MINED – Lesson Plan Format A 05-07-2021

A. Lesson Plan Information 1st

B 05-07-2021

C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 45 minutes.

Unit 3: Colors.

Topic: V: Colors: red, blue, green, yellow, orange, purple.

G: It’s + (color).

S: What color is it? It’s + (color)

L: Listen and color.

B. Performance Indicator
a. The student identifies vocabulary about colors and environment through images and audios.
b. The student tells the colors of objects.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The kids watch the video called “My favorite color is…” I play the video on my
laptop to be shown on the board through the overhead projector. (10 min)
2. Review: Through slides the kids review with me the correct pronunciation and recognition of colors
and the grammar “my favorite color is…” (5 min)

Middle Activities

3. Grammar: It’s + (color). Through slides I present to kids the grammar “It’s + (color).” I ask them to
repeat with me as I show them the slides. Then II show them the slides again and ask them to say
the sentences without my help. (10 min)

4. Speaking: What color is it? It’s + (color). Making use of slides I show to kids pictures of a banana,
lemon, ball, teddy bear, top, ice cream cone, and balloons making use of the colors studied so far.
I choose some kids at random and ask them the question “What color is it?” and motivate them to
answer “It’s + (color).” (10 min)

Closing Activity

5. Listening: Listen and color. I paste in the kids’ English notebook a piece of paper containing the
drawing of a rainbow without coloring. I ask kids to listen to the audio and color it making use of the
colors they hear. I play track 14 on my speaker. Then we check the answer through a slide. (10
min)
 MINED – Lesson Plan Format A 05-10-2021

A. Lesson Plan Information 1st

B 05-10-2021

C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 45 minutes.

Unit 3: Colors.

Topic: V: Colors: red, blue, green, yellow, orange, purple.

G: It’s + (color).

S: Sing the song: What color is the sky/the sun/an apple/grass? It’s + (color)

W: Color making use of the correct color.

B. Performance Indicator
a. The student identifies vocabulary about colors and environment through images and audios.
b. The student tells the colors of objects.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The kids participate in the dynamic called “action colors.” (10 min)
• Shake your head the color red.
• Twist your shoes to the color blue.
• Wiggle like Jello to the color yellow.
• Make your body lean to the color green.
2. Review: Through flashcards the kids review with me the correct recognition and pronunciation of
the grammar “It’s + (color).” (5 min)

Middle Activities

3. Grammar: It’s + (color). I show to kids the flashcard of yellow teddy bear by telling them “Look! It’s
a teddy bear. What color is it?” and motivate them to answer “It’s yellow.” Then I show them the
flashcard of a ball and ask them the same question. The same process is done with story book and
apple. (10 min)

4. Speaking: What color is the sky? I paste on the board the flashcard of the sky, sun, grass, and
an apple. I point to each flashcard and ask kids to repeat with me twice. Then by singing I ask kids
the question “What color is the sky?” and motivate them to answer “It’s blue, it’s blue.” The same
process is done with sun, grass, and apple. Once the kids have practice the song I ask them to
stand up and sing it with me. I play the audio track on my speaker. (10 min)
Closing Activity

5. Writing: Color making use of the correct colors. I paste in the kids’ English notebooks a piece
of paper containing the four drawings of the song. I ask them to color them using the correct colors.
(7 min)

D. Homework

Bring for next English class the following materials: a pot, colors, three drinking straws, glue, and
scissors. (3 min)
 MINED – Lesson Plan Format A 05-05-2021

A. Lesson Plan Information 2nd

B

C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 40 minutes.

Unit 2: Toys

Topic: V: Toys 2: helicopter, robot, plane, guitar, car, train.

G: I have a + (toy). It’s (color).

S: What do you have? I have a + (toy). It’s + (color).

W: Listen, draw, and color.

B. Performance Indicator
a. The student uses colors words to describe objects from their surroundings.
b. The student identifies specific words about toys from recordings.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The kids participate in the dynamic called “decoding lips.” I explain to them that
I am going to say a color without using my voice just simulating that I am speaking and they have
to decode the color by looking at my lips. (10 min)
2. Review: Using flashcards the kids review with me the correct pronunciation and recognition of the
toys words and colors. (5 min)

Middle Activities

3. Grammar: I have a + (toy). It’s + (color). Through flashcards I present to kids the grammar “I have
a + (toy). It’s + (color).” I ask them to repeat with me and then ask them to copy the two examples
in their notebooks. (10 min)
• I have a (robot). It’s (yellow).
• I have a (car It’s (green).

4. Speaking: What do you have? I have a + (toy). It’s (color). I give to each kid a piece of paper
containing the drawing of a toy. I explain to them that I am going to choose some kids at random
and I will ask them the question “What do you have?” and they have to answer “I have a + (toy). It’s
(color)” if they cannot answer the rest of the group will help him/her. (10 min)
Closing Activity

5. Writing: Listen, draw, and color. I write on the board three sentences that the kids have to
complete by listening to me. (10 min)
• I have a helicopter. It’s purple.
• I have a robot. It’s red.
• I have a car. It’s orange.
 MINED – Lesson Plan Format A 05-06-2021

A. Lesson Plan Information 2nd

B

C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 40 minutes.

Unit 2: Toys

Topic: V: Toys 1 and 2.

G: I have a + (toy). It’s (color).

R: Read and match.

W: Color the balls and write the words. Read the sentences. Draw the picture.

B. Performance Indicator
a. The student uses colors words to describe objects from their surroundings.
b. The student identifies specific words about toys from recordings.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The kids participate in the dynamic called “traffic light” I explain to them that
when I say the color red they have to stop, color green they have to run, and color yellow they have
to walk slowly. (10 min)
2. Review: Using flashcards the kids review with me the correct pronunciation and recognition of the
toys words and colors. (5 min)

Middle Activities

3. Grammar: I have a (toy). It’s + (color). I write on the board the sentence: I have a drum. It’s orange.
And ask kids to read the sentence for me. Then I ask them to copy the example in their notebooks.
(7 min)

4. Reading: Read and match. I give to each student a copy of the unit 2 level assessment. I explain to
them that in Activity 1 they have to read the words and match them with the correct picture. (5 min)

5. Writing: Color the balls and write the words. In activity 2 I explain to them that they have to look at
the two balls and read the color word that each one has and then they have to color them and write
below each one the word for the color. I monitor if students are doing the activity correctly. (7 min)

Closing Activity

5.1. Read the sentences. Draw the pictures. In activity 3 I ask kids to read the sentences,, draw and
color inside the square. I monitor to be sure the Ss are doing the activity correctly. (6 min)
D. Homework

Read, draw, and color. (5 min)

1. It’s a doll. It’s red.

2. It’s a teddy bear. It’s orange.
3. It’s a helicopter. It’s yellow.
4. It’s a robot. It’s blue.
 MINED – Lesson Plan Format A

A. Lesson Plan Information 3rd

B 05-05-2021
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 40 minutes.

Unit 3: I want to be a/an…

Topic: V: Professions 1 and 2.

G: a/an + profession.

W: Write “a” or “an.”

S: Dice game: Throw the dice and say the profession using “a” or “an”

B. Performance Indicator
a. The student identifies vocabulary about professions through audios, visual aids, and written forms.
b. The student recognizes key words from audios, conversations and interviews related to professions.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The Ss participate in the game called “hangman.” The words they have to guess
are: doctor, chef, pilot, and teacher. (10 min)
2. Review: Using flashcards the kids review with me the correct pronunciation and spelling of
professions. (5 min)

Middle Activities

3. Grammar: A/An + (profession). I write on the boar “A” and “an” and next to it I draw brackets and
write the corresponding letters for each word. After that I write three words on the board and explain
to Ss how to complete the gap by writing “a” or “an.” Next I ask Ss to copy the examples in their
notebooks. (10 min)
• A fire fighter.
• An astronaut.
• A teacher.

4. Writing: Write “a” or “an.” I write on the board eight words and explain to Ss that they have to
copy them in their notebooks and complete the gaps by writing “a” or “an.” I monitor and check to
be sure the Ss are doing the activity correctly. Then we check the answers on the board. (10 min)

Closing Activity

5. Speaking: Dice game: Throw the dice and say the profession using “a” or “an.” Through the dynamic
“Eeny, Meeny, Miny, Moe” I choose some Ss at random to pass to the front to throw two dices and
say the professions by making use of “a” or “an.” I give them help if necessary. (10 min)
 MINED – Lesson Plan Format A

A. Lesson Plan Information 3rd

B 05-06-2021
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 40 minutes.

Unit 3: I want to be a/an…

Topic: V: Professions 1 and 2.

G: a/an + profession.

R: Read and match the word with the correct picture.

W: Complete the crossword puzzle. Listen and write.

B. Performance Indicator
a. The student identifies vocabulary about professions through audios, visual aids, and written forms.
b. The student recognizes key words from audios, conversations and interviews related to professions.
C. Learning Strategies

Opening Activities

1. Warm-up activity: I ask Ss to tear out a sheet of paper and draw a profession in it. Then they have
to look for a classmate and paste the drawing on his back. Then they have to walk around and ask
his/her classmates the question “what profession is this?” He/she will answer with the correct word
for the profession drawn in the paper. (10 min)
2. Review: Using flashcards the kids review with me the correct pronunciation and spelling of
professions. (5 min)

Middle Activities

3. Reading: Read and match the word with the correct picture. I paste in the Ss’ English notebook
a piece of paper containing the pictures and words of professions. I ask Ss to read the words and
match them with the correct picture. I monitor and check to be sure the Ss are doing the activity
correctly. (6 min)
A nurse

A chef

A dentist

A fire fighter

A police officer

A teacher

A doctor

A waiter
4. Writing: Complete the crossword puzzle. I paste in the Ss’ English notebooks a piece of paper
containing a crossword puzzle. I explain to Ss that they have to look at the picture of the profession
and write the correct word by writing each letter in the correct square. I monitor and check to be
sure the Ss are doing the activity correctly. (12 min)

Closing Activity

5. Listen and write. I write on the board the word “dictation” and ask Ss to write them in their notebooks.
I explain to them that I am going to dictate for them six words on professions. Then we check the
answers on the board. (12 min)
1. A doctor.
2. A fire fighter.
3. A dentist.
4. An astronaut.
5. A pilot.
6. A teacher.
 MINED – Lesson Plan Format A

A. Lesson Plan Information 3rd

B 05-06-2021
C
Subject: English.
D
School: Centro Escolar Público LEIDEN. Time: 40 minutes.

Unit 3: I want to be a/an…

Topic: V: Professions 1 and 2.

G: I am a + profession.

W: Write sentences using “I am a…”

S: What do you do? I am a…

B. Performance Indicator
a. The student identifies vocabulary about professions through audios, visual aids, and written forms.
b. The student recognizes key words from audios, conversations and interviews related to professions.
C. Learning Strategies

Opening Activities

1. Warm-up activity: The Ss participate in the dynamic called “hot cabbage.” (10 min)
2. Review: Using flashcards the kids review with me the correct pronunciation and spelling of
professions. (5 min)

Middle Activities

3. Grammar: I am a + profession. I draw on the board a line on the board containing three boxes. I
the first box I write the personal pronoun “I” and in the second box I paste the flashcard of a teacher.
In the third box I explain to Ss how to structure the sentence. Once the sentences has been
structured I ask Ss to repeat with me and then copy the example in their notebooks. (8 min)

I I am a teacher.
4. Writing: Write sentences using “I am a…” I paste in the Ss’ English notebooks a piece of paper
containing four lines in which the Ss are going to write sentences making use of the grammar “I am
a…” I monitor and check to be sure the Ss are doing the activity correctly. (7 min)

I
Closing Activity

5. Speaking: What do you do? I am a… I draw a big square on the board and ask Ss to draw it in their
notebooks and then draw the profession they would like to be when they are older. Then I choose
some Ss at random and ask them the question “What do you do?” and they have to answer by
replying “I am a + (profession).” (10 min)

D. Homework

Complete the chart by drawing and coloring. (5 min)

I am a police officer.