LESSON PLANNING

1st PRIMARY UNIT 3. HELLO TEACHERS! HELLO FRIENDS! TERM 1st TOPIC
People and places at school
1.
UNIT LEARNING GOALS
- To use the target language for:
- giving/asking for some information about places in the school.
- giving information about people at school.
- interacting with the group and people at school.
- To use verbal and non-verbal strategies to show understanding.
- To appreciate positively their own effort in the learning process.
2.
UNIT COMMUNICATIVE UNIT LEARNING CONTENTS
FUNCTIONS
- Giving/asking for some information about KEY LANGUAGE STRUCTURES: What’s this?/It’s the
places in the school. (toilet); Who’s this?/(my/the teacher); Say hello/bye-bye to the
- Giving information about people at (teacher); Go out/Come in.
school. KEY VOCABULARY: People: Friends, teacher, music
- Interacting with the group and the people teacher, gym teacher, principal; Places: class, play-ground,
at school. library, lunch room, toilet.
- Giving/following some basic instructions.

PREVIOUS KNOWLEDGE
Hello, bye-bye, teacher, school, go
out/come in, What’s this?/It’s…
CRITERIA
1. Using the language for giving/asking
for information about places at school.
2. Using the language for giving
information about people at school.
3. Using the target language for
interacting with the people at school.
4. Using the target language for
interacting with the group.
5. Using verbal and non-verbal
strategies to show understanding.
3.
ENGLISH ACROSS THE CURRICULUM
Music, Art, Knowledge of the natural, social and cultural
environment.
4.
ASSESSMENT1
UNIT STAGES & ASSESSMENT FOCUS
STRATEGIES
1. Practice and activate/observa-tion 1. Listening, speaking,
and checking activities. reading, writing.
2. Practice and activate/observa-tion 2. Listening, speaking,
and checking activities. reading, writing.
3. Activate/observation. 3. Speaking.
4. Practice and activate/observation. 4. Listening, speaking.
5. Practice and activate/observation
and checking activities. 5. Listening, speaking,
reading, writing.

1
Consider both teacher and students assessment.
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Roberto Tarazona Carles – Leonor Medina Borrás
 5.
MIXED-ABILITY STRATEGIES
Reinforcement and extra-practice activities have been planned to deal the group mixed-ability. The most
important activity has been adapted by taking into account students’ different learning styles.
6.
UNIT FINAL TASK
Mini-book. Teacher gives each pupil a mini-book with the places at school. Children complete in each page
the name of the place. Then, in pairs, pupils ask/answer each other “What’s this?/It’s the...” Once they have
finished the dialogue, they colour the pictures.

7. SEQUENCE OF LEARNING ACTIVITIES2 (described in the annexes)

8. RESOURCES (included in the unit lesson planning template)

2
See unit lesson planning template

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Roberto Tarazona Carles – Leonor Medina Borrás