Sector Educativo 01

30FJE0000
T, VER.

LESSON PLAN
SCHOOL: SUBJECT: GRADE & TEACHER:
ENGLISH GROUPS
1° A,B,D

BLOCK: 1ST PERIOD:

LESSONS 1 & 2
PURPOSE:
Identify the main idea and some details from a variety of short oral and written texts, using their knowledge of the world.

TOPIC: SUBTOPIC: TIME:

Knowing about the language. - Activate previous knowledge.
45 min. (each
Doing with the language -Simmilarities and differences between English
session)
and student’s mother tongue.

Achievement (s):
Identifies topic, purpose and intended audience. Predicts the general meaning from words and expressions similar to
those of the mother tongue. Distinguishes expressions in oral exchanges. Recognizes the composition of expressions in
oral exchanges. Produces expressions to provide information. Adjusts volume and speed when constructing oral texts.

Social Practice of the Language: Understand Learning Environment: Product 1:

and convey information about goods and Familiar and Community Acting-out a dialogue.
services. ––Choose a classmate to act-out a
dialogue about providing services.
––Choose the community
service about which information is to
be exchanged.
––Decide roles and turns of
participation.
––Write sentences to give and
receive information.
––Check that sentences are
understood when spoken and
listened to.
––Practice sentences.
––Perform the dialogue.

Specific Competency: Give and receive information for performing community service.
 Knowing about the Language:
1. Listen and check a dialogue about the performance of community service.
• Recognize topic and purpose.
• Discriminate environment sounds and background noise.
• Identify form of communication.
• Distinguish between intonation and attitude.
• Establish the relationship between participants.
2. Understand the general meaning and main ideas.
• Activate previous knowledge.
• Find out the meaning of words.
• Predict the general meaning.
• Distinguish composition of expressions.
• Identify words used to link ideas.
• Find key words.
• Recognize the behavior of speakers and listeners that support the meaning construction.
• Determine sequence of statements (for example: description, instruction, etc.).
3. Exchange information about the performance of community Service.
• Choose a suitable word repertoire.
• Use an appropriate speech register based on the addressee.
• Write sentences.
• Read sentences to practice pronunciation.
CONTENTS

• Organize sentences to establish turns of participation.

• Include relevant details and interesting information.
• Establish tone and intonation of sentences.
• Formulate and answer questions to give and request information.
• Start a dialogue with the help of written guidelines.
• Adjust volume and speed.
Doing with the Language:

Topic, purpose and intended audience.

Context clues: environment sounds, background noise, relationship between participants, attitudes, etc.
Form of communication: on-site, distance.
Structure of dialogue, opening, body, closure.
Speech registers.
Repertoire of words necessary for this social practice of the language.
Composition of expressions.
Similarities and differences between the mother tongue and English language.
Acoustic features: tone, intonation and pronunciation.
Sentence types.
Connectors (e.g., if, then, and, because).
Verbs: modals.
Being through the Language:

Participate appropriately during oral exchanges.

Foster confidence within interpersonal relationships.

Lesson Notes
Lesson
/ Week/ Activities Procedures &
Stages
Class Materials
 * T introduces his/herself to Ss pointing to his/herself saying:
All Ready
Class introduction Hello! I’m (name), I’m (age) and I’m (nationality). Then T
Lead-in asks Ss to write their name, age, and nationality and the T Student
1. Number the points the Ss and elicits the information.
pictures in the order 1. T plays the CD and asks for volunteers to describe what Book 1
you hear them. they heard and say where they can hear those sounds. After
2. Label the places in that, Ss open their Student Books to page 8 and look at the
I know p.8
Activity 1 using words pictures, they may describe them aloud. T asks Ss to number
from the box. the pictures in the correct order and plays the CD again for
Ss to check their answers. They can compare with a
Lesson 1 classmate.
Week 1
2. T goes over the words in the box with the Ss, and asks
CD Audio
them to write the name of the places on the spaces
Class 1
provided using words from the box, and then has students track 02
exchange books with a classmate to compare and check
Reading their answers.
* T asks Ss to open their Readers to page 7 and flick through
the pages of Chapter 1 focusing on the pictures. Ss describe
what they see. Then T reads aloud paragraph by paragraph Reader
asking questions between them to increase Ss’ interest in
Reading: Let’s Go to the information. Then T tells them to work in pairs in the
Boulder Comprehension Questions, p.17, and finally checks answers p. 7-17
orally.
Lesson 1 3. Listen and circle T 3. T asks Ss to open their Student Books to page 8 and look All Ready
Week 1 for True of F for False. at the picture and tells them that they are going to listen to
I build the conversation between the people in the picture. T plays Student
Class 2 4. Listen to the the CD and asks comprehension questions at different points
Book 1
conversation and if needed and then asks Ss to circle T of F as they listen. Then
I think complete the T checks answers orally.
sentences. 4. T asks Ss to look at the picture on page 9 and tells Ss that p. 8 & 9
they are going to listen to the conversation between the
5. Match the places people in the picture, plays the CD pausing if necessary and
CD Audio
to the community asking comprehension questions at different points. Then T
service they offer. reads the first question aloud and asks Ss to complete the track 03 &
two sentences individually. Finally, T reads the two
sentences aloud, having Ss answer altogether. 04
5. T asks Ss to match the places to the community service
they offer and has them to share and compare their answers
with a classmate.
 6. T asks Ss to open their Student Books to page 10 and look
6. Read the at the first picture, then has them to read the first
underlined conversation in silence, explains new vocabulary if necessary
expressions in each and asks questions about the conversation to check
conversation and comprehension, and then repeats with the other two
decide which ones pictures and conversations. All Ready
ask for help and 7. T asks the Ss to work in pairs and to read the
Lesson 1 which ones offer help conversations in activity 6 again. To distinguish composition Student
Week 1 or information. of expressions, T asks them to write the underlined
Book 1
7. Read the expressions under the correct heading, allowing enough
Class 3 conversations in time for Ss to do this, and walking around the class,
Activity 6 again. Write monitoring and helping if necessary. Then T asks for p. 10 & 11
the offers and volunteers to come to the board and write the offers and
requests under the requests on the table.
correct heading. 8. T asks Ss to think about the conversations and complete
8. Complete the the sentences on page 11 individually. They have to share
sentences. and compare their answers with a classmate to foster
confidence within interpersonal relationships.
9. Ss open their Student Books to page 11 and get in pairs.
Then look at the sentences in activity 9 and decide which
9. In pairs, decide
expressions come first, second, and at the end of the
which expressions
conversation, and then write the conversation in order on
come first, second,
the space provided. T asks for volunteers to act out the All Ready
and at the end of the
conversation and have the rest of the class compare and
conversation. Then Student
check their answers.
write the
I 10. To determine sequence of enunciation and identify
conversation in order. Book 1
practice structure of dialogue, Ss have to look at the three boxes and
10. Divide the
notice that conversations have an opening, a body, and
conversation into
closure. Ss have to look back at the conversation in activity 9 p. 11
opening, body, and
and divide the conversation. They need to share and
closure.
compare their answers with a classmate.
11. Write the services
Lesson 1 11. T asks Ss to the example to write the services and elicits
Week 2 each place provides.
answers with a classmate and for volunteers to read their
Class 4 answers.
12. In pairs, take
12. T asks Ss to read the sentences in silence and asks them
turns saying the
if there are any new words, if so, explains their meaning and
sentences. Then
models their pronunciation. Then Ss look at the expressions All Ready
match the
and match them to make appropriate suggestions. Then Ss
expressions below to Student
read the suggestions aloud. They can go to the Glossary on
make appropriate
I can page 156 to clarify the meaning of words.
suggestions. Book 1
13. To compose sentences to provide and be provided with
13. Write the
information, T has Ss share and compare their answers with p. 12 & 13
suggestions in activity
another classmate and for volunteers to read aloud the
12 and add two of
sentences they added.
your own.
 I 1. Match the
All Ready
expressions to the
Lesso know person who normally 1. Ss open their Student Book to page 14 and look at the Student
n2 says it. pictures, and then match the expressions to the person who
normally says it, after that compare with a partner. Book 1
2. Match the signs to
Week the places where you 2. Ss look at the pictures in exercise 2 and T asks where they
p.14 & 15
may see them. see that kind of signs, then Ss match them with the places.
2 Then Ss compare answers with a partner.
3. Listen to the hip
I build hop song about 3. T plays the CD and Ss listen to the song, after that, in
Class communities while pairs, answer the questions about the song, some volunteer
you read along. Then can read his/her answers aloud. CD Audio
5
answer the
track 05
questions.

4. Listen to the
conversations and
answer the
questions.
4. T explains Ss that they are going to listen to some
All Ready
5. Read these extracts conversations and then plays the CD. After that, in pairs, Ss
Lesso
from the answer the questions about the conversations; they can use Student
conversations in the pictures as clues.
n2
activity 4. Write A for Book 1
5. T encourages Ss to read the extracts form the
Affirmative
conversations and reflect if they are affirmative, questions,
Week sentences. Q for
or negative sentences. Then Ss write A, Q or N on the lines. p.16 & 17
Questions and N for
2 Negative sentences.
I think 6. Ss look at the picture and say what they are doing, and
then read the conversation individually, after that they have
6. Read the
Class to label the parts of the conversation and compare with a
conversation and
partner. CD Audio
label its parts using
6
words from the box. 7. Finally, Ss have to write on the space given how they say track 06
the sentences in the last conversation in Spanish.
7. How do you say
the sentences in
Activity 6 in your own
language?
Lesso
8. Read the sentences.
8. T asks Ss to open their Student Books to page 18 and read
What do you notice All
n2 the sentences in the Activity 8 and reflect about the word
about the word order?
order. Ready
Week 9. Write the sentences
I 9. Then Ss write the sentences in the correct place in the table; Student
in Activity 8 in the
Ss can work in pairs.
3 correct place in the
pract Book 1
table. 10. T ask Ss to look at the pictures, and then elicits them to
Class ice unscramble the sentences, Ss can work in groups of tree and
10. Unscramble the p. 18
compare their answers with other Ss.
sentences.
7

11. Read the list of

community services.
Write what you can do
11. Ss read the list of community services given. Then they
Lesso there using words from
have to write what they can do there, they may use the words
the box.
given. T elicits volunteers to read aloud their answers, the All
n2
12. In pairs, choose a whole class checks them.
Ready
community service.
Week
Write the expressions Student
12. Ss in pairs need to choose a community service to write
you need to start a
3 expressions to start, find information, and end the
I can conversation, find Book 1
conversation; they can use the conversations of the unit as
information, and end
examples.
Class the conversation.
p. 19
13. Then Ss write the conversation on the space given and act
8 13. Write your
out with a classmate; they can change roles to practice.
conversation and
practice it with a
classmate.

Produ 1. I pairs, choose one of 1. T explains that they are going to act-out a dialogue as their
the community first product. First, Ss have to choose one of the community
ct 1: services. services.
I get All
2. Then they may work in pairs and plan what they need form
ready Ready
the service they chose.
Acting

-out a

dialog
Student
2. Work in pairs. Decide
ue what you need from the Book 1
service that you chose. 3. After that discuss which materials they can bring next class
to help them do a better job.
Week p. 20 &
I plan 3. What materials do
3 you need? Make a list.
21

Class

4. Decide which
questions to ask.
4. T elicits the Ss to continue with their product; they work in
Produ 5. Discuss your pairs again and then decide what questions the need to ask in
All
possible answers and the conversation.
ct 1: offer more detail. Here
5. Then they have to discuss the possible answers with details, Ready
is some useful
they may use their dictionaries.
Acting vocabulary. Student
6. After that, Ss write the dialogue with a proper ending. They
I do 6. Write out your Book 1
-out a can look at the examples or use them.
dialogue with a proper
dialog ending. Follow the 7. Finally, they need to decide what role to take and their turn
p. 21
example below. of participation. They must practice several times before the
ue presentation.
7. Decide roles and
turns of participation.

Week All
All
4 Ready
ready 8. In pairs, practice the 8. T decides place and time of the presentations. Ss, after
Student
dialogue and act it out several practices, may act it out in front of the group.
Class to in front of your group. Together, T and Ss, decide which presentation was the best. Book 1
10 share
p. 21

Self- I learn Check Very well, well T explains to Ss that they have to check according to their All
performance. Ss individually need to reflect and answer the
 Test
Ready
Week
Student
4 or need help. self-assessment.
Book 1

Class
p. 21
11

Formati

ve All
1. Match the parts of the
Assess Formati
sentences. Ready
ment ve
Student
2. Use the phrases in the As partial assessment, Ss have to answer the test.
Assess box to complete the
Week 4 Book 1
conversations. Where are
ment
these people?
Class p.166

12

LESSON PLAN
SCHOOL: SUBJECT: GRADE & TEACHER:
ENGLISH GROUPS
1° A,B,D

BLOCK: 1ST PERIOD:

LESSONS 3 & 4
PURPOSE:
Understand and use information from different textual sources.

TOPIC: Being through the Language. SUBTOPIC: TIME:

Doing with the language. - Understand some expressions and words related to
45 min. (each
specialized areas of knowledge.
session)
- Use strategies for collaborative dialogues to solve
daily tasks.
Achievement (s):
Uses known comprehension strategies.• Recognizes the general meaning from some details.• Formulates and answers questions in
order to locate specific information.• Expresses personal reactions to literary texts, using known oral expressions.• Retells events
using images.• Organizes sentences into a sequence of actions.

Social Practice of the Language: Read and Learning Environment: Product 2:

understand different types of literary texts of Literary and Ludic Big book
English-speaking countries. (broadsheet book)
Specific Competency: Read classic tales and write a short story based on them
CONTENTS

Knowing about the Language:

1. Listen and check a dialogue about the performance of community service.
• Recognize topic and purpose.
• Discriminate environment sounds and background noise.
• Identify form of communication.
• Distinguish between intonation and attitude.
• Establish the relationship between participants.
2. Understand the general meaning and main ideas.
• Activate previous knowledge.
• Find out the meaning of words.
• Predict the general meaning.
• Distinguish composition of expressions.
• Identify words used to link ideas.
• Find key words.
• Recognize the behavior of speakers and listeners that support the meaning construction.
• Determine sequence of statements (for example: description, instruction, etc.).
3. Exchange information about the performance of community Service.
• Choose a suitable word repertoire.
• Use an appropriate speech register based on the addressee.
• Write sentences.
• Read sentences to practice pronunciation.
• Organize sentences to establish turns of participation.
• Include relevant details and interesting information.
• Establish tone and intonation of sentences.
• Formulate and answer questions to give and request information.
• Start a dialogue with the help of written guidelines.
• Adjust volume and speed.
Doing with the Language:

Topic, purpose and intended audience.

Context clues: environment sounds, background noise, relationship between participants, attitudes, etc.
Form of communication: on-site, distance.
Structure of dialogue, opening, body, closure.
Speech registers.
Repertoire of words necessary for this social practice of the language.
Composition of expressions.
Similarities and differences between the mother tongue and English language.
Acoustic features: tone, intonation and pronunciation.
Sentence types.
Connectors (e.g., if, then, and, because).
Verbs: modals.
 Being through the Language:

Participate appropriately during oral exchanges.

Foster confidence within interpersonal relationships.

Lesso
Notes
Less
n/
on
Week &
Activities Procedures
Stag
/ Materi
es als
Class

Lesso I 1. In pairs, discuss what

you remember about
n3 know the story. 1. Ss open their Student Books to page 22 and look at the
picture, then T elicits some volunteers to tell their classmates
I 2. Read the extract and what they remember about the Story of King Arthur. All Ready
Week circle T for true and F for
build 2. Ss read the Story and then circle T or F, they can work in Student
false.
5 pairs, at the end T asks for some volunteer to read the
Book 1
3. Skim the text to find answers aloud, the rest of the group can correct them.
the general idea of each
paragraph. For activities 3 and 4, Ss have to skim the text, write on the p. 22 & 23
lines the main ideas of each paragraph, and then scan them
Class 4. Scan the paragraphs to answer the questions.
to find the specific
13 information below.

Lesso 5. Match the sentences 5. Ss have to reflect about the elements of the narrative and
to the elements in the text components, and then they may match the columns
n3 narrative and text about them.
All Ready
I components.
6. Then T asks Ss to work in pairs or individually and tell them Student
Week think 6. Complete the to read the paragraph and then complete the sentences using
sentences using words the words given. Book 1
5 from the box.
7. T explains the verb tenses on the board and writes some
7. Write the correct tense p. 24
Class examples, and then Ss say in what tenses the sentences are,
after each sentence: past
after that, T asks Ss to write the correct tense after the
simple, past continuous, or
14 interrupted past.
sentences given.

8. T asks Ss to remember when to use each of the verb tenses All Ready
Lesso 8. Complete the
and elicits some volunteers to write on the board some
sentences using words Student
examples of each, after that, Ss complete the rule using
n3 from the box.
words from the box. Book 1
 9. Number the events
9. Then Ss have to look at the pictures and number the
from the story in the
Week events from the story in the correct order, they can use the
correct order.
I story on page 22 and 23 to look for clues.
5
10. Underline the p. 25 & 26
pract 10. Finally, Ss read the paragraph about King Arthur and
actions in past simple
underline the actions in past simple and circle the actions in
and circle the actions in
ice past continuous; they can check their answers with a partner. CD Audio
past continuous.
11. T plays the CD and Ss listen to the story to complete the track 07
Class 11. Listen to the story
text using the words given. Ss can ask the T to play again the
and complete the text
15 track if they need. Then T asks for some volunteers to read
using words from the
the paragraphs to check the answers.
box.

Lesso I
12. T asks Ss to open their Student Books to page 26 and ask
n3 pract 12. Complete the for some ideas about the story they heard last class. Then T
organizer. encourages Ss to complete the organizer using the All Ready
ice information from the story.
13. Read the table and Student
Week
complete the organizer. 13. Then T elicits from Ss what a fable is. Then Ss read
Book 1
6 individually the fable on page 26 and complete the organizer
14. Skim and scam the about it.
I can fable again and answer p. 26 & 27
Class the questions. 14. Ss need to read the fable again and answer the
questions. They may check their answers with a partner.
16

Lesso I
1. Check the fairy tales 1. T asks Ss to remember some of the tales that they read as
n4 know you know. Work in pairs, children, and then Ss open their Student Books to page 28,
choose one tale and look at the pictures, and check the fairy tales that they know. All Ready
write what you Then, in pairs, they choose one tale and write the story on
Student
Week remember about it. the lines.
Book 1
6 2. Match the sentences 2. Then Ss look at the pictures and read the sentences, they
to the pictures. have to match them.
I p. 28 & 29
Class 3. Number the events in 3. Ss read the sentences about the last story, and then they
build the correct order. have to number the events in the correct order.
17

Lesso 4. Check the story of The

Silkies in Activity 3. Write a 4. T writes on the board like and don’t like and asks for some
n4 cross next to the things volunteers to write the things that they like and don’t like. Then T
you didn’t like and a check
 mark next to the things
you liked.
asks them to open their Student Books to page 29 and put a cross
next to the things they didn’t like and a check
Week All Ready
5. Check the story of
The Silkies in Activity 4 mark next to the things they liked .
6 Student
I again and answer the
questions. Book 1
think 5. Then Ss have to read the story of the Silkies again and, in
Class
6. Skim The Silkies again pairs, answer the questions about them. Finally, T asks for
some volunteers to read aloud their answers to check them. p. 29 & 30
18 and complete the
organizer with the key
events from the story in
activity 4.

I 7. Match the words to

the descriptions.
think 7. T asks Ss to open their Student Books to page 30 and asks
Lesso
8. Read The Silkies in for some volunteers to comment about the story of the Silkies All
Activity 4 again. Write in Activity 4. Then Ss individually have to match the words to
n4
complete sentences the descriptions. Ready
about the events you
Student
Week liked or didn’t like from 8. Then the Ss complete the table about likes and dislikes,
I the story using words using complete sentences and the words from the box.
Book 1
7 from the box.
pract 9. Ss write the correct sentences under the cause or effect
9. Write the sentences using the phrases from the box. p. 30 &
Class ice under the correct
heading. 10. Finally, Ss read the sentences and decide the correct option 31
19 to complete them; they have to circle them.
10. Circle the correct
option.

Lesso I can 11. Read the story and 11. Ss read the story and write the correct tense of the verb in All
write the correct tense each parenthesis. Then T asks for volunteers to read aloud
n4 of the verb in each some sentences to check answers. Ready
parenthesis.
12. Ss work in pairs to complete the paragraphs, according to Student
Week 12. In pairs, complete the events in the story. After that, Ss exchange books with
Book 1
the paragraphs another pair of Ss to check answers.
7
according to the events
in the story. 13. Ss individually read the story in Activity 11 and answer the p. 32 &
Class questions about it. Afterwards, T asks some Ss to read a
13. Answer the question and its answer aloud, and the rest of the Ss correct 33
20 questions about the their work.
story in Activity 11.
14. T explains what an organizer is. Then elicits some examples
14. Complete the of cause and consequences. Subsequently, Ss complete the
organizer with organizer individually with the information about the story of
information from the
 story in Activity 11.
the City Mouse and the Country Mouse.

15. In pairs, rewrite the

story of The City Mouse
15. Finally, Ss work in pairs to rewrite the story of the City
and the Country Mouse.
Mouse and the Country Mouse but writing a different ending
Write a different ending
to the story.
to the story.

I get 1. Work in pairs. Choose

a story or classic tale
read you like.

y 2. Decide on the 1. T elicits some definitions of broadsheet book and tells Ss

Produ important events of the that they are going to make one. First T asks Ss to work in pairs
and choose a story or classic tale they like. All
story.
ct 2 I plan
2. Ss must decide on the important events they remember Ready
3. Decide how many
pages you will use for from the story and write sentences using past tense.
Student
Week
your book.
3 & 4. Ss decide the number of pages and what materials they
Book 1
7 4. What materials do are going to need for the broadsheet book.
you need? Make a list.
5. Using the organizer on page 176, Ss write the title, subtitle, p. 34 &
Class
5. Complete the main character(s), other characters, setting, events in order,
I do 35
21 organizer on page 176 climax or turning point, and conclusion of the story they chose.
in the worksheets
section with the text
components and key
events of the story you
chose.

Prod I do 6. Compose and 6. T asks Ss to open their Student Books to page 34 and draw All
arrange sentences their attention to the sticky notes, explains that they have to Ready
uct 2 based on the key compose the sentences for their books based on the key
 events. Try to include
these elements.

7. Write your events they included in Activity 5, and that they should try to
sentences on the pages include the information on the sticky notes with them to
of the broadsheet make sure they understand all the possible information that
book and illustrate can be included in their stories.
them.
7. T asks Ss to write the sentences they composed in Activity 6
8. Put the pages of the on the corresponding pages of their books and to illustrate
broadsheet book each of the pages in their broadsheet book. Guide each of
I learn together. Design a them to choose different sentences to write and illustrate.
Week cover for your book
with the names of the 8. Ask Ss to design a cover for their book that includes the
8 All Student
authors. title of their story, their names as authors, and an illustration.
Book 1
ready Allow time for them to do this. Once they finish, ask them to
Class put the pages of their books together. p. 35
9. In pairs, take turns
to
reading the broadsheet
22
share out loud to practice
pronunciation; change 9. Draw Ss’ attention to the useful expressions chart and
your speed and encourage them to use some of these expressions to present
intonation to make their story to the class. Ask Ss to take turns reading their
your story more story.
interesting.
10. Have each pair of Ss select a primary group to read their
10. Find a primary book to, and help them arrange a reading session for this
group to read your group.
book to and donate it
to them when you
finish.

Self-

test
All
Ask Ss what they can do now that they couldn’t do at the
Week Ready
beginning of the learning environment. Have them answer the
Check the “I learn” Student
I learn I learn box. Explain that its purpose is to asses their
8 box. Book 1
performance while making the product, in order to improve
weaknesses and reinforce strengths during the process.
p. 35
Class

23

Prod Formal 1. Read the text and Ask Ss to answer the test individually. All
then use the words in Ready
uct 2 assess the box to complete Student
the story. Book 1
ment
Week
 8
2. Read the text and
write the correct tense
p. 167
Class of the verbs in
parentheses.
24

Profesor(a) de Grupo Presidente(a) de la Academia Director(a) de la Escuela

de Escuela

___________________ ____________________ ___________________

Vo. Bo.
Jefe de Enseñanza

________________________
Lara