Unit 4 First Grade Vero

ESC. SEC. ESTATAL "JUSTO SIERRA” No.
3018
FIRST GRADE.- LESSON PLAN

UNIT III: HOBBIES, LEISURE AND SPORT
LINK.- SPANISH
TRANSVERSALITY.- VALUES
DATE: Today is Monday, February 14th, to 18th, 2011
TEACHER: VERONICA NUÑEZ G. GROUP: 1,2,3,4,5

FUNCTION:.3.2.- Inviting and responding to invitations
.
SAMPLE PRODUCTIONS: Would you like to dance-to go a party/…? Why don’t we go to the
MAIN AIM: The purpose of this unit is to enable students to express their personal interests around the amusement park/the movies/…? Let’s play soccer/go for an ice-cream/…; Shall we listen to music/
go for a walk/…? Yes. I’d love to ; That sounds great; That a good idea; No, thank you/ thanks. I’d
topic of hobbies, leisure and sport, and to make/respond to invitations to events/places related to the topic.
prefer to watch Tv/to stay at tome/…
SOCIAL PRACTICES.- Establishing and maintaining social contacts.
COMPETENCE: The ss can follow a structured model of spoken/written language to express some
personal preferences and to invite and respond to invitations.
ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS
AND TIME FORMS

Participation
Review and Students should have answer Group work Personal material Teacher is going to give the instructions from students so then
consolidation test written. 10 min. they will answer correctly.
Preferences: Disposition
Teacher should see how Love, like, don’t like,
Knowledge students are able to do their Individual work Notebook Students should give their best effort when they will answer hate. Writing practice
best effort. 10 min. the exam.
Students are going to read the information and circle T (true)
or F (false) and after ss must to complete with the words. After
Students should look at the that use the symbols to write the activities love, like, don’t like
Complete example and they must to Individual work Dictionary and hate. Finally complete with and, but, or and put the Connectors; Individual work
take notes on their notebook. 10 min. If it is necessary conversation in the correct order. And, but, or
Students should be ready to
Grammar check compare answer about the Individual work Students are going to share their answers with their
written exercises. 10 min. Pencil classmates and explain if they have some doubts.
ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

UNIT IV: DAILY LIFE
LINK.- SPANISH
TRANSVERSALITY.- VALUES.
DATE: Today is Monday, February 21st, 2011.

TEACHER: VERONICA NUÑEZ G. GROUP: 1° 1,2,3,4,5
FUNCTION: 4.1.- Asking and telling the time
.
MAIN AIM: The purpose of this unit is to enable students to describe actions SAMPLE PRODUCTIONS: What time is it?; What’s the time?; It’s (a)
that happen daily or periodically in their lives or in the lives of people and quarter to three/half past eleven/…;It’s nine thirty/o’clock/…
animals they are interested in. SOCIAL PRACTICES: Giving and obtaining factual information of a personal and
non-personal kind.
COMPETENCE: Students can pronounce intelligibly individual words (numbers)
when telling the time.
AND TIME FORMS

Teacher is going to expose the time in English by telling
Students should be ready Group work Exposition them the two ways of saying the clock time and after the Participation
The clock to learn the time in 10 min. Flashcard teacher ask to someone about the clock using a big Numbers:
English. clock. From 1 to 60 Disposition
What time is it?
Its five to o’clock
Its half past six
Students should look at Students are going to look at the pictures and complete
Its midnight
Look at the pictures the pictures and complete Individual work Book cool time 1 the dialogs with times from the box. Like five to three, Its ten to eight
the dialogs. 10 min. Page 103 half past eleven, ten past three and seven o’clock. Its twenty to Individual Work
seven
Students should complete Students are going to look at the examples and
Figure it out the formulas with the Pair work complete the formulas with the words minutes and Its five after three
words. 10 min. Same page hour. Pair work
Students should look at
Write the times the clocks and write the Pair work Students are going to look at the clock and write the
names. 10 min. Pencil times. Writing practice

UNIT IV: DAILY LIFE
LINK.- SPANIS, GEOGRAPHY
DATE: Today is Wednesday, February 23rd, 2011.

.
MAIN AIM: The purpose of this unit is to enable students to describe actions SAMPLE PRODUCTIONS: What time is it?; What’s the time?; It’s (a)
that happen daily or periodically in their lives or in the lives of people and quarter to three/half past eleven/…;It’s nine thirty/o’clock/…
animals they are interested in. SOCIAL PRACTICES: Giving and obtaining factual information of a personal and
non-personal kind.
COMPETENCE: Students can use knowledge of the world to anticipate type of
information required, expected ways of interaction and possible language
needed when asking and telling the time, and when talking about everyday
activities.
AND TIME FORMS

Students are going to use the map to write the time it is Word bank: Participation
Use the map Students should use the Group work Book cool time 1 in the places below. After that check your answers with Sydney
map to write the time. 10 min. Page 104 a partner. London Disposition
Cities on the map Students should ask and Pair work Same page Students are going to Identify the city on the map after Rio de Janeiro
answer about the times in 10 min. that they will ask and answer about the times in other Mexico city
other cities on the map. cities on the map. Los angeles
Individual Work
Students should look at Marcelo, Jennifer,
Complete the the pictures and complete Individual work Students are going to look at the pictures and complete sayusi and Hiro,
sentences the sentences. 10 min. Pencil the sentences with the names of each one. Tatiana, Simon. Pair work
Students should check
Grammar check your answers with a Pair work Dictionary if it’s Students are going to check your answers with a
partner. 10 min. necessary partner. Writing practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Friday, February 25th. 2011.

.
SAMPLE PRODUCTIONS: What time is it?; What’s the time?; It’s (a) quarter to
MAIN AIM: The purpose of this unit is to enable students to describe actions that happen three/half past eleven/…;It’s nine thirty/o’clock/…
daily or periodically in their lives or in the lives of people and animals they are interested in. SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
kind.
COMPETENCE: Students can pronounce intelligibly individual words (numbers)
AND TIME FORMS
Draw hands Students should draw hands Group work Personal material Students are going to draw hands on the clock according to the Participation
on the clock. 10 min. time. Number 1 is an example. 1.- 3:00
Clock’s time:
Different ways of Disposition
Students are going to match the different ways of saying the
telling the time:
Students should look at these time. Its twelve o’clock
Saying the time different ways of saying the Individual work Flash cards Ex. Its seven forty – its twenty to eight. Its noon Individual Work
time. 10 min. Its ten fifteen – it’s a quarter past tent. Its midnight
Write these times Students should write these Individual work Notebook Students are going to write these times in two ways on their It’s a quarter past Writing practice
times in two ways on their 10 min. Pencil notebook. After that check your answers with a partner. ten
Its five ten
Its four thirty
notebook. Ex. Its five ten --- its ten past five Its half past four
Students are going to write four of times on the pieces of paper
Students should write four and put face down on the middle of the circle. After that when
Play concentration pairs of times on the pieces of Team work Cardboard its your turn, turn over two papers, if the times are the same Oral practice
paper. 10 min. Markers and keep the papers. Ex. One twenty, twenty past one. Finally
the person with the most pairs wins.

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Monday, February 28th, 2011.

.
SAMPLE PRODUCTIONS: What time is it?; What’s the time?; It’s (a) quarter to
MAIN AIM: The purpose of this unit is to enable students to describe actions that happen
three/half past eleven/…;It’s nine thirty/o’clock/…
daily or periodically in their lives or in the lives of people and animals they are interested in.
SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
COMPETENCE: Students can pronounce intelligibly individual words (numbers) kind.
AND TIME FORMS

Students are going to look at clocks after that they will
Word bank:
Students should look at Personal complete the sentences writing the correct time in each Thirty, four, five, Participation
Complete the times and complete Group work Material one. forty, ten, seven,
the sentences. 10 min. Enciclomedia Ex. _______time is ___? Its _____ thirty. twenty, nine. Disposition
Play Students should play cats Pair work Personal material Students are going to play cats guts after that they will Its 10:45
Its 6:00
guts after that they will match the pictures with each phrase. Remember you Its 9:15
match the pictures with Colors can’t touch the lines that draw your partner and use Its 4:30 Pair Work
each phrase. 10 min. Paper sheet different colors. Its 12:20
Its 2:55
Students should ask and Its 3:25
It’s time to talk! answer using the next Pair work Students are going to ask and answer using the next Its 1:00 Oral practice
question: what time is it? 10 min. Students question: what time is it? Its 10:45
Students should copy the Individual work Notebook Students are going to copy the phrases on their
Copy phrases on their notebook. 10 min. Pen notebook. Writing practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Wednesday, March 2nd, 2011.

FUNCTION: 4.2. Asking for and giving information about everyday activities
.
MAIN AIM: The purpose of this unit is to enable students to describe actions that happen daily SAMPLE PRODUCTIONS: I (usually/never/…) get up/have lunch/… at five; We
or periodically in their lives or in the lives of people and animals they are interested in. (always/sometimes/…) study/exercise/… in the afternoon; Does he/she play
soccer/swim/… (on Saturday)?; Yes, he/she does; No, he/she doesn’t; What time do you
COMPETENCE. Students can use knowledge of the world to anticipate type of information start school/take a shower/…?; (I start school/take a shower/...) At seven thirty;
required, expected ways of interaction and possible language needed when asking and telling SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
the time, and when talking about everyday activities. kind.
AND TIME FORMS

Complete the Students should complete the Group work Book cool time 1 Students are going to listen and complete the conversation with Word map: Participation
Page 106 the expressions in the box below. After that check your
conversation conversation. 10 min. Cd 2 track 75 answers. What’s that? Disposition
Students should pay attention
Sorry, I have soccer
Introducing everyday in order to learn daily practice at five.
activities activities. Individual work Flashcards Students are going to listen to the teacher’s talk about a Why? Individual Work
10 min. person routine and then they are going to repeat it. What time is it?
Students should check with Students are going to check with the activities you do after Personal routines:
the activities you do after school and a cross (X) with the activities you don’t do after Do the homework
Check school and activities you don’t Individual work Same page school like do the homework, watch tv, practice sports, listen Listen to music Writing practice
do after school. 10 min. to music. Watch tv
Frequency
adverbs:
Students should ask your Students are going to ask your classmates what they usually Always
classmates what they usually Pair work Notebook do after school. Often
Reflection on language do after school. 10 min. Dictionary if it’s necessary Ex. What do you usually do after school? Usually Oral practice
I do my homework and watch tv. What about you?

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Friday, March 4rd, 2011

.
SAMPLE PRODUCTIONS: I (usually/never/…) get up/have lunch/… at five; We
(always/sometimes/…) study/exercise/… in the afternoon; Does he/she play
MAIN AIM: The purpose of this unit is to enable students to describe actions that happen daily soccer/swim/… (on Saturday)?; Yes, he/she does; No, he/she doesn’t; What time do you
or periodically in their lives or in the lives of people and animals they are interested in. start school/take a shower/…?; (I start school/take a shower/...) At seven thirty;
COMPETENCE. Students can use knowledge of the world to anticipate type of information kind.
required, expected ways of interaction and possible language needed when asking and telling
the time, and when talking about everyday activities.
AND TIME FORMS

Frequency
adverbs:
Always
Often
Book cool time 1 Usually Participation
Listen to the Students should listen to the Group work Page 110 Students are going to listen to the beginning of the Sometimes
conversation beginning of the conversation. 10 min. CD 2 TRACK 79 conversation and circle true (T) or false (F). never Disposition
Months:
Complete Students should listen to the Individual work Cd 2 Track 80 Students are going to listen to the rest of the conversation and January, February, Individual Work
rest of the conversation 10 min. complete the survey form. After that check with a classmate. march, April..
Students should write Days:
Write sentences sentences with your own Individual work Same page Students are going to write sentences with your own answers Monday, Tuesday,
answers to the survey. 10 min. to the survey. Wednesday… Pair work
Cool expressions:
Do you go to the
movies on
Students should invent a weekend?
Cool talk! dialog using the form to Pair work Notebook Students are going to invent a dialog using the form to Yes, I usually go Writing practice
interview each other. 10 min. Dictionary interview each other. with my family.

UNIT IV: DAILY LIFE
LINK.- SPANISH, GEOGRAPHY.
DATE: Today is Monday, March 7th, 2011

.
MAIN AIM: The purpose of this unit is to enable students to describe actions that happen SAMPLE PRODUCTIONS: I (usually/never/…) get up/have lunch/… at five; We
daily or periodically in their lives or in the lives of people and animals they are interested in. (always/sometimes/…) study/exercise/… in the afternoon; Does he/she play
COMPETENCE. Students can recognize and understand quotidian texts like start school/take a shower/…?; (I start school/take a shower/...) At seven thirty;
magazine/newspaper articles in order to use them purposefully. SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
kind.
AND TIME FORMS

Cool
expressions:
What time is the
Students are going to choose the correct expressions movie? Participation
Show what you know Students should choose Group work Cool time 1 for each picture. After that check your answer with a Why don’t we go
the correct expressions. 10 min. Page 111 classmate. to the mall? Disposition
Word bank:
Students are going to fill in the grid with different times
10:25
after that take turns saying times, every time someone 12:00
Time bingo Students should fill in the Team work says, one of the times you have on your grid, cross it 6:30 Team Work
grid with different times. 10 min. Same page out (X). The first person to form a line of crosses wins. 8:40
Sudan, Africa
Students should read the Nilotic dialect
Read the text text and complete the Pair work Cool time 1 Students are going to read the text about do you know Women cultivate Pair work
chart. 10 min. Page 112 about the habits other cultures in Africa and Asia have? maillet and maize.
Students should read the
Answer the questions text again and answer the Pair work Students are going to read the text again and answer Writing practice
questions. 10 min. Pencil the questions.

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: today is Wednesday, March 9th, 2011

.
MAIN AIM: The purpose of this unit is to enable students to describe actions that SAMPLE PRODUCTIONS: I (usually/never/…) get up/have lunch/… at five; We
happen daily or periodically in their lives or in the lives of people and animals they (always/sometimes/…) study/exercise/… in the afternoon; Does he/she play
are interested in. soccer/swim/… (on Saturday)?; Yes, he/she does; No, he/she doesn’t; What time do you
start school/take a shower/…?; (I start school/take a shower/...) At seven thirty;
COMPETENCE. Students can use knowledge of the world to anticipate type of kind.
information required, expected ways of interaction and possible language
needed when asking and telling the time, and when talking about everyday
activities.
AND TIME FORMS

Word bank; Participation
Match Students should match the Group work Cool time 1 Watch tv
activities with the pictures. 10 min. Page 116 Students are going to match the activities with the pictures. Read a book Disposition
Have breakfast
Get up
Have dinner
Students should listen to an Students are going to listen to an interview and number the Take a shower
Listen to an interview interview and number the Individual work Same page pictures in the correct order. After that listen again and answer Have lunch Individual Work
pictures. 10 min. Cd 2 track no. 84 the questions. Go to bed
Cool tips:
Students should complete the Saying hours +
Complete sentences with the correct Pair work Pencil Students are going to complete the sentences with the correct minutes
times. 10 min. times. 10:30= ten thirty Pair work
Students are going to ask your partner about the same
Students should complete the Pair work activities after that complete the you column with the times you
Chart you column with the times. 10 min. Cool Pictionary page 174 do the activities in the chart. Writing practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Friday, march 11th, 2011

.
COMPETENCE: Students can recognize and understand quotidian texts like kind.
magazine/newspaper articles in order to use them purposefully.
AND TIME FORMS

Animals:
Students should pay attention Giraffe, elephant,
Introducing the in order to learn about some Group work Flash cards Students are going to listen to the teacher’s talk some animals tiger, panda bar, Participation
animals animals. 10 min. Posters and then they are going to repeat it. gorilla, turtle,
zebra Disposition
Students should listen to Cool time 1 Word bank:

Listen to the the first part of a Individual work Page 119 Students are going to listen to the first part of a Tiger, Asia, tiger, Individual Work
conversation conversation. 10 min. Cd 2 track no. 86 conversation and choose the correct option. sleeps
Write the names Students should write the Individual work Same page Students are going to listen to the rest of the Gorilla, fruits, Pair work
names of the animals next 10 min. Cd 2 track no. 87 conversation and circle the animals they are talking leaves, Africa,
to the photographs. about. climbs trees.
Form questions:
Where is the turtle
Students should take turns from?
Chart asking and answering Pair work Pencil Students are going to complete the chart with the It’s from
questions. 10 min. information. Galapagos Writing practice

UNIT IV: DAILY LIFE
LINK.- SPANISH

.
kind.
COMPETENCE. Students can recognize and understand academic texts
(academic articles and encyclopedias) in order to share with the rest of the
class the information understood.
AND TIME FORMS

Verbs:
Study, live, climb, Participation
play, love, eat, is, Partial
Web page Students should read the Group work Book Cool time 1 Students are going to look at the web page. After that ss push, are, brush, Reading
text and circle the verbs. 10 min. Page 120 will read the text and circle the verbs. lye, pull. Disposition Evaluation
Cool tips:
When the subject
is he, she or it,
Fill in the chart Students should fill in the Individual work Students are going to fill in the chart with verbs from the verb endings Individual Work
chart with verbs. 10 min. Same page text according to their changes in the simple present. change by s- es
Students should check Students are going to check your answers with a
Figure it out your answers with a Pair work partner. Can you think of other verbs with different Pair work
partner. 10 min. Pencil endings?
Read the text text again and match the Individual work Dictionary if it’s Students are going to read the text and match the Writing practice
questions. 10 min. necessary questions to the correct answer.

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: today is Wednesday, March 16th, 2011

.
COMPETENCE: Students can recognize and understand academic texts
kind
(academic articles and encyclopedias) in order to share with the rest of the
AND TIME FORMS

Cognates Students should read a Team work Book Cool time 1 Students are going to work in groups of four. After that Animals: Participation
description and underline one reads a description and underlines the cognates Lion, elephant,
the cognates. 10 min. Page 121 and finally tell your partner’s the cognates you found. papagayo, turtle Disposition
Students should match the Students are going to match the words and expressions Answers:
Match the words words and expressions Individual work with their meaning. After that check your answers with a 2,4,6,1,3,5 Individual Work
with their meanings. 10 min. Same page partner.
Word bank:
Students should write the Students are going to write the name of one of the
Carnivore, one,
Write the name of name of one of the Pair work Paper sheet animal described in the texts on a piece of paper. Don’t
often, get alone,
animal animals described. 10 min. Pencil show it to your partner. nickname, Pair work
Questions:
Students should take turns
Does it eat fruit?
and answering questions No, it doesn’t.
Guessing the animal to guess the animals you Pair work Dictionary if it’s Students are going to take turns and answering Does it play with a
chose. 10 min. necessary questions to guess the animals you chose. ball? Yes, it does. Writing practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Friday, March 18th,to March 25th, 2011

.
are interested in soccer/swim/… (on Saturday)?; Yes, he/she does; No, he/she doesn’t; What time do you
COMPETENCE: Students can use language creatively and appropriately by
kind.
choosing lexis, phrases and grammatical resources in order to produce short,
relevant texts (letter/e-mail, conversation) regarding daily life.

AND TIME FORMS
Questions:
Students are going to think of a person you know and admire Where do you Participation
Project Students should write an Group work Book cool time 1 (a relative, a teacher, a neighbor, etc.) and write a set of 8 to work? What’s your
interview. 10 min. Page 127 12 questions to interview him/her. favorite sport? Disposition
What do you usually
do in the afternoon?
Students should write an What does she/he
article introducing the person do?
Write an article and describing his/her typical Team work Paper sheet Students are going to write an article introducing the person What’s your favorite Individual Work
day. 10 min. Information and describing his/her typical day. animal?
What do you usually
Pictures, photographs or on weekends?
Students should illustrate with Team work drawings
Illustrate your project pictures, photographs or 10 min. Glue Students are going to illustrate their project with pictures,
drawings. cardboard photographs or drawings. Pair work
Students should expose their Partial oral test

Expose project in front of the Team work Students are going to exchange their articles in front of the Writing practice
classroom. 10 min. Project classroom after that decide which one is the most interesting?

UNIT IV: DAILY LIFE
LINK.- SPANISH

.
daily or periodically in their lives or in the lives of people and animals they are interested in (always/sometimes/…) study/exercise/… in the afternoon; Does he/she play
COMPETENCE: Students can use language creatively and appropriately by choosing lexis, SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
phrases and grammatical resources in order to produce short, relevant texts (letter/e-mail, kind.
conversation) regarding daily life.
AND TIME FORMS

Students should listen to the Participation
On the bus conversation and choose the Group work Book Cool time 1 Students are going to listen to the conversation and choose the
correct answer. 10 min. Page 122 correct answer. Disposition
Days of the week:
Monday, Tuesday,
Wednesday,
Marc’s diary Students should listen again Individual work Same page Thursday, Friday, Individual Work
and complete Marc’s diary. 10 min. Cd 2 track No. 88 Students are going to listen again and complete Marc’s diary. Saturday, Sunday.
Adverbs
frequency:
Once a day, twice a
Individual and pair week, three times a Pair work
Chart Students should answer the work Pencil Students are going to ask your partner how often he/she does month, five times a
questions in your notebook. 10 min. the previous activities and take notes. year.
Students should report the Individual work Students are going to report the information you got to your
Report information. 10 min. Notebook new partner. Writing practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Wednesday, March 30th, 2011

.
COMPETENCE: Students can use language creatively and appropriately by SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
kind.
AND TIME FORMS

Students should listen to Book Cool time 1 Participation
Anna’ pet Ed telling Anna about his Group work Page 123 Students are going to Ed telling Anna about his pet and
pet and order the pictures. 10 min. Cd 2 track No. 89 order the pictures. Disposition
Adverbs
Students should listen to frequency:
the conversation again Once a day, twice a
week, three times a
Complete and complete the Individual work Students are going to listen to the conversation again month, five times a Individual Work
sentences. 10 min. Same page and complete the sentences. year.
Activities:
Students should write the Individual work Students are going to write the activities you do and Clean, take, play,
Write activities you do 10 min. Pencil how often you do them next to the type of pet. feed, Writing practice
Cool talk Students should think of Pair work Notebook Students are going to think of you pet. Don’t say it to Cool Oral practice
your pet or a pet you like. 10 min. your partner. After that ask your partner questions Expressions:
about how often he/she does the activities. Finally How often do you
feed it?
How often do you
change roles and star again. take it out?

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Wednesday, April 1st, 2011

.
COMPETENCE: Students can recognise and understand academic texts SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
kind.
(academic articles and encyclopaedias) in order to share with the rest of the
AND TIME FORMS

What time is it?
Its twenty to Participation
Show what you know Students should match the Group work Book Cool time 1 eleven
clocks with the times. 10 min. Page 125 Students are going to match the clocks with the times. Its ten to five Disposition
Adverbs
frequency:
Once a day, twice a
week, three times a
Chart Students should use the Individual work Same page Students are going to use the information in the chart to month, five times a Individual Work
information in the chart. 10 min. complete the paragraph about Lisa. year.
Magazine magazine article and Pair work Book Cool time 1 Students are going to read the magazine article and Pair work
choose the best title. 10 min. Page 126 choose the best title.
Students should answer Pair work Writing practice
Questions the questions. 10 min. Same page Students are going to answer the questions.

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is Monday, April 4rd to 6th, 2011

.
COMPETENCE: Students can recognise and understand academic texts SOCIAL PRACTICES: Giving and obtaining factual information of a personal and non-personal
kind.
(academic articles and encyclopaedias) in order to share with the rest of the
AND TIME FORMS

Participation
Test written Students should show Group work Teacher is going to give a copy about the test written
How much do you know? 10 min. Copy after that they will answer carefully individual. Disposition
Daily activities:
Students should answer
Students are going to draw hands on each clock and Get up, go to Partial
the next question What write the time you do these activities below the clocks. school, have Test
Draw time do you do these Individual work English 4 kids Answer the questions below in full sentences. lunch, do Individual Work Written
things? 10 min. Personal material For example: “I get up at 6 a.m. homework.
Students should listen Individual work Students are going to pay attention when the teacher is
It’s time to talk! carefully the time. 10 min. Personal material telling the time. listening practice
Students should to draw Individual work Students are going to draw hands of each time then the Oral practice
Listening test hands of each time. 10 min. Copy teacher is telling the time.

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is
.
kind.
AND TIME FORMS

Participation
Disposition
Individual Work
Writing practice
Oral practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is
.
kind.
AND TIME FORMS

Participation
Disposition
Individual Work
Writing practice
Oral practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is
.
kind.
AND TIME FORMS

Participation
Disposition
Individual Work
Writing practice
Oral practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is
.
kind.
AND TIME FORMS

Participation
Disposition
Individual Work
Writing practice
Oral practice

UNIT IV: DAILY LIFE
LINK.- SPANISH
DATE: Today is
.
kind.
AND TIME FORMS

Participation
Disposition
Individual Work
Writing practice
Oral practice

Unit 4 First Grade Vero

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ESC. SEC. ESTATAL "JUSTO SIERRA” No.

FIRST GRADE.- LESSON PLAN

TEACHER: VERONICA NUÑEZ G. GROUP: 1,2,3,4,5

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

FIRST GRADE.- LESSON PLAN

DATE: Today is Monday, February 21st, 2011.

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: Today is Wednesday, February 23rd, 2011.

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

DATE: Today is Friday, February 25th. 2011.

TEACHER: VERONICA NUÑEZ G. GROUP: 1° 1,2,3,4,5

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: Today is Monday, February 28th, 2011.

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: Today is Wednesday, March 2nd, 2011.

TEACHER: VERONICA NUÑEZ G. GROUP: 1° 1,2,3,4,5

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: Today is Friday, March 4rd, 2011

TEACHER: VERONICA NUÑEZ G. GROUP: 1° 1,2,3,4,5

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: Today is Monday, March 7th, 2011

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: today is Wednesday, March 9th, 2011

TEACHER: VERONICA NUÑEZ G. GROUP: 1° 1,2,3,4,5

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

FIRST GRADE.- LESSON PLAN

DATE: Today is Friday, march 11th, 2011

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

Students should listen to Cool time 1 Word bank:

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: Today is Monday, March 14th, 2011

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: today is Wednesday, March 16th, 2011

ACTIVITY OBJECTIVE INTERACTION MATERIAL PROCEDURE NOTES EVALUATION OBSERVATIONS

AND TIME FORMS

ESC. SEC. ESTATAL "JUSTO SIERRA” No. 3018

FIRST GRADE.- LESSON PLAN

DATE: Today is Friday, March 18th,to March 25th, 2011

TEACHER: VERONICA NUÑEZ G. GROUP: 1° 1,2,3,4,5