LESSON PLAN 2013-14 (2)

BACCALAUREATE EVENING “ESMERALDAS” HIGH SCHOOL

LESSON PLAN N°

High School: Class: No. of students: Lesson time:Teacher: Date: Unit: Subject:Recent topic work: Imperatives Recent Language work:

Objective:

Assessment:

Materials:

Anticipated problems:

Timing Teacher activities Student activities Success Indicators

Additional Possibilities:Homework/further work: Internalize the new vocabulary

……………………………………Teacher’s signature


LESSON PLAN N° 1

School: Unidad ENF “Esmeraldas” Class: 1st,2nd y 3rd No. of students: 45 Lesson time: 40Teacher: Lic. Yolanda Mosquera Date: 13-05-06 Unit: Let´s get started Subject: EnglishRecent topic work: Numbers 1-100 Recent Language work: Previous knowledge

Objective: Remember and affirm the knowledge learned in previous using them in daily life.

Assessment: Pronounce the numbers from 1 up to 100 Listen and circle these numbers ( 13 28 65 79 80 81 15 95 12 93 100 18 20 ) Read the numbers and write the figures: twenty-two ___ thirty-three ___ sixty ___ ninety --- Count the numbers from 10 to 10 up to 100. Listen and write the following numbers ( 11 21 29 33 47 60 75 100)

Materials: Teacher’s book, student’s book, notebook, board, markers and. Tics.

Anticipated problems: Don’t use numbers in different ways.


5’

10’

10’

10’

Warm upIntroduce the class

Has Ss. Open their books.Reads the instruction in aloud.Has the class read aloud the numbers in your books.Has Ss. Close your books taking turn counting.Assigns partners and walk around to monitor and help as students practice.Has them change roles and practice again.

Introduce your classmates.Demonstrate front to the class.Say, hello, I´m ……… I´m ………..I´m ……………. Years old. Etc.

Listen and repeat the numbers. Listen and circle the numbers.Read the numbers and write the figures.Count the numbers from 10 to 10 up to 100.Listen and write the following numbers ( 11 21 29 33 47 60 75 100)

Greet in English your classmates and your teacher.

Listen the numbers 1 to 100.

Recognize the numbers 1 to 100

Write the numbers 1 to 100.

Additional Possibilities:Homework/further work: Write the numbers 1-100

________________ Teacher’s signature


LESSON PLAN N° 2

School: UDFE “Esmeraldas” Class: 1st,2nd y 3rd No. of students: Lesson time: 35Teacher: Yolanda Mosquera Date: 13-05-13 Unit: Let´s get started Subject: EnglishRecent topic work: The English alphabet, Months of the year, Days of the week and colors.

Recent Language work: Previous knowledge.


Assessment: Spell their names and surnames and their partners.


Anticipated problems: Don’t spell their names and surnames.

Timing Teacher activities Student activities Success Indicators5’

10’

10’

10’

-Warm up-Counts the numbers of 3 by 3

-Reads the instructions aloud.-Plays the audio as Ss listen and repeat.-Works on pronunciation, replaying the audio if needed.-Elicits or explain the meaning of vowel.-Elicits the answer to the first blank(A)-Writes the answers on board and has students write it in the blank in their textbook.-Elicits or explain the meaning of consonants.-Has Ss count and write down the number of consonants.-Elicits the answer and write it on the board.

-Count the numbers of 3 by 3

-Read the instructions aloud.

-Listen and repeat the pronunciation.

-Write the answers on board and in the blank in their textbooks.

-Spell their names and surnames and them partners.

-Cross out the word or letter that does not belong in each group. Ex.Write pencil look

-Fill in the blanks.Sunday _________Tuesday _________-Label the classroom objects.Board ____ pen ___

Additional Possibilities: Listen, Count and write the numbers from 10 to 10 up to 100.Homework/further work:

Teacher’s signature


LESSON PLAN N° 3

School: UNFE “Esmeraldas” Class: 1st,2nd y 3rd No. of students: Lesson time: 35Teacher: Lic.Yolanda Mosquera Date: 05-20-13 Unit: Let´s get started Subject: EnglishRecent topic work: Classroom, C. objects , C commands



Assessment: Oral presentation.


Anticipated problems: Don’t use everyday expressions.


5’

5’

10’

15’

-Warm up-Let´s play the colors

-Has Ss. Look at the pictures and repeat each word aloud.

-Reads the instructions aloud and has the class repeat the example after me.

-Assigns pairs. Walks around to monitor as Ss. Practice.

-Checks, calls on a Ss. To the front and asks to His/her.

-Has the class answer together

-Ss. asking and answer-Take turns. Ask for the colors. What´s colors do you like?I like black and white.

-Look at the picture and read the labels.

-Take turns. Ask for the colors of these things in the classroom. *What color is the board? black- It´s black.-Look, listen and repeat the words.-Look at the pictures and read the commands.- Learners Switch roles

- Pronounce colors with acceptable intonation.

-They asking and respond with acceptable intonation.-Ss ask and answer with acceptable intonation.

-Look, listen and repeat the words with acceptable intonation.

-Learners use commands every day.

Additional Possibilities: feed backHomework/further work:



LESSON PLAN N° 4

School: Nocturne “Esmeraldas” Class: 1st,2nd y 3rd No. of students: Lesson time: 35Teacher: Lic.Yolanda Mosquera Date: 05-20-13 Unit: Let´s get started Subject: EnglishRecent topic work: Words for people, Common adjectives, U.S. money



Assessment: Oral presentation.


Anticipated problems: Don’t use everyday expressions.


5’

5’

10’

15’

-Warm up-Let´s play commands

-Has Ss. Look at the pictures and repeat each word aloud.

-Reads the instructions aloud and has the class repeat the example after me.

-Assigns pairs. Walks around to monitor as Ss. Practice.

-Checks, calls on a Ss. To the front and asks to His/her.

-Has the class answer together

-Take turns. Give and say commands acceptable intonation.

-Look at the picture and read the labels.

-Look, listen and repeat the words.-Look at the pictures and read .- Learners Switch roles

-Learners use commands every day.

- Give and say commands acceptable intonation

Additional Possibilities: feed backHomework/further work:



LESSON PLAN N° 5

School: Nocturno “Esmeraldas” Class: 1st,2nd y 3rd No. of students: Lesson time: 35Teacher: Lic.Yolanda Mosquera Date: 05-27-13 Unit: Let´s get started Subject: EnglishRecent topic work: Grammar: Some parts of speech,punctuation/greetings

Recent Language work: previous knowledge.

Objective: Recognize and use different parts of speech in sentences or paragraphs written into a context determinate.

Assessment: Circle the correct punctuations in these sentences. Examples: Are you ok? Yes, I’m. * Add the correct punctuation in these sentences: Are you excellent students What’s your name My name’s Joey That’s funny My name’s Joey too *Underline and write different parts of speech in this sentence. Robbie bought the tikes for cinema.


Anticipated problems: Don’t Recognize and use different parts of speech in sentences or paragraphs written into a context determinate.Timing Teacher activities Student activities Success Indicators

5’

5’

5’

5’

5’

5’

5’

-Warm up-Let´s play commands

-Has Ss look at the chart.-Reads the heading of each column aloud and Ss repeat.-Elicits the meaning of each part of speech.-Explains that there are only three articles.-Writes on the board and has Ss write on their charts.-Reads the names of the punctuation marks aloud and has students repeat.-Explain when each punctuation is used.-Gives and writes ex. on the board.-Reads the instructions and plays the audio one or more times to repeat.-Has Ss. Work individually to write in the responses. -Elicit the answers orally.

-Tell and give commands acceptable intonation.

-Look at the examples of the parts of speech in the charts.-Add more examples in each column. money/He/steal/during/a/-Learn that there are only three Articles. (A/an/the).-Identify the punctuations in sentences. Examples:Are you ok? Yes, I’m.-Add the correct punctuation In these sentences: What’s your name My name’s Lucia That’s funny My name’s Lucia too.-Listen and repeat the greetings

Tell and give commands acceptable intonation in the classroom and in the high school.

-Recognize and use differ different parts of

speech in sentences or paragraphs Written into a context determinate.

-Use the greetings daily.

Additional Possibilities: Feedback.Homework/further work: study for writing test.



LESSON PLAN N° 6

High School: Noct. “Esmeraldas” Class: 1st,2nd /3rd No. of students: 35 Lesson time: 35’Teacher: Yolanda Mosquera Date: 06-03-13 Unit: 1 Can you count? Subject: EnglishRecent topic work: DialogueCAN YOU COUNT?

Recent Language work: previous knowledge.

Objective: Get students tell the dialogue in groups with intonation acceptable, respect your turn to participate.

Assessment: Oral lesson Tell the dialogue in groups of four acting in the classroom.Materials: Teacher´s book and Student´s book, record player, CD. Board, markers and poster board.

Anticipated problems: Students cannot pronounce properly the dialogue.


5´ Warm up

5’

15’

10’

*Has Ss. Review cardinal numbers by skip.*Practices skip counting together as a whole class.*Tells Ss. That they will practice more with numbers today.

*Has Ss. Look at the pictures*Has question about it.

*Tells Ss. To cover the dialogue.*Tells Ss. to silently read the directions and comprehension.*Plays the audio two or more times.*Tells Ss. To uncover the dialogue. Plays the audio white Ss. Reviews their answers.*Has the class repeat the dialogue, then have Ss. Practice in groups of four.*Select a group to perform for the class.

* Count the numbers of 5by5.

*Cover the dialogue and listen.*Look at the pictures and ask it.-Whom are they? Andy, Liza, Brian, and Joey.*Read the directions and comprehension items for exercises A.*Uncover the dialogue.*Listen and repeat the pronouns aloud.*Practice in groups of four the dialogue.*Act in the classroom, respect your turn to participation.

Count the numbers 5s to 100.

They will tell the dialogue in group of four acting in the classroom.

Additional Possibilities:Homework/further work:

…………………………………Teacher’s signature

BACCALAUREATE EVENING “ESMERALDAS” HIGH SCHOOLLESSON PLAN N° 7

High School: . “Esmeraldas” Class: 1st,2nd /3rd No. of students: 35 Lesson time: 35’Teacher: Yolanda Mosquera Date: 06-03-13 Unit: 1 Can you count? Subject: EnglishRecent topic work:4. Vocabulary. Clock times

Recent Language work: Review the numbers learnt.

Objective: Getting students tell the time whit intonation acceptable, using the different clocks, respect your turn to participate.Assessment: Oral and write lessons. Tell the times looking at the different clocks. Point the time in these clocks.Draw five clocks and point the time. Performance assessment on oral or written tasks. .Materials: Teacher´s book and Student´s book, record player, CD. Board, markers and clock.

Anticipated problems: Students can’t pronounce properly They don't distinguish the time on the clocks.Timing Teacher activities Student activities Success Indicators

5´ Warm up

5’

15’

10’

*Has Ss. Review cardinal numbers by skip.*Practices counting together as a whole class.*Tells Ss. That they will practice more with numbers today.

*Draws the face of a clock with the minute hand pointing at twelve and the hour hand pointing at three.*Writes the word o´clock on the board.*Asks What time is it?* Redraws the hour hand to several different hours and elicit the time.*Tells Ss. That read different hours of the clocks. That these can be read as a quarter after seven: Writes this on the board.Tells, Ss. To look at the illustrations.*Plays the audio as Ss. Read along and repeat.* Reads the instructions aloud , then call on a pair to model the first two items.* Explains the use of after and to.* Assigns pairs and has students begin.*Walk around to monitor and helps as Ss. Practice.*Elicits the answers orally from individual students.

* Count the numbers of 3by3.

*Practice every day.

*Look at the clock as you listen and repeat.

*Look at the clocks. Take turns asking each other for the time.

Make a clock and set the timeCount the numbers.

Count the numbers 1to 100.

Pronounce and use numbers in different ways.

Recognize and distinguish the time on the clocks.

Get students tell the time in pairs with intonation acceptable, respect your turn to participate.

Additional Possibilities:Homework/further work: Practice the time with the clock, write quantities in words.



High School: . Noct. “Esmeraldas” Class: 1st,2nd /3rd No. of students: 35 Lesson time: 35’Teacher: Yolanda Mosquera Date: 01-07-13 Unit: 1 Can you count? Subject: EnglishRecent topic work: 7 DIALOGUE8 Comprehension

Recent Language work: Review the imperative learnt.

Objective: Get students tell the dialogue in groups with intonation acceptable, respect your turn to participated

Assessment: Oral and write lessons. Tell the dialogue in groups of three acting in the classroom.

Materials: Teacher´s book and Student´s book, record player, CD. Board and markers .

Anticipated problems: Students can’t pronounce properly, They don't distinguish some parts of speech.Timing Teacher activities Student activities Success Indicators

5´ Warm up

5’

15’

10’

*Has Ss. reviewed the commands?*Practices the commands together as a whole class.*Tells Ss. That they will practice more with commands every day.

*Has Ss. Cover the dialogue.* Has Ss. Read the instructions and questions.* Plays the radio two or more times and has Ss. Work independently to complete the exercise.*Has Ss. Uncover the dialogue. Play the audio again and has Ss.check theirs answers.* Has the class repeat the dialogue, Has Ss Practice in pairs, changing roles.* Assigns pairs and has students begin.*Walk around to monitor and helps as Ss. Practice.* Selects a pair to perform for the class.*Extends work with the dialogue.*Elicits the answers orally from individual students.

* Tell some commands.

*Practice the commands every day.

*Cover the dialogue and listen.*Write the answers.*Look at the picture. Ask who can do each activity.*Play a memory game with four.*Listen and repeat.*Uncover the dialogue.*Listen and repeat the pronouns aloud.*Practice in groups of three the dialogue.*Act in the classroom; respect your turn to participation.

Practice the commands everyday

They will tell the dialogue in group of three acting in the classroom, with acceptable pronunciation, respect your turn to participate.

Additional Possibilities:pHomework/further work: Practice the dialogue



High School: . Noct. “Esmeraldas” Class: 1st,2nd /3rd No. of students: 35 Lesson time: 35’Teacher: Yolanda Mosquera Date: 08-07-13 Unit: 1 Can you count? Subject: EnglishRecent topic work: use the canCan to talk about abilities/aff. state

Recent Language work: Review the imperative learnt.

Objective: Get that ss. Use can / can’t into affirmative, negative and interrogative statements.

Assessment: Write five affirmative. Statements .Exchange to negative e interrogative form. Listen and repeat.Materials: Teacher´s book and Student´s book, record player, CD. Board and markers .


5´ Warm up

5’

15’

10’


*Talk about abilities.*Tell students that use Can for requests.*Tell ss. And write on the board.*Read the grammar chart aloud and have ss. *Repeat the examples questions.*Have ss. Work individually to complete the exercise. Check orally.*Write can/can’t on the board. Tell students the sound.* Play the audio, pausing for ss. To repeat.* Selects a pair to perform for the class.



*Look the picture e identify the people.*Do questions an answer.*Practice in pairs.* Listen and repeat*Listen and repeat.*Uncover the dialogue.*Listen and repeat the pronouns aloud.*Practice in groups of three the dialogue.*Act in the classroom; respect your turn to participation.

Practice the commands everyday


Additional Possibilities:Homework/further work: Practice the dialogue



High School: . Noct. “Esmeraldas” Class: 1st,2nd /3rd No. of students: 35 Lesson time: 35’Teacher: Yolanda Mosquera Date: 15-07-13 Unit: 1 Can you count? Subject: EnglishRecent topic work:Putting it together

Recent Language work: Review can/can’t.

Objective: Getting students to hear and practice the dialogue to improve your listening.

Assessment: Listening and read the dialogue. Then fill in the missing responses.Materials: Teacher´s book and Student´s book, record player, CD. Board and markers.


5´ Warm up

5’

15’

10’


*Talk about abilities.*Tell students that use Can for requests.*Tell ss. And write on the board.*Read the grammar chart aloud and have ss. *Repeat the examples questions.*Have ss. Work individually to complete the exercise. Check orally.*Write can/can’t on the board. Tell students the sound.* Play the audio, pausing for ss. To repeat.* Selects a pair to perform for the class.

* Tell some commands.* Can I come in?*Practice the commands every day.

*Look the pictures e identify. *Getting students to hear and practice the dialogue to improve your listening.*Do questions and answers ( Who do you know in the first picture*Practice in pairs.*Listen and repeat.*Uncover the dialogue.*Listen and repeat the pronouns aloud.*Practice in groups of three the dialogue.*Act in the classroom; respect your turn to participation.

Practice the commands everyday.


Additional Possibilities: bring next class dictionaries.Homework/further work: Practice the dialogue



High School: . Noct. “Esmeraldas” Class: 1st,2nd /3rd No. of students: 35 Lesson time: 35’Teacher: Yolanda Mosquera Date: 01-07-13 Unit: 2 I always get up at 6:30 Subject: EnglishRecent topic work: READING Recent Language work: ReviewObjective: Get students to talk about their daily activities, using adverbs of frequency and sequence words.

Assessment: Oral and write lessons. Cut or draw daily routines. Glue on pieces of cardboard and show your teacher and classmates. Tell the daily routines a teacher and classmates acting in the classroom.Materials: Teacher´s book and Student´s book, record player, CD. Board and markers .

Anticipated problems: Students can’t pronounce properly, They don't distinguish some parts of speech.Timing Teacher activities Student activities Success

Indicators

5´ Warm up

5’

15’

10’






They will tell the daily routines in groups acting in the classroom, with acceptable pronunciation, respect your turn to participate.




LESSON PLAN N° 13

High School: . UEFN“Esmeraldas” Class: 1st,2nd /3rd No. of students: 45 Lesson time: 35’Teacher: Yolanda Mosquera Date: 29-07-13 Unit: 2 I always get up at 6:30 Subject: EnglishRecent topic work: VOVABULARY Recent Language work: GrammarObjective: Get students to talk about their daily routines, use adverbs of frequency and sequences words.

Assessment: Number the activities 1-to 12 according to your routine on school days. Write five or more things you do after you wake up on a school day. Tell your classmates five things you do after you wake up on a school day. For ex. First, I take a shower. Then I eat breakfast. After that I go to my job. Next I make up to bus. Finally, IMaterials: Teacher´s book and Student´s book, record player, CD. Board and markers .

Anticipated problems: Students can’t pronounce properly, They don´t distinguish sounds /s/tz/z/or hissing.Timing Teacher activities Student activities Success

Indicators

5´ Warm up

5’

15’

10’










LESSON PLAN N° 14

High School: UEFNE Class: 1st/2nd/3rd No. of students: 45 Lesson time: 35’Teacher: Yolanda Mosquera Date:06-08-13 Unit:2 I always get up Subject:Recent topic work: Adverbs of frequency

Recent Language work: Practicing grammar

Objective: Get students to talk about their daily routines, use adverbs of frequency and sequences words.

Assessment: Write sentences use the adverbs frequency. ( always, usually, often, sometimes, rarely, seldom and never).-My teacher is always early.-I often check my e-mail.-Brian is never late.-We sometimes study together.* Give answers orally. -Do you read the newspaper? - I rarely read the newspaper. We frequently read the newspaper.- Are you late for school every day?-I am never late for school every d?

Materials: : Teacher´s book and Student´s book, record player, CD. Board and markers.

Anticipated problems: Students can’t pronounce properly, They don´t distinguish sounds /s/tz/z/or hissing.


5’warm up

10’

15’

5’

*What do you do every afternoon?*Tells Ss. That practice daily routines.

*Reads the instructions aloud.*Has Ss. look at the graph in the grammar chart.*Tells them that the words on the left are adverbs of frequency.*Reads each adverb aloud and has the class repeat.*Explains the use and mean these words.*Has questions for She/he. Uses Do/does*Helps Ss when they needed.*Calls on a student to read the sentences.*Has the class say each sentence after the student.*Has Ss. work individually to circle the correct answers. Checks answers orally.*Has Ss. rewrite the sentences individually or in pairs.* Elicits answers orally.

*I get home from job. Then, I have lunch. After that, I watch t v ………

*Ss. look at the grammar chart.*Ss use in sentences the adverbs of frequency.*Ss read the sentences aloud.*Ss tell the answers aloud.*Ss. work individually in pairsThey circle the correct answers.*They write sentences use the adverbs frequency. As always, usually, often, sometimes, rarely, seldom and never.-My teacher is always early.-I often check my e-mail.-Brian is never late.-We sometimes study together.

*Students give answers orally.-Do you read the newspaper?- I rarely read the newspaper.- Are you late for school every day?-I am never late for school every d?





LESSON PLAN N° 15

High School: UENFE Class: 1st/2nd/3rd No. of students: 45 Lesson time: 35’Teacher: Yolanda Mosquera G. Date:19-08-13 Unit:2 I always get up Subject: EnglishRecent topic work: Your Daily Routine

Recent Language work: Practicing grammar

Objective: Get students to talk about their daily routines, use adverbs of frequency and sequences words.

Assessment: Write sentences use the adverbs frequency. ( always, usually, often, sometimes, rarely, seldom and never).-My teacher is always early.-I often check my e-mail.-Brian is never late.-We sometimes study together.- Give answers orally. -Do you read the newspaper? - I rarely read the newspaper. We frequently read the newspaper.- Are you late for school every day?-I am never late for school every day?-What do you do in the morning/ afternoon/evening?

Materials: : Teacher´s book and Student´s book, record player, CD. Tict, Board and markers.Anticipated problems: Students can´t insert frequency adverbs in the practice of spoken or written into sentences.Timing Teacher activities Student activities Success Indicators

5’warm up

10’

15’

5’

*What do you do every afternoon?*Tells Ss. That practice daily routines.

*Reads the instructions aloud.*Has Ss. look at the graph in the grammar chart.*Tells them that the words on the left are adverbs of frequency.*Reads each adverb aloud and has the class repeat.*Explains the use and mean these words.*Has questions for She/he. Uses Do/does*Helps Ss when they needed.*Calls on a student to read the sentences.*Has the class say each sentence after the student.*Has Ss. work individually to circle the correct answers. Checks answers orally.*Has Ss. rewrite the sentences individually or in pairs.* Elicits answers orally.

*I get home from job. Then, I have lunch. After that, I watch t v ………

*Ss. look at the grammar chart.*Ss use in sentences the adverbs of frequency.*Ss read the sentences aloud.*Ss tell the answers aloud.*Ss. work individually in pairsThey circle the correct answers.*They write sentences use the adverbs frequency. As always, usually, often, sometimes, rarely, seldom and never.-My teacher is always early.-I often check my e-mail.-Brian is never late.-We sometimes study together.*Students give answers orally.-Do you read the newspaper?- I rarely read the newspaper.- Are you late for school every day?-I am never late for school every d?

They will tell the daily routines in groups acting in the classroom, with acceptable pronunciation, respect your turn to participate and use frequency adverbs.




High School: UENFE Class: 1st/2nd/3rd No. of students: 45 Lesson time: 35’

Teacher: Yolanda Mosquera G. Date:26-31-08- 13 Unit: 3 Miami-A great place to be! Subject: EnglishRecent topic work: Reading Recent Language work: Progress check unit 1 and 2

Objective: Have students learn to give information about the weekend, using prepositions of location.Assessment: Students: answer the questions. I usually go shopping, ride my bike, go to movies, play football. Etc.*Read along silently as you listen.*Underline some of the interesting places and activities in Miami. the Metrozoo, etc.*Ss. look at on the map and Miami has different place for visit. Such as, the Metrozoo, the seaquarium, the Planetarium, the Venetian Pool, the Vizcaya Museum and Garden, beautiful parks, Coconut Grove, shopping, etcMaterials: : Teacher´s book and Student´s book, record player, CD. Board and markers.Anticipated problems: Students don´t remember the prepositions of location.Timing Teacher activities Student activities Success Indicators

5’warm up

10’

15’

5’

*What do you usually do on weekends?Brings in some pictures of evening or weekends activities.*Has Ss. choose a picture and elicit or give the vocabulary. Ex. Go shopping.*Writes on the board this question with What and where? Ex. Where do you go shopping?*Tell Ss. that they will learn how to give information about weekend activities in this unit.*Has Ss. open your books. Introduce the unit title.*Has ss. look at the map and ask- What do you know about Miami?- What other language do many - people speak in Miami?-Which ocean is Miami on?-What bay is Miami on?-What are the names of some areas in Miami?*Elicit the places and activities Ss. Underlined.

Students answer the questions.I usually go shopping, ride my bike, go to movies, play football. Etc.

*Ss. open your books and introduce the unit title.*Read along silently as you listen.*Underline some of the interesting places and activities in Miami.*Ss. look at on the map and answer- Miami- Florida, is a city from USA.-Miami is a tourist´s paradise.-Miami has sandy white beaches.-Miami has different place for visit. Such as, the Metro zoo, the seaquarium, the Planetarium, the Venetian Pool, the Vizcaya, Museum and Garden, beautiful parks, Coconut Grove, shopping, etc

Students learn to give information about your Daily Routine

They make a puzzle and crossword puzzle using places in a town or city.

Additional Possibilities: Make a puzzle and crossword puzzle.Homework/further work: Internalize the new vocabulary

_________________Teacher’s signature


High School: . UENFE Class: 1st,2nd /3rd No. of students: 45 Lesson time: 40’Teacher: Yolanda Mosquera G. Date:2to7-09-13 Unit: 3 Miami- A great place to be! Subject: English

Recent topic work: 5 DIALOGUE 6 Comprehension 7 Useful expressions

Recent Language work: Have students learn to give information about the weekend, using prepositions of location.

Objective: Get students tell the dialogue in groups with intonation acceptable, respect your turn to participated.


Materials: Teacher´s book and Student´s book, record player, CD. Board and markers.


5´ Warm up

5’

15’

15’

*Uses statements with daily routines. And questions words: when/what What time?*When do you go to class?*When do you study/job/ play/sleep?*What time do you go to class/job/bed?

*Has Ss. Cover the dialogue.* Has Ss. Read the instructions and questions.* Plays the radio two or more times and has Ss. Work independently to complete the exercise.

*Has Ss. Uncover the dialogue. Play the audio again and has Ss.checkp theirs answers.

* Has the class repeat the dialogue, Has Ss Practice in pairs, changing roles.* Assigns pairs and has students begin.*Walk around to monitor and helps as Ss. Practice.* Selects a pair to perform for the class.*Extends work with the dialogue.*Elicits the answers orally from individual students.

* Students Tell some statements.*Use statements with daily routines. And questions words: when/what What time?* I go to class at night/In the morning* I go to classes at 6.30.


Students learn to give information about your Daily Routine.


Additional Possibilities: complete the activities page 73Homework/further work: Practice the dialogue.



LESSON PLAN N° 18

High School: . UENFE Class: 1st,2nd /3rd No. of students: 45 Lesson time: 40’

Teacher: Yolanda Mosquera G. Date: 14to19-10-13 Unit: 3 Miami- A great place to be! Subject: EnglishRecent topic work: 5 DIALOGUE 6 Comprehension 7 Useful expressions

Recent Language work: Have students learn to give information about the weekend, using prepositions of location.

Objective: Get students tell the dialogue in groups with intonation acceptable, respect your turn to participation.




5´ Warm up

5’

15’

15’

*Uses question words such as: who/what? *Who do you see in the picture?*What city is the map of ?

*Has Ss. Cover the dialogue.* Reads the instructions aloud..* Plays the radio two or more times and students work independently to fill in the chart.*Plays the audio again and have students fill in the blanks with the places that Brian would like to go.

*Has Ss. Uncover the dialogue. Play the audio again and has Ss. check theirs answers.

* Has the class repeat the dialogue, Has Ss Practice in pairs, changing roles.* Assigns pairs and has students begin.*Walk around to monitor and helps as Ss. Practice.* Selects a pair to perform for the class.*Extends work with the dialogue.*Elicits the answers orally from individual students.

* Andy, Liza and Brian *Miami

*Cover the dialogue and listen.*Write the answers.*Look at the picture. Ask who can do each activity.*Play a memory game with four.*Listen and repeat.*Uncover the dialogue.*Listen and repeat the pronouns aloud.*Practice in groups of three the dialogue.*Act in the classroom; respect your turn to participation.*Write the appropriate responses. Use the expressions in exercise A.

Students learn to use the question words.


Additional Possibilities: complete the activities page 73Homework/further work: Practice the dialogue.



High School: . UENFE Class: 1st,2nd /3rd No. of students: 45 Lesson time: 40’Teacher: Yolanda Mosquera G. Date: 21to26-10-13 Unit: 3 Miami- A great place to be! Subject: EnglishRecent topic work: Prepositions of location. The prepositions in and on

Recent Language work: Have students learn to give information where live using prepositions of location in and on.

Objective: Get that students learn to use prepositions of place (in /on).

Assessment: Underline the correct preposition to complete each sentence in/on) -Complete with the appropriate preposition for each sentence (in/on)-Complete sentences with the preposition of place grammar chart.


Anticipated problems: Students can’t use the preposition of location in the sentences. They don't distinguish some parts of speech.Timing Teacher activities Student activities Success Indicators

5´ Warm up

5’

15’

15’

*What city is the map of ?

*Surveys the area near the school and makes a rough map of the streets and buildings.*Picks out buildings that ss. are most likely to recognize by name.*Draws a rough map of the area near your school on the board. Draws boxes to represent the buildings.Point to a buildings located on a corner nd ask What place is this? Then ask Where is it?*Ask the same questions about one of two adjacent buildings .*Gives students a few moments to study the grammar chart. Then have ss. work individually . Checks answers orally.*Has that ss. read the sentences with the correct prepositions.

*Esmeraldas, Quito, Miami

*Look at the pictures in the grammar chart. Circle the correct answers.*Look at the map. Complete the sentences with prepositions of location from the grammar chart.*Look at the map. Ask where each place on the map is.For example:*What place is this?Municipality, Council Cantonal, Provincial Council, Lions Club, La Merced Church, Court of children and Teens, Tia, etc. Then ask * Where is it? A: Where´s the pool? B: It’s behind the zoo.

Students learn to use the preposition of location into sentences take like reference a map of city or neigboarhood.

Additional Possibilities: complete the activities page 73Homework/further work:



High School: . UENFE Class: 1st,2nd /3rd No. of students: 45 Lesson time: 40’Teacher: Yolanda Mosquera G. Date: 28to31-13 Unit: 3 Miami- A great place to be! Subject: English

Recent topic work: There is/There areAff. Neg.sentences. Yes/No questions

Recent Language work:

Objective: Get that students students recognize the statements affirmative, negative and they can give short answers in form orally and write.Assessment: Fill in the blank with there is (isn´t) There are (aren´t) or Is there/ Are there. Rewrite the aff. Sentences in the neg. and neg. in the aff. Write sentences using the following: There is, There are, There isn’t any, There aren´t any.*They take turns and answer orally. For example: next question.A: Is there a mall on the map? A: Are there any mall in my city?B: Umm… Yes, There are. B: Umm… Yes, there is¡A: No , There aren´t. A: No, there isn´t.Materials: Teacher´s book and Student´s book, record player, CD. Board and markers.

Anticipated problems: Students can’t use the preposition of location in the sentences. They don't distinguish some parts of speech.Timing Teacher activities Student activities Success Indicators

5´ Warm up

5’

15’

15’

A: Where´s the pool/ High School/Bus stop/ Drugstore/Bookstore/Hospital?*Thinks of a well-known place in your city or neighborhood of which there is only one, such as restaurant, store, etc.*Writes on the board and asks Is there a zoo in Esmeraldas or Tachina?*Elicits the response and write it on the board as a short answer and an affirm statement. Yes, There is. There is a park in the city.*Thinks and write a statement in plural . Write on the board and ask Are there any drugstores in my neighborhood?*Write the answer on the board Yes, there are. There are two drugstores .*Has ss. look at the grammar chart. Calls on ss. to read each section aloud.* Walk around and monitor as they write*Has ss. work individually to complete.Check answers orally.

* B: It’s behind the zoo. High School / Bus stop/ Drugstore/Bookstore/Hospital*Ss. look at the grammar chart. Circle the correct answers*Look at the map. Write sentences using the following:There is, There are, There isn’t any, There aren´t any*Students think and write some statements in singular and plural.*They take turns and answer orally. For example:A: Is there a mall on the map?B: Umm… Yes, there is¡A: No, there isn´t. next question.A: Are there any mall in my city?B: Umm… Yes, There are.A: No , There aren´t.

students recognize the statements affirmative, negative and they can give short answers yes, There is or no, There are.No, There isn´t.No, There aren’t.

*They can ask and respond about places in a city or neighborhood.with acceptable intonation and take turns to participated.

Additional Possibilities: complete the activities page 73Homework/further work:


Documents

LESSON PLAN 2013-14 (2)