Lesson plans and materials

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a) Lesson Plans and Materials
1) Lesson plan 1
Teaching Planning Villa Paraíso Bilingual School
English Department
T. Marianela Solano Quirós
Level: First grade Time: 80 min Date: June 17th
Topic: Unit 4: This is my house! Textbook: Fireflies 1
Objectives: Students will be able to:
1. Mentioned prepositions of place
2. Recognize the difference between there is and there are by giving examples
3. Apply there is for singular nouns and there are for plural nouns
4. Recognize question in singular to know the place or position of items
5. Answer question in singular to know the place or position of items using preposition of
place (It is ….)
Stage Objectives Procedures Assessment
Criteria
Materials Time
Warm-up -Get to know each other:
Students have a little piece
of paper with the name of a
classmate on it. Each
student describes the person
they have and the rest of the
class guess who it is.
Little pieces of
paper with the
name of all the
first graders.
15 min
Presenta-
tion
1. -Ss write on their English
notebooks today´s date and
the instructions for today´s
topic: Review on there
is/are, singular questions
with where, and
prepositions of place.
-There
is/are
-where
is…? It
-Chalk-board and
chalk
10 min

1
2,3
1,4,5
2. -Ss pay attention to the
teacher´s explanation on
there is/are, and give
examples to her of items
that are in the classroom or
in other classrooms
3. -Ss pay attention the
teacher´s explanation on the
singular questions to ask the
place of things and the
different prepositions of
place that can be used to
answer them (Ss mention
the preposition of place). Ss
and teacher create examples
and then write them on the
English notebook.
is……
On, in,
behind,
under, next
to.
5 min
5 min
Practice 3
4,5
4. – Ss complete the
Worksheet 1: there is /are
following the instructions of
the teacher.
Worksheet 2: where is?... it
is… , following the
instructions of the teacher.
-Copies of
worksheet 1 and
worksheet 2 .
10 min
10 min
Consolid
ation
1,4
2,3
6. - Ss play bingo to practice
prepositions. The teacher
mentioned the position of
the ball or rabbit and Ss try
to find it on their bingo
cards. At the end, some are
asked about the position of
the rabbit or ball in their
bingo cards, for example:
Teacher: where is the
rabbit? Ss: the rabbit is on
the table.
7. –Ss look to the poster on the
board and mention using
there is and there are what
they see on it.
- go to this link
http://www.toolsf
oreducators.com/
bingo/preposition
s.php and print
the bingo cards
-chocolates for
the bingo
winners.
-A zoo poster
10 min
10 min

2
Lesson Plan reflection 1: This was a good class; Ss showed that they need to study more,
specially the prepositions of place. Ss loved the bingo game.
Closing 8. Ss give their notebooks and
folder to the teacher so she
can check the work done
and give feedback to the Ss.
5 min

3
Worksheet 1
 Instructions:
1. Ss tick A or B if the statement belongs to picture A or B. For example: There is one
cake in picture A (Ss tick A).
2. SS write the correct sentence and then match it with the picture ( Ss can color the
pictures)
T. Marianela Solano

4
Worksheet 2
Instructions:1) Ss color the pictures in color the preposition of place
2) Ss answer the questions using the prepositions as it is in the example.
Where is the lady bug? It is next to the rock.
Now it’s your turn. Answer the questions
Where is the ant? the flower pot.
Where is the bee? the wood log.
Where is the spider? the leaf.
Where is the ant? the flower.
T. Marianela Solano

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2) Lesson plan 2
English Department
Level: First grade Time: 80 minutes Date: June 18th
Topic: Unit 4: This is my house textbook: Fireflies 1
1. Mentioned the parts of the house
2. Write parts of the house
3. Name the furniture vocabulary
4. Answer question in singular to know the place or position of nouns, parts of the house or
furniture using preposition of place and the furniture or parts of the house vocabulary (It is ….)
Criteria
Materials Time
Warm-up - Ss imagine that they have
a ball on their hands. They
must move the imaginary
ball following the teacher
instructions. E.g. move the
ball to the right ( stretch
arms), move the ball to the
left(stretch arms), put the
ball under the chair (stretch
the bag, legs and arms) turn
with the ball to the right,
and so on.
-Prepositions
of places
10 min
Presenta-
tion
1
2
3. -Ss write on their English
topic: Review on parts of
the house and furniture,
where is..?/it is…, and
prepositions of place.
4. -Ss carefully watch, listen
and repeat the different
parts of the house point by
the teacher on the poster
5. -Ss watch, listen and repeat
the furniture items point by
-living room,
bathroom,
bedroom,
kitchen,
garage,
dining room
-where is…?
It is..
On, in,
behind,
under, next
to.
-Furniture
-Chalk-board
and chalk
-Poster parts of
the house
10 min
5 min
5 min

6
Lesson plan reflection 2: the warm up was a good activity to active students, a TPR activity,
the idea was that Ss would stretch as much as possible. Ss loved the memory game but it is
important to involve all students sometimes the same kids answer the pairs, so try to involve all
students and motivate the shy kids to participate.
the teacher on the poster vocabulary
Practice 4,3
1,2,,4
1,2,4
6. – Ss answer the teacher´s
questions (where
is…furniture
vocabulary…?) using
prepositions of place ( it is
on/in/under/behind/next to
the ...)
7. -Ss complete the Worksheet
1: where is..? it is…
furniture vocabulary,
following the instructions of
the teacher.
Worksheet 2: parts of the
house, following the
instructions of the teacher.
-furniture
vocabulary,
prepositions
of place and
parts of the
house.
-Copies of
worksheet 1 and
worksheet 2.
10 min
10 min
10 min
Consolia-
tion
3 9. –Memory game: All the ss
play the furniture
vocabulary memory game
.of. The Student who
guesses the pairs wins
prices.
-memory game
link.
http://www.eslg
amesplus.com/f
urniture-
vocabulary-
memory-game-
for-esl-practice/
-candy for
winners
15 min
5 min

7
Worksheet 1
 Instructions: Look at the picture and answer the questions using the following
preposition of place.
PREPOSITIONS OF PLACE: IN, ON, UNDER, NEXT TO
1) Where is Ghost number 1? It’s in the box.
2) Where is Ghost number 2? ________________________________________________
3) Where is Ghost number 3? ________________________________________________
4) Where is the computer? __________________________________________________
5) Where is the pencil? _____________________________________________________
6) Where is the recorder? ___________________________________________________
7) Where is the radio?______________________________________________________
8) Where is the cat?________________________________________________________
9) Where is the cowboy hat?_________________________________________________
10) Where is the bag? ______________________________________________________
11) Where is the mobile phone? ______________________________________________
12) Where is the book? ______________________________________________________
T. Marianela Solano

8
Worksheet 2
Instructions: 1)Ss name the parts of the house using the vocabulary in the box
2)Ss complete the sentences and then answer the questions using the parts of the house
vocabulary
T. Marianela Solano

9
3) Lesson plan 3
English Department
Level: First grade Time 80 minutes Date: June 19th
Topic: Unit 4: This is my house Textbook: Fireflies 1
1) Identify the use of each singular demonstrative pronouns
2) Correctly apply the singular demonstrative pronouns in speaking activities or writing
activities
3) Write the singular demonstratives pronouns
Criteria
Materials Time
Warm-up - Ss draw a picture of their
house in a piece of paper,
when they finish drawing
they sit in a circle and they
all make a collage with
everybody’s draws while
they describe it.
-Parts of the
house
-Pieces of paper
( half of paper
for each one)
20 min
Presenta-
tion
1
1
-Ss write on their English
topic: Review singular
demonstrative pronouns
-Ss carefully watch, listen
and repeat the examples
given by the teacher using
“this is”. Ss copy the
examples on their
notebooks and then they
orally create more
examples.
-Ss carefully watch, listen
and repeat the examples
given by the teacher using
“that is”. Ss copy the
examples on their
-This is a….
-That is a….
-Chalk-board
and chalk
10 min
5 min
5 min

10
Lesson plan reflection 3: This is an easy topic for kids, they seem like they studied or that they
remember very well the topic, so they finish activities very fast, it would be better to plan more
activities or to review other topics to use time wisely.
notebooks and then they
orally create more
examples.
Practice 3
1,2,3
-Ss practice singular
demonstratives writing on
worksheet 1.
-Ss complete worksheet 2:
Ss match the sentence with
the picture
This-that -Copies of
worksheet 1 and
worksheet 2.
10 min
10 min
Consolia-
tion
1,2 -There is a line draw on the
floor dividing the classroom
in two, one side has written
This and the other side has
written That. Ss stand on the
line next to each other, they
look to teachers pictures and
if it is a picture using this
they step to the front (“this”
side) and if there is a picture
using that they step back (
to the “That” side). Ss who
mistake lose points, the 3 ss
with less lose points win a
price.
-Chalk,
chocolates,
pictures using
This and That
15 min
5 min

11
Worksheet 2
T. Marianela Solan
THIS, THAT
Match the pictures with the correct sentence drawing a line.

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4) Lesson plan 4
English Department
Level: First grade Time: 80 minutes Date: June 20th
Topic: Unit 4: This is my house Textbook: Fireflies 1
1) Mentioned the numbers from 6 to10
2) Write the numbers from 6 to10
3) Name the numbers from 6 to 10
Criteria
Materials Time
Warm-up - - - 15 min
Presenta-
tion
1,2
topic: Review numbers
from 6 to 10
-Ss carefully watch how to
write the numbers from 6 to
10, listen and repeat the
numbers from 6 to 10.
-Ss copy each number in
their notebooks and draw
items for each number ( for
example 6: six: they draw
six apples)
To mention
the numbers
from 6 -10
-Chalk-board
and chalk
10 min
5 min
5 min
Practice 1,2
1,2,3
-Ss complete worksheet
number 1: trace the numbers
-Ss complete worksheet
number 2: write the
corresponding number and
name next to each group of
items
Writing
numbers 6-
10
-Copies of
worksheet 1 and
worksheet 2.
10 min
10 min
Consolia-
tion
2,3 - Ss are provided with a Key
mold and color papers. Each
ss must cut five keys of
different colors, when the
keys are cut ss write on each
key numbers from 6 -10,
then Ss put the keys
Writing
numbers 6-
10
-molds of keys
(Worksheet 3),
color foam
papers, scissors,
and string.
20 min

13
Lesson plan reflection 4: The kids had a lot of fun making the keys; nevertheless it took more
time than expected so some students had to take it for homework.
together with a string.
5 min

14
Worksheet 2
Numbers
Count, write, and color.
Five

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T. Marianela Solano
Worksheet 3
Key model
Key Sample
Final Product

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5) Lesson plan 5:
English Department
Level: First grade Time: 80minutes Date: June 21st
Topic: Review Unit 4: This is my house Textbook: Fireflies 1
1. Identify Parts of the house by matching the
2. Identify things in the house
3. States there is/are to talk about the existence of things
4. Show comprehension of the use of questions in order to ask the place of things
5. Recognize prepositions of place
6. Show comprehension of the correct use of the singular demonstrative pronouns (this-that)
7. Apply writing of number from 6-10
Stage Objectives Procedures Materials Time
Warm-up Introduction of the class: each student
shares how they feel today and what they
would like to do.
5 min
Presenta-
tion 6
5
3
- Ss write on their English notebooks
today´s date and the instructions for
today´s topic: Review unit 4.
-Ss identify what that and this mean and
their function. Once that is clear, ss place
-Chalk-board
-pictures of
this/that
-The words
this/that for each
10 min

17
the words they have on their desks to the
correct picture on the board; ss must
organize the “that” and “this” in the
corresponding picture.
-Review on prepositions of place: Ss
along with the teacher discuss the uses of
prepositions and mention some of them.
T. reviews there is/are
ss 10 min
Practice 2
4
5
1
-The teacher give some instructions or
commands that Ss follow; using the
prepositions of place the teacher asks the
ss to do something and the ss must do it;
for example: sit on the chair, go under
the desk, stay next to the table, go
behind the chair.
-Under the desk, each ss has picture
portraying a part of the house; the
teacher has a list of those parts; when the
teacher asks for one of the parts of the
house the st who has it goes to the board
and puts it in the corresponding zone.
Three houses must be “built” at the end
of the activity.
-After the houses are built, the teacher
asks Ss about the position of some
objects s/he asks where is_____? Ss
specify in which room the object should
be placed, and the ss who has the
specific item put it in the correct area of
the house; for example: where is the
stove? SS/ the stove is in the kitchen,
and the ss who has the stove goes to the
board and puts the stove in the kitchen of
the house.
-list of
instructions
.parts of the
house for each ss
-things of the
house for each ss
5 min
15 min
Produc-
tion
7,3 -Ss read a paragraph and draw what it is
being described on the reading ( it means
that ss draw a house and some things
that are in the house in specific places)
-Ss listen to the song and retell what it
was about
-Ss have a worksheet with grouped
-Reading
Worksheet:
My house
-white
pieces of
paper for
each ss
15 min
10 min

18
items, they have to count how many
things each group has, and write the
number next to each group.
-Numbers
Worksheet
Closing -Ss talk about the activity they enjoyed
the most and what they learned in
today´s class
5 min
T
Lesson Plan reflection 5: It was not enough time for all the activities like the listening,
and some of them had to be changed because of its complexity like the reading where I
had to guide them step by step.
Lesson Plan 5 materials:
1)
Activity1. Pre-reading. Tell me, how is your house?
Activity2. Read and comprehend.
My House
I have a beautiful house. Do you want to know what is in my
house? Well, in my house there is a kitchen; in the kitchen there
is stove, a sink, and a fridge. Next to the kitchen there is the living
room, there is the sofa and there are two lamps next to the sofa,
there is the TV in front of the sofa. There is also my bedroom;
there is a bed, and a closet. Where is the shower and the toilet?
Well, in the bathroom there is the shower and the toilet and there
are two mirrors. I also have a garden, in the garden there are flowers
and there is my dog, his name is Luli.
Activity3. After-reading. Do you like my house?. Try to draw my house.

22
6) Lesson plan 6:
English Department
Level: First grade Time: 80minutes Date: July 22nd
Topic: Unit 5: Lots of animals Textbook: Fireflies 1
1. Mentioned the zoo animals
2. Identify different animals of the zoo
3. Write the name of the zoo animals
4. Discriminate the zoo animals and their sounds
5. Reproduce in English the name of the zoo animals
Stage Objectives Procedures Materials Time
Warm-up -Ss share how was their vacation. What they
did, the places they visited, etc.
5 min
Presenta-
tion
1
2,5
3
- Ss write on their English notebooks
today´s date and the instructions for today´s
topic: zoo animals
- Ss mention some zoo animals .Ss can share
their experiences in the zoo, the animals
they saw in the zoo or that they know that
are in a zoo.
-Ss look at the pictures shown by the
teacher. They say the name of the animal,
listen to the teacher that is mentioning the
name of the animal and repeat after her.
When all the pictures are on the board ss
repeat after the teacher the name of the
animals again.
-Ss listen to the teacher and watch how to
write the name of the zoo animals.
-Pictures of the zoo
animals: tiger,
penguin, elephant,
giraffe, monkey,
lion, zebra, hippo,
bear, panda, seal,
kangaroo, polar
bear, ostrich, koala,
gorilla
10 min
10 min
5 min
10 min
Practice 3
2
- On worksheet 1, Ss spell, after the teacher ,
the name of the animals, then SS write next
to the picture the name of each animal, after
writing Ss color each animal.
-On the worksheet 2, Ss circle the zoo
animals and put a sticker on the animals that
are not from the zoo.
-Worksheet 1:
copies of the zoo
animal faces.
-Worksheet 2:
picture of animals
in a zoo.
-zoo stickers
15 min
15 min
Production 2,5 -Ss listen to the zoo animals sounds, after
each sound the ss mentioned the name of the
corresponding animal.
-Sound of some
animals (Iphone
app)
5 min

23
1,4 -In pairs ss have a picture of a zoo animal,
each pair must name the animal and produce
the sound to the rest of the class. For
example: This is a lion, ruar.
-pictures of animals
for each pair
10 min
Closing - Ss give their notebooks and folder to the
teacher so she can check the work done and
give feedback to the Ss.
5 min
Lesson plan reflection 6: I planned activities for 90 minutes instead of 80 thinking of student’s fast
performance, and actually there was enough time to complete all the activities planned, Ss need to
first recognize the zoo animals and try to write their names that is why the activities were less
interactive, tomorrow the will practice more this vocabulary.

24
Worksheet 2.
Instructions: Circle the zoo animals and glue a sticker on the ones that are not
T. Marianela Solano

25
 Zoo animal stickers
Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo

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7) Lesson plan 7:
English Department
Level: First grade Time: 80minutes Date: July 23rd
1. Mentioned the zoo animals
2. Reproduce orally the zoo animals name
3. Recognize the zoo animal´s name and picture by listening or writing activities
4. Match the zoo animal with its name
5. Write the name of the zoo animals
Criteria
Materials Time
Warm-up - Yoga time: zoo animal’s
yoga positions are taught to
the kids; they are supposed
to follow the teacher
movements and called each
pose by its animal name.
-Animal yoga
positions
20 min
Presenta-
tion
1,2,3
topic: zoo animals
-Ss carefully watch the
pictures of animals, listen
and repeat the names of
echo one, and write the
name in their notebooks.
-zoo animals:
tiger,
penguin,
elephant,
giraffe,
monkey, lion,
zebra, hippo,
panda, polar
bear, seal,
kangaroo,
ostrich, koala,
gorilla.
-Chalk-board
and chalk
-Zoo animals
pictures
10 min
10 min
Practice 3,4
3,5
-Volunteers go to the board
and organize the pictures
with the name of the
animals on the board
-Ss match the animal with
the name, worksheet 1
-Copies of
worksheet 1.
10 min
10 min

27
6. R
7.
Lesson Plan 7 reflection: more interactive activities were needed for this class, nevertheless kids
always have fun w with bingo games specially because they win prices.
Consolia-
tion
1,3 -SS play the zoo bingo. -bingo cards,
chocolates.
15 min
5 min

28
Worksheet 1 : match the words in the box with its corresponding picture
What animals can you see at the zoo?
T. Marianela Solano
A lion
A snake a bear a lion  a zebra
An elephant a giraffe a penguin a monkey
A panda a kangaroo a camel a tiger

34
8) Lesson plan 8:
English Department
Level: First grade Time: 80minutes Date: July 24th
1) Repeat sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames)
2) Recognize the verb to be using (“it is” and “they are”,
3) Complete sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames)
4) Recognize the zoo animals
5) Apply the verb to be (“it is” and “they are”, and answer questions with the sames)
Criteria
Materials Time
Warm-up 4 - Ss watch the video and
repeat
-zoo animals
pronunciation
http://on.aol.co
m/video/zoo-
animals-
vocabulary-and-
pronunciation-
82918998
5 min
Presenta-
tion
1
topic: verb to be
-Ss pay carefully attention
to the teacher explanation
on verb to be. Teacher gives
examples and SS copy all in
their notebooks
-Ss look at the pictures and
repeat the sentences in verb
after the teacher
- It is a lion.
They are
monkeys. Are
there any
lion? Yes,
there are /
No, there
aren´t. Is
there a bear?
Yes, there is.
No there isn´t
-Chalk-board
and chalk
-zoo animals
pictures
10 min
10 min
5 min
Practice 1,2 -Ss are asked about animals
that are or are not in the
poster, they must answer
-zoo animals
poster, book
10 min

35
8. R
9.
Lesson Plan 8 reflection: Definitely there was not enough time to practice more the verb, they
expend more time than expected on the mask, when they had to apply the verb to be I may say that
half of the group had difficulties but I have to admit that there was not enough practice that day, they
did ok, but it would be better to practice more. Worksheet 1 is not available in this project, it was
provide by the mentor teacher.
2,3
correctly or repeat the
teachers answer.
-Ss work on unit 5 of the
book (verb to be pages)
10 min
Consolia-
tion
4
1,2,5
-SS choose a paper from the
bag, read the name of the
animal and get in pairs with
the peer that has the same
animal, take a mask model,
and create their own mask
(as creative as the want, but
not losing the main idea=the
animal chose).
-Ss sit in a circle, each ss
present his/her peer(e.g. it is
a tiger, I t is yellow) after all
kids present their peer,
teacher will randomly ask a
kid for the name of another
couple of animals ( e.g.
Teacher: are they lions?, no
they are tigers, or yes they
are lions)
-mask models of
zoo animals,
color papers,
paper plates,
string, glitter,
scissors, glue,
pictures of zoo
animals masks
For more
instructions:
http://www.first
palette.com/Craf
t_themes/Anima
ls/paperplateani
mals/paperplatea
nimals.html
15 min
10 min
5 min

36
9) Lesson plan 9:
English Department
Level: First grade Time: 80minutes Date: July 26th
1) Give examples of sentences using the verb to be (“it is” and “they are”, and questions/answers with
the sames)
2) Recognize the verb to be using “it is” and “they are”
3) Complete sentences using the verb to be (“it is” and “they are”
4) Recognize the zoo animals
Criteria
Materials Time
Warm-up Civic Act 40 min
Presenta-
tion -Ss write on their English
topic: verb to be
-Ss pay carefully attention
to the teacher´s review on
verb to be. Teacher gives
examples and SS copy all in
their notebooks
- It is a lion.
They are
monkeys. Are
there any
lion? Yes,
there are /
No, there
aren´t. Is
there a bear?
Yes, there is.
No there isn´t
-Chalk-board
and chalk 10 min
10 min
Practice 1,2 -Ss complete worksheet 1;
complete using “it is” and
“they are”
-worksheet 1 10 min
Consolia-
tion
4 - Ss walk around the class
when they listen to the
teacher saying “It is a___”
they must stop and start
mimic the animal
mentioned ( it is a monkey),
when the teacher say go the
continue walking, and when
the teacher say “ they are
15 min

37
10. R
11.
Lesson Plan 8 reflection: Today´s class was different because Ss had to attend the “Acto Cívico”,
after they came back all the activities planned were performed and they achieve the objectives
(#)____” they must get in
couples or trios depending
on the number mentioned.
For example: they are 3
lions, so Ss get in trios, the
ones out of the trio lose
points.
5 min

38
Worksheet 1.
Look at the pictures and answer they ARE or it IS
It is an apple.
They are apples.
______________ an orange.
______________ oranges.
______________ a banana.
______________ bananas.
______________ grapes.
T. Marianela Solan

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