SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024

Lesson Plan
September
School’s name: CCT:

AEE’s name: ID: Group:

1st Grade Product 1: Social practice of the language: Learning outcomes:

Illustrated greetings, farewells Understands and responds to expressions of greeting, farewell and courtesy - Explores greetings, farewells and courtesy expressions.
and courtesy expressions - Recognizes meaning of greeting words, farewells and
Learning Environment: Communicative Activity: courtesy expressions.
Familiar and community Exchanges associated to specific purposes - Responds to greetings, farewells and courtesy expressions.
- Distinguishes the writing of expressions.
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 10 minutes Numbers
Material: Board, chalk or marker, eraser - 0 to 10
Start each class with an activation routine, e.g., elicit the day of the week, use it to write the date on the board and choral drill it
along with the classroom rules. Afterwards, have students stand up to count from 0 – 10 (whoever makes a mistake counting has to
sit down) for several rounds until everyone has participated. E.g., the first person of a row says zero, the second person says one,
the third says three, etc., until ten. After someone sits down, the count restarts from zero.

Presentation: 10 minutes Greetings: Farewells:

Material: Images 1 – 5, song, speaker, board, chalk or marker, eraser - hi - goodbye
Let students know that this month, they will learn about greetings and farewells. Introduce vocabulary using images 1 – 5. Play The - hello - bye
Greetings Song, https://bit.ly/3zUkcdR. Then ask students if they identified greetings and farewells in the song. Write the greetings - good morning - See you!
and farewells in a two-column chart on the board and ask students to help you count them and write the total on top. - good afternoon - good night
- good evening - see you soon
Practice: 15 Minutes
Material: Board, chalk or marker, eraser
Erase the board except for the date for students to copy. Assign time for such tasks to help everyone work at the same pace. Once
everyone has the date, write the title for the activity, Greetings and Farewells for students to copy. After reading it several times for
practice, redo the previous chart for students to copy along with the total number on top.

Production: 10 Minutes
Material: Images 6 – 12
Make two teams. Using images 6 – 11 ask participants to tell you the greeting/farewell it could represent. If the answer is correct
the team gets a point. As an alternative, use image 12 flashcards for an easier approach.

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Wrap up: 5 Minutes
Material: N/A
Always consolidate your classes. Choral drill vocabulary, do mimic for students to tell you the vocabulary word in English preventing
turning this into a translation stage of the class, or have students finish a phrase you say, e.g., good mor…

Suggested activities Knowing about the language

Session 2 (Background):
Warm up: 10 minutes
Material: Board, chalk or marker, eraser
Elicit the day of the week to write the date on the board. Choral drill classroom rules and numbers 0 – 10. Ask all students to stand
up to tell you a greeting or farewell from the previous class. Whoever doesn’t provide one, sits back down. Help students and allow
small mistakes. If every single mistake is corrected, the student might not feel motivated to participate next time. Sometimes we
need to put ourselves in their shoes.

Presentation: 10 minutes Courtesy Expressions:

Material: Image 13 - How are you?
Use image 13 to introduce vocabulary. Draw speech bubbles to introduce and explain a greeting dialogue. - I`m fine
- dialogue
Practice: 10 minutes
Material: Image 14
Cut image 14 into 4. Give each student a cut-out to fill out the dialogue using, How are you? I’m fine, and paste it in their notebook.

Production: 15 minutes
Material: Notebook with previous pasted dialogue
Provide a model of a role-play using the previous dialogue. Ask students to mirror/imitate your role-play with at least three different
classmates.

Wrap up: 5 minutes - wave

Material: Song, pencil colors - smile
Ask students to color the previous dialogue. Play the song https://bit.ly/2I6sGof for background music. Ask them how they would - knuckles
greet someone using non-verbal communication, waving, tilting the head while smiling, bumping knuckles/elbows, etc. - elbow

Suggested activities Knowing about the language

Session 3 (Background):
Warm up: 10 minutes - left
Material: N/A - right
Greet students with How are you today? Elicit an appropriate response and then continue with an activation routine as in the - up
previous class or a body movement activity that comes to mind. Be creative and make it fun. E.g., ask students to stand up to do - down
neck exercises, tilting their head to the left, right, up and down.

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Presentation: 10 minutes - Can I borrow your…?
Material: Image 15 - May I borrow a pencil?
Using image 15 have students guess what is happening. To guide them into topic, motivate them to guess who is asking for what. - eraser
Introduce vocabulary and drill practice acting it out with different classmates. - scissors
- Here you are.
Practice: 15 minutes
Material: Image 16
Provide a cut-out strip from image 16 to each student. Ask them to identify the speaker of the text on the strip, (the boy). Ask
students to paste it in the center of a notebook page and draw the following speech bubbles correspondingly:
Boy: May I borrow a pencil, please?
Girl: Here you are.
Boy: Thank you
Production: 10 minutes
Material: Images 1 – 3 and 15
Use image 1 to include the greeting in the previous exchange. Do this only visually to not overwhelm students with writing. After
practicing with image 1, change to images 2 and then 3.

Wrap up: 5 minutes

Material: Images 1 – 3 and 15
Paste images 1 – 3 and 15 on the board. Call them out for students to point to, a greeting for images 1 to 3 and a can I borrow
question for image 15.
E.g.:
Teacher: Can I borrow a pencil, please?
Students: Point to image 15
T: Good evening
Ss: Point to image 3

Suggested activities Knowing about the language

Session 4 (Background):
Warm up: 10 minutes
Greet students with How are you today? Elicit an appropriate response and then continue with an activation routine as in previous
sessions.
Commands:
Presentation: 15 minutes - stand up - hop
Material: N/A - sit down - stretch
Explain the commands and practice with students acting them out. Introduce can and can’t, give personal examples of what you can - hop - touch your head
and can’t do, e.g., swim fly, dance, drive, etc. emphasize that can is positive and can’t is negative. - can / can’t

Practice: 10 minutes -jump -ski

Material: Images 17, 18 -skate -cook
Use image 17 to ask students if they can do the illustrated verbs. Use image 18 to ask students if they can play Stumble Guys, which -fly -sing
is a fun kids video game for Android, iOS and Windows. Encourage students to say, “I can...”. -run -dance
-play
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Production: 10 minutes
Material: Image 17
Cut out the flashcards on image 17 (prepare 2 sets of these for the following game called Lava Corner). Place 2 action cards in each
corner of the classroom. Ask students to pick a corner, go and stay there. Once everyone is at a corner, explain that you will take out
a random card from the second set of flashcards (previously prepared) and say, “The verb-corner is lava”. All students in that verb-
corner lose and have to go back to their seats. Have the remaining players move to another corner and repeat the process until one
player is standing.

Note: Shuffle the cards every time students move corner. For big groups, have half of the group play first. To save on printing, the
second deck of cards can just be in written form. The ones at the corners help students with illustrations for easy identification.

Wrap up: 5 minutes

Material: N/A
Write the nine verbs previously introduced on the board (jump, skate, fly, run, play, ski, cook, sing, dance) and have students help
you count the number of letters in each word.

Suggested activities
Session 5
Warm up: 10 minutes
Material: N/A
Greet students and begin the class with a routine as in previous sessions.

Presentation: 10 minutes - My name is

Material: N/A
Write on the board the 9 seen verbs with missing letters for students to volunteer to complete as a whole class activity. Afterwards,
in their notebooks, ask them to copy the date and title it, About Me and complete the first sentence:

1. My name is ____________________.
- first grade
Practice: 10 Minutes - I am …(age)
Material: N/A
Try to keep all students working at the same pace, thus introducing one sentence at a time helps. Continue with the following
sentences, using the previously completed verbs on the board to answer #4. Read the sentences and have students follow along.

2. I am in first grade.
3. I am ____ years old.
4. I can (verb) and (verb).
5. I know greetings and farewells in English.

Production: 15 Minutes
Material: Image 19, white sheet of paper, template 1
Tell students they will create a product of the greetings and farewells they know. Show image 19 as a model. Hand out a blank white
sheet of paper to each student and the strip of illustrations from template 1. Guide students to complete the product below.

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 Wrap up: 5 minutes
Material: Song, speaker
Play the following well-known song to celebrate, My name is, https://bit.ly/3zKxhq1

Assessment tools: References and resources:

Aprendizajes Clave, 1st Grade
Checklist Yes No https://bit.ly/3zUkcdR
The student is able to identify the number of letters in a word. https://bit.ly/2I6sGof
The student is able to identify some greetings. https://bit.ly/3zKxhq1
The student is able to identify some farewells.
The student is able to identify some courtesy expressions.
The student is able to express ability using I can…

In order to have a successful class development it is very important to consider the recommendations stated in the lesson plan form available in SAPI:

Principal’s name and signature: Date:

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