives.
• Recognize the question “What is it/What are these?” and the answers
• Paraphrase and repeat questions and short answers.
Resources:
• Book
• Flashcards
• Radio/cd
• Whiteboard
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Students sing a greeting song.
Core of the class

Pre-stage: 15 Review with exercises from the book: pages 42 and 43

min.

While-stage: 35 The teacher presents a new vocabulary with the letters J-K-
min. L-M. The teacher draws images about the vocabulary and
students have to guess them.
Students practice pronounciation.
The teacher explain the question “What is it?/What are
these?” with the answers.
Worksheet with listening.

Post-stage: 15 The teacher reviews the worksheet with the class.

min. Homework: pages 44 and 45 from the book

Closing 10 Feedback: The teacher asks students discuss the content of

min. the class of the day.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer.
The questions are:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most

Lesson plan
Lesson plan
 Lesson plan
th
Date: May 27 , 2010 Level: 2nd grade, Primary School

Skill:
• Listening
• Speaking
• Reading
• Writing

Expected Outcomes:
• Practice vocabulary about weather
• Recognize questions and answers about weather
• Paraphrase and repeat questions and short answers.
Resources:
• Book
• Flashcards
• Notebooks
• Whiteboard
Time Comments
Introduction 10 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, and then they sit
down in their posts.

35 English test about the last Unit.

min.
Core of the class

Pre-stage: 15 Presentation of the supervising teacher

min. Students sing a greeting song.

15 NEW UNIT - Outdoors "Describing and asking about

min. weather"
Describing weather and asking about: The teacher draws
on the board five characteristics about weather, and asks
students to recognize them. Then asks students, in Spanish
“How is the weather?” and they respond.
The teacher writes on the board the name of each picture,
and then writes bellow the question “How is the weather?”
with an answer.
Students practice repeating after the teacher.
The teacher shows students flashcards saying the question
“How is the weather?” and they have to respond depending
on the picture they see.

While-stage: 5 Students open their books, and they work in activities from
min the book (page nº 46)

Post-stage: 10 Feedback: The teacher asks students to discuss the content

min. of the class of the day.
The teacher gives oral questions asking students to raise
their hands to respond and picks up one by one to answer
the questions.
The questions are:
o Topic of the class
o The most difficult topics
o The easiest thing
o What they liked most
Date: June 3rd, 2010 Level: 2nd grade, Primary School

Skill:
• Listening
• Speaking
• Reading
• Writing

Expected Outcomes:
• Practice vocabulary about outdoor activities.
• Recognize the use of the modal can and can’t
• Identify the use of “There is, there are”
• Paraphrase and repeat vocabulary, questions and short answers.
Resources:
• Book
• flashcards
• Whiteboard
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Students sing a greeting song.
Core of the class

Pre-stage: 25 Review about the previous class. The teacher shows

min. students flashcards about the weather such as sunny, rainy,
windy, cloudy, snowy explaining its meaning. Then
students have to guess the name of each picture with the
question “How’s the weather?” using “It’s…” as answer.
Students practice with a partner a dialogue using the
question “How’s the weather” “It’s…”

While-stage: 30 The teacher gives students vocabulary related to outdoor

min. actions, such as “throw, hit, catch, and kick a ball”
repeating after the teacher, and adding the use of modal
Can and Can’t.
The teacher say the question “Can you throw a ball?”, and
they answer it with “Yes, I can” or “No, I can’t”
Students do exercises from the book (page. 47).
Use of “There is, there are”
The teacher explains the use of “There is, there are” with
the questions “How many… are there?” and its answer.
The teacher gives students vocabulary such as flower, tree,
cloud, and puddle with its plural form repeating after the
teacher.
The teacher and students practice sentences such as “There
is one flower”, and “There are four trees”

Post-stage: 10 Students work in a worksheet with exercises about the

min. class

Closing 10 Feedback: The teacher asks students discuss the content of

min. the class of the day.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer.
The questions are:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
Lesson plan
 Lesson plan
th
Date: June 10 , 2010 Level: 2nd grade, Primary School
Skill:
• Listening
• Speaking
• Reading
• Writing
Expected Outcomes:
• Practice vocabulary about outdoor activities.
• Practice vocabulary about natural elements
• Recognize the use of the modal can and can’t
• Identify the use of “There is, there are”
• Paraphrase and repeat vocabulary, questions and short answers.
Resources:
• Book
• Whiteboard
• Notebook
• Data show
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Students sing a greeting song.
Core of the class

Pre-stage: 20 Review about the previous class.

min. The teacher writes on the board vocabulary given the last
class “throw, hit, catch, and kick a ball”.
Students recognize its meaning through mimic. Then the
teacher asks students “Can you throw a ball?”, and they
answer it with “Yes, I can” or “No, I can’t”

While-stage: 30 Use of “There is, there are”

min. The teacher explains the use of “There is, there are” adding
the question “How many… are there?” and its answers.
The teacher gives students vocabulary about natural
elements such as flower, tree, cloud, and puddle with its
plural form repeating after the teacher.
The teacher and students practice sentences such as “There
is one flower”, and “There are four trees”

Post-stage: 15 Students play a game guided by the teacher through data

min. show projection with activities about the lesson.

Closing 10 Feedback: The teacher asks students discuss the content of

min. the class of the day.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer.
The questions are:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
Date: June 17th, 2010 Level: 2nd grade, Primary School
Skill:
• Listening
• Speaking
• Reading
• Writing
Expected Outcomes:
• Practice vocabulary about natural elements.
• Paraphrase and repeat questions and short answers.
• Recognize the use of “There is / There are” with questions and answers.
• Recognize prepositions of places.
Resources:
• Book
• Radio
• CD
• Whiteboard
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Students sing a greeting song.
Core of the class

Pre-stage: 15 The teacher reviews the homework given the previous

min. class (page 48 and 49 of the book)
Review about the previous class.
Explanation on the board the use of “There is/There are”.
The teacher draw on the board with its names a flower, a
tree, a cloud, and a puddle, and asks students “How
many ..... are there?”, they all have to answer. Then the
teacher erase the word “a” and adds a number with the
final “s” to practice the plural form, and ask the question
again, and students have to answer.
Review of the number from 1 to 5.

While-stage: 35 Students work with a worksheet in which they have to

min. guess the image with the word they are listening from a cd.
Test about the unit part one.

Post-stage: 15 Students practice prepositions of places, such as “in, on,

min. under, and by” (page nº 50 of the book)

Closing 10 Feedback: The teacher asks students discuss the content of

min. the class of the day.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer.
The questions are:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most

Lesson plan
Date: June 24th, 2010 Level: 2nd grade, Primary School
Skill:
• Listening
• Speaking
• Reading
• Writing

Expected Outcomes:
• Practice the question “How many...?” with singular and plural answers.
• Recognize preposition of places.
• Paraphrase preposition of places.
• Practice questions with “Where” in singular and plural form with its answers .
Resources:
• Book
• flashcards
• Worksheets
• Datashow
• Whiteboard
Time Comments

Introduction 10 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Students sing a greeting song.
Core of the class

Pre-stage: 10 The teacher reviews the previous class with a worksheet

min. guided by the teacher.

While-stage: 20 Students practice with a small vocabulary which will use

min. the entire class (bug / bag)
The teacher explains the use of preposition of places, such
as “in, on, under, and by” with her hands and with
flashcards.
Students practice prepositions of places with their hands.
Students work with a worksheet.
Questions and answers in singular and plural form: “Where
is the .....? It is....” -“Where are ....? They are...”
Students work with a worksheet.

Post-stage: 15 Students play a game projected by datashow.

min. Students have to guess the questions given by the
projection through moving pictures.
Homework: Pages 50 and 51 of the book.

Closing 5 Feedback: The teacher asks students discuss the content of

min. the class of the day.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer.
The questions are:
o Topic of the class
o The most difficult topics
o The easiest thing
o What they liked most

Lesson plan
Date: July 1st, 2010 Level: 2nd grade, Primary School
Skill:
• Listening
• Speaking
• Reading
• Writing

Expected Outcomes:
• Practice the question “How many...?” with singular and plural answers.
• Recognize preposition of places.
• Paraphrase preposition of places.
• Practice questions with “Where” in singular and plural form with its answers .
Resources:
• Book
• flashcards
• Worksheets
• Whiteboard
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils accommodate their scholar clothes, pull out their
notebooks and books, and then they sit down in their posts.
Students sing a greeting song.
Core of the class

Pre-stage: 25 The teacher reviews the homework with the class.

min. Reviews about the previous class:
Preposition of places “in/on/under/by” practicing it with
the hands and flashcards.
Questions and answers in singular and plural form: “Where
is the .....? It is....” -“Where are ....? They are...”
Students work in pages 50 and 51 of the book.

While and post-stage: 40 Test about the unit part two.

min.

Closing 10 Feedback: The teacher asks students discuss the content of

min. the class of the day.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer.
The questions are:
o Topic of the class
o The most difficult topics
o The easiest thing
o What they liked most