Lesson Plans Para Presentar

7/31/2019 Lesson Plans Para Presentar

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TECNICA DEL NORTE UNIVERSITY

FACULTY OF EDUCATION, SCIENCE AND TECHNOLOGY

NATIONAL TECHNICAL URCUQUI HIGH SCHOOL

LESSON PLAN

INFORMATIVE DATA:

AREA: English

CLASS: Class 4th Informatics

TEACHER: Lic. Julisa Paredes

TEACHER STUDENT: Mr.. Henry Guatemal Cadena.

LESSON 5: Starter Section

UNIT 1: Greetings and Nacionalities

TIME: two sessions of45 min.RESOURCES: ENGLISH IN MIND (STUDENTS BOOK 1), markers,

board, dictionary, eraser

AIMS:

By the end of this lesson the student will be capable of recognizing differentgreetings.

To develop speaking skillsNew Lexis:

Review of Greeting: Hi, Hellow, Good Afternoon, Good evening.

Review of Farewells: Good- Bye, Bye- Bye, See you later, see you.


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PROCEDURE

WARM UP (10 minutes)

a) Tell the students to greet as much ways they can do in Spanish, and then ask todo it in English.

b) Explain the students the similarities of the languages.c) The student with more greets in English and Spanish is the winner

Stage 1. PRESENTATION (15 minutes)

a) Tell a student Hello I am.b) Tell the students to participate in a short presentation.c) Asks students if they have greeted in English some time and why.d) Ask a pair of students to practice the short dialogue publicly.

Stage 2. Practice (15 minutes)

a) Asks one student to read Task 1 and checks understandingb) Reads them task 1 againc) Asks students to compare their answers in pairsd) Checks them the answers on the boarde) Asks one students to read Task 2 and checks understandingf) Monitors them while they are workingg) Checks them the answers on the board

Stage 3. Production (25 minutes)

a) Read through the instructions with studentsb) Choose a strong student to read task number 1 publicly and check understandingc) In pairs the students ask and answers questions, Give enough timed) Monitor and check as necessary.


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e) Check the task individually at random.f) Teacher provides a frame in which students have to fill in with the names of 5

classmates.

g) Students talk about their classmates using HE+be , She +be.

Stage 4. EVALUATION (5 minutes)

a) Students become aware about the necessity to great in order to live socially.b) Students know how to use simple present using the verb TO BE.c) Students are able to talk about themselves, by giving oral feedback to the

listeners.

d) Oral compression when having to introducee) They know how to differentiate between She and He

_________________ __________________

Lic. Julisa Paredes Mr. Henry Guatemal

Cadena

Teacher Guide Teacher Student


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LESSON PLAN

INFORMATIVE DATA:

AREA: English




LESSON 5: Shops and Business

UNIT 1: In Town

TIME: two sessions of45 min.

RESOURCES: ENGLISH IN MIND (STUDENTS BOOK 1), markers,


AIMS:

By the end of the lesson students will be able to use adjectives to designate

people for talking about new friends and sending e-mails

Develop intensive and extensive listening skills by listening to different

descriptions (a telephone conversation)

Talking about corporeal look and how it influences our choice of friends

New Lexis:

Nationalities: American, Ecuadorian, Colombian, Peruvian, Argentinean.

Telephone Numbers: o ou, 1one 2two3 three 4four, 5five 6six, 7seven, 8eight, 9nine,

@at, .dot.

PROCEDURE:

Presentation:


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a. Elicit vocabulary; write on the board the words in different groups.b. Teacher present a Guided discussion based on what they have seenc. Teacher shows a questionnaire about choosing friends

Practice:

a. Ask Ss to describe three girls found on the given handoutb. Students watch some pictures about two young people chatting nearby

themselves

c. Students listen to the Class CD and decide who is the girl.d. Students listen again and decide if the sentences given are true or falsee. Teacher and Students check the exercises.f. Public check

Production:

a. Teacher asks Students to open their books on page 14. Ask them if theyhave heard or read the script different so what If yes, they are asked to

give their respond some questions

b. Teacher divides class into five groups and assigns each group a particulartask.

c. Students are asked to take notes about his/her friends opinions of thephoto story

d. Students read and listen to the interview silently and complete the tablein exercise 3.

e. Students are asked to give additional adjectives to the groups alreadywritten on the board

f. Ask students to bring pictures showing people of different nationalitiesand be ready to describe them in class.

Evaluation:

_________________ __________________

Lic. Julisa Paredes Mr. Henry Guatemal Cadena



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LESSON PLAN

INFORMATIVE DATA:

AREA: English



TEACHER STUDENT: Mr.. Henry Guatemal Cadena.LESSON 2: Giving Personal Information

UNIT 1: Starter Section

TIME: 90 min.

RESOURCES: EIM#1, markers, board, dictionary, eraser

AIMS: By the end of the class the students will be able to speak words by

spelling.

To develop speaking skills

PROCEDURE


a) Tell a student to spell his/her name quickly, and then ask another student to spellmore quickly and so on.

b) Then Write on the Board the World UNBELIEVABLE and ask the students tospell it quickly.



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a) Write on the Board the complete alphabet and pronoun them so that the studentscan familiarize with the sound.

b) Say the Students I am from Ecuador it Spells E-C-U-A-D-O-R and ask thestudents to repeat it.

c) Elicit as many word and numbers as possible and write them on the Board thenask students to pronounce them.

d) Asks them to open their book on page 7e) Say the phrase My country is ECUADOR , then repeat using the different

Possessive Adjectives.

Stage 2. PRACTICE (20 minutes)

a) Say the students that they are going to hear a short conversation held in anairport and that they have to copy out as much numbers and words they can.

b) Play the recording or read the tape script twice say the students they dont haveto understand all of the words.

c) For checking go through the example with them, playing and pausing therecording after the speaker in the tape speaks her/his name and phone number.

d) Make an Individual Check.

Stage 3. PRODUCTION (25 minutes)

a) Divide the students in pairs student A are given a card in which they have to fillin with the data provided by student B.

b) Student B are given some word they have to explain by using short EnglishSentences I am from My phone number is. My countrys

name is

c) Stick in the board some word students can use in case of any problem Could yourepeat please? Pardon, How do you spell that?

d) Students change their material with other pairs, students also sweep roles.e) Teacher monitors and offers feedback.


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a) At random 3 students are asked to check publicly the task.b) Students know how to use the possessive adjectivesc) Students are able to talk about themselves, by giving oral feedback to the

listeners.

d) Oral compression when having to introducee) They know how to differentiate between his and her

_________________ __________________




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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




AIMS

By the end of the lesson, students will be able to match internal thoughts offashion witch related clothes.

By the end of the lesson, students will be able to pronounce new vocabularycorrectly.

To develop intensive and extensive speaking skills.

PROCEDURE

Presentation:

a. The teacher first explains the purpose of this lesson. For that He says: I amwearing glasses.

b. The teacher asks students what other clothes or accessories and diseases theyhave already known.


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c. By using picture cards the teacher shows different clothes and leads the class topronounce these new words.

d. The teacher uses transparency to teach accessories and leads the class topronounce these new words.

e. The teacher teaches students the relationship between clothes and accessorieswith fashion.

Practice:

a. The teacher divides the class in groups of 4 and run a schedule for thestudents to complete.

b. Monitor and offer feedback as necessary.c. Teacher ask students to make the task # 3 of page 15 in order to comprehend

the pronunciation of U.

d. The teacher makes a choral drill.e. Students present the pronunciation individually.

Production

a. The teacher asks students to segment their answers in the class.b. Closure and Extra-class work/homeworkc. The teacher mentions what the class has learned today, and asks students

whether they have any question or not.

d. Students present the page 15 and realize a co evaluation .

_________________ __________________




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LESSON PLAN

INFORMATIVE DATA

AREA: English





UNIT 1: In Town




AIMS:

By the end of the lesson students will be able to mark dates correctly By the end of the lesson students will remember how to talk about

time

To develop artistic skills by designing a clock with their own style.

PROCEDURE

WARM UP (5 minutes)

a) On theboard write I am born on May the ..b) The students will guess trough different numbers till get the correct number(15)


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c) Ask the students to participate with a date in special say that it shouldnt be theirbirthday.


Today we will talk about the time T. Who knows how many months do we have? Ss.12 Ts. Lets remember the months (Elicit and make try the students to complete ) Today we well talk about time... What time is it? Ss. Its 13:15 Teacher shows some picture and elicits the different times for example the

ending of the classes. at 14:20


Fill in page number 9 by answering the information with their own answers. Go through the examples in the remember box of the students reminding them of

the question form Ex. What time is lunch time

Ask the students to draw a clock face using different materials Elicit the students to point oclock, half, quarter past and quarter to. Fifteen,etc Call out a students name and picture number and the students say the time . Continue in this way until everyone has participated.


Continue to work in pairs. Regroup pairs or continue with current partners. Have ss to check the answers on the book publicly Ask the students to join in pairs, student A is going to say different times while

student B is moving the clock.

Change roles and ask to say time with half, quarter past and quarter to.Fifteen,etc


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Monitor Students work ass necessary


a) The students are aware of the necessity to be punctualb) Students are able to read the clockc) Students use expression half, quarter, fifteen ,etc.

_________________ ___________________




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LESSON PLAN

INFORMATIVE DATA

AREA: English





UNIT 1: In Town




AIMS:

By the end of the lesson students will be able to use adjectives to designate

people for talking about new friends and sending e-mails

Develop intensive and extensive listening skills by listening to different

descriptions (a telephone conversation)

Talking about corporeal look and how it influences our choice of friends

PROCEDURE:

Presentation:

a. Elicit vocabulary; write on the board the words in different many words.b. Teacher brainstorm ideas.c. Teacher presents a poster with the different uses of the language.


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d. Teacher present a Guided discussion based on what they have hearde. Teacher shows a questionnaire about subjects

Practice:

a. Ask Students to describe three girls found on the given handoutb. Students watch some pictures about two young people chatting nearby

themselves

c. Students listen to the Class CD and decide who is the girl.d. Students listen again and decide if the sentences given are true or falsee. Teacher and Students check the exercises.f. Public check

Production:

a. Teacher asks Students to open their books on page 14. Ask them if theyhave heard or read the script different so what If yes, they are asked to

give their respond some questions

b. Teacher divides class into five groups and assigns each group a particulartask.

c. Students are asked to take notes about his/her friends opinions of thephoto story

d. Students read and listen to the interview silently and complete the tablein exercise 3.

e. Students are asked to give additional adjectives to the groups alreadywritten on the board

f. Ask students to bring pictures showing people of different nationalitiesand be ready to describe them in class.

Evaluation:

_________________ ___________________




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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




AIMS:

By the end of the lesson the students will be able to recognize, describeand locate the different furniture in their home the same that talk about

their colours.

Students will be able to be conscious about having their room in order sothat everything is in the correct place.

Students develop competence about making singular nouns into plural,they learn the use of There + BE


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PROCEDURE

WARM UP (5 minutes)

a) Tells students to play a game called Parkingb) Explains students some instructions


Today we will talk about our house T. Who knows what are the rooms in our house? Ts Elicit from the students if

not possible call a student using the list.

Ss. Bedroom, Bathroom, Kitchen, Living room, court,etc What things do we find in them Present a grill with the new vocabulary, coach bed, stove, toilet, sink, carpet,

desk, sofa, table, chairs, and fridge.

The teacher say the expression There is a Bed in the Bedroom . Where is aBed? In the bedroom.

Ts. Stick a picture in which there are the different room with their names. Teacher makes a choral drill so that the students familiarize with the

pronunciation.

Teacher Asks the students to open the books on page 10.Stage 2. PRACTICE (10 minutes)

a) Teacher call for a student to read the taskb) Tells students to work in pairs matching the names where the correct roomc) Teacher Monitors the students and help students if necessaryd) Elicit the answer from the studentse) Students are asked to go to the board in order to write the answer. Ex (A)--(8)


a) Teacher asks the students to write sentences using the vocabulary of the book.


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b) In pairs students make a dialogue about their house the sentences


a) Students are able to use in expression ta talk about thing inside a specific place,for that students orally say coherent sentences using the vocabulary they have

learnt.

_________________ __________________




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LESSON PLAN

INFORMATIVE DATA:

AREA: English



TEACHER STUDENT: Mr. Henry Guatemal CadenaLESSON 4: Places

UNIT 1: At home

TIME: 2 sessions of45 min.



AIMS:

By the end of the class students will realize on the difference between a well-developed country and a poor country.

Students will learn to discriminate information To develop intensive and extensive reading skills.

PROCEDURE:

Warm Up:

Tell the students to greet as much ways they can do in Spanish, and then ask todo it in English.

Explain the students the similarities of the languages. The student with more greets in English and Spanish is the winner

Presentation


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a. Explain that the class will be given some cards that contain names ofplaces in the worlds, explain that there are enough cards.

b.

Students give ideas on how the places will be.

c. Have each student draw one of the chance cards. If there are fewerstudents than cards, some may pick again.

d. Have the students to look for in the board in order to see a world thatdescribes the card In turns, , read them aloud for the class to hear, and do

as the cards say. Each student should keep track of the number of times

the word in the board is mentioes so that it isnt repeat.

Practice

a. Students have to choose a country based on the card that they picked in thegame. For example, a student who got the largest number of cards would

research the United States, while a student who got no treats would pick a

country like Camboya

b. Before the students pick their country, explain the relative similarity betweenthe treats and a country if this has not already been commented on.

c. Once the students have chosen their country, have them write it down, withtheir name, on a sheet.

d. Once they have chosen their country, they will research the countryseconomic situation to discover why it is the way it is.

e. Students will use this information to create a project/presentation.

Production

a. In groups of four people, students research in the back of the book about thecountry they have chosen and the characteristics.

b. Students may also find out some more information in the workshhets offered bythe teacher.

c. In a frame students present the country to the class.d. Teacher makes guided questions to the other groups.


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e. The group expose the work to the classmates.f. Publick checkg. Teacher monitors and offer feedback as necessary

Evaluation:

_________________ __________________




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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




AIMS:

By the end of the lesson the students will be able to categorize thedifferent places in a town.

Students will be able to determine the necessity of having specific placeswhich offer rights to citizenship and make difference between small

towns and large cities.

Students learn how to make sentences using There + Be to talk aboutlocation of places.

PROCEDURE

WARM UP (5 minutes)

a) Write on the board the word I am a Mussulmen girl.


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b) ask the students if the sentence is true or falsec) Then say I am an English Teacherd) Ask the students if the sentences is true or falsee) Then call a students in order to write a short a sentence


Today we will talk about some different places that we have in some cities andin towns

Teacher. Open the book on 13 and look at the pictures that we see in the book. Please close the book . Could someone of you tell me how many places we

watched?

Elicit the answer from the students. What were the names of the places in the town? Are there any places do we have

here in Urcuqui?

University, stadium, market, library, school, museum, swimming pool. Elicit as much places as the students can name. Teacher Writes on the board :

In Urcuqu there are two schools Urcuqu and Luis Felipe Borja

In Urcuqu there is a Stadium, municipal stadium.

In Urcuqu there arent any universities

Teacher explains the students the rules to make plural the nouns.Stage 2. PRACTICE (10 minutes)

a) Teacher asks some students at random to read the explanations of the text andcheck understanding.

b) Students are asked to complete the exercise in page 12.c) Students individually do the tasks, teacher monitors and correct if necessary.



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a) Students expose in a big paper a frame of the town.b) Teacher asks questions in order to clarify the inconvenient.c) Students answer a follow up.d) They are asked to make a difference similarities paragraph using the vocabulary.e) Private check teacher ask one student at random to explain the paragraph to

other one.

f) Public check, the pairs are called to explain the paragraph to the entire clases,teacher cares about the discipline.


a) Students should show comprehension in the use of plural and the use of there isand there are.

b) Students are aware that everyone has a specific job to satisfy our needs,education, safety, health, recreation, and that it is important to care for them.

c)

Students are graded for explaining their jobs confidently even if they are not soable to talk.

_________________ _______________

Lic. Julisa Paredes Henry Guatemal Cadena.



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LESSON PLAN

INFORMATIVE DATA:

AREA: English



TEACHER STUDENT: Mr.. Henry Guatemal Cadena.LESSON 5: Shops and Business

UNIT 1: In Town




AIMS:

Students will analyze some pictures and listen a story about the train that canand use the examples to take into account of the use of can in different situations

such us Requesting and showing ability

By the end of the lesson students will be able to talk about ability with thecorrect use

To develop intensive and extensive reading skills. To listen for finding the general gist.


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PROCEDURE:

presentation

a. The teacher will label the word CAN in the board and show the use without sin third person as a hard verb.

b. Teacher will transcribe in one or two of the pictures in the page 16.c. On a second sheet of paper or in the other part of the board the teacher will label

the words things we can Do and Things we Want to happen. Under the second

the teacher will label a giant ?, to show that for making request we do in form

of question.

d. Teacher ask to read page 16.Practice:

a. Teacher ask the students to read the instructions of task 3b. Students clarify the meaning by using the dictionary.c. Students make the task 3.d. Teacher monitors if necessary and offers feedback.e. Teachers joins the students into pairs.f. Once completing to fill in then the teachers asks to read aloud at random.

Production:

a. The teacher groups the students. Into 4 people and explain that they aregoing to do the task 4.

b. Students discuss the meaning of the task in order to clarify the meaningand comprehend the task.

c. Teacher offers the necessary feedback. And hands out a blank poster tomake task 4.

d. Students read the task and the characteristics of the picture.e. Students have to draw in a piece of poster what they are able to do.f. Students present their work to the whole class.

_________________ _______________



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LESSON PLAN

INFORMATIVE DATA:

AREA: English



TEACHER STUDENT: Mr.. Henry Guatemal Cadena.LESSON 5: Shops and Business

UNIT 1: In Town




AIMS:

Students will be able to learn to understand oral and written information aboutthe city of Paris.

Students will be able to hold in pairs role play on an everyday situation (a personlook for a library something happens that makes them late).

Expansion of knowledge about cities Australian, in the library and Reflection ontransfers between our language and the English Language


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PROCEDURE


a) Gives them a piece of paper with a lot of wordsb) Describes students the instructions instructions


a) Teacher Writes on the board the title there is a School near the stadium b) Teacher Tells students some information about how to locate using

expressions suchs us near, close to, in front of, behind, between, some

mettters close to,etc

c) Teacher asks students some questions about the city of Urcuqui.Stage 2. PRACTICE (20 minutes)

a) Teacher Asks one student to read Task 1 and checks understandingb) Teacher Asks students to compare their answers in pairsc) Teacher Asks one student to read Task 2 and checks understandingd) Teacher Plays the CD or read the tapescript as many times as necessarye) Teacher Monitors them while they are working


a) Ts. Requests one student to read Task 3 and checks understandingb) Ts Elucidates them what they have to do in Task 3c) Ts Tells students to work individuallyd) Ts Monitors and give feedback as necessary.e) Students are asked to produce a dialogue in order to guide a lost man to find

a specific place.

f) Students role plays the act and talk about their city locations in groups offour people.


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Use correct the There + Be expression (look for a specific place the bank is thereis close to the school).

Write a short text giving information about our town.

Implement strategies to improve the learning of English language and tips to

improve language skills.

To express knowledge and behaviors for targeted procedures and attitudes.

_________________ _________________




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LESSON PLAN

INFORMATIVE DATA:

AREA: English

CLASS: Class 4th InformaticsTEACHER: Lic. Julisa Paredes



UNIT 1: In Town




AIMS:

by the end of the lesson students should improve their speaking, reading andwriting skills; students should find information about how different the students

could be and they will offer respect to them.


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to acquire the vocabulary related to the text (to identify the unknown words); to develop intensive and extensive reading skills.

PROCEDURE:

Presentation

a. Do you like school? Which are your favorite subjects and why?b. What do you like at school and what you dont like?c. Teacher writes on the blackboard things they like at school and things

they dont like.

d. students speak about every day school, about the subjects they like, abouttheir classmates.

e. Do you know any overseas students who have another regime?f. Today we will study an experience of a people who study abroad ,how is

different from your school?

g. Describe a typical day at your school.

Practice

a. teacher ask students to read the text silently and quickly without Payingattention to the new words.

b. Students receive a questionnaire about the 1-7. Underline the main pointsin questions, then quickly read the text and find the parts of the text

which include the answers.

c. Teacher ask to Read the text again and for questions 1-7, choose thecorrect answer

d. Please identify in the text the highlighted words and match related towords from the blackboard. You have to come to the blackboard and

write them.

e. Teacher writes on the blackboard some words:

Production:


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1. Discuss in airs about how do you think bulling can affect a childsbehavior and what can be done about it.

2. Is corporal punishment allowed at schools in our country?3. Do you think there are any occasions when it might be acceptable?

How might a student react to such penalty nowadays?

Evalaution

Make sentences with the new words related on education you have identified in the text

and with the synonyms of the words from the table.

_________________ _________________




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TECNICA DEL NORTE UNIVERSITYFACULTY OF EDUCATION, SCIENCE AND TECHNOLOGY


LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




AIMS:

To develop intensive and extensive reading skills To develop speaking skills To provide links with other areas of the curriculum, e.g. astronomy


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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town





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AIMS:

By the end of the lesson students will be able to: talk about likes and dislikes as a meanof forming personality and taking inclinations

To develop intensive and extensive reading skills by reading a text about an unusual

hobby of a young girl which dream in being a pilot.

To use simple present and be capable of answer short questions.

Like+ing

PROCEDURE:

Presentation:

a. The teacher first states his/ her own personality typess to the class and asksstudents how many things they like to do.

b. The teacher also states that the lesson will learn more descriptive adjectivesto describe a persons personality.

c. The teacher asks students what vocabulary they have known about the thingsthey like and introduce I like riding the bike. / I dont like yelling.

Practice

a. The teacher asks students what adjectives can be used to describe a personspersonalities.

b. The teacher hands out the worksheet of vocabulary to the class and use thesample of the personality to introduce the relationships and different adjectives.

c. The teacher divides the students into pairs and asks them map out different typesof personalities

d. The teacher asks students to use vocabulary they just learned to describepersonality types

e. The teacher hands out the worksheet which has some questions can elicitinformation about the partners personality. And the students can add more

questions to ask their partners.


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Production

a. The teacher hands out the worksheet to the class, and asks them to complete it.b. The teacher walks around to provide any help if needed.c. The teacher asks student to give a short presentation that everyone briefly

introduces one personality types to the class, and explain why you want to talk

about this person.

d. The teacher mentions what the class has learned today, and asks studentswhether they have any question or not.

e. Assignment: The teacher asks students to find out one of their trends stories toshare in the class next time.

_________________ _______________






LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town



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AIMS:

To develop intensive and extensive reading skills To develop intensive and extensive listening skills To provide links with other areas of the curriculum, e.g. astronomy To develop speaking skills

PROCEDURE


a) Tells students to play a game called Guessing wordsb) Gives them a piece of paper with a lot of lettersc) Explains students some instructions


a) Writes on the board the title The Solar Systemb) Tells students some information about how to begin the planetsc) Asks students some questions about the planets and moonsd) Asks them to open their book on page 18


a) Asks one student to read Task 1 and checks understandingb) Reads them task 1 againc) Monitors them and help students if necessaryd) Checks the task1 orallye) Asks one student to read Task 2 and checks understandingf) Explains them what they how to do in Task 2


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g) Plays the CD as many times as necessaryh) Monitors them and help students if necessaryi) Checks the task 2 orally and write the answers on the board


a) Asks one student to read Task 3 and checks understandingb) Explains them what they how to do in Task 3c) Plays the CD as many times as necessaryd) Monitors them and help students if necessarye) Checks the task 3 orally and write the answers on the boardf) Asks one student to read Task 4 and checks understandingg) Gives them quickly explanation about Superlatives in the task 4h) Explains them what they how to do in Task 4i) Monitors them and help students if necessary

j) Checks the task 4 orally and write the answers on the boardStage 4. EVALUATION (20 minutes)

a) Asks one student to read Task 5 and checks understandingb) Explains them what they how to do in Task 5c) Gives them a speaking modeld) Monitors them and help students if necessarye) Gives them some evaluation parametersf) Gives them enough time to do the task 5g) Checks the task 5 orally in pairs in front of the class

_________________ _______________




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LESSON PLAN

INFORMATIVE DATA:

AREA: English




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UNIT 1: In Town




AIMS:

By the end of the lesson students will be able to know how to express thingswhich happen regularly, or things which are always true in affirmative or

negative ways.

To develop intensive and extensive listening skills. To hold respect towards the favorites activities of someone else, with

Independence on the personal likes; recognize the importance of having part

time activities such as school clubs.

Function:

Subject + Verb(s) + complement.

Subject + auxiliary (do/does)+not Verb + complement.Auxiliary (Do/Does)+Subject + + +Verb + complement?

PROCEDURE:

Presentation:

a. Teacher makes a brainstorm on the board, writing as much extra time activitieswhich students can do.

b. Teacher elicits from students some more extra time activities, taking intoaccount that is necessary to form the mind and body in multi-disciplinary way.

c. Students proceed to talk in the class by using turn, before talking they have toraise their hand.

d. Teacher Puts the grammar headings on the board and give an example on hisown. I usually go to the Urcuqu School. I always eat breakfast. I often go to

soccer matches, I never play guitar.

e. Teacher explains ho the Simple present works to talk about daily activities .


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Practice:

a. Teacher asks Students to read page 18 through the topics in the box, then checkthe following questions: If appropriate in Spanish.

b. Where do you think the girl in the photo is? Does this place look like yourclasMr.oom? Do you like to be there? What are the things you do regularly in

school?

c. Students complete the exercise and compare the answer in pairs.d. Play the recording again , pausing as necessary for students to check or change

answers.

e. Students complete the rules with the information they have checked. (s)Production:

a. Teacher divides the class in pairsb. Teacher Asks students they will role play the person of the tape script while

students A is role playing, student B is reading the tapescript.

c. Teacher Monitors students and note down any mistakes with the third personforms and revise some more if necessary.

d. Teachers sums up the use of the simple present to talk about daily activities.

_________________ __________________


Cadena





LESSON PLAN

INFORMATIVE DATA:


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AREA: English





UNIT 1: In Town




AIMS:

By the end of the lesson students will be ableredact an e-mail in whichstudents give information about themselves.

To show interest for getting to know information about clubs in British schoolsand feedback good information about their own school.

To develop intensive and extensive writing skills.Function:

PROCEDURE:

Presentation:

a. Teacher presents the new vocabulary in chunks, showing that they are schoolclub activities.

b. Teacher ask to read an e-mail about A school in Britain in page 19, heexplains it does not matter if they do not understand all of the vocabulary.

c. Teacher asks to note take all of the information they have notice.d. Teacher presents a graphic organizer to put the activities they have notice and

sum up the information.

Practice:

a. Students read the instructions of lesson 4 activities three about the e-mail to apen friend

b. Teacher clarifies the activity, if necessary he speaks Spanish.


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c. Students read page 19 again, and try to answer the questions.d. Teacher group students of four people.e. Students complete the exercise and compare the answer in pairs.f. Public check, teacher asks one or two students at random.g. Play the recording again, pausing as necessary for students to check or change

answers.

h. Students complete the rules with the information they have checked. (s)Production:

a. Teacher divides the class in pairsb. Teacher asks the students to write an email in response to the e-mail checked.c. Teacher Monitors students and note down any mistakes with the connectors

forms and revise some more if necessary.

d. Students read the e-mail to their partnersEvaluation

It is going to be evaluated the correct use of connectors and the vocabulary to rach that

the text is clear to the reader.

It is going to be evaluated the successfulness in the use of reading as a pre activity to

product a coherent mail.

_________________ __________________


Cadena



FACULTY OF EDUCATION, SCIENCE AND TECHNOLOGYNATIONAL TECHNICAL URCUQUI HIGH SCHOOL


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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




A DAY IN THE LIFE OF

LESSON : READING

AIMS

: By the end of the lesson, Students will be able to read a passage and have and

adequate understanding about the daily routine in the life of a farmerLanguage focus :

New words : relating to the farmers daily activities

TEACHING AIDS : pictures, handout worksheet, projector

PROCEDURE

Presentation:

a. Teacher shows pictures of some people who are working. (doctor, typist,football player, engineer, farmer)

b. Teacher asks: what does he/ she do ?, what does a farmer do ?c. Students understand more about the life of a farmer , lets come to Unit 1- leson

reading

d. Work individually and give answerse. Has Students ask and answer questions about their daily activities

Practice:


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a. Students comment the activities to the class and try to make a follow up. Whiththe rest of the class and teacher.

b. Uses pictures relating to the farmers daily activities to teach the word meaningc. Teacher ask Students to open their book to read the text silently and do the task

that follow

d. Guides Students to scan to get the informatione. Do the exercise and give feed back.

Production

a. teacher asks Students to read the text again then answer the questionsb. Teacher calls some pairs to answer the questions (closed pairs, opened pairs)c. Teacher makes comments on the word to make it better.d. teacher asks thes Students to close the book taken ask and answer about Mr V

and Mrs Tuyet according to the passage.

e. teacher has the Students to do task 3 after explaining the requirementf. Students scan the text to get information to fill in the table tg. teacher divides the class into 3 groups to make a brief note about Mr Vy and

Mrs Tuyets daily routine in the morning; in the afternoon; after dinner

h.

calls some representative to present their passage in front of the class

Evaluation:

has Students learn the new words by heart -has Students read the text carefully to remember Mr Vy and Mrss Tuyet daily

routine

-has Students write a pastudentsage about 80 words talking about your father ormothers daily routine.

_________________ __________________


Cadena



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AREA: English





UNIT 1: In Town




By the end of the lesson, students will be able to identify pronouns in the sentences.

By the end of the lesson students will be able to make sentences using appropriate

pronouns.

Write the following pronoun charts on the board. Explain the differences of each

pronoun.

Make example sentences as below. Have students repeat the pronouns and sentences

chorally.

Teacher Takes a name from the class and explain a sentences:

Say to the students:: I speak English.

Ximena called Anah,

Ximena called her.

Write the other subject pronouns using sentences.

Teacher Asks students to look back at the text on page 28 and find expressions.

Point out the object that the object pronoun refers to Ex: It, refers to studying at home.

Teacher asks the students to do the same with the other expressions.


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Teacher Writes down some sentences on the board and ask students to fill in the blank

with appropriate pronouns.

Students write individually one by one a pronoun in each balnk.

Teacher Goes through the example with students and asks them what the subject on the

first sentence and what object pronoun is used in the second sentence.

The CD is great.. I really like it

Ask the students why it belong the it pronoun and does not belong other ones.

Teacher Shows the sentences on the board and ask students to repeat the sentences.

Make sure students understand the difference of the four types of pronouns.

Wrap up what students have learned and make sure students understand the content of

the lesson.

Evaluation: Students will be evaluated through teachers observation while students are

working on individual and group activities.


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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




AIMS:

By the end of the lesson students will be able to talk about their school subjects in a

popular way and give a critic to their own academic schedule.

To develop strategies on writing process to produce a response email from a friend who

complains of the English subject and a story based on one of the questions about how

easily we surrender, following the models and using basic elements of cohesion.

To develop intensive and extensive reading skills.

Warm Up:

Teacher asks students to express as much adjjectives as possible to talk about their own

subject.

Presentation:


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a) Teacher makes the students know the meaning and the sense of being critic withthe things they do not like in order to make it change.

b) Teacher offers the meaning of complaining.c) Teacher offers the meaning of the different subjects they have and talks about.d) Students are presented some word cards that have the utility and function of the

subjects.

Teacher offers a brainstorm of some more ideas that the students have about their

material,.

Teacher offers a sample to make a contrast paragraph.

Practice:

a) Teacher asks to read the exercise 3 on page 21.b) Teacher asks one student to read the activity aloud.c) Teacher offers the correct pronunciation.d) Students clarify the meaning by looking for the meaning in the dictionary.e) Students make the activity in a guided practice.f) Teacher offers feedback as necessary, specially looking and noting the mistakes

in the use of connectors.

Production:

a) Teacher divides the clasMr.oom in pairs.b) Teacher asks students to choose their favorite subject.c) Students have to read the text again in order to find some characteristics that

support their ideas about the subject.

d) Teacher explains that they are going to write a short paragraph (30 words), inorder to explain about how the subject like and how the subject does not like.

e) Explain the students to write simple sentence and join with the connector butand nor.

f) Teacher ask the student to report his/her classmates paragraph in third person.

_________________ __________________


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Cadena



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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




a.

After finishing the exercises, students have to identify somewords/phrases in the text related to education and to specify which of

them are not used today.

b. Teacher will write on the blackboard the words teacher asks students toidentify and will have to make sentences with them as homework.

c. Students identify the highlighted words from the text and write them onthe blackboard matching them with their synonyms.

b. The teacher asks student whether they know any adjectives to describe apersons appearance and personalities.

c. Explain the purpose of the activityd. The teacher presents the new vocabulary by doing sentences in contexts.e. The teacher introduces that today lesson the activity will be able to talk

about activities wich they like and do not like.

f. Teacher group students of four people.g. In small groups, students discuss which topic area they think each photo

matches.


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h. Go through the first item with students. Stronger students should be ableto continue with other items in their own groups.

i. Play the recording or read the typescript for the students to listen andread the text at the same time.

j. Students present the role play in pairs.k. Students produce their own sentences, individually.l. calls some Students to present their answer on the boardm. Teacher asks the Students to talk about their father and mother s daily

activities

n. Students make a frame of the thing that the subject likes and the thingsthat the subject does not like.

o. Teacher monitors and give feedback if necessary.


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LESSON PLAN

INFORMATIVE DATA:

AREA: English





UNIT 1: In Town




Nn

By the end of the lesson, students will be able to:respond to questions by givingthe required information and write paragraphs describing pictures using adverbs

of frequency

To develop intensive and extensive listening skills, by listening andunderstanding texts which talks about a guy which live in Chile.

To develop intensive and extensive writing skills.


Tells students that they are going to listen riding on a metro Gives the lyrics so that they can sing. Gives them enough time to do the feedback Obtain information for different purposes by listening to spoken texts such as talks, speeches and from other multi media

sources listening for specific information and ideas


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reading aloud materials clearly and fluently


Teacher Asks Students to open their books on page 22. Teacher writes the title of the lesson on the board At home. Teacher ask to see the picture on page 22 and ask what the text is about Teacher makes a brainstorm in the board.

Stage 2. PRACTICE(15 minutes)

Teacher Asks the Students to read the Task 3 and checks understanding. Teacher Tells the Students to discuss about the pictures Teacher Asks Students to read the outline at home to organize their thoughts to

do that in the space provided

Teacher Gives time to complete it.

Teacher Checks the answers on the board. Teacher Asks Students to read the Task 4 and checks understanding. Teacher Monitors and helps while Students work. Teacher Gives time to complete it.


Teacher Asks Students to read Task 4 and checks understanding.

Teacher Plays the CD or read the tape script as many times as necessary Teacher asks the students to act out how they feel if they would study abroad. Students make the role play and present to the class, by working individually. Teacher says that the students are going to write a text to express about the

routine they have in Urcuqui high School

Students make an outline to write the dily schedule using correctly the adverbsof frecuency as used in task 4.


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