CENTRO CULTURAL NICARAGÜENSE NORTEAMERICANO

BNC
UNIT LESSON PLAN TEMPLATE

This is not an individual lesson plan. It is a unit plan. If the unit lasts two (2) weeks, the unit plan covers all lessons
during those 2 weeks. Daily lessons are included in the unit plan.
GENERAL INFORMATION
Teacher: Milton Lazo Date: January 15 th and 22nd
Program: Adults Communicative Program - Saturday Level: 1
Session: S001/2022 Shift: 8:00 -12:30 pm- 1:00 -
5:30pm
LESSON INFORMATION
Textbook: Open Mind Starter Unit No. 1
Unit Title: High five No. of S’s
PLANNING
Final Project

Grammar, Syntax,  Verb be and subjects pronouns

Pronunciation (if  Possessive adjectives
necessary), & Skills  The alphabet
 numbers
 greetings
Objective(s): By the end of  use language to introduce themselves and others by giving personal information.
this lesson, students will  Use the verb be and subjects pronouns to talk about different issues.
be able to  Listen to the english alphabet to practice spelling.
 Use cardinal numbers to answer different questions.
 Use possessive adjectives in an appropriate way.
 read a text in English in order to get the main topic
 listen to a conversation in order to get specific information.
 Describe a personal profile by writing a short paragragh.

How I will Formally Assess

student achievement of the Exercises from the text book,
unit (collect evidence on ss Role plays,quizzes, workbook.
learning, including evidence to
Short presentations ,games.
be collected after each daily
lesson and for the unit)

In the next section, I will list my individual lessons for the unit.

Saturday 1 and 2
INSTRUCTION
(These are also what will be looked Estimated
for during observations): Time
Warm-up 15
Every lesson should start with a Warm up: minutes
warm-up activity. This could be a
short game, a joke (a clean one), an Hot potato: Teacher brings a potato , music and some cue cards ,
interesting fact, a riddle, a he plays the music. Ss will pass the potato around. When he stops
quotation, or any activity that gets
students in the mood for learning. It the music , the SS who got the potato in their hands will pick up
should be short, fun, and motivating. some questions to be answered.
Ideally, the warm-up activity is
directly connected to Unit content
and grammar.
Ideally, warm-up links to past
learning
Introduce new topic / content / 20 min
structure / skill or activity Unit Introduction:
Teacher introduces the unit providing SS with classroom
Explicitly link concepts to students’ language. He provides new expressions and questions.
backgrounds, past learning, and
interests.
Vocabulary activity 1.
 Key vocabulary (e.g., introduced,
written, repeated, and highlighted)
 Clear explanation of Presentation: Teacher introduces the alphabet orally
topic/content/
structure/skill/activity Practice:
 Students talk about their  Ss will listen and repeat the letters
knowledge or and experience with  SS will sing the alphabet , Teacher guides them.
the topic of the listening or
reading
 Students make predictions about
what they will learn today.
 Informal Assessment of student
language and need for language Production:
support SS will work in Pairs introducing themselves and spelling their
Practice – Students practice, use, names and surnames. 50 minutes
and apply the content.
Presentation: Vocabulary activity 2.
Things to consider:
 Clear explanation of tasks
Teacher writes the cardinal numbers from the board,SS will practice
 Activities are student centered
and varied (e.g. hands-on pronunciation and spelling.
materials/manipulatives, note- Practice:
taking, graphic organizers)
 Ample opportunity for students SS will listen and circle the number they hear.
to use strategies Production:
 Variety of techniques used to  In groups SS will make mathematical operations using the
make content concepts clear numbers.
(e.g. modeling, visuals, hands-on
activities, demonstrations,
Grammar focus 1:
gestures, body language) Presentation:
 Proper use of concept checking Teacher introduces be statements through conversations, he
questions and information provides oral and written examples.he explains function.
checking questions Practice:
 Opportunities for interaction  Ss will complete a table with the forms of the verb be . in
between teacher/student and their books they will circle the correct option.page 9
among students (e.g., whole
Production: Ss will write some true and false statements about
class, small group, partners,
independent) themselves using the verb be.
 Grouping configurations should Grammar focus 2:
be considered according to ss´ Presentation: Teacher introduces possessive adjectives in
language abilities and context,he provides a chart with oral and written examples,he
knowledge explains the function.
 Activities integrate all 4 language
skills (R, W, L, S) Practice: SS will look at some pictures , they will circle the correct
 Teacher Speech is appropriate
option to complete sentences.page 11
for students’ language
proficiency level (e.g. slower rate
and enunciation and simple Production: Now you do it .SS will talk about their possessions
sentence structure for beginners) and their classmates using the possessives forms
 Students are actively engaged
and interested in the lesson Listening Task 1:
during delivery.
 Teacher consistently provides Pre: SS will listen to some conversations about school., classes .
sufficient wait time for student work and home.
response
 Appropriate teacher talk time
During : SS will make up new conversations to introduces
(as little as possible
 Regularly provide specific
themselves and others , they will give personal information
feedback to students on their
output (e.g., language, content, Production: SS are going to act them out.
work) during daily lessons Listening task 2:
 Technology is appropriately and
effectively utilized in lesson and Pre: Teacher introduces some greetings orally, he focuses on
for reinforcement pronunciation.
During: Ss will label some pictures using the greetings , then they
will listen and complete conversations using the greeetings page 8.

Post: Ss will work in pairs . they will create some new

conversations using the greetings, real names,they will perfom them
orally.
Reading Practice:
Pre:Teacher reads the text aloud. He models pronunciation.he
clarifies some new words.
During: they will read the text again in order to find the main topic.
Post: Finally they will match names to sentences.
Speaking task:
First Ss are going to listen to conversations between friends and
strangers, then they will complete the conversations with the words
they hear. Finally they will create new similar conversations to be
performed orally.) pairwork)
Listening and writing:
SS are going to listen to conversations about a concert ticket, they
will circle the correct information on a given chart.

Closing – Wrap up Ss will work on the wrap-up section) vocabulary and grammar 20 min
Things to consider: section. Page 16.
 Review of key vocabulary
 Review of key content concepts

How I will Assess (collect evidence

on student learning, including
evidence to be collected during
and after each daily lesson)
 Informal or
 Formal
Reinforcement (Homework)

SS will work on their workbook material unit 1. SS will take a reading quiz for the third Saturday. Also they will write a short
paragraph describing their personal profile. grammar verb BE Teacher provides a sample.

NOTE: Some of the activities in this unit Plan might not be done in the class or take longer. In other case, more
activities could be added. In any of the situations, the UP will change depending on ss´ interests, knowledge or needs.