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INSTITUTO TABASCO
¡Fieles al deber!
INSTITUTO DE CIENCIAS HUMANIDADES TABASCO
NIVEL BACHILLERATO
PLANEACIONES DIDÁCTICAS
PRIMER SEMESTRE
AGOSTO-ENERO 2010
M.D. NELLY DEL C. CORDOVA PALOMEQUE
www.nellypalomeque.weebly.com
nelly_palomeque@hotmail.com
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First First Partial
Subject: Basic English Block: Students make comparison and discuss Topic: 1 Please calls me Beth. Educational Principles: Plurality
about students live. Respect and tolerance for diversity of ideas and
opinions, recognizing the individuality and
dignity that enable social interaction
Didactical Situation: Students discuss personal information, introduce themselves and others.
Competencies: Students apply communication strategies according to those who are their partners in the context where they are and the goals pursued.
Oral: Asking about and describing people’s appearance; identifying people
Listening: Listening to descriptions of people; identifying people
Writing: Writing an e-mail describing people
Reading: Reading about clothing styles.
Performance Indicators: SS. Can identify and understand the basic elements to make conversations with simple questions and answer.
Contents
Conceptual Procedural: Attitudinal
Introductions and greetings Introducing yourself and someone Cooperative Work: Collaborate with peers in
Names Exchanging personal information pair work activities, trios or teams.
Countries and nationalities. Saying hello and good – bye. Empathy
Wh- questions and statements with verb to Yes /no questions and short answer with Respect
be. verb To be.
Metacognition: Solve written exercise and model conversations using questions to introduce people using personal information and use other elements like
greetings , possessive adjectives.
Didactic Sequence:
Warm up: Development Activities Follow activity (feedback)
* Call the roll Conversation: Ss have to make name cards. Each Ss folds a piece
Teacher introduces the topic asking questions Teacher ask Ss to practice a conversation between of paper in thirds and writes his or her name on one
about the people on ex 1 page 2 like: Where are the two people who just met; side. Then they place their name cards on their
people?, Who are they?, How old are they? Teacher ask Ss see statements with be and desk.
2
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher writes the questions an possible answer on possessive adjectives in context.
board Speaking: Ss. Encourage to use Classroom Language on page
Teacher sets the scene. David is anew member of a Teacher shows how introduce oneself; and check V of the Student’s Book, They have to write the
club for international Ss. He’s meeting Beth for the information about other people. expressions on cards and put the cards on the wall.
first time. Pronunciation:
With Book closed. Teacher writes these questions Teacher tells Ss how learn to sound natural by At the end of the class SS have to write what was
on the board: linking words. the objective of the class.
1. Where is Beth from? Grammar Focus:
2. Where is David from? Teacher practices with Ss with be, contractions of Ss have to do Workbook Exercises 8-12 on page 5, 6
Teacher plays the first part of the audio program be, and possessive adjectives, ask and answer And Ss Book activities from page 2 to page 7
eliciting Ss’ answers. questions with be too.
Teacher writes on the board next task: Teacher practices yes / no questions and short
First name Last name answers with be with SS
Beth Listening:
David Teacher tells Ss different ways to say hello and good
Play the first part of the audio program again. Ss -bye.
listen to find out Beth’s and David’s last names. The Reading:
answers have to be writing on board. Teacher asks Ss to read and discuss an article about
names; develop skills in scanning and reading detail.
Evaluation:
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
Resources: Time: 2 weeks
Course book
Dictionary
CD player
Pictures/ Flashcards
M. D. Nelly del Carmen Córdova Palomeque _______________________________
Teacher´s signature Principal´s signature
3
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First First Partial
Subject: English 1 Block: Students make comparison and Topic: 2 How do you spend Educational Principles:
discuss about students’ live. your day Plurality
Respect and tolerance for
diversity of ideas and
opinions, recognizing the
individuality and dignity that
enable social interaction
Didactical Situation: Students ask and answer questions about different types of jobs using the simple present and talk about
routines and daily schedule using time expressions
Competencies: Students can use some verbal and / or non- verbal information to ease and enrich communication. Can rely on
gestures, facial expressions and visual context.
Oral: Describing work and school; asking for and giving opinions; describing daily schedules.
Listening: Listening to descriptions of jobs and daily and weekly schedules.
Writing: Writing a biography of a classmate
Reading: “Why Do You Need a Job?”: Reading about people who need jobs.
Performance Indicators: SS can identify and understand the Basic elements to make conversations about Jobs see simple present
wh-questions and statement in context
Contents
Conceptual Procedural: Attitudinal
Jobs Describing work and school Cooperative Work: Collaborate with
Work places and school Asking for and giving opinions peers in pair work activities, trios or
Daily schedule Describing daily schedule. teams.
Clock time. Empathy
4
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Respect
Metacognition: Solve written exercises, or participates in short conversations directed, on request and provide personal information at
work or at the school.
Didactic Sequence:
Warm up: Development Activities Follow activity (feedback)
*Pray Snapshot: Ss. Have to write the new vocabulary in
* Call the roll Teacher talks about bad jobs with Ss their notebooks and find the meaning in
Teacher introduces the topic asking Word Power: the dictionary before class as Homework
questions about the meaning of the topic Teacher tells Ss how to learn vocabulary for Ss have to bring small cards to cover the
with books closed: “Do you have a job? different jobs; learn ways to categorize text. On page 9 and see the picture and
What is it? Do your parents have a job? jobs. listen without reading the dialogue.
What do they do? Speaking:
Teacher lists three jobs from the Snapshot Teacher and Students talk about jobs and Teacher writes a letter S on a card. Every
on the board. Ss guess the worst job. T will workplaces. time Ss forget to use the final –s, hold up
write the answer on the board. Conversation: the card is going to be working the same
Books open. Ss compare their ideas with Teacher asks Ss to practice a conversation with the word does.
the Snapshot about jobs; asks them to pay attention on
Teacher elicits or explains any new simple present Wh-questions and Ss will write a biography using simple
vocabulary. statements in context present.
Teacher explains the task. Encourage Ss to Grammar Focus:
give reasons for their opinions. Teacher practices with Ss simple present Ss have to do Workbook Exercises 7-12 on
Ss complete the task in small groups. WH-questions and statements. page 10-12
Teacher goes around the class and give Listening: And Ss Book activities from page 8 to page
help as needed Develop skill in listening for specific 13
information.
Reading: Ss. Do progress check Units 1-2 page 14
Teacher asks to read and discuss an article and 15
about jobs, develop skills in reading for
5
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
specific information
Evaluation:
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
Resources: Time: 2 weks
Course book
Dictionary
CD player
Pictures/ Flashcards
Observations: Prepare for the quiz
_______________________________
M. D. Nelly del Carmen Córdova Palomeque Principal´s signature
Teacher´s signature
6
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First First Partial
Subject: English 1rst Block: Students make comparison Topic: 3 How much Educational Principles: Plurality
and discuss about student’s live. is it Respect and tolerance for diversity of
ideas and opinions, recognizing the
individuality and dignity that enable social
interaction
Didactical Situation. Students talk about prices using demonstrative and the pronouns one/ones and talk about preferences using
comparison with adjectives. .
Competencies: Students can initiate conversation appropriately. Can choose the most appropriate moment to intervene.
Oral: Talking about prices.
Listening: Listening to people shopping, listening for items, prices and opinions.
Writing: Writing a comparison of prices in different countries
Reading: Reading about online shopping
Performance Indicators: : Students have to talk about money, specially with regard to shopping.
Contents
Conceptual Procedural: Attitudinal
Shopping and prices Giving opinions work activities, pairs, trios or teams.
Clothing and personal items Discussing preferences Empathy
Colors and materials. Making comparisons Respect
Buying and selling things. Tolerance
Metacognition: Solve written exercises, or participates in short conversations directed, on request and provide personal information
Didactic Sequence:
7
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Warm up: Development Activities Follow activity (feedback)
*Pray Snapshot: Ss write a paragraph comparing prices.
* Call the roll Teacher reads about and discuss the
With books closed. Teacher introduces the meaning of colors Ss will practice the conversation in pairs ex
topic asking several Ss: “What is your Conversation: 2 page 16.
favorite color?” Teacher asks Ss to practice a conversation Ss have to do Workbook Exercises 1-5 on
Teacher writes the colors on the board. about shopping; see demonstrative and page 13-15
Help with vocabulary for colors as needed one / ones in context. Ss have to do Workbook Exercises 6-10 on
Teacher asks Ss to choose between pairs Grammar Focus: page 16-18
of adjectives for colors. For example, ask: Teacher practices with Ss demonstratives And Ss Book activities from page 16 to
“Is red exciting or sad?”, “Is white dirty or and one / ones page 21
pure? Practice preferences and comparisons with
Books open. Teacher explains that colors adjectives
have different meanings in different Listening:
countries. Develop skill in listening for details.
Elicit or explain any new vocabulary. Role Play:
Teacher asks different Ss to add adjectives Teacher asks to role-play a conversation
from the Snapshot to the chart. Does between
everyone agree on the placement of Clerk and a customer.
exciting? Of mysterious? Word Power:
Ss discuss the last two questions in pairs. Teacher tells Ss to learn vocabulary for
Allow about five minutes. Then discuss the cloths and materials.
questions as a class. Reading:
Select three colors. In pairs or groups. Ss Teacher asks Ss to read and discuss an
make list of all the things in the room with article about Internet shopping; develop
those colors. skills in scanning and differentiating fact
and opinion.
Evaluation:
8
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
Resources: Time:1 week
Course book
Dictionary
CD player
Pictures/ Flashcards
Observations:
M. D. Nelly del Carmen Córdova Palomeque _______________________________
Teacher´s signature Principal´s signature
9
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First Second Partial
Subject: English 1 Block: Students make comparison Topic: 4 Do you like rap? Educational Principles: Promote respect, love
and discuss about students live. and attitudinal of human life, of the natural
environment and human relations
Didactical Situation: Students talk about music using yes/no and Wh- questions with do and make invitations and excuses using would and verb +
to + verb
Competencies: Students can make sense of the organization of reference books (dictionaries, encyclopedias, test books) in order to look for help.
– Can check the spelling of unfamiliar word. – Can look up unfamiliar words to find their meaning.
Oral: Talking about likes and dislikes.
Listening: Identifying musical styles; listening for likes and dislike
Writing: Writing a text message
Reading: Reading about a famous entertainer.
Performance Indicators: Students have to discuss entertainment and personal likes and dislikes.
Contents
Conceptual Procedural: Attitudinal
Music, movies and TV programs Talking about likes and dislikes Cooperative Work: Collaborate with
Entreteiners Giving opinions peers in pair work activities, trios or
Invitations and excuses Making invitations and excuses teams.
Dates and times Empathy
Respect
Metacognition: Solve written exercises, or participates in short conversations giving opinions on what they likes and dislikes
Didactic Sequence:
Warm up: Development Activities Follow activity (feedback)
*Pray Snapshot: Ss listen the rest of the conversation on page
* Call the roll Teacher and Ss discuss about types of music 23 ex 3 and they have to answer questions on
Book closed. Ask “What kid of music is popular and learn vocabulary for types of ex 3 part B page 23.
in your country?” Help with vocabulary as entertainment. Ss. Work individually to complete the word
10
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
needed. Conversation: map with words from the list from 1 to 6 on
Teacher writes answers on the board. Teacher will explain about likes and dislike and page 22 Ss book.
Books open. Point out the percentage signs. Wh- questions with yes and not answers using Ss practice a conversation about likes and
Ask: “What is this symbol called? What does in context. dislikes; see yes/no and Wh-questions with do
this chart show?” Even practice making plans; see would and in a context.
Read out the names of the music styles. Ask: Verb + to+ verb in context SS have to find four questions with do or does
“What kind of music is popular in the U.S.? Grammar Focus: in the conversation in Exercise 3. T will write
What music is unpopular? Does anything T will practice with Ss about Yes/No and Wh- the questions on board.
surprise you about the information?” Elicit questions with do. T asks Ss to practice some individually
answers. Practice would and verb + to + verb in context pronunciation and check them.
Elicit or explain any vocabulary. Pronunciation: T will write some expressions on board and Ss
Brainstorm with Ss with the “other” category T asks Ss to notice and use intonation in ca use the expressions to report their group’s
might include (e.g. reggae, salsa). questions, learn the sound natural when asking favorites.
Explain that Ss will hear eight short pieces of questions. Ones of the Ss report the results to the class.
music in different styles. Ss listen and number Speaking: T talks about entertainment, discuss Ss will listen about “Who’s my date? And they
the musical styles from 1 to 8 likes and dislikes. have to complete the chart on page 25 ex 7 part
Play the audio program. Ss complete the task Listening: A
individually then they compare answers in Develop skills in listening for details Ss. Work in group of three. Ss work individually
pairs Write: to write a message to the other to Ss in their
Write and respond to text messages group.
Reading: They will work on Workbook on ex from 1 to 12
Read and discuss an article about a singer, page from 19 to 24.
develop skill in scanning a time line. They will do the Progress check from Unit 3 and
4 on pages from 28 to 29.
Evaluation:
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
11
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Resources: Time: 2 weeks
Course book
Dictionary
CD player
Pictures/ Flashcards
Observations: Prepare for the test
M. D. Nelly del Carmen Córdova Palomeque _______________________________
Teacher´s signature Principal´s signature
12
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First Second Partial
Subject: English 1 Block: Students make comparison and Topic: 5 Tell me about Educational Principles: Plurality
discuss about student’s live. your family Respect and tolerance for diversity of
ideas and opinions, recognizing the
individuality and dignity that enable
social interaction
Didactical Situation: Students discuss about families, typical families, and family life
Competencies: Students can use some verbal and / or non- verbal information to ease and enrich communication. Can rely on
gestures, facial expressions and visual context.
Oral: Talking about likes and dislike.
Listening: Listening for family relationships.
Writing: Writing an e-mail about family
Reading: Reading about an American family.
Performance Indicators: SS can identify and understand the Basic elements to make conversations talking about their own families
and facts about families using quantifiers and present continuous.
Contents
Conceptual Procedural: Attitudinal
Families Talking about families and family Empathy
Typical families members Respect
Exchanging information about Solidarity
the parent Pair works activities.
Describing family life
Metacognition: : Solve written exercises, or participates in short conversations and exchanging information about families and family
members
13
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Didactic Sequence:
Warm up: Development Activities Follow activity (feedback)
*Pray Word Power: To practice this T will asking questions
* Call the roll Ss will learn vocabulary for discussing the about another person in the family tree
Teacher introduces the topic writing the family. T will play the audio and Ss will do activity 2
word family In circle on the board. Listening: page 32. from Ss book.
Then writes the word mother and father Develop skills in listening for specific Ss will practice the conversation on ex 3
around the circle. information. page 31 in pairs.
In pairs, Ss brainstorm words for family Conversation: T will play the audio program. Point out the
members and make a list. Then they Practice a conversation about families; falling intonation. Ss repeat the statements.
compare lists with other pair. Teacher goes see the present continuous in context, T ask different Ss to say the statements to
around the class and notes the words on compare and discuss statistics about check their intonation.
their list. As need teacher teaches other families in different countries. For practice contrasting the simple present
family words Pronunciation: with present continuous, Ss try Every Day
Teacher explains the task. Ss draw their Notice and use the intonation in and Today activity.
family trees individually. Point out that statements, learn to sound natural when SS complete the task individually on ex 5
single S can include their grandparents, making statements. part A page 32 .
parents, brothers, and sisters, while married Grammar Focus: Ss will prepare thing to say about their
Ss can include their husband or wife, Practice the present continuous; ask and families.
children, and grandchildren. answer questions using the Present Ss practice doing Workbook exercise from 1
Teacher model the task by describing her continuous. to 6 pages 25 to 27
own family and encourage Ss to ask her Even practice quantifiers, present facts Ss write an e-mail describing one’s family
questions. using quantifiers. Teacher encourages them to use
Discussion: quantifiers.
Discuss families using the present Ss will do Workbook from exercises 7 to 11
continuous; develop the skill of asking on pages 28 to 30
follow-up questions.
Reading:
14
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Read an article about an American family
develop skills in reading topic sentences.
Evaluation:
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
Resources: Time: September 4th – October 1st week
Course book
Dictionary
CD player
Pictures/ Flashcards
Observations:
M. D. Nelly del Carmen Córdova Palomeque _______________________________
Teacher´s signature Principal´s signature
15
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First Second Partial
Subject: English 1 Block: Students make Topic: 6 How often do you Educational Principles: Provide an
comparison and discuss about exercise? educational model based on values,
student’s live. ethical, scientific, technological, sporting,
cultural, to achieve an education to
prepare him conscious, critically and
creatively through an atmosphere of
motivation, enthusiasm and joy
Didactical Situation: Students discuss sports, exercise and leisure activities.
Competencies: Students can use some verbal and / or non- verbal information to ease and enrich communication. Can rely on
gestures, facial expressions and visual context.
Oral: Asking about and describing routines and exercise.
Listening: Listening to people talking about free-time activities; listening to descriptions of sports participation.
Writing: Writing about favorite activities.
Reading: “Health and Fitness Quiz” Reading about and taking a quiz.
Performance Indicators: SS can identify and understand the Basic elements to make conversations talking about sports, exercise and
leisure activities using adverbs of frequency, questions whit how and short answers
Contents
Conceptual Procedural: Attitudinal
Sports Asking about and describing work activities, in pairs.
Fitness activities and exercise routines and exercise Empathy
routines Talking about frequency Respect
Discussing sports and athletes Tolerance
Talking abut abilities.
16
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Metacognition: Solve written exercises, or participates in short conversations asking and describing routines and exercise using the
correct frequency adverbs.
Didactic Sequence:
Warm up: Development Activities Follow activity (feedback)
Snapshot: Ss. Complete the task individually on page
*Pray Talk about sports and fitness; learn sports 36 ex 2 A and B.
* Call the roll and fitness vocabulary. Ss read the focus questions aloud. T asks
Teacher introduces the topic of sport and Word Power: them to make guess and T write the ideas
fitness with book closed. Ss brainstorm Discuss types of sports and exercise; learn on the board. Finally they listen the audio
sports and fitness activities. collocations with do, go, and play. program and check.
Teacher writes Ss’ ideas in two columns on Conversation : Ss will practice a conversation in pairs then
the board: Practice a conversation about exercise; see they have to answer the questions in part A
Sport Fitness activity adverbs of frequency in context. page 37 using their own information
Volleyball jogging Grammar focus: practicing with the adverbs of frequency.
Soccer weight training Practice adverbs of frequency; ask and Ss will do Workbook from exercises 1 to 7
Basketball walking answer questions using adverbs of pages from 31-34
T asks Ss to guess the sports and fitness frequency. Ss discuss sports and athletes using
activities people from U.S. like best. Pronunciation: adverbs of frequency
With books open. Ss look at the snapshot Notice intonation with direct address; learn Ss write about favorite activities using the
and compare their guesses. Ask: Who to sound natural when using direct address. simple present and adverbs of frequency.
guessed right?” Speaking: Ss Read and complete a health and fitness
Elicit or explain any new vocabulary. T Talk about fitness using How often and quiz; develop skills in Skimming and
helps Ss with the pronunciation of difficult adverbs of frequency. making inferences.
words. Listening: Ss will do Workbook from exercises 8 to 11
Develop skills in listening for key words and pages from 35-36.
specific information Ss will do progress check Units 5 and 6
pages 42 and 43.
17
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Evaluation:
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
Resources: Time: 2 weeks
Course book
Dictionary
CD player
Pictures/ Flashcards
Observations: Prepare for the exam
M. D. Nelly del Carmen Córdova Palomeque _______________________________
Teacher´s signature Principal´s signature
18
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First Third Final Partial
Subject: English 1 Block: Students make comparison and Topic: 7 We had a great Educational Principles: Promote
discuss about students live. time! respect, love and attitudinal of
human life, of the natural
environment and human relations
Didactical Situation: Students discuss daily, leisure and vacation activities
Competencies: Students can use some verbal and / or non- verbal information to ease and enrich communication. Can rely on
gestures, facial expressions and visual context.
Oral: Talking about past events.
Listening: Listening to descriptions and opinions of past events and vacations.
Writing: Writing a postcard
Reading: “Vacation Postcards”: Reading about different kind of vacations.
Performance Indicators: SS can identify and understand the Basic elements to make conversations talking about daily and leisure
activities and vacations, using the simple past in both regular and irregular verbs and the past tense of be
Contents
Conceptual Procedural: Attitudinal
Free-time and weekend acivities Talking about past events Cooperative Work: Collaborate with
Chores Giving opinions about past peers in pair work activities, trios or
Vacations experiences teams.
Talking about vacations. Empathy
Respect
Metacognition: Solve written exercises, or participates in short conversations talking about past event apply correctly simple past in
both regular and irregular verbs and the past tense of be
19
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Didactic Sequence:
Warm up: Development Activities Follow activity (feedback)
*Pray Snapshot: Ss. Discuss activities using simple past;
* Call the roll Learn vocabulary for discussing leisure develop the skill of asking follow-up
Books closed. Ask “What do you do in activities questions
your free time?” Help with vocabulary as Conversation: Ss practice a conversation about a vacation;
needed. Write Ss’ response on the board. Practice a conversation about weekend see the past of be in context.
Books open. Ask different Ss to read the activities; see the simple past in context. Ss write a postcard about a vacation using
leisure activities aloud. Point out then Grammar focus: the past tense
these are the top eight leisure activities Practice simple past questions, short Read and discuss vacations postcards;
in the U.S. Elicit or explain any new answers, and regular and irregular verbs. develop skills in reading for main ideas and
vocabulary. Practice the past of be in questions and supporting details.
Teacher asks: “Does anything on this list short answers. Ss will practice talking about last weekend’s
surprise you? What?” Elicit Ss’ answers. Pronunciation: activities.
Read and explain the three tasks. Points Notice the reduction of did you; learn to T and Ss will play Bingo for more practice
out that, for the last task, Ss should list sound natural when asking did you with regular and irregular verbs.
the activities starting with their favorite. questions. Ss complete the activity in groups page 46
Ss complete the task individually. Discussion: ex 5 Ass have to use reduced forms of did
Teacher goes around the class and gives Learn vocabulary for chores and activities; you.
help as needed. learn collocations with do, go, have, make, Ss do Workbook from exercises 1 to 11 on
Elicit Ss’ response and take. pages from 37 to 42.
Listening:
Develop skills in listening for main ideas and
details.
Writing
Learn postcard-writing skills; use the past
tense
20
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Evaluation:
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
Resources: Time: October 4th week
Course book
Dictionary
CD player
Pictures/ Flashcards
Observations:
M. D. Nelly del Carmen Córdova Palomeque _______________________________
Teacher´s signature Principal´s signature
21
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Teacher: Nelly Del Carmen Cordova Palomeque Semester: First Third final Partial
Subject: English Block: Students make comparison and Topic: 8 What’s your Educational Principles: Promote
1 discuss about students live. neighborhood like? respect, love and attitudinal of
human life, of the natural
environment and human relations.
Didactical Situation: Students discuss neighborhoods
Competencies: Structure ideas and arguments in a clear, coherent summary; Identifies key ideas in a text or speech and inferred
conclusions from them
Oral: Asking about and describing locations of places.
Listening: Listening for locations and descriptions of places.
Writing: Writing a roommate wanted ad
Reading: Reading about a New York City neighborhood.
Performance Indicators: SS can identify and understand the Basic elements to make conversations about places and neighborhood
problems, using there is/there are, prepositions of place and how many and how much.
Contents
Conceptual Procedural: Attitudinal
Stores and places in a city Asking about and describing Cooperative Work: Collaborate with
Neighborhoods locations of places peers in pair work activities, trios or
Houses and apartments Asking about and describing teams.
neighborhood Empathy
Asking about quantities. Respect
22
M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Metacognition: Solve written exercises, or participates in short conversations talking and describing about locations of places using
prepositions of place and quantifiers.
Didactic Sequence:
Warm up: Development Activities Follow activity (feedback)
*Pray Conversation: Practice a conversation between
* Call the roll Learn vocabulary for discussing places in neighbors; see there is/there are and
Teacher introduces the topic of the neighborhood. one/any/some/ and practice how many and
neighborhoods asking “What places do Grammar focus: how much with quantifiers in context.
you need to find in a neighborhood?. Learn the use questions with there is/there Ss ask and answer questions with there is
Elicit the Ss’ answers and write them on are and prepositions of place and there are.
the board. Ss compare their questions in small groups.
Teacher elicits the names of places Ss see Pronunciation: They read out their questions and check for
in the picture (e.g. Laundromat, library, Notice the reduction of there is / there are; grammatical accuracy.
barbers shop). learn to sound natural when using there Ss will use the information on ex 5 page 52
Teacher models the task. Ask “What’s a is/there are. to asking and answering questions about
barber shop?” Tell Ss to say “stop” when Speaking places mentioned on the activity in your
you read the correct definition and the T asks questions about neighborhoods neighborhood.
possible answers. using is there/are there and ones Ss do workbook from exercises 1 to 5 on
Ss match the words and definitions /any/some. pages from 43 to 46.
individually. Then go over answers with the Listening Ss ask and answer questions with count
class. Develop skills in listening for details and non count nouns
Ss take turns asking and answering the Reading: Ss do workbook from exercises 6 to 9 on
questions in pairs. Teacher goes around Read an article from a magazine develop pages from 47 to 48
the class and gives help as needed. skill in scanning and reading for detail. Ss will do progress check Units 7 and 8 from
pages 56 and 57
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M.D. Nelly del Carmen Cordova Palomeque
Instituto de Ciencias Humanidades Tabasco
Lesson Plan
Evaluation:
Evaluation Aspects: Evaluation methods
Oral production Exam skills
Grammar Activities in the classroom
Vocabulary Homework (workbook activities)
Spelling
Resources: Time: November 1st week
Course book
Dictionary
CD player
Pictures/ Flashcards
Observation: Study for the exam.
M. D. Nelly del Carmen Córdova Palomeque _______________________________
Teacher´s signature Principal´s signature
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M.D. Nelly del Carmen Cordova Palomeque
