The following lesson plan were used during my English professional teaching

2. Topic: What Is A Pet? Date: 24/06/2013
First grade Time: 80 minutes
Main Goal: Objectives
Students show understanding of the difference between animals that can
be kept as pets and animals that cannot through recalling the animal
group discussion and creating a pet animal
1. Actively listen and identify types of animals that make good pets.
2. Apply the vocabulary on animals to create a pet.
3. Recognize animals that are not usually pets.
4. Identify general facts about different pets like what they eat and
where they live.
Stage Objectives Procedures Assessment Criteria Materials Time
Introduction Ask the students to name the animals
learned previously
Name animals in English
Participate actively
5 minutes
Warm up 1 Have the students listen the farm
song
Sing along with the song
Recall the animals
mentioned in the song
The CD with
the song
The CD player
15
minutes
Presentation 1-4 The teacher shows10 colorful
pictures of differentanimals and ask
the students to repeat their names.
She will introduce 5 new animals that
are not pets.
The teacher will ask the students to
identify which of those animals are
not pets.
The teacher will ask ss which pets
they have.
Pronounce the names of the
animals
Differentiate between pet
and wild animals
Mention the names of the
pets they have at home
Pictures of the
animals
20
minutes
Practice 2 Ss post the images of several animals
on the board and write down their
corresponding names.
Recall the animals
vocabulary accurately
Color pencils,
glue, scissors
and the
photocopy.
Paper bag
20
minutes
Closing
activity
3 Ss create a paper pet and gather in
groups according to the pet they
have.
Ss discuss the reasons why they
created that pet and say the food they
eat and where they live. Selects the
nicest pet.
Express their creativity
according to the topic
studied.
Prizes
(chocolates)
20

4. Topic: Me and minutes community helpers Date: 22/06/2013 First grade Duration: 80 minutes
Main Goal:
Students identify community helpers and where they work.
Objetives
1. Write their personal information.
2. Identify the main community workers vocabulary
3. Distinguish between the community workers and where to they
work and do
.
Stage Objectives Procedures Assessment Criteria Materials Time
Introduction Talk about what is our community
show pictures and introduces the
vocabulary
Answer with the main
institutions and places.
Images 10
minutes
Warm up 1 Have the students to fill out the
personal contact information sheet
Fill out their personal
information properly
The
worksheet
15
minutes
Presentation 2 The teacher plays the community
workers bingo with the students and
check their participation
Listen and match according
to what the teacher
pronounces
Recognize the community
helpers and how they work
or how they use them as a
mean of transportation
Bingo
worksheet and
pictures
20
minutes
Practice 2−3 Ss match the community helpers to
their places.
They draw two new helpers in the
blank spaces and write down their
names
Color pencils,
glue, scissors
and the
photocopy.
20
minutes
Closing
activity
3 The students draw which profession
they like to be in the future.
The teacher evaluate their
pronunciation recalling the main
community helpers
Choose their favorite
community helpers.
Restate the community
helpers with accurate
pronunciation
Color pencils 15

7. Topic: Shapes, sizes and colors Date: 15/07/2013 First grade Duration: 80 minutes
Main goal: students will learn the basic shapes Objectives
(square, rectangle, triangle, and circle) and
remember de the colors
1. Name each shape with 100 percent accuracy.
2. Recognize objects according to theirs shapes
3. Name different objects according to the type of shapes.
4. Draw each shape to the best of their ability.
Stage Objective
s
Procedures Assessment
Criteria
Materials Time
Introduction 1 Ask the students if they know any names of
shapes. I will also inquire about where they
see different shapes around their homes or
outside.
Participate actively 5 minutes
Warm up 1-2 I hide 6 different objects and instruct the SS
the characteristics of their shapes, so they
need to find them
Recognize the
objects according to
the characteristics
given
A box of milk,
an orange, a
warning sign
And a dice
15
minutes
Presentation 2-3 First, we learn about circles. Circles are
round. Can anyone give me an example of a
circle object in your house? What about in
our classroom? Circles do not have straight
edges or corners. (I hang the large yellow
circle on the chalkboard). I continue with the
rest of the shapes.
Each color shape is paste on the boar and I
write down its name below.
Pronounce the shapes
Differentiate
characteristics of the
shapes
Recognize objects
according to their
shape
Identify the color of
the shapes.
Pictures of the
color shapes
20
minutes
Practice 2-4 SS works with worksheet to recognize the
correct shape and their names.
They also have to draw on their notebooks
and color them the shapes
Color pencils,
glue, scissors
and the
photocopy.
20
minutes
Closing
activity
2 I review the shapes one last time by holding
up the larger shapes to the entire class and
have them answer as a group what shape it is
that I am holding up for them to see.
Pictures of the
color shapes
20

11. Topic: My classroom and supplies Date: 15/07/2013 Second grade Time: 80 minutes
Main goal: the students will apply Objectives:
the classroom and supplies vocabulary . 1. Recall the classroom supplies vocabulary.
2. Recognize some classroom supplies.
3. Show understanding of the vocabulary.
4. Practice the classroom supplies vocabulary.
Stage Objectives Procedures Assessment Criteria Materials Time
Introduction 1 Ask the students if they remember
the classroom and supplies
vocabulary
Participate actively 5 minutes
Warm up 1-2 Teacher provides several names of
the classroom supplies to three
voluntaries; they have their eyes
cover with a handkerchief. Then,
the rest of the group guides them
to match the word given with the
classroom supply.
Demonstrate team work
Identify the supply
vocabulary and their
meaning
Words:
teacher´s desk,
chalkboard,
wastebasket,
chalk,
chalkboard
eraser and
3 handkerchiefs
20
minutes
Presentation 3 Teacher provides a supply bingo
card to the SS. Then they start to
play bingo and the teacher name
the different supplies and check
their matching.
Distinguish the supply
vocabulary.
Bingo cards 20
minutes
Practice 2 SS will work individually with a
crossword worksheet to practice
the supply vocabulary and
understanding.
Evaluate their
understanding matching
the picture with the name
Crossword
sheet
20
minutes
Closing
activity
SS plays a memory game with the
classroom supplies vocabulary
that are paste it on the board.
Demonstrate their
memory skills.
15
minutes

14. Topic: Taking care of the animals Date: 29/07/2013 Second grade Duration 80 minutes
Main Goal: students will know basic information related to
Animals needs.
Objectives:
1. Recall animals name and sounds
2. Identify the basic needs of an animal.
3. Distinguish the different type of animals.
4. Produce the understand of the topic
Stage Objectives Procedures Assessment Criteria Materials Time
Introduction 1 Ask the students if they have a pet at
home
Participate actively 10 minutes
Warm up 1 Each student is secretly given an animal,
then, instruct them to gather in groups
according to the animal that they have but
they can not say the name instead they
made the animals ´sound to gathered in
groups
Demonstrate understanding
following instructions
Name the animals
Recognize the animal’s
sounds.
15 minutes
Presentation 2-3 Teacher explains the animals need using
three different categories (food, home and
company) using images and flashcards to
paste on the board base on where they life
categories: aquatic. , land and aerial
animals.SS will review the name of the
animals and come to the board to match
them according to the categories given.
Classify the animals
according to where they life.
Associate the different types
of animals according to
where they life
Identify the animals needs
Animals
Flashcards
Images
Scotch tape
20 minutes
Practice 2-3 SS will work in groups to create a collage
according to what animals eat, live and if
they need company.
Then, they show their work to the rest of
the group.
Apply the vocabulary and
ideas creating the collage
Cardboard,
Magazines
and
newspapers,
glue, scissors
and markers.
20 minutes
Closing
activity
4 SS draws their on pet and how they take
care of it.
Illustrate their topic
understanding and creativity
Color pencils
Notebook
15

18. Topic: Parts of the house Date: 26/06/2013 Third grade Duration 80 minutes
Main goal
Students show understanding of the different parts of the house and their
specific vocabulary according to each room.
Objectives
1. Actively listen and identify the parts of the house.
2. Associate the vocabulary of each room.
3. Recognize the main activities that people do on each room.
Stage Objectiv
es
Procedures Assessment Criteria Materials Time
Introduction 1 Ask the students if they remember
some part of the house
Name parts of the house in
English
Participate actively
5 minutes
Warm up 2 Have the students to stand up move
their desk and make a circle. I give to
each student a paper with the name of
either one part of the house or a
specific object. They need to match it
with the house paste on the board.
Identify the meaning of the
word given
Match their word with the
picture
Image of
house
Words of the
part of the
house
15
minutes
Presentation 2 Use the same house paste on the
board with the division of the rooms
and pronounce the main objects of
each room.
SS works with a worksheet to
associate the picture with the correct
name of the room or object.
SS responses to their favorite room
and share it with the rest of the
group.
Pronounce the names of the
part of the house
Differentiate between the
different objects that belong
to each room in the house
Mention their favorite room
Pictures of the
animals
Worksheet
Glue and
pencil
20
minutes
Practice 3 SS work individually on their
notebooks answering to the question
what do you they on your favorite
room? They also draw that action
Choose their favorite room
in the house
Illustrate what they do on
that room
Illustrate their favorite room
and action
Color pencils,
glue, scissors
and their
notebooks
20
minutes
Closing
activity
3 SS works with a worksheet where
they need to recognize the name of
the room according to the picture
Discriminate the name of
the rooms
Worksheet 20

19. Bedroom
Bathroom
Kitchen
Living room
Washing machine
Basement

22. Topic: My community Date: 24/07/2013 Third grade Duration: 80 minutes
Main Goal: Students explore attributes of the community in which they live.
They relate the different places and helpers of the community.
Objectives
1. Identify a variety of places of their community.
2. Recognize who works in the various buildings in their community
3. Classify different items, objects or equipment according to their
neighborhood location.
Stage Objectives Procedures Assessment
Criteria
Materials Time
Introduction Define a community ask them how makes a
community and what places can we find
there.
Mention key words
of the community.
Participate actively
5 minutes
Warm up 1-2 Ask for five volunteers .Each of them will
represent one of the main helps in our
community. The rest of the group has to
guess which character they are representing.
The teacher describe some characteristics of
the community helper while the student is
performing
Perform the role of
the community
helper
Listen to the
characteristics of the
character.
Associate the
character according
to his/her role
Words:
teacher,
doctor,
police,
cashier and
fire fighter
20minutes
Presentation 1-3 Use a worksheet to introduce the vocabulary
of the community places an the equipment
that they use, they need to cut each of them
and I write the main equipment on the
board.SS paste each of the picture on their
books and copy from the board. They also
write down their function in the community.
Repeat accurately the
vocabulary
Produce their
matching on the
book recognizing the
workers and what
they do.
Worksheet 20
minutes
Practice 2-3 Provide each student with a copy of my
community. Have students cut apart the
sorting cards.
Instruct students to mix up the cards and look
at the pictures on them to decide which
community building each belongs to.
Invite students to glue the corresponding
picture cards below the community buildings
on the mat.
Recognize the
workers of the
community and the
equipment that they
use.
Identify the
importance of the
workers in the
community
Color
pencils,
glue,
scissors and
the
photocopy
of the cards
and.
20
minutes
Closing activity 2 SS works with a puzzle to find some key
works of the community helpers and places.
Solve the puzzle Worksheet
pencil
15
minutes

26. Topic: Typical Costa Rican food Date: Level: sixth grade Duration: 80 minutes
Goal:
Students show understanding of the difference between Costa
Rican typical breakfast and lunch food and the one from United
States.
Objectives:
1. Actively listen and identify the typical food vocabulary.
2. Recognize the difference between Costa Rican and USA
typical food.
3. Express main ideas, opinions and point of views related to
the topic and according to the material provided.
Stage Objective Procedure Assessment criteria Materials time
Introduction Ask the SS if they like gallo
pinto or not
Participate actively 5
Warm up In pairs have the students to
come up with their likes and
dislikes about food.
Demonstrate use of
the vocabulary
15 minutes
Presentation 1
2
The teacher will give the
worksheet and read aloud for
the students. Ask the SS to
repeat it.
Teacher will summarize the
main ideas of the dialogue.
Have the students to read the
dialogue in pairs
Pronounce the food
vocabulary.
Differentiate between
Costa Rican and USA
typical food
Demonstrate fluency
Typical
food
worksheet
20minutes
Practice SS answer the question relate to
the dialogue.
Demonstrate reading
comprehension of the
dialogue.
Typical
food
worksheet
20 minutes
Closing
activity
3 SS discuss about what do they
prefer to have for breakfast;
they also need to write down
the main differences between
Costa Rica and USA breakfast.
Use the typical food
vocabulary
Recognize the main
difference between
type of breakfast
15 minutes

27. Situation: Tom is from the United States. He is talking to
Ana, her Costa Rican friend.
Tom: What do you usually have for breakfast?
Ana: Sometimes, I eat “gallo pinto” with eggs.
Sometimes, I have tortillas with sour cream, or I eat bread
and butter with cheese. I seldom eat cereal. I always
drink coffee, too. What about you?
Tom: Well, here in Costa Rica, I eat “gallo pinto”, eggs,
and tortillas. I drink coffee, too. But at home I don´t eat
as much as here in Costa Rica, I usually have cereal,
pancakes or fried bacon with eggs. I drink orange juice or
milk.
Ana: Really? Is it true that people in your country don’t
eat much for lunch?
Tom: Yes. We usually eat a sandwich, a hamburger, a
piece of pizza or a salad. Lunch is a light meal for us
almost every day. But here, I love “casados” with meat
and one or more kind of picadillos.
Ana: Great! I’m glad you like our food.
According to the conversation above write the whole
sentence that best completes the sentence.
1) Tom and Ana are __.
a) having a light meal
b) eating dinner at home
c) talking about food customs
d) discussing about their countries
2) Costa Ricans’ breakfast is ____.
a) the same as a “casado”
b) usually cereal or pancakes
c) usually heavier than the US
d) as light as the one in Tom’s country
3) Tom enjoys to eat __ the most.
a) Casados
b) Picadillos
c) gallo pinto
d) homemade tortillas
4) U.S. people __.
a) eat a light lunch
b) have a heavy breakfast
c) prefer a sandwich in the morning
d) eat tortillas with sour cream for dinner

28. 5) In the dialogue, Tom says he ____ for breakfast.
a) rarely eats eggs
b) never drinks coffee here
c) drinks a different thing at home
d) always prefers to eat pancakes
6) The word “casados” refers to a __.
a) type of breakfast
b) light meal for dinner
c) heavy dish including picadillo
d) dish of “gallo pinto” with eggs

29. Topic: Costa Rica and the English speaking countries (customs and traditions) Date: 26/07/2013 Sixth grade Duration: 80 minutes
Main Goal:
Students show understanding of the different type folk tales between
USA and Costa Rica
Objectives:
1. Actively participate and recall folk tales characters.
2. Modify and original folk tale and recreate the ending.
3. Explain their point of view relate to the topics given.
Stage Objectives Procedures Assessment Criteria Materials Time
Introduction Ask if they remember some folk tales Participate actively 5 minutes
Warm up 1 Give a card to each of the SS with a
name of a Costa Rica folk tales
character. The SS paste it on their
back and ask their partner some
general questions to try to guess their
character.
Relate the character
according to the
characteristics obtained
Card with
characters
Scotch tape
15
minutes
Presentation 2 Have the students in 4 groups, each
group should choose a leader.
The leader should read the folk tale.
Then give them the cards.
Have the students finishing the story
according to the character in the card
or they can use their creativity and
change the ending.
Demonstrate their team
work skills
Show reading
comprehension
Rewrite the story or the
ending
Handout 1
and 2
20
minutes
Practice 3 Read the handout related to the
Spanish society and traditions.
Discuss it in pair and then share your
opinion and difference from other
countries
Comprehend the text
Produce their own ideas and
opinion
Compare with different
countries
Handout 3 20
minutes
Closing
activity
3 Write down what aspects or
traditions they don not like about our
society and explain the reason.
Defend their point of view
Justify their answers
20
minutes

30. Handout # 2

31. Handout 3