1st Grade

Introduction: classroom language

The Robot

1 8 10 12 16 6 7 4 11

13 2 16 15 5 3 17 8 1

5 14 3 4 18 9 15 18 9

14 12 16 15 9 17 2 6 10

11 17 2 3 14 10 5 11 7

18 1 6 7 4 13 12 8 13

Raise Take out

Close the Open the
Stand up Listen your Sit down your Come in Write
door window
hand notebook

Match Close
Go to the Open the
Read the Go out Be quiet your Speak Circle
front door
columns book

DISEÑO La página está dividida en seis tablas de nueve celdas cada una y dos filas de nueve celdas. Los bordes
exteriores de las tablas y todos los de las celdas inferiores deben ser líneas punteadas y tener unas pequeñas tijeras
colocadas estratégicamente para indicar los cortes. En cada celda de las tablas está una ilustración clara de gente
actuando de acuerdo a la siguiente clave: 1. parándose, 2. cerrando una puerta, 3. escuchando, 4. levantando la
mano, 5. sentándose, 6. sacando un libro de una mochila, 7. entrando a un salón, 8. abriendo una ventana, 9.
escribiendo, 10. yendo al frente de un salón, 11. leyendo, 12. uniendo columnas de un ejercicio, 13. saliendo de un
salón, 14. abriendo la puerta, 15. haciendo la seña de guardar silencio, 16. cerrando un libro, 17. hablando, 18
circulando una letra en un ejercicio. Los números son sólo referencias para la localización de cada ilustración y NO
deben aparecer. Las filas inferiores tienen en cada celda las instrucciones escritas tal como se ilustra.
ACTIVITY: The Robot
TIME: 25 min
AIM: To have further instructions by means of a game
LANGUAGE: Function I.2 Communicating in the classroom Grammar: Imperative form, classroom objects
OPTION:
PROCEDURE You can do this
Before class: Make a copy of the worksheet for every 7 students and cut it out as activity without
making copies.
indicated. You will also need 9 counters for each student in the class; these can be beans, Write the list of
buttons or small coins. You can ask students to bring them to class in advance. instructions on the
In class: board and ask
1. Divide students into groups of seven and give each one a chart. One of the students in students to make
the grid on their
every group will have no chart, but will be in charge of the instructions cards. Do not give notebooks and
those ones yet. copy on each cell
R on L 2. Ask students to say what the instructions people in the drawings are following. one instruction at
Encourage them to say the instructions in English. Once you have elicited some, tell to random. The
instructions would
students they are going to play “Bingo”. be mimed instead
3. Explain how to play the game using the instructions below: of said aloud.
• The student who does not have a chart will be in charge of the set of cards with the
instructions. He or She will take each card in turn and say aloud the instruction without OPTION:
showing the card to the players. Depending on the
size of your
PE • Every time a instruction is said, players should look for its drawing in their grids. If they group, you may
have it, they place a counter on the correspondent cell. divide students
• The winner will be the first to have a counter on all the cells and say “Bingo!” into bigger groups
or even use it as a
7. Make students understand the rules and if necessary, play a whole class round, saying whole class
the instructions aloud yourself. activity.
8. While students are playing, monitor the groups to check they are playing correctly. You
can have several rounds asking students to take the turns to say the instructions.

PERFORMANCE EVIDENCE: Students can recognize and
understand quotidian texts (calendars, instructions and
conversations) in order to use them purposefully (indicate the
date, greet and respond to greetings, follow instructions,
participate in class).
REFLECTION ON LANGUAGE: Students notice that the
imperative form is used to give instructions (e.g. Come in,
Listen, Match the columns, etc.) and use such language
features appropriately.

POSSIBLE FOLLOW UP: You can have students design bigger chats adding more instructions in their groups.
Encourage them to combine different commands and classroom objects. For example:
Open your notebook.
Close your hand.
Go to the desk.
Raise your book., etc.

IDEAS FOR EVALUATION: You can have students exchange the instructions they created during the follow up with
another group. Encourage peer correction by asking students to check spelling and coherence, marking instructions
such as *Raise the door as incorrect. Then you can have them display their lists and vote for the five more original
(but correct and coherent) ones.