SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2016-2017

LESSON PLAN
MAY 02 TO MAY 24
School’s name: CCT: Instructor’s name: ID:
Grade and unit: Product: Social practice:
5th Grade Unit 5 Product A Questionnaire Read and record information to design questionnaires and reports

Environment: Specific competence:

Academic and educational Record information about a topic to design a questionnaire

Stage(s): Doing with the language (Activities): Knowing about the

 eSelect a topic of interest
to ask questions
language (Background):
Session 1 Vocabulary:
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.  questions
 questionnaire
10 minutes
Prepare with anticipation a recording, a presentation, a written dialogue or write a dialogue on the board where
two persons are having a conversation based on questions and answers (questionnaire) related to the things
students do at school, have the students listen to the conversation either by presenting it or by reading it aloud and
ask the students: “What are the persons doing?”, “What is the topic of their conversation?”, ask volunteers to
answer. You could use the following link to be presented or you could use samples of written conversations.
https://goo.gl/uDPx8
Ask the students to mention the purpose of making questions, (answers may vary). Provide examples if required.
(E.g. to have information about other persons, etc.)

20 minutes
Copy the following table on the board and working in pairs the students will write 3 questions related to the
conversation they just heard. Play or read the conversation again if necessary.

Questions
1.
2.
3.

Give them enough time to work, when they finish ask for participation to write the questions on the board.
Play or read again the conversation in order to check the questions.
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 10 minutes
Prepare with anticipation different images related to the following topics:
1. Hobbies
Topics of interest:
2. School
 hobbies
3. Sports
 sports
4. Family
 school
 family

*Check for the topics mentioned in the corresponding unit or use the proposed ones in order to vary.

Paste the images on the board and ask the students to contribute by mentioning the topics to which each image
refers to. Clarify meanings if required.

5 minutes
When the topics have been clarified, have the students participate by mentioning things involved in each one of
them, e.g. different activities considered as hobbies, the members a family includes, sports and activities practiced
at school, etc.

Session 2
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

10 minutes  Numbers
Review numbers, start with the first student on the first row saying number 1, then the next number 2 and
continue with all the students. Numbers will go up to the amount of students in the classroom, if a student makes a
mistake the sequence will start all over again.

5 minutes
Ask the students to mention the topics and information from the previous class.

10 minutes
Prepare some sheets of paper including a questionnaire related to personal information, give one to each student Parts of questionnaires:
and ask them to analyze it. Give them time to do it and then ask them to identify the parts integrating the − title
questionnaire. − instructions
Present the questionnaire on the board, ask the students to mention aloud the parts they were able to identify, ask − questions
for volunteers to go to the front and write the name of the marked sections, check on accuracy and correct if − numbers
necessary. Write the missing ones.

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 The parts to be included will be the title, instructions, numbers (establishing the sequence of the questions) and the Auxiliaries:
questions. − do
− did
− will
− can

Wh question words:
− what
− how
− which
− do
− will

15 minutes
Ask the students to work in pairs; they will take turns interviewing each another using the questions. The answers
will be written in the piece of paper.
Monitor and provide assessment as required, make sure the answers correspond to the specific questions.

5 minutes
In order to check on the correspondence of the answers, ask a student to stand in front of the class and interview
him/her, write the answers on the board, make sure you use the corresponding question words and auxiliaries and
emphasize on the acoustic features (specific sound) for questions.

Session 3
5 minutes
Types of questions:
Greet the students and ask a volunteer to write the date on the board, the group will assist.
− open
10 minutes − close
Write on the board the following questions related to the school. The students will copy the questions and will
answer them.

Questions:
1. What do you like about school?
2. Why do you like the English class?

Give them time to answer, when they finish, have some students participate by reading the question and the
answer, make the students notice the answers vary, explain that questions allowing to have a variety of answers
are called open questions.
Elicit for 2 examples of open questions e.g. Why do you like recess?, etc.

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 5 minutes
Make teams by assigning a number to each student, numbers will be from 1 to 5. Similar numbers will get together,
chairs will be arranged and the team will sit together.

15 minutes
Each team will receive a piece of paper with a set of questions related to the classroom, the students will move
around the classroom to find the answers, give the instruction to return to their seats as soon as they finish
answering the questions. Monitor de activity.

Questions:
1. How many chairs are in the classroom?
2. How many windows are in the classroom?
3. How many students are in the classroom?

When the students are in their seats, ask 2 teams to participate by reading the questions and the answers, with this
they will be able to compare answers.

When the teams finish reading the questions and the answers, ask the students if the answers were different or
similar, emphasize that since they were talking about the same school the answers had to be the same.

Now, ask them about the difference between these questions and the ones they answered before. Make sure they
notice the answers for the first questions were all different, while the answers for the second ones were all specific;
explain that those questions are called close questions. Close questions will get the same answer from everyone.

15 minutes
Present the following sentences and questions on the board, ask the students to read and to define if the questions
and statements are open or close.
The group will work together. Ask for volunteers to go to the front and write the answers (open or close) besides
each question or statement

Questions and statement Type

Open / Close
1. What do you do during recess? a) play b) eat c) study ________
2. You need to study to approve the exams. True False ________
3. What will you do during the weekend? _____________________________________________________
4. Where are you going on vacation? ________________________________________________________

 Decide how many and Session 4

which questions will be 5 minutes
included in the Greet the students and ask a volunteer to write the date on the board, the group will assist.
questionnaire.
10 minutes
Brainstorm on the topics from the previous class. Ask the students to get together with their teams, paste on the
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 board the image related to hobbies and ask the students what the image refers to.

15 minutes
Reinforce with the group the corresponding structure of questions; write the following questions on the board.  secretary
Working in teams, the students will assign a secretary and all together will unscramble the questions from the
board. Only the answers will be written in a notebook by the secretary of the team.
Give the teams enough time to work, and then ask for participation to write the corresponding answers on the
board, the students will check their work and will make the necessary correction.

1. do you / for /do / What / fun? _______________________________________________________

2. Do / sports? / like / you _____________________________________________________________
3. bike? / have / you / Do / a _________________________________________________________
4. What is / activity? / your / favorite / weekends / during ______________________________________
* Provide the corresponding assessment if required.

 Find and select useful 20 minutes

Ask the students for ideas on sources of information used to know more about a specific topic, make sure they
information to ask  Reader’s book
questions about the mention books, dictionaries, magazines, newspapers, internet, etc. if possible bring some realia to the class.
topic.
Ask the students to work with their teams and open their reader’s books in the corresponding page from Unit 5,
depending on the corresponding publishing house. I.e.

Book Reader´s book

“Brilliant! five” Santillana Fact pp. 99 to 110
“Do it! 5” University of Dayton Non fiction pp. 50 to 58
“Play and Play 5” Nuevo México Informative pp. 53 to 64
“Think! in English 5” Ediciones SM Fact pp. 5 to 18
“Sunshine 5” Pearson Fact pp. 26 to 31
“Yes, we can! 5” Richmond Non fiction pp. 39 to 48
*If the publishing house corresponding to your book is not included in this list, look for the corresponding material.

The team will read the information in their reader’s book and will underline the unfamiliar or unknown words same
which will be clarified with the use of bilingual dictionaries. Ask the teams to select (underline) the information they
consider to be the most important or interesting about their reading.

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 Session 5
5 minutes Types of questions:
Greet the students and ask a volunteer to write the date on the board, the group will assist. − Close
− open
5 minutes
Ask the students to work in teams. Review with the students on the characteristics of the open and the close
questions, have some students participate and complement if necessary.

15 minutes
Ask the students to open their reader’s books again and to read the information from the previous day and answer
the corresponding activity.

To check the answers, read the questions and ask for volunteer to mention the answers aloud, correct if necessary.

15 minutes
Working with the same information, ask the students to write 4 additional questions related to it, the questions will
refer to extra information they would like to know.
Write an example on the board, make sure the example you give relates to the specific topic of your book and
explain it specifying the requirements the questions must have.

e.g. “Brilliant! five” Santillana Fact book pp. 99 to 110

Where is the Amazon river located? It is located in South America
1.
2.
3.
4.

Give the students enough time to answer, provide the corresponding assessment while students work.

10 minutes
Each team will read their questions and will explain the answers to the rest of the group. Correct if necessary,
particularly the structure.

Session 6
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

5 minutes
Brainstorm topics from the previous classes.

 Daily routines

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 10 minutes
Read the following information related to a particular person´s daily routine.

5 minutes
Ask for volunteers to mention some ideas about the reading.

15 minutes
Ask the students to open their notebooks and dictate the following statements, the students will write them in
their notebooks.
Statements
1. On weekdays Lucía gets up at seven o'clock.
2. She likes to eat coffee and toast for breakfast.
3. She goes to school by car.
4. She has lunch at a restaurant.
5. In the afternoons, Lucía plays football and reads.
6. Her sister´s name is Ana.
7. Lucía and her sister do their homework with their father.
8. In the evenings they watch TV.
9. During weekends, Lucía and her family visit their friends.
10. Lucías’s grandmother likes to bake cakes.

10 minutes
Present the statements on the board and ask the students to correct mistakes.

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 Session 7
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

5 minutes
Ask the students to mention the topics from previous class, make sure they mention about the reading related to
Lucía’s daily routine and the statements related to it.

10 minutes
Ask the students to get in pairs, they will open their notes related to the statements they previously wrote. Read
aloud Lucía’s daily routine again. Ask the students to pay close attention to the information.

20 minutes
After reading Lucía’s daily routine, ask the students to read the statements and determine if they are true or false,
read the routines again if necessary. Give the students enough time to do it, provide the required assessment.
Statements True or False
1. On weekdays Lucía gets up at seven o'clock. _____________________ (T)
2. She likes to eat coffee and toast for breakfast. _____________________ (F)
3. She goes to school by car. _____________________ (F)
4. She has lunch at a restaurant. _____________________ (F)
5. In the afternoons, Lucía plays football and reads. _____________________ (T)
6. Her sister´s name is Ana. _____________________ (T)
7. Lucía and her sister do the homework with their father. _____________________ (F)
8. In the evenings they watch TV. _____________________ (T)
9. During weekends, Lucía and her family visit their friends. _____________________ (F)
10. Lucía’s grandmother likes to bake cakes. _____________________ (F)

10 minutes
Have volunteers read the statements and the corresponding answers, check together with the group.

_ Write open ended and Session 8

close ended questions. 5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

_ Determine the order of 20 minutes

questions and put the Prepare cards with the names of famous cartoon characters or animals, i.e.: a cat, a dog, Batman, Superman,
questionnaire together. Barbie, Shrek, etc.
Without showing the cards to the students, pin a card on each student´s back. After that, tell the students to ask
their classmates questions in order to find out who or what they are, they will be allowed to answer only with Yes
or No, for example they will ask “Am I an animal?”, “Am I………?”, the students will only make one question to any
other student and they will move on asking another person until they guess who they are.
Establish the timing for the activity and conclude when required. Monitor the students while they work, make sure
they are speaking English.
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 If it is a large group in order to control the activity, ask the students to perform this activity with their teams, if this
is the case you must have enough cards for each team.

10 minutes
Review on the types of questions being used throughout the unit, present the following information and explain:
close questions and statements: Answers have to be specific
• true-false
e.g. Fruits and vegetables are very healthy. True / false
• yes-no
e.g. Do you like fruits? Yes / no
• multiple choice
e.g. Where is the Amazon river? Africa / South America / Asia

open questions: Answers could vary

• comprehension
e.g. Why did Spiderman became bad in the movie? Because……
• opinion
e.g. What do you think about the climate changes? I think…..

Ask for questions to clarify.

15 minutes
Ask the students to get in teams (same teams as always). And give them a copy with the following information
related to healthy eating habits, the students will read and underline the words they don´t understand, they will be
requested to clarify meanings with the use of bilingual dictionaries. Provide assessment as required.
Healthy eating for kids
Eating a healthy, balanced diet is important for everyone, but children in particular need to receive all of the
necessary nutrients for growth and development.
A healthy diet and regular physical activity can stabilize energy, sharpen the mind and improve mood allowing
children to maximize their potential both inside and outside of school.
Benefits of healthy eating for children:
Research into the eating habits we develop as children has suggested that a healthy diet during the early years
means we stand a good chance of carrying these habits throughout our lives. In short, educating children on
healthy eating can lay the path for a healthy life.

Eating well and engaging in regular physical activity can help children to:
• develop strong bones
• concentrate at school
• maintain a healthy weight
• stay active and alert

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 Check that the writing of Session 9
questions complies with 5 minutes
writing conventions. Greet the students and ask a volunteer to write the date on the board, the group will assist.

20 minutes
Using the information provided during the previous day related to eating habits, ask the students to get in teams
and tell them to write questions related to it, write the following table on the board and ask them to follow
instructions.

• 2 true or false statements :

1.___________________________________________________________________________
2.____________________________________________________________________________

• 2 comprehension questions:
1.___________________________________________________________________________
2.___________________________________________________________________________

• 2 multiple choice questions:

1.___________________________________________________________________________
2.___________________________________________________________________________

The questions will be arranged according to the specified types.

Give them enough time to do it. The teams will be allowed to use notes, dictionaries, and assessment will be
provided as required.

15 minutes
Working in teams, the students will exchange with the other teams the questions they wrote related to the eating
habits, the other team will check the text with the use of a checklist.
Write the following check list on the board. When the team finishes checking the questions, the questions will be
returned.

Checklist:
1. All of the questions and statements are complete. Yes / No
2. Question words are correctly placed. Yes / No
3. Question marks are correctly placed. Yes / No

10 minutes
If there were mistakes the teams will have the opportunity to make corrections. Monitor the work and provide the
corresponding assessment.

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 rMake the final draft of Session 10
athe questionnaire, 5 minute
exchange it with another Greet the students and ask a volunteer to write the date on the board, the group will assist.
team, and answer it.
10 minutes
Ask the students to work with their teams, all the group together will check on the work, ask volunteers to go to the
front to write the correct and complete questions from the last session (the ones related to eating habits). The
whole group will contribute with answers.

20 minutes
Ask the teams to write a questionnaire containing instructions and questions.

The questions must be related to the information they would like to know about a person, they will choose the
specific person, they must write 10 questions, the team will decide on the type of questions they want to use.

The questions must be correctly structured and the team must check on the spelling of the words and the correct
punctuation.
Mention that the first question will be to request for the name of the person.

Give them enough time to do it, monitor while students work and provide the corresponding assessment.

Questionnaire
Personal Information
Instructions: Read and answer the questions.

1. What is your name?_____________________________________________________________

2.
3.
4.
5.
6.
7.
8.
9.
10.

15 minutes
The teams will exchange questionnaires with another team to be checked using the same checklist used during the
last session.

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Achievements:
 Identifies purpose and
intended audience and
questionnaires.
 Identifies parts of
questionnaires.
 Locates and discriminates
sources for finding
information.
 Uses table of contents,
titles, and key words in
sources to locate
information.
 Completes open-ended
and close-ended
questions about the main
ideas of a topic.
Reference: Assessment:
Syllabus Cycle 3, 5th Grade Checklist.
https://goo.gl/uDPx8, , http://goo.gl/qSfLh, http://goo.gl/lLslKF Participation in class.

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 Questions:
1. How many classrooms are there in the school?_____________

2. How many teachers are there in the school at this moment?

Questionnaire _____________
3. How many benches or seats are there in the playground?
Instructions: Read the following questions to a friend and _____________
write the corresponding answers.
Questions:
1. What is your name? 1. How many classrooms are there in the school?_____________
_________________________________________________
2. How many teachers are there in the school at this moment?
2. How old are you? ____________
_________________________________________________ 3. How many benches or seats are there in the playground?
____________
3. Which is your favorite subject at school?
Questions:
_________________________________________________
1. How many classrooms are there in the school?_____________
4. Do you like chocolate?
_________________________________________________ 2. How many teachers are there in the school at this moment?
____________
5. Will you go on vacations this summer? 3. How many benches or seats are there in the playground?
_________________________________________________ ____________
Questions:
4. How many classrooms are there in the school?_____________

5. How many teachers are there in the school at this moment?

____________
6. How many benches or seats are there in the playground?
____________

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Lesson Plan designed by PA Verónica Alicia Montemayor Orozco

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 Healthy eating for kids

Eating a healthy, balanced diet is important for everyone, but children in particular need to receive
all of the necessary nutrients for growth and development.
A healthy diet and regular physical activity can stabilize energy, sharpen the mind and improve mood
allowing children to maximize their potential both inside and outside of school.

Benefits of healthy eating for children:

Research into the eating habits we develop as children has suggested that a healthy diet during the
early years means we stand a good chance of carrying these habits throughout our lives. In short,
educating children on healthy eating can lay the path for a healthy life.

Eating well and engaging in regular physical activity can help children to:
− develop strong bones
− concentrate at school
− maintain a healthy weight
− stay active and alert

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Lesson Plan designed by PA Verónica Alicia Montemayor Orozco