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Sector Educativo 01

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

BLOCK: 3RD PERIOD:


LESSONS 1 & 2
PURPOSE:
• Produce short, conventional texts that respond to personal, creative, social, and academic purposes.
• Adapt their language to unexpected communicative needs.
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):
• Compares sentences with and without irregular verb forms.
• Classifies sentences according to their verb tense.
• Uses perfect tenses and simple past in sentences and texts.
• Writes and dictates sentences with irregular verb tenses.

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.

Lesso Less Activities Procedures Notes

n/ on
&
Week Stag
Materi
/ es
Class als

Lesso I

n1 know 1. Ask Ss to open their Student Books to page 68. Encourage them
to predict first what they think the lesson will be about. Briefly
discuss each of the games addressing the basic rules for each game All Ready
1. Have you played these
and who plays them. Student
Week games?
Book 1
2. To use language as a means to promote recreational activities,
17 2. What are your favorite
discuss the differences between board games, video games, card p. 68
types of games?
I games, word games, guessing games, playground games, etc. and
elicit more examples from Ss. Invite volunteers to share the names Reader
3. Read the extract and
build answer the questions.
of their favorite games with the class.
p. 59- 68
3. Divide Ss into small groups of four or five, and ask them to take
Class turns reading the extract and answering the questions on page 69.

49

4. Read the sentences and


classify them in the
Lesso organizer.
4. Instruct Ss to open their Student Books to page 69. Read each of
the statements out loud to the class. To identify sentences that
n1 express future situations and conditions, and their composition, ask
5. Read the sentences and
Ss to work with a partner to classify them according to whether they
underline the one that
are past, present, or future. Monitor and check.
makes a prediction about All Ready
Week the future. Student
5. Ask Ss to repeat the same process from Activity 4 to identify the
Book 1
I tense of each statement by analyzing the context of each one.
17 6. Listen to this extract
from an interview about p. 69 & 70
think video games and match the
6. Play the interview for the Ss and ask them to match the
predictions according to what they hear on the recording.
person’s predictions about CD Audio
the future. track 12
7. Ss look at the sentences in Activity 6 and answer the question.

Class 7. Look at the sentences in


8. Tell Ss to work in pairs and encourage them to use the
Activity 6 and answer the
information they discovered in the previous activities to answer
50 question.
correctly. Check answers as a class.
8. Complete the rules.

Lesso I 9. Complete the text using 9. Ask Ss to open their Student Books to page 71. Ss complete the All Ready
the correct tense of the text using the correct tense of the verbs.
verbs. Student
n1 pract
10. Instruct Ss to unscramble the words to write sentences about the
Book 1
10. Write the sentences in future of gaming. They should be able to arrange the sentences
ice
the correct order.
sequence to express future situations. Have them work
Week independently and check answers with a partner.
11. Listen again to the
interview and complete it.
17 11. Ask Ss to listen to the interview and complete the missing
information. Monitor and check. p. 71 - 73
12. Write three predictions
about the future of video
I can 12. Ss write three sentences from the interview on the previous page
CD Audio
games.
to express future tense.
13. Work in pairs. Discuss track 12
Class 13. Divide Ss into pairs. Then Ss compare predictions and discuss
the predictions in activity
three more possible advances or changes in gaming with their
12 and add three more.
51 partners. Ss then add their new predictions to their existing list.
Monitor and provide individual help.
Lesso

n1
All
14. Tell pairs to join another pair to discuss their predictions. Propose
14. Work with another pair Ready
several questions for the new groups to consider. Monitor group
Week and share your predictions
discussions.
about the future of video Studen
18 games.
I can 15. Ask Ss to open their Student Books to page 73. Have Ss work in
t Book
groups of four. Tell them to refer back to the components written on
15. In groups, make a
the board to guide them through the creation process. Ss should 1
poster about the future of
present their posters to their classmates at the end of the class and
video games.
give an informal explanation of their poster.
p. 73
Class

52

Lesso I
1. Do you read your
n2 know horoscope? Do you believe
All
that horoscopes can predict 1 & 2. Ss discuss the questions with the entire class.
I the future? Why or why Ready
Week not? 3. Instruct Ss to look at the two pictures on page 74 of the Student
build Books and identify them as a cloudy day or a sunny day. Studen
18 2. What is your sign?
4. Elicit whether the article is from a textbook, a newspaper, or a t Book
3. What other things can magazine. Ask Ss to read the tips again silently and then elicit the
you make predictions things that can be observed. Have Ss go over the article again, circle 1
about? the things that can help people predict the weather, and then
I underline the words that talk about weather. Monitor and check.
p. 74
Class 4. Read this text and answer
the questions.
think
53

Lesso
5. Write two things that you
n2 will be able to tell your 5. Ss read the article in Activity 4 again quickly and decide which
All
friends after reading the text two predictions they will share with their friends.
Ready
in Activity 4.
Studen
6. Before playing the recording, ask Ss to read the three statements in
Week t Book
6. Now listen to the weather the activity. Instruct them to listen to the forecast and to mark the
1
forecast and circle T for answers in their Student Books.
18 I
True or F for False.
p. 75
7. Ss should be able to see that the first sentence uses the auxiliary
pract 7. Read these sentences. verb will while the second sentence uses is going to.
CD
What do you notice?
ice Audio
8. Now ask Ss to work with a partner to identify which sentence
track
8. Write the correct from Activity 7 best describes the first photo and which sentence best
Class 13
sentence form Activity 7 describes the second photo. Check answers together.
under each picture.
54
Lesso I

n2 pract 9. To classify sentences according to the future verb form, ask Ss to


9. Look at the Activity 4 open their Student Books to page 76. Instruct them to work with a
and classify the underlined partner to classify the underlined expressions from Activity 4 into the
ice
expressions. most appropriate category. Monitor and check answers as a class. All
Week
Ready
10. Complete the rules. 10. Tell Ss to use their answers from the previous activity to discover Student
19 the general rule used for future expressions. Book 1
11. Match the sentences to
their meanings. 11. Now instruct Ss to use the rule from the previous exercise to p. 76 &
match the two sentences in this activity to their meanings. 77
12. Match the two parts of
the conversations. 12. Ask Ss to work in groups of three. They should identify the
Class subject of each sentence to help them match the appropriate response.

55

13. Read this text and


complete the weather on
13. To distinguish graphic and text components, instruct them to work
Lesso the table.
with a partner to fill in the table with symbols to indicate the weather
14. Use the words in predicted.
n2 I can
Activity 13 to complete
14. Working as a class, Ss should complete the organizer using
the organizer.
complete sentences.
Week All
15. Read this two-day
15. Instruct Ss to work individually to draw the appropriate symbol Ready
weather forecast and
19 complete it with the
next to each day’s forecast. Student
Book 1
correct symbols.
16. Have Ss complete the table about the local weather for the next
two days. p. 77-79
16. Write a two-day
weather forecast for the
17. Ss work autonomously to compose an e-mail to a friend
place you live in or a place
Class describing the forecast from the previous activity. Design several
you know.
scenarios as a class to provide the context of the e-mail.
56 17. Write an e-mail to a
friend describing the two-
day weather forecast.

Produ I get 1. Match the situations in 1. First Ss individually match the situations in the present with those All
the present with those in in the past. Ready
ct 1 ready the past. Student
2. Then Ss work in groups of three and select a subject to write about. Book 1
2. Work in groups of three.
Week Select a subject to write
about.
3. Ss now work in their groups to make a list of the information they
19 will include in their setting.
3. Make a list of the
information you will
4. Ss should use their list from Activity 3 to create a column titled The
include in the present p. 80 &
I plan Present on the left side of the paper. They should use the right side of
setting. 81
the paper to make a second column titled The Future.
4. Brainstorm what the
Class future setting will be like.
5. It is time for Ss to make a preliminary plan for creating their
forecast. They must prepare a list of materials.
57 5. What materials will you
need? Make a list.
Prod I do

uct 1 6. Write a description of


the current situation. 6. Tell Ss to open their Student Books to page 81. Students write a
description of the current situation using the list from Activity 4.
7. Write your forecast All
Week
about the future. 7. After Ss write their descriptions of the current situation they must Ready
All rewrite it using future tenses.
20 8. Work with another Student
group. Read your 8. Students switch forecasts with another group and perform peer Book 1
ready forecast aloud. edits.
p. 81
to 9. Place your forecast in 9. The forecast should be displayed in a prominent place in the
a visible place in the classroom to make the display visually appealing.
Class share classroom.

58

Self-
All
test
Ready

Week Stude
Ask Ss what they can do now that they couldn’t do at the beginning
20 of the learning environment and listen to their responses. Encourage nt
I learn Check the “I learn” box.
them to identify the activities that they found especially helpful
during the process of making the product. Book

Class
p. 81
59

Prod
All
uct 1
Ready
1. Complete the
Week Stude
Formal predictions about the
future of books. Briefly, have Ss discuss their responses to the self-assessment in
20 nt
assess groups or with the rest of the class. Give positive feedback for their
2. Complete the effort and progress.
sentences with will or Book
ment
going to.
1

Class
p. 170
60
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

n3 1. What parts of the body or


I All
body systems are these 1. Tell Ss to open their Student Books to page 82. Ask them to
diagrams? identify the organs and systems shown in the pictures and discuss Ready
Week know what the purpose of each organ is. Student
2. What other parts of the Book 1
21 body or systems do you 2. Ask Ss to work in groups of three and brainstorm other organs
know? and systems. p. 82
3. Listen to the conversation 3. Ss will listen to Myslim explaining parts of the body to Pepe. As
Reader
and put a cross under the they should pay special attention to the body parts that are
I body part that is not mentioned so that they can identify the body parts.
described.
p. 72-81
Class
build
61
4. Listen to Myslim and
circle T for True or F for
Lesso False. 4. Ss take turns reading the four statements in the activity. Play the
recording and tell Ss to circle the correct answer. All
n3 5. Which part of the body Ready
would you like to visit? 5. Ask Ss to write down the part of the body that they would most
Student
like to visit.
Week 6. Look at the diagram and Book 1
complete the parts of the 6. Invite Ss to look at the diagram and complete the parts of the
21 digestive system. digestive system. p. 83 &
84
7. Read the texts and write 7. Ss read the texts and write the parts of the body on the note pad.
I the parts of the body on the CD
note pad. 8. Elicit Ss to read the paragraphs in the last activity to answer the
think questions.
Audio
8. Read the paragraphs in track 14
Class
Activity 7 and answer the 9. Ss look at the sentences and complete them using the & 15
questions. information from the previous activity.
62
9. Complete the sentences.

10. Have Ss open their Student Books to page 85. Have Ss


10. Underline the verbs in
underline the verb in each of the sentences. After Ss identify the
Lesso each sentence. Then answer
verbs, answer each of the three questions as a class.
the questions.
n3 11. Elicit what the present tense is used for: facts and routines.
11. Complete the rules.
Based on what the Ss saw in the last activity, they should have
12. Complete the
enough information to complete the rules as a class. All
Week Ready
information with a, an, or
12. Ask Ss to work individually to read the information and fill in
the. Student
21 I the missing words.
Book 1
13. Circle the correct option.
pract 13. Have Ss to read the sentences silently; elicit the body part each
Then label the diagrams on
sentences is about. Then instruct Ss to work with a partner to p. 85 &
page 178 in the worksheets
ice section.
choose the correct verb form in each sentence. Then have Ss turn 86
to page 178 in the Worksheets section, and label the diagrams in
Class pairs. Monitor and check.
14. Label the diagrams.
Then complete the text
14. Have Ss work in pairs and label the diagrams. Then have them
63 below with information
look back at Activity 3 and complete the missing information.
from Activity 13.
Monitor and check.

Lesso I can 15. Read the statements and 15. Tell Ss to open their Student Books to page 87. They have to All
circle T for True or F for read the statements and say if the sentences are true or false.
False. Ready
n3
16. Have Ss choose a body system in Activity 14 and individually Student
16. Complete this organizer complete the organizer.
Week with information about one Book 1
of the body systems in 17. To complete sentences in order to describe components, instruct
Activity 14. Ss to select information from the Student Book and the Reader.
22 p. 87
17. Make notes about the 18. Tell Ss to stand up and walk around to find a classmate that
body system in Activity 16. made notes about another body system and share your information.

18. Find classmate that made


notes about another body
Class
system and share your
information.
64

All

Ready
I
Stude
Lesso know
nt
n4
1. Tell Ss to write as many parts as they can in five minutes. When
1. Name the parts of the body
they have finished, brainstorm their ideas and write them on the Book
you know.
board.
Week
2. In pairs, label the diagram.
1
2. Ask Ss to label the diagram individually, when they have
22 How many words did you
finished, ask them to work in pairs and compare their answers.
remember?
p. 88
3. Ask Ss to open their Readers to page 76-77 and elicit whether it
3. Read Pepe’s textbook.
is a narrative or informative text. Then have Ss open their Student & 89
Then match the sentences on
I page 90.
Books to page 89. Have Ss write the names of the bones/parts of
the body next to the numbers on the board.
Class
build reade
65
rs

p.76-

77

Lesso All
4. Tell Ss to silently read the extract from Pepe’s textbook again.
4. Read the text in Activity 3
n4 and answer the questions.
Ask Ss to explain the parts of the body positions and to write their Ready
I answers and opinions in their Student Books.
5. Read the text again and Stude
think 5. Ask Ss to work individually to answer the questions in activity 3.
Week find the information.
Encourage Ss to answer in complete sentences.
nt
22 6. Read the examples and
6. Elicit Ss to read the examples and match them to the correct
match them to the correct
sentence. Book
sentence.
I 7. Using the information from the previous activity, Ss should be 1
7. Circle the correct option.
able to complete the rule individually or with a partner.
pract 8. Match the description to
Class 8. Have Ss match the descriptions to the pictures individually. p. 90
the pictures.
Check answers as a class.
ice
66 & 91

Lesso I 9. Group the parts of the 9. Instruct Ss to open their Student Books to page 92. Have Ss work All
body. in pairs and classify the words into two groups. Monitor and check. Ready
n4 pract Student
10. Label the parts of the 10. Nominate individual Ss to identify each diagram. Have Ss work
body. in pairs to complete the labels. Book 1
ice
Week
23
11. Match the sentence
11. Now instruct Ss to use the information from the previous activity
halves. Then complete them
to complete the sentences. Check answers as a class.
using the parts of the body
p. 92 &
in Activity 10.
12. Have Ss work in pairs and do a quick review of past tenses and 93
past participles. Have them work in pairs and complete the sentences
Class 12. Read the notes. Write
from the notes. Monitor and check.
the complete sentences.
67

Lesso
13. Listen to Myslim talk
n4 about the skeletal system All
13. To rewrite simple sentences about descriptions in a conventional
and take notes about the Ready
manner, have Ss listen and take notes; pause the CD if necessary.
spine and the muscles.
Ask them to get together in pairs and compare their notes.
Student
Week
Book 1
14. Listen again to Myslim
14. To choose graphic resources in order to link the text and images,
23 and label the diagram of the
I can Ss listen again and label the chart of the skeletal system. p. 93
skeletal system.
15. Ss add information about another body system. CD
15. Add information about
another body system. Audio
16. Pairs work together to complete information about their body
system, writing complete sentences about the labeled diagram. track
Class 16. Work in groups.
16
Complete the information.
68

All
Produ Ready
I get 1. Write the system of the
body and two parts of the
1. Instruct Ss to open their Student Books to page 94 and write the Student
ct 2 name of the system of the body and the parts of the body. Book 1
ready body.

p. 94
Week
2. Work in groups. Select a
23 system in the human body. 2. Tell Ss to work in groups of three and have them to select one of
the systems. All
3. Search for information Ready
from different sources. 3. Tell Ss that they will have to search for information from different
Student
sources.
I plan 4. Make a list of the Book 1
Class information you will 4. Elicits Ss to make a list of the information they will include.
include. p. 94 &
5. Ss decide the materials they are going to need to present this 95
69 5. What materials will you product.
need? Make a list.
Prod 6. Select a chart to 6. To select a chart to organize the information, have Ss select an All
illustrate the information appropriate chart, examine the distribution of the labels on the Ready
uct 2 about the body system. chart, and label the different parts of the body.
I do Student
7. Write notes to explain 7. To write notes to explain the components of the chart and use Book 1
Week the information in the graphic resources, Ss should write notes to clarify information
chart. about the part of the body they selected. p. 95
24
All All
Ready
ready 8. When teams have finished creating their charts, they should be
8. Display your chart for
shared with the rest of the class and displayed in a prominent place
Student
the class to read. Book 1
to in the classroom.
Class
share p. 95
70

Self-

test

Week All
Ask Ss what they can do now that they couldn’t do at the beginning Ready
24
I learn Check the “I learn” box.
of the learning environment and listen to their responses. Student
Encourage them to identify the activities that they found especially Book 1
helpful during the process of making the product.
p. 95

Class

71

Week

24 All
1. Look at the sentences
Formal
and circle the correct Ready
Briefly, have Ss discuss their responses to the self-assessment in
assess
words.
groups or with the rest of the class. Give positive feedback for their
Student
effort and progress. Book 1
2. Use the words to write
ment complete sentences.
Class p. 171

72

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


de Escuela

___________________ ____________________ ___________________

Vo. Bo.
Jefe de Enseñanza

________________________