UNIDAD EDUCATIVA “AGUSTIN CUEVA DÁVILA” - UNIT2

General information:
Area: English as a Foreign Language Teacher: Javier Coloma Unit title: what do you see?
Lesson Title: Letter forms and numbers School Year: 2023-2024 Class: 2nd A y B. BGU Lesson Plan: 01
GROUP: ages between 6– 7 years old DATE: 15-19,April, 2024 TIME: 90 minutes No. of Students per class: Average 35

AIMS:

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities. Respect themselves and
others within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the spoken language.

Skills and Performance Criteria Evaluation Criteria

Oral Communication: (Listening and Speaking) CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in the information in order to find the most appropriate
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, sources to support an idea or argument.
such as personal experiences, while describing one’s reactions to them and others’ opinions.
CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order
Language through the Arts to solve problems and reflect on literary texts, and produce criteria for evaluating the
effectiveness of the group
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example:
small groups, cooperative learning groups, literature circles, process writing groups, etc.)

ASSESSMENTS:

Diagnostic: Formative Summative

The number of items is unknown

MATERIALS: Student book. Pre A1.2.

ANTICIPATED PROBLEM SOLUTION:

- Its vocabulary is very limited
- The student will be trained to recognize the numbers one through ten.
- The student has the ability to increment at least four names of animals and
fruits.
TIMING ACTIVITIES SUCCESS INDICATOR

ACTIVATION Oral Communication

10’  Sing a round of the greeting song from Lesson 1, adding verses for students to I.EFL.5.12.1 Learners can engage with a variety of digital and print texts and
10’ introduce themselves (see the rst extension activity on page 49). Have students sit in resources by evaluating and detecting complexities and discrepancies in the
a circle. They can choose the order of their introductions as they go along by rolling information in order to find the most appropriate sources to support an idea or
15’ a ball from one to another after each verse. Alternatively, they could check each argument. (I.2, I.4, J.3)
other’s names in a round of the song from Lesson 2.
20’
15’
30’ CONNECTION
Language through the Arts
30’  Students learn how to: describe things they see; count from 1 to 10
I.EFL.5.19.1 Learners can engage in collaborative activities through a variety of
30’  Letters Aa and Bb
student groupings in order to solve problems and reflect on literary texts, and
20’  Review: article an with words that start with a vowel sound (an apple, an alligator);
Wh- questions with DO (What do you see? produce criteria for evaluating the effectiveness of the group. (I.1,I.2, S.2, S.3, S.4,
30’
 Vocabulary: apple, alligator, box, ball, do, you, one, two, three, four, ve, six, seven, J.3, J.4)
eight, nine, ten, what Figures: 1 2 3 4 5 6 7 8 9 10

Activity Book: “Trace” and “Write the missing letter” on page AB16; “Write” and
“Write the missing letters” on page AB1

AFFIRMATION

 Oral lesson about read and say:

 What do you see ?; I see an apple, I see an alligator, I see a box, I see a ball.
ADDITIONAL POSSIBILITIES: Play “Catch the Leader” (see “How to play Catch the Leader” on page 25) to practice producing the “a” and “b” sounds.

HOMEWORK/FURTHER WORK: Review the song What do you see ?

 UNIDAD EDUCATIVA “AGUSTIN CUEVA DAVILA” - UNIT 2
General information:
Area: English as a Foreign Language Teacher: Javier Coloma Unit title: My pet
Lesson Title: My pet´s a cat School Year: 2023-2024 Class: 3rd A y B. BGU Lesson Plan: 01
GROUP: ages between 8– 9 years old DATE: 15-19, April, 2024 TIME: 90 minutes No. of Students per class: Average 37

AIMS:

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities. Respect themselves and
others within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the spoken language.

Skills and Performance Criteria Evaluation Criteria

Oral Communication: (Listening and Speaking) CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in the information in order to find the most appropriate
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, sources to support an idea or argument.
such as personal experiences, while describing one’s reactions to them and others’ opinions.
CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order
Language through the Arts to solve problems and reflect on literary texts, and produce criteria for evaluating the
effectiveness of the group
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example:
small groups, cooperative learning groups, literature circles, process writing groups, etc.)

ASSESSMENTS:

Diagnostic: Formative Summative

Adjectives are unknown.

MATERIALS: Student book. Pre A1.2.

ANTICIPATED PROBLEM SOLUTION:

- Knowledge of size and shape of pets is limited.
- The student is trained to identify pet moods and their characteristics.

TIMING ACTIVITIES SUCCESS INDICATOR

ACTIVATION Oral Communication

10’
 We sing the song my pet is a cat to remember the characteristics of a cat and in this I.EFL.5.12.1 Learners can engage with a variety of digital and print texts and
10’ way learn vocabulary. resources by evaluating and detecting complexities and discrepancies in the
information in order to find the most appropriate sources to support an idea or
15’ CONNECTION argument. (I.2, I.4, J.3)
20’
15’  Listen and chose: We join with lines the numbers from one to four according to the
literals that contain the image of the above mentioned characteristics.
30’
 Listen and check: Listen carefully and select which of the two literals the audio Language through the Arts
refers to.
30’  Look and choose: Observe the drawing listed and in the box locate the number to I.EFL.5.19.1 Learners can engage in collaborative activities through a variety of
30’ which it belongs according to the characteristics: fat, small, ugly, thin, pretty and student groupings in order to solve problems and reflect on literary texts, and
20’ big.
produce criteria for evaluating the effectiveness of the group. (I.1,I.2, S.2, S.3, S.4,
30’
AFFIRMATION J.3, J.4)

 Read and say: This is my pet, My pet´s a dog. She´s small. She´s happy. Is your pet
happy?
 Ask and answer: Is your pet a cat? Yes, ___is___. No, ___isn´t___.

ADDITIONAL POSSIBILITIES: Is she happy?, big, small, pretty, thin, old, young, ugly, fat, happy, sad.

HOMEWORK/FURTHER WORK: Is your pet a cat? a dog, a fish, a bird, a mouse, a turtle.
 UNIDAD EDUCATIVA “AGUSTIN CUEVA DAVILA” - UNIT 2
General information:
Area: English as a Foreign Language Teacher: Javier Coloma Unit title: Go to school
Lesson Title: Every day I go to school School Year: 2023-2024 Class: 4th Ay B. BGU Lesson Plan: 1
GROUP: ages between 8– 9 years old. DATE: 15-19 April, 2024 TIME: 3 periods No. of Students per class: Average 36

AIMS:

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities. Respect themselves and
others within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the spoken language.

Skills and Performance Criteria Evaluation Criteria

Oral Communication: (Listening and Speaking) CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in the information in order to find the most appropriate
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, sources to support an idea or argument.
such as personal experiences, while describing one’s reactions to them and others’ opinions.
CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order
Language through the Arts to solve problems and reflect on literary texts, and produce criteria for evaluating the
effectiveness of the group
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example:
small groups, cooperative learning groups, literature circles, process writing groups, etc.)

ASSESSMENTS:

Diagnostic: Formative Summative

Time organization

MATERIALS: Student book. Pre A1.2.

ANTICIPATED PROBLEM SOLUTION:

- There is little knowledge of the vocabulary of a daily routine.
- Students are trained to orient themselves in time.
- Students will be able to recall the activities they do in the morning, afternoon
and evening.
TIMING ACTIVITIES SUCCESS INDICATOR

ACTIVATION Oral Communication

10’  Sing every day I go to school I.EFL.5.12.1 Learners can engage with a variety of digital and print texts and
10’  Sing what time is it resources by evaluating and detecting complexities and discrepancies in the
information in order to find the most appropriate sources to support an idea or
15’ CONNECTION argument. (I.2, I.4, J.3)
20’
15’  The teacher asks what time is it please? and the students look at the times on the
charts and report the time to the teacher.
30’
 The teacher teaches the students how to tell the time on the wall clock. Language through the Arts
 The teacher indicates breakfast time, school time, recess time, lunch time, homework
30’ time, dinner time and bedtime. I.EFL.5.19.1 Learners can engage in collaborative activities through a variety of
30’  Listening and choose, listening and check and listen and number. student groupings in order to solve problems and reflect on literary texts, and
20’ AFFIRMATION
produce criteria for evaluating the effectiveness of the group. (I.1,I.2, S.2, S.3, S.4,
30’
J.3, J.4)
 Oral lesson:
 The teacher asks what time is it please? in box two and the student responds it is
fifteen past six, time to go to bed, this depends on the number in the box.

ADDITIONAL POSSIBILITIES: Make a basic daily routine in which you include the activity and time.

HOMEWORK/FURTHER WORK: Write the numbers ten by ten until you reach sixty.
 UNIDAD EDUCATIVA “AGUSTIN CUEVA DAVILA” - UNIT 2
General information:
Area: English as a Foreign Language Teacher: Javier Coloma Unit title: The library
Lesson Title: What do you do in the library? School Year: 2023-2024 Class: 5th Ay B. BGU Lesson Plan: 01
GROUP: ages between 9– 10 years old DATE: 15-19 April , 2024 TIME: 2periods No. of Students per class: Average 37

AIMS:

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities. Respect themselves and
others within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective command of the spoken language.

Skills and Performance Criteria Evaluation Criteria

Oral Communication: (Listening and Speaking) CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in the information in order to find the most appropriate
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, sources to support an idea or argument.
such as personal experiences, while describing one’s reactions to them and others’ opinions.
CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order
Language through the Arts to solve problems and reflect on literary texts, and produce criteria for evaluating the
effectiveness of the group
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share,
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example:
small groups, cooperative learning groups, literature circles, process writing groups, etc.)

ASSESSMENTS:

Diagnostic: Formative Summative

It is not known what books are in the
library

MATERIALS: Student book. Pre A1.2.

ANTICIPATED PROBLEM SOLUTION:

- Students are unaware of the types of books of interest to them in a library
- Students are made aware of the number of books in a library.

TIMING ACTIVITIES SUCCESS INDICATOR

ACTIVATION Oral Communication

10’  We will ask the students what a bookstore is for. I.EFL.5.12.1 Learners can engage with a variety of digital and print texts and
10’  Sing. What do you do in the library?. resources by evaluating and detecting complexities and discrepancies in the
CONNECTION information in order to find the most appropriate sources to support an idea or
15’ argument. (I.2, I.4, J.3)
20’  Look: Observe what we find, magazines, dictionaries, atlases, history books, posters,
15’ comic books, science books, etc (total group)
 Talk: What do you do in the library, I listen to, I read, I look at, I use. (small group)
30’
 Listen and choose: Line the numbers one through five with the graph marked a Language through the Arts
through e after listening to the audio.
30’  Listening and check: check box a or b according to the following audio. I.EFL.5.19.1 Learners can engage in collaborative activities through a variety of
30’
student groupings in order to solve problems and reflect on literary texts, and
20’
produce criteria for evaluating the effectiveness of the group. (I.1,I.2, S.2, S.3, S.4,
30’ AFFIRMATION
J.3, J.4)
 Ask and answer. What do you do in the library?
 What books do you like?
ADDITIONAL POSSIBILITIES: Look and choice. Look at the cover of the book and put the number accordingly: puzzle books, atlases, comic books, dictionaries, science
books, storybooks.

HOMEWORK/FURTHER WORK: Observe what books you have in your home library.

DONE BY: REVISED BY: APPROVED BY:

MSc. Gipssy Lisbeth Bracho González MSc. Paulina Pazmiño
Teacher- student: Welington Javier
Coloma Montoya
Firma: Firma: