Lesson plans

  

Docente:   Rosa María Nayeli Tenorio Mora                                                                          Campo Formativo:Lenguaje Inglés 

 

Grado y grupo: 2nd                            Fechas para desarrollar las actividades:  del 20 al 24 de abril

 

Disciplina:       Inglés                                     

 

Contenido: Can identify the vocabulary and match the words with the picture .

 

Eje articulador:  Lenguaje y Comunicación 

 

Metodología: Aprendizaje Basado en Proyectos Comunitarios 

 

 

Orientación didáctica: Writing

 

 

Criterios e indicadores de evaluación:

 

Indicadores de logro del proceso de desarrollo de aprendizaje.

Libreta de trabajo

Libro de texto -

Participación en clase

Exámenes parciales

Examen Trimestral

 

Productos finales: interactive activities, exercises in notebooks.

Recursos para el aprendizaje: worksheets, interactive activities, notebooks. 

 

 

 

 

 

Teacher´s name:   Rosa María Nayeli Tenorio Mora                                                Group: 2nd  B

Lesson plan number:     5                                   Week:20-24 april                Textbook unit: 7 lesson: 2

Functional communication objective: Maping ideas

Language focus: To reinforce writing and speaking skills.

Vocabulary of the week: fish, fox, kid, frog, wolf.

 

Session

Learning outcome

ACTIVITY

Resources

Evaluation of the lesson. 

Additional activites.

SESSION 1                 

 

 

 

 

 

 

 

 

 

 

 

 

 

  Students will recognize and correctly pronounce the words "frog," "fox," "kid," "wolf," and "fish."

OPENING ACTIVITIES: 

Song or short video about animals to capture attention.

Example: "Old McDonald Had a Farm" adapted to include the vocabulary animals

 

https://youtu.be/_6HzoUcx3eo?si=C3EBBJxD25AB4DQY

 

DEVELOPING ACTIVITIES: 

 

Show pictures of the animals and say their names out loud.

Students repeat after the teacher several times.

Associate each word with a gesture to reinforce memory (e.g., hopping for "frog")

Matching game: Provide students with cards showing pictures and words. They must match them correctly.

CLOSING ACTIVITIES  

Ask students what words they remember while showing the pictures

Computer

youtube

 

 

 Review vocabulary

 

SESSION 2 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  Students will match words with pictures and practice basic writing of the words.

OPENING ACTIVITIES: 

Quick review with flashcards. Show pictures and ask: "What is this?"

 

DEVELOPING ACTIVITIES: 

Coloring and tracing: Students receive worksheets with drawings of the animals and their names underneath (dotted lines for tracing).

Then, they practice writing the words in their notebooks.

Cards with pictures and words (placed face down). Students flip them to find matching pairs

CLOSING ACTIVITIES 

Repeat the words together as a group.

Computer

Power point presentation

cards

Say the word.

 

SESSION 3 

 

 

 

 

 

 

 

 

 

 

 

 

 

  Students will recognize vocabulary in short sentences and answer simple questions.

OPENING ACTIVITIES: 

 

Sing a simple song with the words (e.g., "I see a frog, I see a fox…").

DEVELOPING ACTIVITIES: 

Read short sentences with pictures: "This is a frog." "The fox is red."

Students repeat out loud.

Questions with visual support: "Is this a frog?" (show the picture) – Students answer, "Yes, it is" or "No, it isn’t."

CLOSING ACTIVITIES 

Pair work: One student shows a card, and the other says the word in English.

Computer

Youtube

Flash cards

 

 

 

SESSION 4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will identify words through group activities and follow instructions in English.

OPENING ACTIVITIES: 

Quick review with flashcards.

DEVELOPING ACTIVITIES: 

 

Assign roles: one student is the "frog," another the "fox," etc. The teacher gives instructions like “Jump like a frog” or “Run like a fox.”

Bingo cards with pictures and words from the vocabulary. The teacher says the words, and students mark them.

CLOSING ACTIVITIES 

 

Ask: "Which animal do you like?" and have students respond: "I like the wolf."

Bingo

 

 

 

 

 

 

 

 

 

SESSION 5, Friday,

 

 

Students will demonstrate their learning through creative activities.

OPENING ACTIVITIES

 

Quick review: Students say the words while the teacher shows pictures.

DEVELOPING ACTIVITIES: 

Drawing: Each student chooses an animal, draws it, and writes its name underneath.

Writing a sentence: "This is a ___." (with teacher support).

Visual dictation: The teacher shows pictures, and students write the corresponding word.

Extra points for writing a complete sentence.

CLOSING ACTIVITIES 

 

Group congratulations and presentation of drawings.

 

 

https://wordwall.net/resource/82033422

 

 

 

Wordwall exercise

 

                           

 

After working with the different methods, analyzing and supported by some apps and AI. My lesson plans changed. 


Task-Based Learning Lesson Plan: Coins

Topic: Penny, Nickel, Dime, and Quarter

Grade Level: Elementary (2nd–4th grade)

Language Focus: Vocabulary, speaking, and identifying U.S. coins

Time: 45–50 minutes

Objective

Students will identify and describe the coins penny, nickel, dime, and quarter and use simple English sentences to talk about money and values.

Materials

  • Real or plastic coins
  • Flashcards with coin images
  • Worksheet
  • Toy cash register or play money
  • Small classroom objects with prices
  • Projector or interactive game
  • Coin sorting chart

Pre-Task (10–15 minutes)

Goal:

Activate prior knowledge and introduce vocabulary.

Warm-Up

Teacher shows a small bag of coins and asks:

  • “What is this?”
  • “Do you use money?”
  • “What coins do you know?”

Show each coin one by one:

  • Penny = 1 cent
  • Nickel = 5 cents
  • Dime = 10 cents
  • Quarter = 25 cents

Use repetition and gestures.

Vocabulary Practice

Students repeat:

  • “This is a penny.”
  • “A quarter is twenty-five cents.”

Show visuals and compare sizes/colors.

Mini Game

“Touch the Coin”

Teacher says:

  • “Touch the dime!”
  • “Show me the nickel!”

Students point or hold up the correct coin.

Task Cycle (20 minutes)

Main Task: “Classroom Store”

Situation

Students work in pairs. One student is the cashier and the other is the customer.

Classroom objects have simple prices:

  • Pencil = 5 cents
  • Eraser = 10 cents
  • Sticker = 25 cents

Students must use coins to buy items.

Language Support

Write sentence frames on the board:

Customer:

  • “Can I buy a pencil?”
  • “How much is it?”

Cashier:

  • “It is 10 cents.”
  • “You need one dime.”

Teacher Role

  • Monitor communication
  • Help with pronunciation
  • Encourage speaking
  • Take notes of common mistakes

Post-Task (10–15 minutes)

Reporting Stage

Pairs present one purchase dialogue in front of the class.

Example:

Student A:
“Can I buy an eraser?”

Student B:
“Yes. It is 10 cents.”

Student A:
“Here is one dime.”

Reflection Questions

Ask students:

  • “Which coin is 25 cents?”
  • “Which coin is the smallest?”
  • “Was it easy or difficult?”
  • “What did you buy?”

Assessment

Students will be able to:

  • Identify the four coins
  • Match coins with values
  • Use simple speaking sentences during the store activity
  • Participate in pair communication

Optional Homework

Draw the four coins and write:

  • “A penny is 1 cent.”
  • “A nickel is 5 cents.”
  • “A dime is 10 cents.”
  • “A quarter is 25 cents.”

youtube video








































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