LESSON PLAN

Grade: 1° A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “ Hello cool!”
Topic: Meeting us

Unit Competitions Read, write, listen and speak about classroom objects, colors and
numbers experiencing to enjoy discovering.
Achievement Indicators Identify and practice the value of being friendly.

CONCEPTUAL - Diagnostics
CONTENIDO 1.1 What is your name?
S
PROCEDIMENTA  Value practice: Being friendly
L  Present vocabulary related by classroom objects orally and in
writing
ACTITUDINAL Nice to meet you, it was a nice to meet you too.
Use these forms in oral expression and write them as well some

Stages Teaching – Learning Strategies Resources

START: To star the class, greet students and introduce the teacher
using a simple vocabulary: Hello. I’m miss carmen. White board, ball,
Toss a ball to student and invite her to greet the class and music and markers
say her name, the student tosses the ball to other students
and repeat the activity.
DEVELOPING Construction of new knowledge’s:
: To start the Diagnostic in class the teacher will present
some flashcards where represent school objects and ask
them if they know the name in English, after that the Board, markers,
teacher will provide a short photocopies and they will student’s books,
match and color with the correct name and correct color. teacher book, and
photocopies etc.
Guided Activity:
Attach the flashcards to the board, play the audio in track
1 and point to each one, pause the audio and have students
repeat the word. First as a class and then by line.

After this introduction activity teacher will create the unit

cover on the board and after that students will create them
in their notebooks.

Explain students the use of the articles A /AN with the

school words using oral examples and with the students
create a short cloud article.
 ARTICLES

(AN)
(A) ERASER
PEN ORANGE
RULER ELEPHANT
NOTEBOOK

Individual Activity:
Now students will continuous working in their books on
page 5 and 6.
Page 5: students will cut and paste it the correct school
object on the page according what they listen by the
audio.
Page 6: Will follow the lines and trace the phrase with
different color
Summary:
Write a list of words a student will pass in front of the
class and will write the correct article and the missing
word.

HOMEWORK Students will bring the next class 5 words with article A, Present in their
and 5 word with article AN. notebooks.
EVALUATIÓN This will be a formative evaluation
:

OBSERVACIONES: __________________________________________________________________

Sail
Academic Coordination
 LESSON PLAN
Grade: 2° A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “Cool Clothes”
Topic: my favorite clothes

Unit Competitions Read, write, listen and speak using the alphabet, numbers and
professions expressing them with happiness the knowledge with
the rest of the class
Achievement Indicators 1.1 Identify and express both orally and in writing the vocabulary
related to clothes.

CONCEPTUAL -Diagnostic
CONTENIDO 1.1 My favorite clothes
S PROCEDIMENTA  Use the Pictionary
L  Label pictures
ACTITUDINAL Write sentences to describe a scene.
Value practice: Accepting different interests

Stages Teaching – Learning Strategies Resources

START: To star the class, greet students and introduce the teacher
using a simple vocabulary: Hello. I’m miss carmen. White board and
Toss a ball to student and invite her to greet the class and markers
say her name, the student tosses the ball to other students
and repeat the activity.
DEVELOPING Construction of new knowledge’s:
: Teacher will create a short diagnostic in the first or second
class according to the time, will give to each students a
page where they will write as many words that they Board, markers,
remember in English and will draw it next to the word, student’s books,
after that they will check to other students in their back; teacher book, etc.
for this the teacher will invite the students to stand up and
make a circle their page will paste them in their back and
each one look to other and will read what they write.

Guided Activity:
To star the topic for the unit, teacher will bring to class
some clothes and will present the students and ask what is
it? And they will answer if they do not do it, teacher will
say.
After this introduction activity teacher will create the unit
cover on the board and after that students will create them
in their notebooks.

Now teacher will explain the use of THIS and THAT using
the flashcard or some items to represent it.
We use this (singular) and these (plural) as pronouns:
  to talk about people or things near us:
This is a nice cup of tea.
Whose shoes are these?
 to introduce people:
This is Janet.
These are my friends John and Michael.

We use that (singular) and those (plural) as pronouns to

talk about things that are not near us:
What's that?
Those are very expensive shoes.
This is our house, and that's Rebecca's house over there.

Individual Activity:
Now students will open their book on pages 5,6 and 7.
On page 5 will use the cut out and paste it in the correct
places on the unit cover.
On page 6 they will label the clothing items and will we
listen and repeat, for that will use the track 1 and 2.
On page 7 students will complete the sentences using the
demonstrative pronouns (this and that), but also will write
a short sentence what they understand about the audio.

Summary:
As sum up students will work in pairs and the teacher
will write an unscramble sentence and they write them in
order.
HOMEWORK As a homework students will write 5 sentence using THIS Present them in
and 5 sentences using THAT their notebooks.
EVALUATIÓN This will be a formative evaluation
:

OBSERVACIONES: __________________________________________________________________

Sail
Academic Coordination
 LESSON PLAN
Grade: 3° A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “school Subjects ”
Topic:

Unit Competitions Read, write, listen and speak relating the possessive adjectives,
and verbs will expressing orally and writing with joy of
discovering and learning.
Achievement Indicators 1.1 Identify and express both orally and in writing the vocabulary
related to school subjects.

CONCEPTUAL -Diagnostic
CONTENIDO 1.1 Schools subjects
S PROCEDIMENTA  Look and match pictures with school subjects
L  Talk about their favorite day.
ACTITUDINAL Showing interest in identifying the t correct information to work
in pairs in class.

Stages Teaching – Learning Strategies Resources

START: To star the class, greet students and introduce the teacher
using a simple vocabulary: Hello. I’m miss carmen. White board and
Toss a ball to student and invite her to greet the class and markers
say her name, the student tosses the ball to other students
and repeat the activity.
DEVELOPING Construction of new knowledge’s:
: Greet students. Introduce myself as a teacher and after
that say something that I like. Invite the students to say
their names and say what things that they like and them Board, markers,
the next students will repeat the data’s that the previous student’s books,
said. teacher book, etc.
After this introduction activity teacher will create the unit
cover on the board and after that students will create them
in their notebooks.

Guided Activity:
Vocabulary presentation: write on the board the title
“school subjects” Display the flashcards in the order
which the words are mentioned on the track 1. Ask the
students if they know the names of the subjects will write
the names and repeat them with the class.

In the oral practice students will say in English what are

their favorite subjects and what is their dislike subjects.
 Individual Activity:
Students will work in pairs on pages 5.6 and 7 they will
do the next activities and the teacher will monitor the
work.
On page 5 will cut out and paste them in the correct place
to the unit cover.
On page 6 they will look and match the correct subject
with the image also they will listen the audio and repeat
On page 7 students will listen again the audio and will
mark the correct answer and will complete the sentences.

Summary:
Play making words with the letters from the phrases
SCHOOL SUBJECTS for example:
Shoes
Cool
Hot
Old
Owl
Long
Sugar
Universal
Boat

HOMEWORK Students will write sentence using the schedule

EVALUATIÓN This will be a formative evaluation

:

OBSERVACIONES: __________________________________________________________________
Sail
Academic Coordination
 LESSON PLAN
Grade: 4° A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “ Fun Park”
Topic: Let’s go to the movie

Unit Competitions Read, write, listen and speak of enriching experiences of

family members in logical form
Achievement Indicators 1.1Use the simple present tense in the negative form.

CONCEPTUAL -Diagnostic
CONTENIDO 1.1 Actions (do magic tricks, fix cars, make toys)
S
PROCEDIMENTA  Recognize the vocabulary in reading.
L
ACTITUDINAL Improves your fluency in speech.
Reflect on the abuse of animals (value of the month)

Stages Teaching – Learning Strategies Resources

START: Present myself to students and listen to the new student’s
names and also talk with them about their vacations and White board and
we play outside of the class to do a short presentation markers
about each students.
DEVELOPING Construction of new knowledge’s:
: Display a flashcards and elicit the verbs, the teacher
models the words and have students repeat chorally and
then individually. Attach the flashcards to the board. Board, markers,
After this introduction activity teacher will create the unit student’s books,
cover on the board and after that students will create them teacher book, etc.
in their notebooks.

Introduce the grammar point CAN

Ability
We use can and can't to talk about someone's skill or
general abilities:
She can speak several languages.
He can swim like a fish.
They can't dance very well.
We use can and can't to talk about the ability to do
something at a specific time in the present or future:
I can see you.
Help! I can't breathe.
 Guided Activity:
After students listen the audio 3, they will perform with a
partner, they can change some parts or just to read them in
front of the class, teacher will help them in the
pronunciation and so on.

Individual Activity:
Students will work in pairs on pages 5,6 and 7 they will do
the next activities and the teacher will monitor the work.
On page 5 will cut out and paste them in the correct place
to the unit cover.
On page 6 they will look and match the correct subject
with the image also they will listen the audio and repeat
On page 7 students will listen again the audio and will
mark the correct answer and will complete the sentences.

Summary:
Students to choose their favorite pet on page 7 and write
to reason for choosing for example: It CAN make a lot of
tricks.
HOMEWORK Students will write sentence using the schedule

EVALUATIÓN
:

OBSERVACIONES: __________________________________________________________________

Sail
Academic Coordination
 LESSON PLAN
Grade: 5° A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “ Indoor and Outdoor”
Topic: Let’s go out!

Unit Competitions Read, write, listen and speak with enthusiasm describe the daily
activities which involves the rest for good common.
Achievement Indicators 1.1 Identify different types of vacation ads.

CONCEPTUAL -Diagnostic
CONTENIDO 1.1 free time activities (chatting, playing board games, swimming)
S PROCEDIMENTA Vocabulary relates some outside and inside activities.
L
ACTITUDINAL Express with happiness their free activities and share with others
their hobbies, using the vocabulary.

Stages Teaching – Learning Strategies Resources

START: Prepare a balloon and inside of it write some questions and
pass the balloon around of students and stop the music or a White board and
hand rhyme they look the questions and answer the markers
questions and they will preset one by one.
DEVELOPING Construction of new knowledge’s:
: Display the flashcards. Tell the students to read them in
silently and think of the answer without saying aloud and
try to explain what things we can see, taste, touch, and eat Board, markers,
and that place. student’s books,
teacher book, etc.
After this introduction activity teacher will create the unit
cover on the board and after that students will create them
in their notebooks.
Teacher explain the simple present:
 Guided Activity:
Students will open their books on page 7 and will listen
track 3 and write the correct letter and write sentences using
the prompts.

Individual Activity:
Now students will work individually on page 5 and 6, on
page 5 students will use the cut out and paste them in the
correct form.
On page 6 in exercise 1 unscramble and number the
picture.
Listen and follow along, act with a friend similar dialogue.
Summary:
Divide the class in groups of three tell them that they will
create questions using the words on page 7 exercise 4.

HOMEWORK Students will write sentences using the simple present

EVALUATIÓN Formative
:

OBSERVACIONES: __________________________________________________________________
Sail
Academic Coordination
 LESSON PLAN
Grade: 6° A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “ Our Amazing Body”
Topic: Visit the doctor

Unit Competitions Read, write, listen and speak the use of the verbs in their
grammar forms and tense being positives leaders.

Achievement Indicators 1.1 Identify and describe your different body organs.

CONCEPTUAL 1.1 Visit the doctor: (Bones, brain, heart, lungs, stomach)
CONTENIDO PROCEDIMENTA Storming ideas to create new vocabulary.
S L Mind map according to pre knowledge’s.
ACTITUDINAL Use the correct vocabulary to talk with the doctor and say your
problems.

Stages Teaching – Learning Strategies Resources

START: Paste on the board a short word, search puzzle where
appear some students name and ask to students that they White board and
look and find words, and whey find a name stand up and markers
present to the rest of the class and add what is her favorite
body part.
DEVELOPING Construction of new knowledge’s:
: Present to the class a body poster where present some
internal organs and ask to the students the names if they
don’t teacher will paste cards with names, invite the Board, markers,
students to paste the name in the correct place. student’s books,
teacher book, etc.
After this introduction activity teacher will create the unit
cover on the board and after that students will create them
in their notebooks.
Frequency Adverbs:
 Adverb position
An adverb of frequency goes before a main verb in a
sentence:
 I often play tennis on Sundays. (subject + adverb +
main verb)
However, the exception is when the sentence contains the
verb 'to be'. In this case it goes after the verb:
 I am usually hungry after school. (subject + to be
+ adverb)
In addition, when there is an auxiliary verb (e.g. have,
will, must, might, could, would, can, etc.), the adverb is
placed between the auxiliary verb and the main verb.
 She can almost always beat her brother at
chess. (subject + auxiliary + adverb + main verb)
These adverbs of freqnecy can also be used at the
beginning of a sentence:
Usually, normally, often, frequently, sometimes,
occasionally
 Sometimes, I go shopping on Sundays.(adverb +
subject + main verb)
Guided Activity:
Teacher will write some words and students create the
sentence in the correct position.

Individual Activity:
Students will work on pages 5, 6 and 7where they will be
focus in the vocabulary according to the previous class
Summary:
As sum up students will be divide then in o groups where
they will play operating

HOMEWORK

EVALUATIÓN
:

OBSERVACIONES: __________________________________________________________________
Sail
Academic Coordination
 LESSON PLAN
Grade: 7° A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “NICE TO MEET YOU ”
Topic: Hello everybody

Unit Competitions Listen, read, write, talk about personal information; sharing real
data and experiencing the joy of promoting positive leadership.
1.1Differentiates the sounds of consonant and vowel sounds at the discourse
Achievement Indicators level.
1.2 Clearly spells his/her name both orally and in writing.
1.3 Differentiates accurately the teen and –ty endings in numbers from 13 to 19
and from 30 to 90.

Diagnostic
1.1 Simple Greetings
CONTENIDOS

CONCEPTUAL 1.2Courtesy expressions

1.3 The alphabet, Numbers from 0 to 90 and Telephone numbers
Spelling names and last names.
PROCEDIMENT Exchanging telephone numbers.
AL Greeting people and Saying courtesy expressions
ACTITUDINAL Showing acceptance and tolerance of errors in spelling and identifying numbers.
Showing interest to find out peers’ names and phone numbers.

Stages Teaching – Learning Strategies Resources

START: Ask students what they say when they see someone they
know. Elicit “hello” and ask students what other greetings White board and
they know. On the board write: markers
HELLO – GOOD BYE – GOOD MORNING - HI
Ask students which one is NOT a greeting. Tell students
they have two minutes to greet as many of their classmates
as possible – encourage them to use as many different
greetings as possible.
DEVELOPING Construction of new knowledge’s:
: Now the teacher will give a bubble paper sheet to each
students and they will write a phrase using the vocabulary
that they know for greeting. When they finish are going to Board, markers,
say one by one in chorally. student’s books,
teacher book, etc.
The teacher brings extra expressions to say hello or bye.
Unit cover will be creating in this part of the class; the
teacher will create one on the board a student can copy
or create one new.

What is a greeting?
Hola! Shalom! Czesc! Marhaba! Salut! Hallo!

Each country or culture has its own way of greeting others,

and these greetings are a part of every conversation. Think
about how you greet new people in your native country.
Do you have different ways to say “hello” when you meet
someone in a store, at a job interview, at school, or at your
own house? Just as there are different ways to say “hello”
in your native language, there are different conventions to
follow in English. It is important to know the common
greetings and how to use them properly and confidently.
They say that first impressions are everything, but I say
that a first impression is nothing without the proper
greeting.

Formal greetings: “How do you do?”

The phrase featured in the heading above is formal, a bit
outdated, and not often used today. However, certain
greetings are appropriate for use in more formal situations
or when respect and courtesy are called for. These
instances include business meetings, formal classroom or
workplace presentations, or meeting a friend’s parents.
You may encounter such greetings when doing business in
restaurants and shops. There are many other options, but
here are six of the most common formal ways to say
“hello”:
1. “Hello!”
2. “Good morning.”
3. “Good afternoon.”
4. “Good evening.”
5. “It’s nice to meet you.”
6. “It’s a pleasure to meet you.” (These last two only work
when you are meeting someone for the first time.)
Let’s take a look at how these phrases might be used:
Mr. Piper (arriving at his client’s office): “Good morning,
Mr. Drummer. How are you today?”
Mr. Drummer: “Hello, Mr. Piper. I’m very well, thank
you! Please come in and we can review that contract.”
or
Dr. Feelwell (addressing a group of colleagues at a
seminar): “Good evening, ladies and gentlemen. Tonight I
would like to present the results of my study on ‘Healthy
Fast Food Options.'”
Or Mary: “John, I’d like you to meet my father.”

Informal general greetings

These greetings can be used

in most informal situations
when you are saying hello to
a colleague or to someone
you meet on the street.
7. “Hi!” (Probably the most commonly used greeting in
English)
8. “Morning!” (A more casual way of saying “Good
morning”)
9. “How are things (with you)?”
10. “What’s new?”
11. “It’s good to see you.” (Used when you haven’t seen
someone in a while)
12. “G’day!” (Short for “Good day”)
13. “Howdy!” (Often used in the southern regions of the
United States)

Casual informal greetings

These ways to say “hello” are used in very casual, friendly,
and familiar contexts. They can be used in spoken English,
text messages, voicemail messages, or emails with people
that you know well. While they’re not exactly rude to use
with strangers, they aren’t exactly polite, either. Using
these greetings with people you don’t know well might
cause confusion, and these greetings are not considered
appropriate in certain contexts.

14. “Hey” or “Hey there.”

15. “What’s up?” (Sometimes expressed as “‘Sup?”)
16. “How’s it going?”
17. “What’s happening” or “What’s happenin’?”
18. “Yo!”

Also we do a review about the alphabet and reforced them

if it is necessary, and the numbers.

Guided Activity:
 Teacher will give them some minute to create a short
dialogue in their notebooks and after that will checking

Individual Activity:
Now students will work in their books and complete the
pages 5 and 6, teacher will monitor their works and after
that check together the answers.
Summary:
As sum up students will pass in front to perform the
dialogue that they did before.

HOMEWORK To bring next class the numbers writing in their notebooks

from 10 to 100.
EVALUATIÓN This will be formative.
:

OBSERVACIONES: __________________________________________________________________

Sail
Academic Coordination
 LESSON PLAN
Grade: kinder A / B

Teacher name: Carmen Gonzalez

Date: January 06th / January 24th
Subject: English
Unit name 1 “Discovering our body”
Topic: My body

Unit Competitions
Achievement Indicators Recognizes himself/herself as a boy or girl, as well as his/her
physical features.

CONCEPTUAL Identifying the body parts of girls and boys through simple
CONTENIDO vocabulary
S PROCEDIMENTA ✦ Progressive development of habits and attitudes for
L welfare and personal safety.
ACTITUDINAL Identifying and expressing emotions, feelings and moods
such as friendship, love, and trust.

Stages Teaching – Learning Strategies Resources

START: To star the class, greet students and introduce the teacher
using a simple vocabulary: Hello. I’m miss carmen. White board and
Toss a ball to student and invite her to greet the class and markers
say her name, the student tosses the ball to other students
and repeat the activity.
DEVELOPING Construction of new knowledge’s:
: Tell the students you are going to listen to a song to help
them review their body parts.
Play the Body Parts Song for Kids video. Repeat the video Board, markers,
if needed. student’s books,
https://www.youtube.com/watch?v=AlKXoHvwluA teacher book, etc.

Key terms: head / arms / legs / chest / hands / feet

Review body parts with the students. Go over parts that
you feel weren't gone over in the body part song. Introduce
the body tracing activity to the students.
Guided Activity:
Have a student trace you on a piece of paper and help you
label your body parts. Display you outline and review each
body part—head, arms, legs, chest, hands, and feet—with
the students.
Individual Activity:
Have students work in pairs and trace each other. Once
they have traced each other, have them label their bodies.
Summary:
Have students complete the Your Body worksheet. Collect
the worksheet once they're done working. Review it to
assess their understanding.
 Display students' work on the walls of the classroom.

HOMEWORK Students bring next class in their notebooks images of the

body and their names.
EVALUATIÓN Formative.
:

OBSERVACIONES: __________________________________________________________________

Sail
Academic Coordination