SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
MAY 28 TO JUNE 12
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

2nd Grade Unit 5 Product B Map of a location Describe and share information about the place where one lives.
Environment: Specific competence:
Familiar and community Understand and record information about locations in the place where one lives.
Stage(s): Doing with the language (Activities): Knowing about the language
Take 3 minutes at the beginning of each class to perform the following 4 actions: (Background):
1. Greet students with the typical greeting you use e.g. “Hello, good morning everyone”, “Good
afternoon”, etc.
2. Ask students: “How is the weather today?” and write the answer on the upper right corner of the
board e.g. “Today is sunny”, “Today is cloudy”, etc.
3. Ask the class: “What is today’s date?” and write the answer on the board under the weather e.g.
th
“Today is Monday May 29 , 2017”
4. Perform a warmup activity. (See the reference section to obtain ideas)
Session 1
22 minutes Vocabulary:
 Observe the empty spaces on Show students image 1 and explain what it represents. Tell students the following information:  map
the map or diagram, “For our last unit, we will learn about maps and locations. Our final project will be in fact a Map of a  neighborhood
previously made by the Location and we will identify information related to locations and maps.”  location
teacher of the place where Ask students: “Have you seen a map?” Let some students answer the question and ask them to mention  place
one lives. the place where they saw the map if the answer was “yes”. Tell students “Maps are used to identify the
features in a place. We can make maps from our houses, from our school, from parks and from many Verbs:
other places.”  identify
Tell students they will make a map from the school’s neighborhood. Ask for the students’ contribution to
mention the names of places close to the school and write them on the board, making sure they cover Nouns:
most of the next possible close places:  corner store
corner store gas station mountain church  river
river bakery library park  supermarket
supermarket hospital hill lake  gas station
 bakery
After students have mentioned the places, show them the diagram or map previously made by you from  hospital
the schools’ neighborhood and ask students to copy it on their notebooks, let them know it will be used  library, etc.
for the entire unit.
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 25 minutes Nouns:
Sing the alphabet song (go to the reference section to find the suggested song), then ask students to line  natural features
up in alphabetical order according to their first name. Divide the class in teams of 4-5 members and give  man-made construction
each team an Image 2. Tell teams the following information: “In maps, we can find different kinds of
places. We can find things that are natural and they are called “natural features” and we can find things
that are constructed and they are called “man-made constructions”. Point to Image 2 and ask: “Which
image do you think represents the man-made constructions and which image do you think represents
the natural features?” Explain why.
Verbs:
Select two different colors and ask teams to mention the words after you read them then ask students to  choose
use a specific color to color the words that belong to natural features and choose another color to color  color
the man-made constructions.  identify

Have some students identify the words and mention the name of the places close to the school like the
examples below:

Corner Store: Abarrotes Lara

River: Río Santa Catarina
Supermarket: H-E-B
Gas Station: Oxxo gas
Bakery: San José
Hospital: Oca
Mountain Cerro de la Silla
Library: Benito Juárez
Church: Nuestra Señora de los Milagros
Park: La Estanzuela
 Decide which man-made Nouns:
constructions or natural Session 2  man-made constructions
features are missing. 7 minutes  natural features
Ask students to take out their notebooks and divide the board into two columns. On one column write
the word “man-made constructions” and on the other column write “natural features”.
Invite some students to go to the board and write the places mentioned on the previous class. Nouns:
The columns must look like the following:  columns
Man-Made Constructions Natural Features
corner store river
supermarket mountain
gas station hill
bakery park
hospital lake
library
church

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 15 minutes Nouns:
Place the diagram or map previously made by you from the schools’ neighborhood on a visible place in  diagram/map
the classroom and ask students to look at it carefully and mention if any feature is missing. Introduce the  neighborhood
directions: right, left, up and down. Tell students some examples of where some places are using these  missing features
directions.

Example: Go outside the school and walk left to arrive to Abarrotes Lara.
Nouns:
25 minutes
 pairs
Divide the class in pairs by assigning numbers “1” and “2”. Students who have been assigned with a
number 1 must pair up with a student who has been assigned with a number 2. Ask students to think of  one
their house in order to answer the following questions to their mate.  two
 student 1
Student 1 Hi!  Lake  student 2
Student 2 Hello!  Restaurant
Student 1 Is there a __________ in your neighborhood?  Hotel Verbs:
Student 2 _____ there _____  Forest  ask
Student 1 Ok, Bye!  Police Station  answer
 repeat
Before starting with the Repetition Drill, explain to students they must choose one of the options on the
right side and must answer “Yes, there is” or “No, there isn´t “.
Ask students to bring a piece of cardboard and ruler for the next class.

Session 3
27 minutes Vocabulary:
 Draw on the map or diagram Invite students to mention the places that were missing on the map they have on their notebooks. Play  cardboard
the natural features and the song “Bienvenidos a mi Barrio/Welcome to my Neighborhood” (go to the reference section to find  draw
man-made constructions of the suggested song).  sing
the locations that are  song
missing. Ask students to take out the piece of cardboard and draw the map of their neighborhood on it and the
features that were missing and they mentioned on the previous class.
Play the song while students work on the map and review the locations presented on previous classes,
making sure students get familiarized with each word.

20 minutes:
Vocabulary:
Present to students Image 3 and ask them to mention what they see. Explain to students that the signs
you are showing them are used to control the traffic and to identify how to behave while driving in order  traffic signs
to avoid accidents. Ask students to mention if they have seen any of those signs in the streets and  control
explain what they are for. Ask students to write and draw the ones you believe are the most significant  identify
ones.  streets
 draw
Tell students “In the maps, we must also include signs to know but not as the traffic ones but signs to
identify the places; tomorrow we will include the signs in our maps.”

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 Session 4
12 minutes Verbs:
 Include the corresponding Play the song “Bienvenidos a mi Barrio/Welcome to my Neighborhood” and sing along. Ask students to  Identify
signs. identify the words in the song and write them on two columns like the example below. One column with
the title “Spanish” on it and the other column with the title “English” on it. Once all the following words Nouns:
have been identified in the song, have students find the differences and similarities between the words  welcome
in English and Spanish.  neighborhood
 house
Spanish English  store
 tree
bienvenidos welcome  flower
barrio neighborhood  school
casa house  church
tienda store  park
árbol tree  fountain
flor flower
escuela school Nouns:
iglesia church  English
parque park  Spanish
fuente fountain
Nouns:
Example: Bienvenidos and Welcome, in both languages the word is long. It does not begin or end with  hospital
the same letter. It does not sound similar.  restaurant
 church
25 minutes  airport
Show students Image 4 and ask students if they have seen any of the signs in the city or town where they  museum
live then invite several of them to mention what the signs represent. Write the name on the board of  gas station
each place the signs represent. Ask students to spell each word but first sing the alphabet song to remind
students about the name of the letters.

hospital restaurant church airport museum gas station

Ask students to mention other signs they have seen that represent places and that can be placed in a
map and draw them on the board. Ask students to draw and write the name of these signs in their
notebooks. Ask students to take out their maps and draw the necessary signs on it.

10 minutes
Write the following email that was sent from a girl named Ana who lives in García, Nuevo León to a boy Nouns:
named Tony who lives in Buffalo, New York and ask students to complete it using the box under the  email
email sent.

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 To: tony.2010@pmail.com Nouns:
From: ana_rosa_lopez_ovalle@coldmail.com  Grutas de García
Dear Tony,  Nuevo León
 supermarkets
I am 8 years old and my favorite color is yellow. I live in ____________. The municipality I live in is  Sor Juana Inés de la Cruz
called García. The name of the street where I live is ___________________________. From my house  mountains
I can see a lot of _______________ and there are 3 _________________: Soriana, Merco and Smart.
The attraction tourists come and visit from the municipality I live are the ____________________.

Grutas de Sor Juana Inés

Nuevo León supermarkets mountains
García de la Cruz

Session 5
17 minutes
 Write the name of the Write on one side of the board the names of several places students have identified in their Nouns:
location based on a model. neighborhood and on the other side the signs that represent these locations or places. Review each with  church
the students then invite several of them (depending on the number of locations or signs ) to match the  no - u- turn
places with the signs just like the example below:  hospital
 stop
 airport
 restaurant
church  gas station
no - u- turn  museum
hospital
stop
airport
restaurant
gas station
museum

 Write the name of the 30 minutes Vocabulary:

constructions and features Show students your map with the school’s neighborhood and ask them to write the name of the  draw
included, based on a model. locations, constructions and natural features based on your model. Let students draw trees, dogs or any  write
other drawing they wish to include in their neighborhood map.  name
 locations
 constructions
 features
 model

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 Session 6
22 minutes
 Check that the writing is Write the following paragraph on the board and ask students to write it on their notebooks. Ask students
complete and legible. to listen carefully about Alejandra’s neighborhood in order to answer some questions.

Alejandra’s Neighborhood:

Alejandra lives in a neighborhood called “Santa Clara”. She likes to go to the corner store which is to the Nouns:
right of her house. The corner store is called “Abarrotes Cantú”. She buys tortillas for lunch every day.  paragraph
Alejandra’s school is called “Manuel Ávila Camacho” and is just three blocks away from her house. After  questions
Alejandra finishes her homework she likes to go to the park, which is five blocks away. Alejandra’s  answers
neighborhood is very small and does not have a church or a hospital.  neighborhood

Questions about Alejandra’s Neighborhood:

Instructions: Read the questions carefully and answer using “yes” or “no”

Is Alejandra’s neighborhood called Santa Anita?

Does Alejandra’s neighborhood have a church?
Is the corner store to the left of the house?
Does Alejandra’s neighborhood have a school?
Is the park close to Alejandra’s house?
Does Alejandra’s neighborhood have a hospital?
Is Alejandra’s neighborhood small?

_ Display in the classroom the 25 minutes

map of a public place. Write a list of the words learned and possible words that students could have used in their maps and ask
students to check if the words are written correctly on their maps. Give students the time to show their
classmates their final work and if possible invite other classrooms to show them as well.

Achievements:
 Identify the names of
locations.
 Identify natural features and
distinguish them from man-
made constructions.
 Answer questions about the
characteristics of natural
features and man-made
constructions.
 Find differences and
similarities between words in
English and the mother tongue.

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Reference: Assessment:
Syllabus Cycle 1, 2nd Grade During and at the end of each class, accomplish the following points:
NEPBE Syllabus Cycle 1 electronic version pg. 148 Monitor the students’ performance by walking around the classroom while they work.
NEPBE Syllabus Cycle 1 written version pg. 66 Check notebooks when students finish with their work.
2 nd grade English activity book ,fact book and story book Set 2-3 simple rules for activities.
Suggested simple rules:
Alphabet Song: https://www.youtube.com/watch?v=6hXodiML7ME 1. Raise your hand for permission to speak.
2. Raise your hand for permission to leave your seat.
Ideas for warmup activities: 3. Follow directions quickly. Repeat the rules before starting with an activity. Use
https://www.youtube.com/watch?v=syRhErOQsCQ mimics to make it easy for students to learn the 3 simple rules
http://www.eslkidstuff.com/esl-kids-games/warm-up-games.htm Final Project Grade:
https://www.youtube.com/watch?v=G0HoUDhRpKA
The students’ final project is …
Bienvenidos a mi Barrio/Welcome to my Neighborhood Song: A+ A B C D
https://www.youtube.com/watch?v=M3_6qtuipA8 excellent good sufficient insignificant poor
Achievements Checklist
Yes No

Student can identify the name of locations.

Student can identify natural features.

Student can distinguish natural features from man-
made constructions.
Student can answers questions about the
characteristics of natural features
Student can answers questions about the
characteristics of man-made constructions.
Student can find differences between words in English
and the mother tongue.
Student can find similarities between words in English
and the mother tongue.

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 Image 1

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 corner store bakery hill
river hospital church
supermarket mountain library
gas station park lake

Image 2

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 Traffic Signs

Image 3

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 Image 4

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