SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA

SUBSECRETARÍA DE EDUCACIÓN BÁSICA

PROGRAMA NACIONAL DE INGLÉS
(PRONI)
LESSON PLAN
School: Cycle: 2 Month: November - December
Unit : 2B Grade: 4th Week: 1 Date: November 24th-30th
Social Practice of the language: Offer and receive information about oneself and acquaintances
Social Learning Environment: Familiar and community
Specific Competency: Offer and interpret information about personal experiences
Product : Card Game to create dialogues
Class 1 Class 2 Class 3
Months of the year, and days of the week. Commands, and dialogue vocabulary (from last Greetings, farewells, and speakers.
Previous class).
Knowledge
activated
Write different greetings, and farewell and Write different greetings, and farewell and Write several sentences expressing different
courtesy expressions. courtesy expressions. personal experiences.
Stages of the
product

Listen to the audio or the reading aloud of
dialogues about personal experiences. Infer
general sense. Identify topic and purpose.
Doing with the
language
Identify the speakers and their turns of Identify the structure of dialogues. Clarify the
participation. Notice tone, rhytm, speed, pauses meaning of words and colloquial terms.
and intonation.

Topic, purpose and participants. Acoustic characteristics. Structure of dialogues: opening, body, and closure.
Contextual clues.
Knowing about
the language

Appreciate and respect personal experiences and Appreciate and respect personal experiences and Appreciate and respect personal experiences and
those of others. Show interest in what other those of others. Show interest in what other those of others.
Being through people say. people say.
the language

Warm up: Act. (32) "Hangman" to review months Warm up: Act. (6) "Simon says" with commands. Warm up: Act. (1) "Ball Game" asking and
of the year and days of the week. Development: 1.- T answering greetings and farewells and personal
Development: 1.- T presents the final product of presents the dialogue from last class (Annex class questions (e.g. What's your name?, How are
the unit (Cards to create dialogues) and explains to 1b) and asks Ss for speakers names and explains you?).
Ss that they will make this at the end of the unit. the importance of respecting the turns of Development: 1.- T pastes a poster on the board,
2.- T presents a participation. T reads the dialogue with the with a different dialogue. Then, he/she reads and
poster with pictures (e.g. pictures about a child appropriate intonation, rhytm, pauses and speed; mimes it and uses contextual clues to clarify
vacations, and the picture of the child who is and has Ss notice them. Then, T has Ss practice the meaning of words. T asks Ss questions about the
talking to another person about vacations. (annex conversation in 2 teams following T`s model. Then, main idea of the dialogue, speakers, etc. Next, T
class 1a) T asks Ss questions such as: "What is she he/she invites some pairs of Ss to act it out in front encourages Ss to read the dialogue after him/her.
doing?...What do you think the images of the class. 2.- T
represent?...What do you see in the pictures?, Do 2.- T draws a chart on the board and introduces the structure of dialogue, by dividing
you think she is talking about the present or the explains Ss that they will fill it in, with the the poster in 3 parts (opening, body and closure)
past?, What is she talking about?, Is the information from the conversation: (greetings, and explaining each part.
conversation about children or adults?, etc. farewell, courtesy expressions and speakers. Ss 3.- T pastes the three parts of the dialogue
3.- T presents a poster copy the chart and fill it in with the appropriate scrambled on the board and asks the class which
with a dialogue (see an example in annex class information in their notebooks. one is first, second and third and asks them about
Activities 1b); T and Ss read the dialogue. 3.- Some Ss pass to the each part names (opening, body and closure).
4.- T covers some board to complete the chart, for the class to check Then, some Ss pass and put them in the correct
words in the conversation; Ss copy and complete it their answers. order.
on their notebooks. Closure: Act. (33) Closure: Act. (63) "Bingo" using greetings, farewell 4.- Ss copy the dialogue on their notebooks
"Hot potato". Ss who have the "potato" must say and courtesy expressions. Ss draw a 3x2 bingo card and write its parts' names.
an answer for activity 4. on their notebooks and write a greeting, farewell Closure: Act. (12) "Fly swatter Game"
or courtesy expression in each space of the grid. with parts of the dialogue. T gives clues for Ss to
guess and touch the corresponding part. e.g. How
do you call the first part of the dialogue?

Assessment Rubric Rubric Rubric

Instrument

Read some sentences that express personal

Achievement Understands the main idea of a dialogue. experiences to take the role of the speaker in a Understands the main idea of a dialogue.
conversation.

Final product, poster with pictures (annex class Annex class 1b, notebooks and calling cards for A ball, a poster with a dialogue, notebooks and fly
1a), poster with a dialogue (annex class 1b), and a the bingo game. swatters.
Material & ball.
Space

Homework

Reflection
Notes:
 SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
PROGRAMA NACIONAL DE INGLÉS
(PRONI)
LESSON PLAN
School: Cycle: 2 Month: November - December
Unit : 2B Grade: 4th Week: 2 Date: Dec. 1st - Dec. 7th
Social Practice of the language: Offer and receive information about oneself and acquaintances
Social Learning Environment: Familiar and community
Specific Competency: Offer and interpret information about personal experiences
Product : Card Game to create dialogues
Class 4 Class 5 Class 6
Parts of a dialogue, greeting and farewell Verbs in past tense and punctuation marks. Verbs in past.
Previous expressions.
Knowledge
activated
Write several sentences expressing different Check that the writing of sentences, Check that the writing of sentences,
personal experiences. greetings, and farewell expressions is greetings, and farewell expressions is
complete and complies with spelling complete and complies with spelling
conventions, first in teams, and then with the conventions, first in teams, and then with
Stages of the teacher´s help. the teacher´s help.
product

Identify greetings and farewell expressions Complete sentences that express personal Dictate and complete sentences or words.
in a dialogue, as well as sentences that experiences. Compare the content of sentences.
express personal experiences. Define the
Doing with the sense and meaning of words that denote
language actions.

Verb tense: past. List of suitable words. Punctuation. List of suitable words. List of suitable words. Punctuation.

Knowing about
the language

Appreciate and respect personal Show interest in what other people say. Show interest in what other people say.
experiences and those of others.
Being through
the language

Warm up: "Matching game" with parts of the
dialogue (in cardboard) and their names.
Development: 1.- T
presents a poster (annex class 1b) with images
of the dialogue.
2.- T asks about the greetings and farewells they
can see, and asks about the personal
experiences Mary and Pete had.
3.- T tells Ss to color with red the greetings,
with blue the farewells, and personal
experiences with green, on the dialogue they
wrote in class 1.
4.- T askS Ss to tell her/him about their
personal experiences and asks them to make a
drawing about them on their notebooks.
Closure: Act. (10) "T-shirt
Activities game" the first S to put the T-shirt on shows
his/her drawing and describes it to the class.
Warm up: Act.(49) "Spelling train" with verbs in Warm up: Act.(36) “Pictionary” with verbs in
past. past tense.
Development: 1.- Act. (19) "Throw the cube" to Development: 1.- T writes two sentences
review puctuation marks: period(.) Comma(,) about different topics, on the board (e.g.
question mark(?) exclamation mark (!) Upper case "Yesterday, I went to the park/I like chocolate
letter (A) and lower case letter (a). T writes cookies) and has Ss notice the difference
punctuation marks on the board and numbers between their content (one is about a
them from 1 to 6; Ss pass, throw the cube and personal experience and the other one is
name the corresponding punctuation mark. about likes).
2 .-T pastes a 2.- T writes an exercise on the board, with
poster on the board with some incomplete incomplete sentences (e.g. Last weekend, I
sentences (in a conversation about personal read a_______/I saw a_____, etc.). Ss copy it
experiences); Ss must copy it and complete the on their notebooks; then, T dictates the
sentences with punctuation marks and verbs in complete sentences (including punctuation
past tense (on their notebooks) e.g.: Yesterday marks) for Ss to write the missing words and
Luis (,) Pedro and me (play) _______ soccer at the punctuation marks in each sentence.
3.- Act. (48) "Basketball" with
park(.) Some Ss pass to the board and complete questions about the exercise from last activity
the exercise for the class to check their work. e.g. "Where did he go last weekend?/What
3.- After that, some pairs of did he see?, etc. T expects answers like: He
Ss pass to the front to role play the conversation. went to ____. He saw _____., presenting the
Closure: Act. (35) "Snake game" prompts as needed.
with verbs in past tense. Closure: Act. (7) "Uncover" with verbs Fcs, Ss
must say the past tense of the verbs.

Assessment Rubric Rubric Rubric

Instrument

Reads some sentences that express personal

Achievement Understands the main idea of a dialogue. experiences to take the role of the speaker in Dictates and completes sentences and
a conversation. Dictates and completes words.
sentences and words.

poster with parts of a dialogue, word cards, Board, markers and a cube, poster with the Board, markers, and Fcs, a ball and a
Fcs, annex class 1b and 2 T-shirts. conversation. basket.
Material &
Space

Homework

Reflection
Notes:
 SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
PROGRAMA NACIONAL DE INGLÉS
(PRONI)
LESSON PLAN
School: Cycle: 2 Month: December
Unit : 2B Grade: 4th Week: 3 Date: December 8th-14th
Social Practice of the language: Offer and receive information about oneself and acquaintances
Social Learning Environment: Familiar and community
Specific Competency: Offer and interpret information about personal experiences
Product : Card Game to create dialogues
Class 7 Class 8 Class 9
Vocabulary about concerns, clothes and Verbs in past, greetings and farewells. Greeting, farewells and sentences to express
Previous adjectives personal experiences .
Knowledge
activated
Check that the writing of sentences, Write the final version of the sentences, Use the three decks of cards to form different
greetings, and farewell expressions is greetings and farewell expressions on the cards dialogues and read them aloud. Share the game
complete and complies with spelling and form three decks: one for greetings, one for with other classes.
Stages of the conventions, first in teams, and then with the farewells and one for personal experiences, in
product teacher´s help. order to form different dialogues.

Doing with the Clarify the meaning of words and collloquial Write sentences that express personal Take the role of the speaker in a conversation with
language terms. Complete sentences. experiences. the support of sentence reading.

List of suitable words. List of suitable words, and punctuaction. Verb Acoustic characteristics. Voicing contrasts of
tense: past. Separation of words. consonants.
Knowing about
the language

Appreciate and respect personal experiences Show interest in what other people say. Show interest in what other people say. Appreciate
and those of others. Show interest in what Appreciate and respect personal experiences and and respect personal experiences and those of
Being through other people say. those of others. others.
the language

Warm up: (19) “Throw the cube”; with
words that express concerns.
Development: 1.- T gives a handout with a
wordsearch for Ss to find adjectives (annex
class 7a).
2.- T clarifies meaning of the words found in
the wordsearch from previous exercise. 3.- T
provides a handout (annex class 7b) for Ss to
complete the text with the words from the
box, according to the pictures.
Closure: Act. (35) "Snake
game" with the adjectives seen during the
class.
Activities
Warm Up: "Stand up/ sit down". T says
sentences in past tense e.g. "I played soccer" and
some others in present tense; if the sentence is
in past tense, Ss must stand up; if not, they
remain seated. Development: 1.-
T writes some ideas about personal experiences
(see annex class 8 -exercise 13), T adds some
questions for Ss to use as well; and encourages
Ss to make sentences with these ideas on their
index cards e.g. "I rode my bicycle".
2. Ss also choose a question and write it
on the card: e.g. What did you do yesterday?, T
monitors checking spelling and punctuation
conventions.
3.- Ss also, make cards with greetings and
farewells.
Closure: Act. (1) "Ball game"; T asks: "What did
you do yesterday?", Ss who catch the ball must
answer with one of the sentences they made.
Warm up: "Dictation competition". T divides the
class in 2 teams and passes a S from each team; T
dictates a greeting or a farewell; The first S who
writes the words correctly gets a point for his/her
team; if they say if it is a greeting or a farewell, the S
gets one more point. Development: 1.- Ss work in
pairs and make 3 decks (one for greetings, one for
farewells and one for sentences). They form
different dialogues in their places; and they take
turns to read a dialogue aloud.
2.- They share their game with another
pair of Ss, and they form and role play another
dialogue.
Closure: Act. (5) "Bag game"; with farewells,
greetings and personal experiences sentences cards.
T divides the class in 2 teams; taking turns Ss pass
and grab a card; they must read it and say, if it's a
"farewell", a "greeting" or "a sentence".

Rubric Rubric Rubric

Assessment
Instrument

Reads some sentences that express personal

Achievement Dictates and completes sentences and words. experiences to take the role of the speaker in a Respects turns of participation in a dialogue.
conversation.

Material & Cube, annex class 7a and annex class 7b Annex class 8, material to make the product and Card Game and a bag.
Space (handouts). a ball.

Bring index cards, markers and material they

Homework want to use, to prepare the final product.

Reflection
Notes: