(NOMBRE DE LA ESCUELA)
CLAVE: (XXXXXXXXXX)
CICLO ESCOLAR 2017-2018
NATIONAL ENGLISH PROGRAMME IN BASIC EDUCATION CYCLE IV
LESSON PLAN – ENGLISH I
GRADE: / First Grade / GROUP(S): / DATE: / October 23rdto November 17th / UNIT: / 2 PART 1
ENGLISH TEACHER: / TIME: / 7 SESSIONS
SOCIAL PRACTICE OF THE LANGUAGE: / Understand and write instructions.
LEARNING ENVIRONMENT: / Academic and Educational.
SPECIFIC COMPETENCY: / Write instructions to use a bilingual dictionary.
ACHIEVEMENTS / CONTENTS / PRODUCT
DOING WITH THE LANGUAGE / KNOWING ABOUT THE LANGUAGE / BEING THROUGH THE LANGUAGE
  • Locates and reads the definitions of words both in English and Spanish.
  • Understands the use of upper case letters, lower case letter and abbreviations in dictionary.
  • Completes and writes sentences in order to organize them into a sequence, from a model.
  • Removes and/or adds information to edit an instructions manual.
/ Select and check bilingual dictionaries.
  • Identify purpose and intended audience.
  • Recognize graphic & text components.
  • Identify text organization.
  • Point out sections assigned to each language.
  • Identify entries and subentries.
  • Examine numbers and special characters and determine their use.
Understand the use of the textual components in bilingual dictionaries.
  • Locate words in English and in the mother tongue.
  • Read the definitions for words in English and in Spanish.
  • Understand the use that is given to lower and upper-case letters.
  • Establish type of word from an abbreviation.
  • Understand the instructions to use a bilingual dictionary.
Write instructions.
  • Classify types of words in table (e.g., nouns, adjectives).
  • List abbreviations.
  • Write a list of textual components.
  • Write sentences that explain how to use abbreviations and textual components.
  • Establish the number of instructions or steps.
  • Arrange sentences in a logical sequence.
  • Edit instructions.
  • Read to revise punctuation and spelling conventions.
  • Mark and clarify doubts.
  • Remove and/or add information to improve a text.
  • Write a final version.
/
  • Textual organization patterns: listings.
  • Typographic signs.
  • Arabic and roman numbers.
  • Abbreviations.
  • Articles, nouns, adverbs, adjectives and pronouns.
  • Connectors.
  • Verb forms: imperative.
  • Upper and lower case letters.
  • Punctuation.
/
  • Show curiosity and interest in searching and obtaining information.
  • Favor cooperation and integration in school work.
/ INSTRUCTION MANUAL TO
LEARN HOW TO USE
A BILINGUAL DICTIONARY
Stage 1
Select and explore bilingual dictionaries.
Stage 2
Determine the words, definitions and abbreviations the instruction manual will refer to.
Stage 3
Write instructions.
Stage 4
Order the sequence of instructions.
Stage 5
Edit the instructions and make a clean copy as the final version of the instruction manual.
Stage 6
Display the instruction manuals on a visible place, so they can be read.
ACHIEVEMENT(S): / 1 / Locates and reads the definitions of words both in English and Spanish.
PRODUCT STAGE(S) : / 1 / Select and explore bilingual dictionaries.
CONTENTS / SESSION / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Select and check bilingual dictionaries.
Recognize graphic & text components.
Identify text organization.
Understand the use of the textual components in bilingual dictionaries.
Locate words in English and in the mother tongue.
Read the definitions for words in English and in Spanish.
Textual organization patterns: listings.
Show curiosity and interest in searching and obtaining information.
Favor cooperation and integration in school work. / 1 / Introduction / 10 min. / T writes a few discussion points on the board about dictionaries:
  • Who uses dictionaries?
  • How often do you use a dictionary when you are learning English?
  • What kind of dictionary do you use?
  • What kind of information can you find in a monolingual English dictionary?
  • Can they help you learn? How?
  • What kind of dictionaries do you know?
Ss share their ideas or have a class discussion. / Lead-in: To introduce the topic. / Whiteboard / Teacher  whole class
KNOWING ABOUT THE LANGUAGE
Development / 20 min. / T put Ss into small teams and givesthem a different type of dictionary (dictionaries for kids like the picture dictionary, monolingual, bilingual, specialized, thesaurus, etc.).Ss explore them and make a list of
3-5 parts.
Ss look up and write on their notebooks the definitions of the following words: “dance”, “he”, “never” and “beautiful”.
Ss look up and write on their notebooks the English translation of the following words: “Amistad”, “Leer” and “Sustantivo”. / To raise Ss’ awareness of the information they can find in a dictionary. / Different types of dictionaries. / Group work
BEING THROUGH THE LANGUAGE
Checking for understanding / 10 min. / Ss share what they found with others. / To favor cooperation and integration. / (none) / Pair work
(Teacher monitors)
Closure / 5 min. / T let Ssknow they will be writing an instructions manual for using a bilingual dictionary as a product.
Homework: Bring an English-Spanish dictionary. / To raise Ss’ awareness of the characteristics of the product. / (none) / Teacher  whole class
ACHIEVEMENT(S): / 2 / Understands the use of upper case letters, lower case letter and abbreviations in dictionary.
PRODUCT STAGE(S) : / 2 / Determine the words, definitions and abbreviations the instruction manual will refer to.
CONTENTS / SESSIONS / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Understand the use of the textual components in bilingual dictionaries.
Establish type of word from an abbreviation.
Understand the instructions to use a bilingual dictionary.
Abbreviations.
Articles, nouns, adverbs, adjectives and pronouns.
Show curiosity and interest in searching and obtaining information.
Favor cooperation and integration in school work. / 2 / Introduction / 5 min. / T writessome parts of the dictionary on the board and asksSs to read it aloud. Then get Ss to guess what they think the lesson is going to be about. / Lead-in: To introduce the topic. / Dictionaries / Teacher  whole class
Development / 25 min. / Ss use their dictionaries to identify the following elements: word entry, abbreviations (part of speech or function); language style (BrE, AmE), pronunciation, meaning and example sentence.
Ssdo a matching and gap-filling activity about the parts of a bilingual entry.Early finishers might help writing on the boardthe answers. / To identify dictionary parts and parts of speech. / Dictionaries
Worksheet / Individual work
Checking for understanding / 10 min. / T asksSs to give examples of abbreviations, pronunciation (phonetic symbols) and example sentences. / To evaluate Ss’ reading comprehension. / Dictionaries / Individual work
Closure / 5 min. / T gives feedback on the parts of a bilingual dictionary entry. / Toclarify any doubt about the topic. / Whiteboard / Teacher  whole class
KNOWING ABOUT THE LANGUAGE / 3 / Introduction / 5 min. / T providesSs with stripes of paper with parts of speech (e.g. nouns, adverbs, adjectives andpronouns).Ss write on their stripes 3 examples.
Ss read them aloud. / Lead-in: To input and practice parts of speech. / Stripes of paper and dictionaries / Individual work
Development / 15 min. / T puts Ss into teams of three. T writes 2 complex sentences on the board: “I play volleyball very well” and “That girl is very attractive and beautiful”.
T encourages Ss’ reflection on the relevance of distinguishing the part of speech to determine meaning through examples in sentences. / To infer meaning of the words. / Whiteboard
Dictionaries / Group work
Checking for understanding / 15 min. / Ss play a game called “Stop”. Each team draws a table with 4 columns (nouns, adverbs, adjectives and pronouns). Then, one S is going to say the alphabet quietly in his/her mind and another S has to say “Stop” at any time. The S tells the letter. / To helpSs understand the parts of speech. / Dictionaries / Group work
Closure / 10 min. / Ss classify a list of words according to its part of speech in a table. / To revise part of speech. / Worksheet / Individual work
BEING THROUGH THE LANGUAGE / 4 / Introduction / 10 min. / Ss talk about the abbreviations they know.
Ss make list of 5 abbreviations in a dictionary. / To introduce the topic. / Dictionaries / Pair work
Development / 20 min. / Ss do a matching activity about the most common abbreviations in a bilingual dictionary. / To introduce new vocabulary. / Worksheet
Dictionaries / Pair work
Checking for understanding / 10 min. / Ss play a True or False gameusing the dictionary. Ss find three words and write theirabbreviations.
T asks Ss to include a false abbreviation. Another S has to guess what abbreviation is incorrect. / To revise abbreviations. / Dictionaries / Pair work
(new partners)
Closure / 5 min. / Homework: T asks Ss to visit for the next class. / To learn new vocabulary. / (none) / Teacher  whole class
ACHIEVEMENT(S): / 3
4 / Completes and writes sentences in order to organize them into a sequence, from a model.
Removes and/or adds information to edit an instructions manual.
PRODUCT STAGE(S) : / 3
4
5 / Write instructions.
Order the sequence of instructions.
Edit the instructions and make a clean copy as the final version of the instruction manual.
CONTENTS / SESSIONS / TIMING / PROCEDURE / AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / Write instructions.
Write a list of textual components.
Write sentences that explain how to use abbreviations and textual components.
Arrange sentences in a logical sequence.
Edit instructions.
Read to revise punctuation and spelling conventions.
Mark and clarify doubts.
Remove and/or add information to improve a text.
Connectors.
Verb forms: imperative.
Punctuation.
Favor cooperation and integration in school work. / 5 / Introduction / 5 min. / T put Ss into teams of four.Ss discuss the parts of the bilingual dictionary that would be necessary to include for writing a manual of instructions. / To discuss about the product content. / (none) / Group work
Development / 15 min. / Ss discuss how to use a dictionary.
Ss make a list of the most important instructions. / To identify instructions. / Handouts / Group work
Checking for understanding / 20 min. / Ss write instructions for a dictionary (manual). / To revise imperative sentences. / (none) / Group work
Closure / 5 min. / T gives feedback on instructions for the manual. / To improve Ss’ performance. / Whiteboard / Teacher  whole class
KNOWING ABOUT THE LANGUAGE / 6 / Introduction / 5 min. / T writes on the board some instructions such as: “Open you book”, “Click here to send a message”, “Do not use elevators”, etc.
T asks Ss where they can find these instructions. / Warmer: To get Ss ready to learn. / Whiteboard / Teacher  whole class
Development / 15 min. / Ss analyze some manuals and underline instructions and circle connectors such as first, second, third, next, then, finally, etc. / To introduce connectors. / Handouts
Manuals / Group work
Checking for understanding / 20 min. / Ss arrange the instructions that they wrote the last session in a logical sequence. Ss discuss and determine the relevance of the instructions and order. / To sequence instructions. / Students’ notes / Group work
Closure / 5 min. / T emphasizes the use of connectors to give sequence to the steps to be followed. T gives feedback on connectors. / Toclarify any doubt about connectors. / Whiteboard / Teacher  whole class
BEING THROUGH THE LANGUAGE / 7 / Introduction / 10 min. / T asks Ss to write a list of characteristics of a well-structured manual. / To discuss about the characteristic of a manual. / (none) / Teacher  whole class
Development / 5 min. / Each team evaluates their manual. / To get self-evaluation. / Check list / Group work
(Teacher monitors)
Checking for understanding / 15 min. / Ss exchange their manuals for peer correction.
T asks Ss to verify that instructions are clear and logical. / To get peer evaluation. / Checklist / Group work
(Teacher monitors)
Closure / 15 min. / Ss edit and correct mistakes in order to prepare the final version of their manuals. / To edit and correct mistakes. / (none) / Group work
ACHIEVEMENT(S): / - / -
PRODUCT STAGE(S) : / 6 / Display the instruction manuals on a visible place, so they can be read.
CONTENTS / SESSION / TIMING / PROCEDURE / STAGE AIMS / AIDS AND MATERIALS / INTERACTION PATTERN
DOING WITH THE LANGUAGE / 7 / 5 min.
5 min.
30 min.
5 min. / Each team displays the manual in the classroom.
Ss walk around and read each other’s manuals.
T assigns turns of participation sothat Ss get to explain their manual and listen and ask questions to their classmates.
T explains to Ss that their manuals will remain in the classroom for future dictionary use reference. / To present products and evaluate them. / Rubric and check list. / Team work
(Teacher monitors)
KNOWING ABOUT THE LANGUAGE
BEING THROUGH THE LANGUAGE