Unidad Educativa Fiscal "Alejo Lascano": Lesson Plan 1 Unit One

UNIDAD EDUCATIVA FISCAL “ALEJO LASCANO”
LESSON PLAN 1 UNIT ONE

INFORMATIVE DATA:
AREA: English Language GRADES: Eighth “D,E,F,G” SCHOOL YEAR: 2014 - 2015
SIGNATURE: English TOPIC: Let´s get started DATE: 06/05/2014
UNIT: Let´s get started TIME:120 minutes/ two periods/ one week
TEACHER: Lic. Ana Leòn Barahona PARTIAL: first
OBJETIVE: To remember previous Vocabulary learned in order to learn the new ones.
SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

Introduce him/herself  Number 1-20 FEEDBACK:  Student´s  He/She shares
Practice the deaf mute  The English  Encourage the students to introduce him/herself to each other in order to practice book information about
alphabet Alphabet the Vocabulary learned.  Teacher´s him/her
Listen and repeat  Months of the  Use the deaf mute alphabet to share information about vocabulary and verbs
book  He/She uses the
vocabulary Learned year CONCEPTUAL SCHEME OF DEPARTURE:
Fill in the blanks
 Student´s deaf mute alphabet
 Days of the
Write specific  Listen and repeat the numbers and use it to share information Cd- Rom to practice English
week
information  Colors about age  Markers vocabulary about
Look at the pictures  Classroom  PAIRS. Close your book. Take turns counting up to 20.  Deaf mute his/her
Speak about a topic BUILDING OF THE KNOWLEDGE: alphabet environment.
 Classroom
Check many items Objects  Color pens  He/She completes
Follow command  Listen and repeat the alphabet.
 Classroom  Recorder information with
Write answers  PAIRS. The English alphabet has five vowels. Write the vowels in the blanks.
commands  Listen and repeat the twelve months that make up a year. radio. specific items.
Look at the examples
 Write the month of each holiday or event.  He/She follows and
Add information
 Listen and repeat the days of the week. gives commands.
Write the correct
information  A week has five weekdays and a two-day weekend. Look at the calendar and circle
Complete workbook with the days that make up a weekend.
the vocabulary related  Look at the colors.
 Look at the picture and read the labels.
 PAIRS. Take turns. Ask for the colors of these things in your classroom.
 Look at the pictures as you listen and repeat the words.
 Look at the words in Exercise A. Check (✔) the items you have.
 Look at the pictures and read the commands.
TRANSFER OF THE KNOWLEDGE:
 PAIRS. Student A, give a command. Student B, do Student A’s command. Switch

roles.
BIBLIOGRAPHY: Pearson/Longman(level 2)
Lic. Gabriel Pisco Pin. Mag. Duie Lic. Mery Santana Lic. Ana Leòn Barahona
VICERRECTOR DIRECTOR OF AREA ENGLISH TEACHER

INFORMATIVE DATA:
AREA: English language GRADES: Eighth “D,E,F,G” SCHOOL YEAR: 2014 - 2015
SIGNATURE: English TOPIC: The Simple Present of Be BEGINING DATE: 20/05/2014
UNIT: What`s your name? TIME: 120 minutes/ two periods/ one week
PARTIAL: first
OBJETIVE: students will be able to identify to be verb , reading the information for to write sentences.

READING FEEDBACK  Student`s  He/she
GRAMMAR  Read the grammar chart and have students say it after you. complete
book
 Read  The Simple  Keep the peace of your reading quick to maintain students sentences
information Present of Be interest.  Teacher`s
using to be
about simple book
CONCEPTUAL SCHEME OF DEPARTURE verb.
present of be  Paper board  He/she write
 Look at the grammar chart about the simple present of
be.  cards sentences
WRITING using to be
BUILDING OF THE KNOWLEDGE verb.
 Write sentences
 Explain grammar of to be verb.
with to be verb.  Look at the grammar chart and complete the grammar
rules.
 Exchange sentences about to be verb.
 Identify three forms of verb be.
TRANSFER OF THE KNOWLEDGE

 Write sentences with to be verb.
Lic. Gabriel Pisco Pin. Mg. Duie Lic. Mery Santana Lic. Ana Leòn Barahona

INFORMATIVE DATA:
SIGNATURE: English TOPIC: The Simple Present of BEGINING DATE: 22-05-2014
Be(affirmative/negative)
PARTIAL: first
OBJETIVE: students will be able to identify to be verb , reading the information for to write sentences in affirmative and negative form.

READING GRAMMAR FEEDBACK  Student`s  He/she
 The Simple Present writes
book
 Read of Be  Read the grammar chart and have students say it after sentences
information (affirmative/negative) you.  Teacher`s
using to be
about simple  Keep the peace of your reading quick to maintain book
students interest. verb in
present of be  Paper board affirmative
CONCEPTUAL SCHEME OF DEPARTURE  cards form.
WRITING  He/she
 Look at the grammar chart about the simple present
of be in affirmative and negative form. changes
 Write
sentences
sentences with BUILDING OF THE KNOWLEDGE to negative
to be verb.  Explain grammar of to be verb in affirmative and
form using
negative form.
 Look at the grammar chart and complete the to be verb.
grammar rules.
 Exchange sentences about to be verb in affirmative.
 Write sentences with to be verb in negative form.

INFORMATIVE DATA:
SIGNATURE: English TOPIC: Verb Be:Long/Short forms BEGINING DATE: 23-05-2014
PARTIAL: first
OBJETIVE: students will be able to identify to be verb , reading the information for to write sentences using long and short forms.

READING GRAMMAR FEEDBACK  Student`s  He/she
The Simple  Read the grammar chart and have students say it after writes
book
 Read Present of Be you. sentences in
information -Long forms  Keep the peace of your reading quick to maintain  Teacher`s
long form.
about simple -Short forms students interest. book  He/she
present of be  Paper board writes
CONCEPTUAL SCHEME OF DEPARTURE
 Look at the grammar chart about the simple present of  cards sentences
WRITING using short
be in long and short form.
form.
 Write sentences
BUILDING OF THE KNOWLEDGE
with to be verb
using  Explain grammar of to be verb in in long and short form.
contractions.  Look at the grammar chart and complete the grammar
rules.
 Write the contractions(short forms)
 Write sentences with to be verb using long form.

 Write sentences with to be verb using contractions.

INFORMATIVE DATA:
SIGNATURE: English TOPIC: Numbers BEGINING DATE: 27-05-2014
PARTIAL: first
OBJETIVE: students will be able to talk about numbers, listening information for to develop different skills.
 VOCABULARY FEEDBACK
 Recorder  He/She
LISTENING -Numbers 21-100  Write the numbers 20,21 and 22 on the board
 Next to each, write them out to show stress: TWENty, radio writes the
 Listen for TWENty-ONE, etc.  Student`s numbers in
specific book the blank.
information CONCEPTUAL SCHEME OF DEPARTURE
 Look at at the pictures about numbers.  Teacher`s  He/She
WRITING
book writes the
BUILDING OF THE KNOWLEDGE  Paper board words in
 Write about  Play the audio  cards the puzzle.
 Tell students to pay attention to the stressed syllables
numbers 20-
 Play the audio again, `pausing for students to repeat.
100  Elicit the answers and write it on the boardwith a circle
around it.
SPEAKING  Pause after each number, elicit it, and write it on the
board.
 Talk about  Listen and circle the numbers to hear.
numbers
 Listen to the numbers and repeat them.

 Listen and circle the numbers to hear in each pair.

INFORMATIVE DATA:
SIGNATURE: English TOPIC: Dialogue BEGINING DATE: 29-05-2014
PARTIAL: first
OBJETIVE: students will be able to talk about the dialogue, practicing with their partners for to familiarize with English.

 READING FEEDBACK  Recorder  He/she
Read  DIALOGUE  Introduce yourself to the class.
radio talks about
information in a  Write on the board: hello. I`m (name) and Hi. My name`s
profile, predict  Have each students stand and introduce him/herself to  Student`s the
missing lines. you. book
dialogue.
 Teacher`s
 LISTENING CONCEPTUAL SCHEME OF DEPARTURE
Listen for  Have students open their books.introduce the unit title. book
specific  Ask questions to help studnts make predictions about the  Paper board
information in situations. How many characters are in the pictures? How  cards
an interview. many boys? Where are they?

 SPEAKING  Tell students to cover the dialogue.
Talk about your  Tell students to listen carefully
favorites;  Look at the pictures
present your  Write the names
personal profile.  Play the audio.
 Read the directions and questions for exercises.
 WRITING TRANSFER OF THE KNOWLEDGE

Write a personal  Talk about the dialogue
profile.

INFORMATIVE DATA:
PARTIAL: first

Read DIALOGUE  Introduce yourself to the class.
radio talks about
information in a  COMPREHENSION  Write on the board: hello. I`m (name) and Hi. My
profile, predict name`s  Student`s the
missing lines.  Have each students stand and introduce book
him/herself to you. dialogue.
 Teacher`s
 LISTENING
Listen for CONCEPTUAL SCHEME OF DEPARTURE book
specific  Have students open their books.introduce the unit  Paper board
information in title.  cards
an interview.  Ask questions to help studnts make predictions
about the situations. How many characters are in
the pictures? How many boys? Where are they?
 SPEAKING
Talk about your BUILDING OF THE KNOWLEDGE
favorites;  Tell students look at the pictures.
present your  Write the name of each person.
personal profile.  Play the audio.
 Read along as you listen again.
 Check your answers
 Read the directions and questions for exercises.

 Talk about the dialogue

INFORMATIVE DATA:
PARTIAL: first

Read DIALOGUE  Introduce yourself to the class.
radio talks about
information in a  USEFUL  Write on the board: hello. I`m (name) and Hi.
profile, predict EXPRESSIONS My name`s  Student`s the
missing lines.  Have each students stand and introduce book
him/herself to you. dialogue.
 Teacher`s
 LISTENING  He/she
Listen for CONCEPTUAL SCHEME OF DEPARTURE book
writes a
specific  Have students open their books.introduce the  Paper board
information in unit title.  cards personal
an interview.  Ask questions to help studnts make profile.
predictions about the situations. How many
characters are in the pictures? How many
 SPEAKING boys? Where are they?
Talk about your
favorites; BUILDING OF THE KNOWLEDGE
present your  Look at the pictures
personal profile.  Write the names
 Play the audio.
 Listen and repeat useful expressions
 WRITING
Write a personal TRANSFER OF THE KNOWLEDGE
profile.  Complete the conversation with expressions
from exercise A.
 Write with your own information.

INFORMATIVE DATA:
AREA: English language GRADES: Eighth “D,E,F,G” SCHOOL YEAR: 2014 – 2015
SIGNATURE: English TOPIC: Be:Yes/No questions BEGINING DATE: 5-06-14
UNIT: What`s your name? TIME:120 minutes/ two periods/ one week
PARTIAL: first
OBJETIVE: students will be able to make questions and answers them in affirmative and negative form using to be verb.
READING GRAMMAR FEEDBACK  He/she

Questions with  Write on the board and ask the class, Is he Carlos? Yes,  Student`s
 Read Be. he is. No, he isn`t. book completes
information -yes/no  Teacher`s the
about simple questions. book questions
-Affirmative CONCEPTUAL SCHEME OF DEPARTURE
present of be  Paper board
answers. with the
WRITING -Negative
 Look at the grammar chart about questions with Be.  cards correct
answers. form of the
 Write Questions
with Be and verb be .
answers  He/she
questions in  Explain grammar of questions with Be. unscrambl
affirmative and  Look at the grammar chart and complete the grammar
rules. e the
negative form.
 Change the subject pronouns as needed. words to
make
TRANSFER OF THE KNOWLEDGE questions.
 Change the sentences into yes/no questions .
 Answer questions in affirmative and negative form.

INFORMATIVE DATA:
SIGNATURE: English TOPIC: Questions with Be. BEGINING DATE: 6-06-2014
PARTIAL: first
OBJETIVE: students will be able to make questions and answers them in affirmative and negative form using to be verb.
READING GRAMMAR FEEDBACK  He/she

 Questions with  Ask to the class what`s the first information questions  Student`s
 Read Be. (what`s your name?). book completes
information -Information  What`s the long answer? (My name`s Isabel)  Teacher`s the
about simple questions.  What`s the short answer? (Isabel).
book questions
present of be -Long
CONCEPTUAL SCHEME OF DEPARTURE  Paper board and
answers/short
WRITING answers.
 Cards answers.
 Look at the grammar chart about information questions  Recorder
with Be.  He/she
 Write radio
Information writes short
questions. answers to
-Long  Explain grammar of information questions with Be. the
answers/short  Look at the grammar chart and complete the grammar
answers. rules. questions
 Look at the answers. Write the questions for each about
answers.
 Listen to the conversation
Carmen
LISTENING
 Role play the conversation. Blake.
 Listen for
specific TRANSFER OF THE KNOWLEDGE
 Write the questions for each answers. Use a question
information.
marks.
 Listen and complete with the correct information.

INFORMATIVE DATA:
SIGNATURE: English TOPIC: Reading BEGINING DATE: 10-06-2014
PARTIAL: first
OBJETIVE: students will be able to read an information, listening carefully for to develop reading skill.
 Student`s  He/she
READING FEEDBACK
 READING  Hold up your book and point to the picture of the book reads and
 Read about the Comprehensio computer screen.  Teacher`s complete
profiles n  Ask questions; what is this? (a computer). What is the book the
titlie? (e-friends wanted).
 Paper board information
LISTENING
CONCEPTUAL SCHEME OF DEPARTURE  Cards .
 Listen for  Look at the pictures.  Recorder
specific  Students read the profiles silently. radio
information
 Play the audio or read the messages with the students.
 Listen the profiles.
 Read the message again silently.
 Check orally by asking questions. How old is Jiang Li?

 Complete the chart with the information.
INFORMATIVE DATA:
SIGNATURE: English TOPIC: My Profile BEGINING DATE: 12-06-2014
PARTIAL: first
OBJETIVE: students will be able to talk about a profile writing with their information for to use in their life.
 Student`s  He/she
READING WRITING FEEDBACK
 Elicit a list on the board some “favorites” book writes their
 Read about the  My Profile  Students migh write about movies, actors, athletes,  Teacher`s profile,
profiles singers, books, sports,etc. book using their
 Read the instructions
 Paper board information
LISTENING
CONCEPTUAL SCHEME OF DEPARTURE  Cards  He/she talks
 Listen for  Look at the pictures.  Recorder about a
 Students read the profiles silently. profile.
specific radio
information
WRITING
 Read the message again silently.
 Students work independly to fill in their profiles.
 Write about your
 Complete the chart with the information.
profile  Create your profile.
SPEAKING TRANSFER OF THE KNOWLEDGE
 Write about your profile.
 Talk about a  Talk about a profile.
profile

INFORMATIVE DATA:
PARTIAL: first
OBJETIVE: students will be able to talk about the dialogue and practice with their partners for to develop speaking skill.
READING  DIALOGUE FEEDBACK  He/she talks

Putting it  Student`s
about the
 Read the Together  Read the title aloud. book dialogue.
information  Review language from the unit .  Teacher`s
book
LISTENING
CONCEPTUAL SCHEME OF DEPARTURE  Paper board
 Listening for  Look at the picture  Cards
specific  Ask who`s he/she? Where are they?/ What does Brian  Recorder
give to Robbie in picture 3?
information radio
WRITING
 Read the instructions
 Play the audio once or twice
 Complete the
 Complete the dialogue
dialogue  Students practice the dialogue.
 Read the dialogue aloud.
SPEAKING
 Talk about the  Talk about the dialogue
dialogue

Unidad Educativa Fiscal "Alejo Lascano": Lesson Plan 1 Unit One

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UNIDAD EDUCATIVA FISCAL “ALEJO LASCANO”

LESSON PLAN 1 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

 PAIRS. Student A, give a command. Student B, do Student A’s command. Switch

LESSON PLAN 2 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

TRANSFER OF THE KNOWLEDGE

LESSON PLAN 3 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

TRANSFER OF THE KNOWLEDGE

 Write sentences with to be verb in negative form.

LESSON PLAN 4 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

TRANSFER OF THE KNOWLEDGE

 Write sentences with to be verb using long form.

LESSON PLAN 5 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

TRANSFER OF THE KNOWLEDGE

 Listen to the numbers and repeat them.

LESSON PLAN 6 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

BUILDING OF THE KNOWLEDGE

 WRITING TRANSFER OF THE KNOWLEDGE

LESSON PLAN 7 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

TRANSFER OF THE KNOWLEDGE

LESSON PLAN 8 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

LESSON PLAN 9 UNIT ONE

READING GRAMMAR FEEDBACK  He/she

LESSON PLAN 10 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

READING GRAMMAR FEEDBACK  He/she

LESSON PLAN 11 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

TRANSFER OF THE KNOWLEDGE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

LESSON PLAN 13 UNIT ONE

SKILLS CONTENTS METHODOLOGIES RESOURCES ASSESSMENTS

READING  DIALOGUE FEEDBACK  He/she talks

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