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ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Review. GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 14- 09- 2015 ENDING DATE: 18 – 09 – 2015

LEARNING GOALS
-To revise topics, vocabulary and structures seen in the previous book.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Asks for and gives
Skills PRESENTATION: PRESENTATION: Student´s book personal
-The topic -Follow Teacher instructions Student´s workbook information.
-Introduce the objective of the class. -Listen and look at the goal. Dictionary - Identifies
-Task Setting: What´s your name? -Answer the questions White board markers Nationalities.
PRACTICE: PRACTICE Notebook
-Present the new English book -Open their books and listen to the Pictures
-Show what it contains: information about their new English Cards
(units, lessons, project, comic and game page, quiz, book. Adhesive tape EVALUATION
glossary, test training, gap activities, glossary activities -Follow along in their books. Tape recorder and
for each unit, the student´s workbook) -Repeat the instructions after the CD. TECHNIQUE:
-Point to the instructions teacher. Oral and written
-Read the instructions and check understanding. -Guess the meaning in context. exercises.
-Start the review by greeting the students, introducing -Listen to the information given for the
Myself. teacher. INSTRUMENT
-Ask some students their names and origin. -Listen carefully and answer using their -Rubric
-Call on a volunteer to read the instructions. own information. -Some exercises
-Ask students to take a look at the picture and tell you -Go in front of the class to read them
what they are asking about. aloud.
-Work in pairs and allow enough time for the completion -Look at the image and answer to the
of the task. teacher.
-Ask students to practice asking each other personal -In pairs, complete the activity.
questions. -Practice with personal information.
-Go around the class to check pronunciation and -If need help, tell the teacher.
intonation, and provide guidance when necessary. -Listen to next activity and answer using
-Prepare students for the activity, ask them to recall the countries around the world and go
names of countries around the world and write them on the board and write.
the board. -Answer with their own nationality and
-Challenge them to try and say the corresponding their other nationalities going to the
nationality for each country by having them come up to front of the class.
the board and write it. -Listen to the explanation carefully and
-Call on a volunteer to read the instructions and the read the Word Bank.
words in the Word Bank. -Go to the board write the names of the
-Challenge students to label each flag. corresponding nationalities under each
-Congratulate them for their good work. flag.
-APPLICATION -Applause for themselves.
-Assign pairs, to practice the nationalities. -APPLICATION
-Practice orally it.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
-Study some countries and write nationalities, countries with the respective flag.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: REVIEW. GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 21- 09- 2015 ENDING DATE: 25 – 09 – 2015
LEARNING GOALS
-To revise topics, vocabulary and structures seen in the previous book.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Makes simple
Skills PRESENTATION: PRESENTATION: Student´s book physical
-The nationalities again -Look at presentation Student´s workbook descriptions of
-Introduce the goal for the week. -Listen and read the goal given for the Dictionary themselves and
-Task Setting: countries teacher. White board markers others.
PRACTICE: -Look at the words written on the Notebook - Describes actions
-Point to the instructions board. Pictures happening at the
-Read the instructions and check understanding. PRACTICE Cards moment of
speaking.
-Ask everyone to tell the countries that correspond to -Open their books. Adhesive tape
each nationality. -Read silently and guess the meaning in Magazine and
-Call on a volunteer to read the instructions. context. Newspaper with
-Play the audio as many times as necessary for them to -Stand up and say countries, famous people
identify the nationalities. nationalities and write them down on the CD and play recorder
-Monitor the activity before socializing them as a class. board.
-Praise them for their good work. -Read instructions aloud
-Get students look at the picture and ask questions. -Listen to the conversation and identify EVALUATION
-Call on some volunteers to read the instructions and the nationalities. TECHNIQUE:
the adjectives in the Word Bank. -Congratulate themselves with Oral and written
-Check pronunciation as well. applauses. exercises.
-Allow enough time for them to do the activity. -Look at the image and answer each
- Monitor before socializing them to the topic. question. INSTRUMENT
-Review information on the board. -Read the instructions aloud and guess -Rubric
- To prepare students for this exercise, asking questions the meaning in context. -Some more
What are you doing now?,etc. -Complete information about physical exercises
-Focus attention to the Word Bank to do the task. description.
-While they mime, write them on the board in big -Ask questions if necessary.
letters. -Pay attention to the next exercise.
-Get them to work in pairs and allow enough time to -Answer the questions given for the
complete the task. teacher.
-Compare answers with another pair of students before -Look at the Word Bank and mime the
socializing answers as a class. action verbs for the rest of the class to
-Invite to play a game, acting and mimicking the action guess them.
verbs. -Complete information in pairs.
APPLICATION -Review information with her/his
-In groups, make a list of subject pronouns on their partner.
notebooks with the corresponding possessive -Stand in front of the class and mimic or
adjectives. act out the corresponding action.
-Give them enough time to do the task. The rest of the students are expected to
-Take turns reading and choosing the corresponding guess what s/he is doing at that
possessive adjectives to finish the conversation. moment.
-Review the work with other groups in the class. APPLICATION
-Form groups to work using possessives
adjectives.
-Do the activity, selecting the possessive
adjectives and finish the short dialogue.
-Discuss information with the rest of the
groups.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do activities from one to three in the workbook.

Mgs. Teresa Anchali Prof. William Saa Prof. Ximena Valencia

TEACHER VICE-PRINCIPAL SCHOOL DIRECTOR
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Review Unit GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 28- 09- 2015 ENDING DATE: 02 –10 – 2015

LEARNING GOALS
To revise topics, vocabulary and structures seen in the previous book.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book Describes actions
Skills PRESENTATION: PRESENTATION: Student´s book happening at the
-The topic Look at the theme Student´s workbook moment of
-Introduce the objective of the class. Listen to and read the objective. Dictionary speaking.
-Task Setting: What are you doing now? Look at the question and answer. White board markers
PRACTICE: PRACTICE Notebook EVALUATION
-Point to the instructions -Open their books. Pictures
-Read the instructions and check understanding. -Follow along in their books Cards TECHNIQUE:
-Center attention on the Word Bank and encourage some -Read them aloud and guess the Tape -Oral and written
volunteers to mimic these action verbs for the rest of the meaning in context. exercises.
class to guess them while I write them on the board in big -Look at the words on the word Bank -Test
letters. and mimic in front of the class, the rest
-Get them to work in pairs and allow enough time for of their classmates guess. INSTRUMENT
them to complete the task. -In pairs, look at the picture and -Grid
-Ask them to compare answers with another pair of complete the missing information. -Some exercises
students before socializing answers as a class. -Continue working in pair to check the -Questionnaire
-Check on the board. information after going to the board.
-Invite to read next instructions and explain about the -Compare and if necessary correct the
Simple Present. information.
-Model it by giving some examples relevant to the -Listen to them carefully.
students’ context. -Look at and associate with real life.
-Include examples with the third person singular(she/he). - Get to work in pairs and do the task.
-Ask them to compare their answers with another one. - Take turns talking about their regular
-Help and correct if necessary. or habitual activities both at home and
-Model it by giving some examples relevant to students’ at school.
context. -Look at the teacher modeling routines
-Draw their attention to the information in the table. and pay attention to the table, too.
-Ask them to compare answers each other. -Write sentences according to the
-Socialize them as a class. pictures.
-Keep their motivation up by saying: Great! Cool! -Check information.
APPLICATION: APPLIACTION
-Invite to work in pairs to interview a partner using -In pairs interview their classmates
Simple Present. according to the topic.
-Go around the class to provide help and guidance if -Ask questions if they need help.
necessary. -Invite to socialize their findings, reporting -Go to the front of the class and report.
what they do.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Read the text and the appropriate form of the verbs. Page 116.
Answer the questions on page 117.

Mgs. Teresa Anchali Prof. William Saa Prof. Ximena Valencia

TEACHER VICE-PRINCIPAL SCHOOL DIRECTOR
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: My family GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 05- 10- 2015 ENDING DATE: 08 – 10 – 2015
and Me
LEARNING GOALS
Describe themselves and their family members.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Asks for and
Skills PRESENTATION: PRESENTATION: Student´s book gives personal
-The topic of lesson 1 Follow Teacher instructions Student´s workbook information.
-Introduce the goal of the week. Listen to the teacher about the topic. Dictionary
-Task Setting: How many people are there? Answer the questions. White board markers
PRACTICE: PRACTICE Notebook
-Point to the instructions -Open their books. Pictures
-Read the instructions and check understanding. -Follow along in their books Cards
-Scramble the letters of the ten adjectives and write -Guess the meaning in context. Adhesive tape EVALUATION
them on the board. -Unscramble and spell them Tape recorder and TECHNIQUE:
-Form pairs of work and then crosscheck answers, and -Work in pairs to do exercise 1. CD. -Oral and written
check answers as a whole class. Explain the Vocabulary -Listen to the vocabulary and play a Cardboard exercises.
Strategy and model. game in their notebooks. Scissors, pencil
-Tell them to draw lines to join the adjectives to their -Listen next activity and match the colors INSTRUMENT
corresponding antonyms. antonyms. -Grid
-Prepare students for the reading and listening exercise -Read the instructions and listen the -Some exercises
by helping them focus their attention on the Useful information paying attention on the
Expressions. Useful expressions.
-Give them additional examples -Listen to the examples and the audio
-Ask a volunteer to read the instructions before listening and complete missing information.
to the audio. Play the audio as many times as necessary. -Work individually and then compare
-Answers orally as a whole class by asking some their answers in pairs.
volunteers to write them on the board. -Check information orally.
-Read next instructions. -Read after the teacher.
-Check understanding -Guess the meaning in context.
-Play the audio as many times as necessary. -Listen to the information and check
-Write a sentence that describes the person. true or false.
-Emphasize on reflect grammar and analyze grammar -Use the Word Bank and write
strategy, too. sentences.
-Read next instructions, and invite to complete with the -Describe ages and personalities and
correct form of the verbs in parentheses. complete missing information.
-Check on the board. -Go to the board and write the
APPLICATION information.
-Challenge students and to reinforce the use of the APPLICATION
auxiliaries do and does, ask them to do the exercise -Listen to the explanation
individually, as a way to strengthen the intrapersonal -Cross-check answers before checking
intelligence. them as a whole class.
-Explain about the first stage of the project. -Listen to and list their family members
-Ask them to write their names, ages, and adjectives on a piece of paper and based on that
that describe their personality. Finally, have them identify make a family tree on a larger piece of
a daily activity for each one of their family members. paper.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do activities on pages 118 and 119.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Free time GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 12- 10- 2015 ENDING DATE: 16 – 10 – 2015
activities
LEARNING GOALS
To talk about free time activities.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Asks for and gives
Skills PRESENTATION: PRESENTATION: Student´s book personal
-The topic Listen to the teacher about the topic Student´s workbook information.
-Introduce the goal of the week. and the goal for the week. Dictionary -Describes people’s
-Task Setting: Recycle the previous lesson. -Ask the other half questions about age, White board markers personalities and
PRACTICE: and personality (How old is the girl in this Notebook routines.
-Point to the instructions. photo? Where are they Pictures
-Read the instructions and check understanding. from? What are the boys like in this Cards
photo?).
-Do some picture exploitation as a way to gradually Adhesive tape EVALUATION
PRACTICE
develop the visual spatial intelligence. Tape recorder and
-Open their books.
-Play to the recording. CD. TECHNIQUE:
-Follow along in their books.
-Draw students’ attention to the Listening Strategy . Magazines -Oral and written
-Guess the meaning in context.
-Play the audio twice if necessary and check their scissors exercises.
-Look at the picture and answer the
answers as -Test
questions.
a whole class.
-Listen to the information.
-Ask them to do the second part of the task by checking INSTRUMENT
-Follow the reading along their books.
what they like to do. -Grid
-Guess that speakers are doing.
-When they are done, I can go over some of their -Some exercises
-Listen to the second part and number
answers. -Questionnarire
the activities.
-Draw students’ attention to the Key Expressions box
-Go to the board and write the missing
by modeling them with a couple of examples related to
information.
students’ real contexts.
-Pay attention to the explanation.
-Call for a volunteer to read the instructions and the Key
-Go to the front of the class and read
Expressions.
the instructions and expressions.
-Correct pronunciation if necessary.
-Have to work in pairs while listening to
-Form pair work.
the Audio.
-Play the audio as many times as necessary.
-Fill in the gaps.
-Go around the classroom and check if they have any
-If they have difficulty ask the teacher
difficulty completing the information.
questions.
-Reflect on grammar chart and explain the uses the verbs
-Look at the grammar chart on reflect
like, love and prefer. on grammar and listen explanation.
-Emphasize the use of wh-questions to ask about people’s -Pay attention about wh-questions.
preferences. -Socialize the options of their answers.
-Correct the mistakes writing down the answers to the -Go to the board and write the answers
previous questions in their notebooks. on the board.
-Invite them to say definitions of the new words. -Look at the next activity and listen to
-Focus students’ attention to the Word Bank by asking the instructions carefully.
them to read each word after you to practice -Look at the word Bank and pronounce
pronunciation. Encourage some volunteers to come up to the words. Then draw a picture.
the board and draw a picture -Interview their friends.
representing each verb. -Ask the teacher questions if they need.
-Invite students to work on the survey and explain the -Go to the board and write the missing
exercise information.
-Call students’ attention to the Key Expression. APPLICATION
-Check the completion of the activity as a whole class and -Look at the Speaking Strategy and
on the board. discuss about it.
APPLICATION: -Follow the model and talk using the
-Draw students’ attention to the Speaking Strategy and expression.
discuss what they understand. -Write on the board.
-Use the expression, How about you?, to invite someone -Work in pairs to practice repeating the
to talk. conversation and using the free time
-Add extra information and to address the interpersonal, activities they have just mentioned.
linguistic and bodily-kinesthetic intelligences,
-Form pairs to work the activity.
-Check as they are practicing.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do activities on page 120 and 121 on their notebooks.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Meet GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 19- 10- 2015 ENDING DATE: 23 – 10 – 2015
Celebrity Families
LEARNING GOALS
To identify specific information to improve reading comprehension.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Predicts the
Skills PRESENTATION: PRESENTATION: Student´s book content of a text by
-The topic Follow Teacher instructions Student´s workbook using visual aids
-Introduce the objective for the week. Listen to the teacher about the topic. Dictionary and background
-Task Setting: New vocabulary Look at the new vocabulary. White board markers knowledge.
PRACTICE: PRACTICE Notebook -Scans for specific
-Read the instructions and check understanding. -Open their books. Pictures information in a
-Ask for a volunteer to read the instructions. Focus -Follow along in their books Cards text.
students’ attention on the photograph and encourage -Guess the meaning in context. Adhesive tape -Writes a short text
them to speculate about their ages, origins and -Read the instructions after the teacher Tape recorder and following a
professions. and look at the picture to give ideas CD. scheme.
-Explain about the importance of the topic and the about personal information.
content of a text/reading passage. -Listen to the explanation carefully and
-Encourage students to answer questions a to d as a ask questions if need to clarify EVALUATION
whole class and copy them on the board. information. TECHNIQUE:
-Invite them to read and listen to confirm their guesses. -Go to the board and write answers. -Oral and written
-Listen and read the text to confirm predictions. -Listen to the information and correct if exercises.
-Invite students to scan the text to find specific information. necessary.
-Go over the Key Expressions box and its meaning. -Look for the word in the text and say INSTRUMENT
-Encourage students to work in groups of three to participate the meaning. -Grid
-Invite students to read the reading strategy -In groups, find the adjectives and look -Some exercises
-Allow enough time to do the activity.
-Monitor and help at the words but, and. After that they
-Check on the board. read to understand when the words are
-Allow some time for students to study the sentences used.
carefully. -Work with their partner and complete
-Read after students. the table.
-Check understanding -Read the instructions.
-Look at the photo and answer the questions. -Say the meaning in context.
-Read again and complete using conjunctions -Listen to and answer the questions.
-Ask students to go back to the reading to identify and -Complete the paragraph.
circle examples of these two conjunctions. Invite them -Read the paragraph and circle
to write the paragraph in a collaborative fashion. Try to conjunctions.
elicit the information from them and model the -Write following the model about
paragraph by writing about themselves. themselves.
-Help if necessary -If need help ask to the teacher.
APPLICATION: APPLICATION
-Form pairs to read about a mysterious. -In pairs, read and share information.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do activities on page 122 and 123.

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: What Kind of GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 26- 10- 2015 ENDING DATE: 30 – 10 – 2015
Person Are You?
LEARNING GOALS
To use idioms and colloquial expressions in informal conversations.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book Uses informal
Skills PRESENTATION: PRESENTATION: Student´s book language to describe
-The topic Look at the theme. Student´s workbook people’s
-Introduce the objective for the week. Look at and listen to the objective Dictionary personalities
-Task Setting: Magazine cutouts about activities. Find the pictures and match the White board markers
.
PRACTICE: activities. Notebook
EVALUATION
-Read the instructions and check understanding. PRACTICE Pictures
-Look at the pictures and predict which of the activities -Open their books. Cards
TECHNIQUE:
on the -Follow along in their books Adhesive tape
-Oral and written
board they think are suitable for each person in the -Predict according to the pictures. Tape recorder and
Production
pictures. -Fill in the blanks with the correct CD.
-Get them in pairs to listen to the audio to confirm their information. Cutouts from
INSTRUMENT
predictions. -Take part reading the answers in front magazines
-Project
-Check the answers with as a whole class. of the class.
-Some exercises
-invite students to take a look at the illustrations and -Look at the pictures and give their own
describe what they see. opinions about them.
-Correct interpretation of the illustrations, have -Pronounce the words in each picture in
them do choral and individual repetitions of the order to correct mistakes.
expressions given. Call on some volunteers to read the -Read the information and complete the
instructions and statements. sentences.
-Play the audio once or twice for students confirm their -Listen to the audio and confirm
predictions. information.
-Divide the class into two groups, A and B. Tell them they -In groups participate in a competition.
will take part in a competition. With their books closed, -Listen to the task and the instructions
assign a conversation to each team. Remind them to read -Read and complete the conversations
the corresponding conversation as quickly as possible to using the expressions from the previous
label the kind of person it describes. activity.
-Check the answers and congratulate the winners. -Go to the board and write the missing
APPLICATION: information.
-Form pairs for a competition. APPLICATION:
-Ask the survey individually, -Compete with another pair.
-Ask them to be honest as possible when thinking about -Answer the questions.
values. -Reflect on values

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do exercises on page125-

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Feedback GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 04- 11- 2015 ENDING DATE: 06 – 11 – 2015
Unit one
LEARNING GOALS
To review the different topics studied and feedback their learning.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Reminds them to
Skills PRESENTATION: PRESENTATION: Student´s book be as honest as
-The topic Listen to the teacher about the topic. Student´s workbook possible when
-Introduce the objective for the week. Listen to the objective. Dictionary answering the Self-
-Task Setting: A comic reading In pairs, read the reading. White board markers Evaluation.
PRACTICE: PRACTICE Notebook
-Read the instructions and check understanding. -Open their books. Copies
-Draw students’ attention to the title of the comic. Write -Follow along in their books Cards
it on the board and ask what they understand by a -Guess the meaning in context. Adhesive tape
mysterious friend. Accept as many ideas as they come up -Read along as they listen. Tape recorder and
with and write them on the board. -Read the directions and then ask if CD.
-Invite the students to read the comic strip silently and necessary.
individually. Remind them to look at the pictures -Give ideas about the a mysterious EVALUATION
carefully for a better understanding of the comic. friend. TECHNIQUE:
Recommend that students read the whole story without -Read in silently and looking to the -Written evaluation
stopping to look up new words. If the context and the pictures in order to understand. -written exercises.
visual clues are not enough for them to understand those -Look for the new vocabulary in the
unknown words, tell them you will discuss them the whole story. INSTRUMENT
second time they read the comic strip. -Discuss ideas as they read. -Testing
-Let students preview the comic strip and encourage -Guess who the character is in the Questionnaires
them to guess what it is about. After listening to their mysterious story. -Some exercises
guesses, have students work in pairs to answer these -In pairs, answer the questions giving
questions: for the teacher.
-Tell students to go back to the comic strip and confirm -Go to reading again and check their
their answers. information.
-Encourage to the quiz time in order to complete missing -Go to the quiz time and work in
information. individually form.
-Play the audio to listen to the information and complete -Listen to the audio and order the
-Monitor and help if necessary. actions. Circle the correct words.
APPLICATION: APPICATION:
-Form groups and choose a country that everybody in -In groups of four, do the respective
the group likes, to take turns to talk, to have equal tasks.
opportunities to express ideas and opinions to ask for
help, and to integrate ideas.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
If they haven´t done the activities of unit number one, the y have to work them.

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Cultures GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 09- 11- 2015 ENDING DATE: 13 – 11 – 2015
Around the World
LEARNING GOALS
To talk about customs from around the world.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Describes people’s
Skills PRESENTATION: PRESENTATION: Student´s book customs from
-The topic -Follow Teacher instructions Student´s workbook around the world.
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary
-Task Setting: a swift contest for the week. White board markers -Asks questions
PRACTICE: -Promote the interpersonal, linguistic Notebook about the
-Read each instruction and check understanding. and visual-spatial intelligences. Cards frequency of
-Refer students to the Vocabulary Strategy and model it PRACTICE Adhesive tape actions that people
by drawing the box on the board and writing extra -Open their books. Tape recorder and do.
examples for them to see how word combinations are -Follow along in their books CD.
made. -Guess the meaning in context. Pictures EVALUATION
-Call on two volunteers to read the instructions and the -Look at the strategy vocabulary and
expressions in the Word Bank. look at the chart on the board. TECHNIQUE:
-Invite them to complete the table by making word -Read the information in the Word bank
combinations. -Complete the box using the Word -written exercises.
-Check the answers as a whole class and, again, reward Bank. -Oral production
them. -Review the information with the whole
-Prepare students for the Cultural Trivia Quiz by asking class. INSTRUMENT
them to close their books and finish the statements they -Read the information on the Trivia Quiz
will hear from the teacher. and complete with the information -Some exercises
-Encourage students to answer the quiz in pairs. Finish given from the teacher. -Grid
the activity by checking the answers as a whole class. -In pairs, answer the quiz with the verbs
-Invite students to take a look at the bar chart and have in exercise 2.
them identify the corresponding percentage for each one -Recognize the information on the bar
of the adverbs of frequency. If needed, revise chart with respect to the percentages
pronunciation and take advantage of the Vocabulary for each adverb of frequency.
Strategy worked on in exercise 2 on the previous page, by -Practice pronunciation using the
having students do individual and choral repetitions of information of adverbs and word
both adverbs and word combinations. combinations.
-Get students to work in groups of four to complete the -Group work to write sentences using
sentences by interpreting both the illustrations and the the pictures.
shaded bar indicting the frequency in each picture. -If need help, tell to the teacher.
-Go around the classroom and help them if necessary. -Look at the grammar chart and answer
-Center their attention on the reflect on grammar box to the questions.
-Have them notice the expressions of frequency to -Read the instructions after the teacher
answer the questions. and complete the column on the table.
-Call on a volunteer to read the instructions. To promote -Interview to their partners and look for
the development of the intrapersonal and interpersonal a classmate who never works.
Intelligences. -Continue interviewing to their partners
-Invite them to complete the first column on the table and do the second column.
and then ask them to stand up and look for a partner -Ask questions if need help.
s/he never works with. -Guided practice and correct
-Encourage them to interview their partners and pronunciation.
complete the second column of the table with their -Continue practicing the conversation to
partner. develop one of the intelligences:
-Go around the class to check intonation and question interpersonal.
structure. -Go to the front of the class and
-Practice the conversation model given with the Speaking demonstrate how they practice.
Strategy to aid the development of the interpersonal APPLICATION
intelligence. -Talk about greetings in countries.
-Help if necessary.
APPLICATION:
In group, practice the different greetings.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Choose a country that everybody in the group likes, to remain in the group, to take turns to talk, to have equal opportunities to express ideas and opinions, to
ask for help, and to integrate ideas. Then write the information and stick pictures.

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. Wiliam Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Celebrating GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 16- 11- 2015 ENDING DATE: 20 – 11 – 2015
Diversity
LEARNING GOALS
To talk about celebrations from around the world.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Describes people’s
Skills PRESENTATION: PRESENTATION: Student´s book habitual actions
-The topic -Follow Teacher instructions Student´s workbook and routines.
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary -Uses time
-Task Setting: Talking about actions that happen at the for the week. White board markers expressions
moment of speaking. -Look at picture and describe. Notebook like: always,
PRACTICE: PRACTICE Cards usually, every
-Read the instructions and check understanding. -Open their books. Adhesive tape year, once a day.
-Direct student’s attention to the grammar chart. -Follow along in their books Tape recorder and
-Focus students’ attention on the Pronunciation box and -Guess the meaning in context. CD.
let them know the symbol /n/. -Look at the grammar chart and listen Glue EVALUATION
-Encourage them to listen attentively to the recording to the explanation. Pictures
and repeat after it. Do some choral and individual drills to -Listen to the audio and repeat words Internet TECHNIQUE:
ensure they get the correct pronunciation of this sound. - using the sound explained after teacher.
-Invite students do the exercise in pairs and then socialize -In pairs, fill in the activity and tell the -written exercises.
their answers as a whole class. answers to the class. -Oral production
-Correct pronunciation of the –ing ending if necessary. -Repeat the information to improve the
-Read next instructions and describe the two pictures. pronunciation. INSTRUMENT
-Contrast the sentences with present progressive. -Describe habitual actions and routines.
-Have students browse through their classmates’ -Describe temporary actions happening -Some exercises
examples and then go peer-reviewing and give feedback at the moment. -Grid
on both content and structure. -Write sentences dictated by the
-Center students’ attention on the Grammar Strategy box teacher.
and ask them to read it. Invite them to participate in a -Look at reflect on grammar and read
quick memory contest in which they are supposed to the information.
recall and say aloud the time expressions we use to -Take part in a memory contest and use
describe both habitual actions and routines (always, the time expressions so routines as
never, usually, etc.), and temporary actions or actions actions that happening at the moment
happening at the moment of speaking. As they mention of speaking.
those, correct pronunciation whenever necessary. As -Correct pronunciation after teacher .
soon as they have recalled them, call on a volunteer to -In pairs, circle the appropriate form of
read the instruction. Encourage them to work in pairs to the verb (Simple Present and Present
choose the correct option before playing the recording. Progressive) after the audio.
PRODUCTION: PRODUCTION
-Form groups to play the game Guess a Sketch! Thinking -In groups listen the directions and
of two celebrations from our country. guess each other.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Look for information about celebrations from their countries on Internet, stick pictures that represent the information.

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Celebrating GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 23- 11- 2015 ENDING DATE: 27 – 11 – 2015
Diversity
LEARNING GOALS
To talk about celebrations from around the world.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Describes people’s
Skills PRESENTATION: PRESENTATION: Student´s book habitual actions
-The topic again -Follow Teacher instructions Student´s workbook and routines.
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary -Uses time
-Task Setting: Talking about actions that happen at the for the week. White board markers expressions
moment of speaking. -Look at picture and describe. Notebook like: always,
PRACTICE: PRACTICE Cards usually, every
-Read the instructions and check understanding. -Open their books. Adhesive tape year, once a day.
-Direct student’s attention to the grammar chart. -Follow along in their books Tape recorder and
-Focus students’ attention on the Pronunciation box and -Guess the meaning in context. CD.
let them know the symbol /n/. -Look at the grammar chart and listen Glue EVALUATION
-Encourage them to listen attentively to the recording to the explanation. Pictures
and repeat after it. Do some choral and individual drills to -Listen to the audio and repeat words Internet TECHNIQUE:
ensure they get the correct pronunciation of this sound. - using the sound explained after teacher.
-Invite students do the exercise in pairs and then socialize -In pairs, fill in the activity and tell the -written exercises.
their answers as a whole class. answers to the class. -Oral production
-Correct pronunciation of the -ing ending if necessary. -Repeat the information to improve the
-Read next instructions and describe the two pictures. pronunciation. INSTRUMENT
-Contrast the sentences with present progressive. -Describe habitual actions and routines.
-Have students browse through their classmates’ -Describe temporary actions happening -Some exercises
examples and then go peer-reviewing and give feedback at the moment. -Grid
on both content and structure. -Write sentences dictated by the
-Center students’ attention on the Grammar Strategy box teacher.
and ask them to read it. Invite them to participate in a -Look at reflect on grammar and read
quick memory contest in which they are supposed to the information.
recall and say aloud the time expressions we use to -Take part in a memory contest and use
describe both habitual actions and routines (always, the time expressions so routines as
never, usually, etc.), and temporary actions or actions actions that happening at the moment
happening at the moment of speaking. As they mention of speaking.
those, correct pronunciation whenever necessary. As -Correct pronunciation after teacher .
soon as they have recalled them, call on a volunteer to -In pairs, circle the appropriate form of
read the instruction. Encourage them to work in pairs to the verb (Simple Present and Present
choose the correct option before playing the recording. Progressive) after the audio.
PRODUCTION: PRODUCTION
-Form groups to play the game Guess a Sketch! Thinking -In groups listen the directions and
of two celebrations from our country. guess each other.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Look for information about celebrations from their countries on Internet, stick pictures that represent the information.

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Enjoying a GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 30- 11- 2015 ENDING DATE: 04 – 12 – 2015
New Culture
LEARNING GOALS
To predict the content of a text and identify the communicative function of expressions to improve reading comprehension.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Predicts the
Skills PRESENTATION: PRESENTATION: Student´s book content of a text by
-The topic again -Follow Teacher instructions Student´s workbook using pictures and
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary background
-Task Setting: Speculations about the celebrations. for the week. White board markers knowledge.
PRACTICE: -Look at picture and predict. Notebook -Scans to identify
-Read the instructions and check understanding. PRACTICE Cards the parts of a text.
-Direct student’s attention on the Word Bank and call on -Open their books. Adhesive tape -Writes an email
a volunteer to read the three words. -Follow along in their books Tape recorder and following a
-Make them realize that each part should contain certain -Look at the word Bank and read the CD. scheme, using fixed
information. Ask them to work in groups of four and read words. Glue expressions and
the email carefully, identifying and labeling each part. -Pay attention to the explanation. Pictures details given.
-Use the text’s structure to remind them how to organize -Wok in groups to read an e-mail and Internet
a piece of writing: introduction, body and conclusion. identify the parts of the text. EVALUATION
-Go back to their predictions, confirm them and -Review their predictions and
congratulate them on their guesses. congratulate each other for their TECHNIQUE:
-Invite students to scan to find for specific information. guesses.
- Ask some volunteers to read the instructions and go -Read to find specific details. -written exercises.
over the questions a to e, to help them center their -Read the instructions and the -Oral production
attention on such details. questions from a to e.
-Go around the class and provide help if necessary. Allow -Read each question and answer them. INSTRUMENT
enough time for students to complete the task. -Write the information of the answer
-Invite them to cross-check answers with other answers nest to the question. -Some exercises
with other pairs before taking turns to socialize their -In pairs, check information with the -Grid
findings with the whole class. others before sharing the answers with
-Call on a volunteer and ask him/her to read the the class.
instructions. -Read next instruction freely.
-Invite students to work individually to match expressions -In individually form identify the
with the corresponding communicative function. expressions in the text and match them
-Encourage them to cross-check their findings answers with their function.
with the whole class. -Take part saying their answers.
-Focus their attention on the Writing Strategy. -Read about writing strategy.
-Use fixed expressions to write a text -Look at the expressions and
-Have students to read the specific details. understand them.
-Go around the classroom and provide help and guidance -If it is not clear, ask questions to the
where necessary. teacher.
PRODUCTION: PRODUCTION
-Ask students to work in groups of four to write the email -In groups of four write an e-mail with
in a collaborative fashion. the information given in their books.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Describe the pictures of stages 1, and 2. Use simple sentences.

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Out of this GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 07- 12- 2015 ENDING DATE: 11 – 12 – 2015
world!
LEARNING GOALS
To use idioms and colloquial expressions in informal conversations.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Uses informal
Skills PRESENTATION: PRESENTATION: Student´s book language to refer
-The topic again -Follow Teacher instructions Student´s workbook to special
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary celebrations.
-Task Setting: Describe pictures for the week. White board markers
PRACTICE: -Look at picture and tell about them. Notebook
-Read the instructions and check understanding. PRACTICE Cards
-Listen to the recording, do some picture exploitation. -Open their books. Adhesive tape EVALUATION
-Ask questions about celebrations. -Follow along in their books Tape recorder and
-Challenge students by asking them to find the -Listen to the audio and look at the CD. TECHNIQUE:
corresponding expression in the box. Congratulate them pictures in order to answer them. Glue
on their guessing. -Listen to the explanation and look for Pictures -Test.
-Have them listen to the recording individually. Get them the expression in the box. Internet -Oral production
in pairs to listen to the audio for the second time to -Listen to the information again and
confirm their answers or fill in the blanks with the correct check their answers. INSTRUMENT
information. -Recognize the idioms and write them
-Identify the meaning of the idioms in the box, so invite under the corresponding picture. -Questionnaire
students to label the pictures individually, as quickly as -Work in pairs and check answers with -Grid
they can. Ask them to cross-check answers with their their classmates.
classmates. Have come up with the correct interpretation -Go to the board and write the answers.
and labeling of the illustrations, congratulate them for -Correct if necessary.
their good work. -Stand up and read the new
-Invite a volunteer to read the instructions and the idioms instructions, idioms in the first part and
given in the first column encourage students to choose take part to select the respective
the answer as a whole class. Make sure everybody has answer and read the expressions aloud.
understood or provide further explanation if needed. -Match the idioms with their meaning.
PRODUCTION: PRODUCTION
-Form group of work to talk about values. -Reflect on values
-Share their project -Discuss experience in groups and
-Get in pair to play a game finding differences. explain their project

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do activities from 130 to 133

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Test training GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 14- 12- 2015 ENDING DATE: 23 – 12 – 2015

LEARNING GOALS
To practice test training.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Let them know
Skills PRESENTATION: PRESENTATION: Student´s book that there are
-The test -Look at the test Student´s workbook constant
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary characteristics or
-Task Setting: Reflect about the new test (PET) for the week. White board markers elements for each
PRACTICE: -Open mind with the preliminary English Notebook language skill in the
- Make students realize that it is very important to read test. Tape recorder and test.
the instructions carefully to understand what they have PRACTICE CD.
to do. -Open their books.
-Explain they need to choose one letter in listening -Listen to the explanation
exercise. Ask them to read the example and allow some -Go to listening skill activity and read
time for them to study it carefully. Make them notice the example. EVALUATION
that in this exercise they should consider both the -Look at the pictures and read the
pictures and the context given in the questions / questions to predict information. TECHNIQUE:
interrogative statements. -Listen to the audio twice and check the
-Play the audio twice for students to complete the task correct answer. -Test.
individually. -Look at the information at next
-Go over the information in the card and pay particular speaking skill.
attention to find details. -Use the card and the pictures to INSTRUMENT
-Say they need to use the Simple Present tense with describe the celebration.
words like usually, often, sometimes, and never. -Use present simple when are talking. -Questionnaire
-Read the instructions before reading the fragments of -Read next instructions for reading skill
the conversation. Tell students they can complete the -Read the conversation and fill in the
conversations by applying the strategy of predicting blanks with the corresponding
information. Let them know that to do so, they should information.
pay special attention to the verbs used in the questions. -Pay special attention to the verbs.
-Exemplify by writing some examples on the board. -Look at the verbs and listen to the
-Invite to do the reading comprehension exercise before explanation.
they check the answer box. Make them notice that there -Apply the comprehension reading in
are 5 questions in the black column (6-10) and that each the exercises.
one has 6 options (A, B, C, D, E, and F)for them to check . -Note the questions, the six options and
Get to read the example. have to mark the correct option,
-Encourage students to start reading and answering the reading silently.
questions individually. -Do the activity individually.
-Make them aware that the activity consists of -Read next skill-writing
completing the descriptions of people’s personalities by -Read the description of people’s
writing just one word in the space given. personalities.
-Encourage them to start completing their writing -Write the complete word near to each
exercise individually. sentence.
-Monitor and help -Ask questions if they need help
PRODUCTION: PRODUCTION
-Practice in pairs the test training test. -In pairs share their skills.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Practice the test training test at home

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Multiple GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 04- 01- 2016 ENDING DATE: 08– 01 – 2016
Intelligences
LEARNING GOALS
To describe and compare people’s abilities.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Describes and
Skills PRESENTATION: PRESENTATION: Student´s book asks questions
-The topic again -Follow Teacher instructions Student´s workbook about people’s
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary abilities.
-Task Setting: Picture exploitation for the week. White board markers -Uses expressions
PRACTICE: -Look at picture and tell about them. Notebook like quickly,
-Read the instructions and check understanding. PRACTICE Tape recorder and very well and easily
-Center their attention on the Vocabulary Strategy and -Open their books. Follow along in their CD. to talk about
make them realize that what they are seeing is a mind books Internet people’s abilities.
map. -Look at the strategy and explain about
-Refer students’ attention to the Word Bank and the mind map and their uses.
challenge them to make word combinations with those -Pay attention to the Word Map and
verbs (solve-problems, move-our body, paint-pictures, write word combinations with the verbs EVALUATION
speak-English/Spanish, learn-languages, and sing-songs). given.
-Praise them for their good guessing with a sound -Listen to the audio and write the TECHNIQUE:
expression. missing information in individually form.
-Invite students to listen to the recording and complete -Compare works with their partner -Written and
the sentences individually, and then to compare with a before writing the information on the Oral production
partner, before checking the exercise as a whole class. board.
-Address students’ attention to the Useful Expressions -Listen to the explanation carefully INSTRUMENT
box and explain to them that we use quickly, easily and -Look at the model.
very well to describe actions or the way/ manner in which -Use expressions to complete the chart -Written exercises
people do things. -Listen to and go to the front of the -Grid
-Model by saying and writing: I speak quickly; You learn classroom and read the listening
English easily; or We read and write very well. Keep their strategies.
motivation up by rewarding them with a sound Excellent! -Look at the examples and make
Great! inferences.
- Prepare the students to listen by calling on two -Listen to the information and take part
volunteers to read the Listening Strategies I and II. Make in class reading and guessing what the
them realize that details intelligences are
-Monitor and help -Ask questions if necessary.
APPLICATION APPLICATION
Get pairs to work about people’s abilities -Complete the information with abilities
and intelligences.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do activities 134

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Multiple GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 11- 01- 2016 ENDING DATE: 15 – 01 – 2016
Intelligences
LEARNING GOALS
To describe and compare people’s abilities.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Describes and
Skills PRESENTATION: PRESENTATION: Student´s book asks questions
-The topic again -Follow Teacher instructions Student´s workbook about people’s
-Introduce the objective of the week. -Listen to the teacher what the goal is Dictionary abilities.
-Task Setting: Modal verb CAN for the week. White board markers -Uses expressions
PRACTICE: -Look at grammar chart Notebook like quickly,
-Read the instructions and check understanding. PRACTICE Cards very well and easily
-Invite to look at grammar and vocabulary chart -Open their books. Follow along in their Adhesive tape to talk about
-Focus the student’s attention on reflect on grammar box books Tape recorder and people’s abilities.
and explain the use of Can. -Look at the grammar chart and listen CD.
-Model some exercises. to the information given to the teacher Pictures
-Give some pictures to the students to practice the use of about the use of Can. Internet
CAN. -Look at the model exercises. EVALUATION
-Invite the students to listen to the audio and practice -Listen to the audio and repeat the
pronunciation. sentences after the audio. TECHNIQUE:
-Direct students’ attention on next activity about Mary’s -Read next instructions and guess the
and Daniel’s abilities. meaning in context. -Written and
-Get to look at the chart and look at the phrases and -Look at the chart, and the information Oral production
names of the people. given.
-Put a check about personal abilities. -Draw a check under Daniel and Mary INSTRUMENT
-Invite them to work individually, listen to the recording -Work individually, listening to the
and complete the details on the first column audio and completing the information. -Written exercises
-Have them make the inferences in relation to Katie’s and -Make inferences about Katie’s and -Grid
Peter's multiple intelligences. Play the audio two or three Peter’s abilities.
times if necessary -Look at the chart again and analyze the
-Write sentences according the information given in the information
chart. -In pairs write the information
-Invite to read about Daniel’s and Mary’s abilities again according to the example.
and work in pairs to complete the chart. -Read and complete the chart
-Help if necessary. -If have questions, ask to the teacher.
PRODUCTION: PRODUCTION
-Get to interview a partner and write the sentences using -Answer the questions to their partner
CAN and CAN’T. -Work in individually form completing
personal information

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do activities 135

Mgs. Teresa Anchali. Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Review unit GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 18- 01- 2016 ENDING DATE: 22 – 01 – 2016
one
LEARNING GOALS
To feedback their learning.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Practices the
Skills PRESENTATION: PRESENTATION: Student´s book topics of unit one
-The topic Follow Teacher instructions Student´s workbook
-Introduce the objective for the week. Listen to the teacher about the Dictionary
-Task Setting: Unit one objective White board markers
PRACTICE: Review antonyms, routines, colloquial Notebook
-Get to join groups of four students expressions and free time activities. Cards
-Design a leader of the group. PRACTICE: Adhesive tape
-Invite to talk about experiences of free time activities. -Form working group affinity Tape recorder and
-Give cards to each group and match activities with the -Listen to the instructions CD. EVALUATION
pictures. -Leader organizes their classmates. Internet
-Get to underline the verbs in Simple present tense. -Use cards and begin the work, TECHNIQUE:
-Remind the adjectives matching and underlining the verbs in Written
-Write words according to the definitions. present tense. production
-Play words ordering and practicing the new vocabulary -Participate in the group writing
-Share their work. adjectives.
-Go each group and stick the words on the wall. -In each group play with words,
-Have them read ordering and pronouncing them. INSTRUMENT
-Invite to practice pronunciation. -Once they played with words, go to the
-Classify the adjectives and antonyms place showing to stick and read them. -Some exercises
-Invite to complete sentences -Practice repeating the pronunciation
-Select the correct option that complete the sentences. -Form two columns and classify the
-Label the pictures with the pictures words.
-Get to pronounce and remind the colloquial expressions -Look at the sentences and decide
-Complete missing information with the correct colloquial which one in the correct.
expressions. -Write the phrase according to the
-Ask questions about colloquial expressions pictures
-Practice expressions -Review the expressions and the
-Monitor and help each group. meanings.
APPLICATION: APPLICATION
Form groups of work to exchange their work and Share information with their
experiences about the revision. classmates

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Practice exercises

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Review unit GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 25- 01- 2016 ENDING DATE: 29 – 01 – 2016
two
LEARNING GOALS
To feedback their learning.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Practices the
Skills PRESENTATION: PRESENTATION: Student´s book topics of unit two
-The topic Follow Teacher instructions Student´s workbook
-Introduce the objective for the week. Listen to the teacher about the Dictionary
-Task Setting: Unit two objective White board markers
PRACTICE: Review greetings, food, clothing, Notebook
-Invite to join groups of four students celebrations and holidays Cards
-Design a leader of the group. PRACTICE: Adhesive tape
-Get to identify the vocabulary studied refer to greetings -Form working group affinity Internet
in some countries -Listen to the instructions Pictures EVALUATION
-Give cards to each group and practice greetings. -Leader organizes their classmates.
-Invite to separate into two columns, food, clothing into -Identify the adjectives TECHNIQUE:
columns -Use cards and share them in the work Written
-Organize graphic organizers and practice as many times to practice antonyms and adjectives production
as necessary about the topic given. -Participate in the group writing the
-Write practicing them with short sentences. words.
-Give cards to find the respective phrase and practice -In each group play with words,
pronunciation. ordering according to the family tree. INSTRUMENT
-Play words spelling them -Once they played with words, go to the
-Share their work to the rest of the class. place showing to stick and read them. -Graphic organizers
-Go each group and stick the words on the wall. -Practice repeating the pronunciation
-Have them read the sentences -Form two columns and classify the
-Invite to practice pronunciation. words and read.
-Classify the celebrations in our country and other ones. -Look at the words and decide which
-Match the countries according the texts. words the verbs are
-Label the pictures given. -Look up the verbs in the unscramble
-Share with their classmates words
-Complete sentences using the colloquial expressions. -Read the sentences with the respective
Practice the information expressions and complete the blanks.
-Get to practice colors and adjectives hair-related -Share with the group.
-Monitor and help each group. APPLICATION
APPLICATION: In group help each other to practice the
Form groups to talk about holidays and celebrations. topic given.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Practice the activities

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Exam for the GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 01- 02- 2016 ENDING DATE: 05 – 02 – 2016
Quimestre
LEARNING GOALS
To know weaknesses and strengths in their learning.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Copies - Answers to the
Skills PRESENTATION: PRESENTATION: Dictionary questionnaire
-Introduce the objective for the exam. Listen to the teacher about the Pictures and photos
TASK SETTING: Invite to reflect about the importance of objective of the exam White board markers
the evaluation Reflect about how important is an Tape recorder and EVALUATION
PRACTICE: evaluation CD.
-Explain what the type of exam is. PRACTICE: TECHNIQUE:
-Refer the length of the evaluation, and how it is -Listen carefully Oral and Written
structured. -Ask questions to the teacher if they production
-Make known what the score is for each question. considered necessary.
-Remind the materials that the student s must have for
the English exam. APPLICATION
APPLICATION: Answer the questions in the INSTRUMENT
Give each one copies questionnaire
-Rubric
-Questionnaire

ADDITIONAL POSIBILITIES:
At the end of the exam, teacher should explain question by question to their students, and correct together, exchanging it.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Unique GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 15- 02- 2016 ENDING DATE: 19 – 02 – 2016
people
LEARNING GOALS
To compare people’s abilities

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Compares people’s
Skills PRESENTATION: PRESENTATION: Student´s book attributes
-The topic Follow Teacher instructions Student´s workbook abilities.
-Introduce the objective for the week. Listen to the teacher about the Dictionary 􀂠 Expresses
-Task Setting: Exploitation matching photographs with objective White board markers personal opinions
about people’s
the names of the three athletes Look at the photos and decide who they Notebook
attributes and
PRACTICE: are. Cards abilities.
- To enhance the visual-spatial intelligence, focus PRACTICE: Adhesive tape .
students’ attention on the drawings and let them know -Look at the pictures comparing and Internet
they can do this exercise by comparing and contrasting contrasting. Pictures
the pictures. -Participate in a contest in groups
-Encourage them to take part in a speedy contest, by circling and matching the right
saying: Work in groups of four and do this as fast as you information.
can! -Say the work in front of the classroom. EVALUATION
-Have them socialize their answers as a whole class. -Look at the grammar chart and analyze
- Reflect on grammar box comparative and superlative form. TECHNIQUE:
-Model by saying and writing a couple of examples that -Keep in mind the examples given to Written
are relevant to the students’ context and make make sentences. production
comparisons with the correct form of the adjectives, call -Based in exercise one, complete the
on a volunteer to read the instructions aloud and invite comparisons with the correct form of
them to work with a partner to do the exercise. the adjectives.
-Tell them they need to concentrate on the information -If they have any questions ask to the INSTRUMENT
given in exercise 1, about the three runners, to solve the teacher.
task. Go around the classroom, check and help them -Look at the pictures and tell the names -Graphic organizers
when necessary. of the famous people.
-As a pre-listening activity, do some picture exploitation. - -Answer to the questions
Ask students some questions about famous artists -Read the words to their right and
-Have students read the words in the Word Bank and identify categories and functions.
challenge them to identify the category of these words -Describe famous people using
and their function. Check pronunciation. Have them adjectives.
describe those famous artists with the adjectives. - Look at useful expressions and listen
-Refer them to the Useful Expressions box and stress that to the explanation.
we use of expressions. -In groups, take part in a competition,
divide the class into two big teams A and B to participate asking and answering questions using
in a competition: A ask some questions and B answer comparative and superlative.
them by using both the comparative and the superlative -Write some sentences with
-Form of long adjectives, and the expressions they have comparatives and superlatives.
just learned to give opinions. Give them a couple of -If they have questions, ask to the
minutes to form questions in both the comparative and teacher in order to clarify their concern
the superlative form using the sentences. for comparatives and superlatives.
-Check information on the board. APPLICATION
-Monitor and help. Express their opinion about those
APPLICATION: artists, using comparatives and
Form groups to practice superlatives and comparatives. superlatives.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.-
Make the project –stage 1. 90% in the classroom and 10% at home.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Outstanding GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 22- 02- 2016 ENDING DATE: 26 – 02 – 2016
people
LEARNING GOALS
To identify detailed information by reading carefully to improve reading comprehension.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Scans to identify
Skills PRESENTATION: PRESENTATION: Student´s book details.
-The topic Follow Teacher instructions Student´s workbook -Answers the
-Introduce the objective for the week. Listen to the teacher about the Dictionary question
-Task Setting: What do we need to climb mountains? objective White board markers Why? by using
What do we need to learn languages? Answer the questions Notebook because
PRACTICE: PRACTICE: Cards
-Encourage them to do the exercise in pairs. -Cross-check answers with their partner Adhesive tape
-Check them as a whole class. -Go to the board and write. Internet
- Draw students’ attention to the Key Expressions box -Look at the Key Expressions and try to Pictures
and demonstrate their guess the meaning, looking what the
-Encourage them to take part in a fast scanning contest teacher shows or tells. EVALUATION
-Have some volunteers read the instructions and the -Read the instructions and the headlines
headings of the texts. -Look at the pictures and predict which TECHNIQUE:
-Ask them to look at the photographs and say aloud the phrase corresponds to the text. Written
picture that corresponds to each title, while the teacher -Listen to the audio and confirm their production
writes their predictions on the board. predictions.
-Play the audio once and confirm their predictions. -Look at the reading strategy and read
- Attract students’ attention to the Reading Strategy: several times to look for details.
-Get them into pairs. Ask some volunteers to read the -Pay attention to the reading strategy. INSTRUMENT
instructions and go over the statements a to f, to help -Read the instructions and go to the -Project-3
them center their attention on such details. As the idea is exercise to center attention in details.
to facilitate reading comprehension, advise them to take -Read the reading and use different
a color pen or pencil to underline details. colors to underline the important
-Go around the class and provide help if needed. information.
-Allow plenty of time for students to complete the task. -Complete the activity
Then, invite them to cross-check answers with other pairs -Check information or the answers with
before taking turns to taking turns to socialize their their partners.
findings with the whole class. -Go to the front of the class and tell
-Address students’ attention to the Writing Strategy and them their findings.
make students aware of the use of the conjunction -Look at the writing strategy and pay
because. attention to the explanation about the
-Demonstrate the use of because with a volunteer by use of because
giving examples relevant to their context -Look at the examples and take part
-Have students ask and answer questions about the giving more examples
reasons they have for their own abilities. -Answer the question using reasons.
-Invite students to solve the exercise -Check information on the board.
APPLICATION: APPLICATION
-Encourage students to work in pairs to solve the exercise -In pairs, read the information and
and have them cross-check answers before socializing. match the correct statements.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.-
Make the project –stage 1. 90% in the classroom and 10% at home.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: It’s a piece of GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 29- 02- 2016 ENDING DATE: 04 – 03 – 2016
cake!
LEARNING GOALS
To use idioms and colloquial expressions in informal conversations.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Uses informal
Skills PRESENTATION: PRESENTATION: Student´s book language
-The topic Follow Teacher instructions Student´s workbook to make comments
-Introduce the objective for the week. Listen to the teacher about the Dictionary about people’s
-Task Setting: What kind of painting is this? objective White board markers abilities.
PRACTICE: Answer the questions Notebook
- Show students the three drawings, but do not let them PRACTICE: Cards
see the print. Have them guess what these three pictures -Look at the three pictures and give Adhesive tape
refer to. opinions about them. Internet
-Ask students to check the abilities that apply to them. As -Share information about their abilities Pictures
a follow-up activity, invite them to continue working in that they apply in the activity and Tapescript EVALUATION
the same groups. continue working in groups.
-Allow them some time to rehearse the skill, choose a -Demonstrate their abilities to the rest TECHNIQUE:
representative per group, and then encourage them to of the classmates. Written and oral
demonstrate their abilities. -Listen to the information on the production
-Listen to the audio, center students’ attention on the idiomatic expressions.
idiomatic expressions in the Word Bank. -Listen to the information and pay
-Invite students to listen to the recording once, to first attention to the specific skills
pay attention to the specific skills mentioned and fill in mentioned and fill in the information, in INSTRUMENT
the blanks in the second column. the second column. -Project (talent)
-Have them listen for the second time to complete the -Listen again and complete the missing
comment about the ability in the third column. Invite information.
them to cross-check answers with their partner, and then -Share their answer with their partners
check answers as a whole class. before continuing checking on the
- Get students work in pairs and let them know that to board.
Complete the definitions. Use the context clues at the -Work in pairs and write the right
end of the sentences in exercise 2, to deduce the definitions, using the phrases to the
meaning of the idioms end of the sentences in order to deduce
-Ask them to associate the idioms with the comments the meaning of the phrases.
about the abilities in the third column and complete the -Complete the third column with the
definitions definitions.
-Encourage them to cross-check answers with another -Check the information in pairs before
pair of students before socializing them as a class. Do going to the front of the class.
some choral and individual drills of the idioms to check -In individually form, do some exercises
pronunciation and intonation. in oral production.
APPLICATION: -Practice pronunciation and intonation.
-Focus student’s attention on the Speaking Strategy. APPLICATION
-Make them notice the importance of recycling -In pairs, Look at speaking strategy.
expressions or language learned in previous lessons. -Listen to the explanation
-Have them play Find someone who… Go around the -In pairs, play a game Find someone
classroom to listen to their exchanges and correct who…. Ask the teacher questions if they
pronunciation when necessary. Do gap activity need. Work in pairs, doing gap activity.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
-Reflect on values doing last exercise.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: The food GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 07- 03- 2016 ENDING DATE: 11 – 03 – 2016
pyramid
LEARNING GOALS
To talk about food preferences and express agreement.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Describes food
Skills PRESENTATION: PRESENTATION: Student´s book people have for
-The topic Follow Teacher instructions Student´s workbook breakfast, lunch
-Introduce the objective for the week. Listen to the teacher´s explanation Dictionary and dinner.
-Task Setting: Words related to food Look at the words White board markers -Expresses
PRACTICE: PRACTICE: Notebook agreement.
-Ask students to work individually to label the food. Have -In individual form, write the name in Adhesive tape -Asks questions
them cross-check their answers the circle Internet about countable
-Address students’ attention to the Vocabulary Strategy -Look at the strategy on their left and Tape script and
and tell them they can group or classify foods into classify according to the categories to uncountable food.
categories to remember vocabulary more easily. Model it remember vocabulary.
by writing on the board. -Look at the example written on the
-Revise the use of because learned in unit 3, have them board.
give some reasons for the questions: Why do we need to -Remind the use because and answer
eat fruits? Why are vegetables good for our health? the questions.
-Write the conjunction because on the board and write -Look at the sentences and try to write EVALUATION
their reasons on the board. the reasons using because.
-Center their attention and let them know that nouns -Concentrate about the use of TECHNIQUE:
countable or uncountable. countable and uncountable nouns. Written and oral
-Have students work in pairs to complete the boxes -In pairs, complete the boxes classifying production
-Take the opportunity to check pronunciation. the food.
-Call on a volunteer to read the false and true statements -Go to the board and read the false and
and clarify the words store or and home if necessary. true sentences
-Have students read the dialogue silently and ask them to -Read the dialogue in silently and INSTRUMENT
identify the type of sentence ( or interrogative) in which identify the type of sentence. -Project stage 1
the words some or any appear. Guide them into the -Try to give reasons about the use of
conclusion. some and any.
-Play the audio for them to identify the true or false -Listen to the audio and complete the
statements. statements.
-Have them cross-check answers. Encourage on Grammar -Go to the board and identify the
chart with the information from the dialog and the answers.
conclusion they have drawn. -Look at the grammar and cross-check
-Ask them to compare their answers with another pair of the information.
students before socializing them as a whole class. -Share information with their partner
-Ask students to take a look at the Key Expressions box. -Listen to the explanation about the key
-Demonstrate them its use. expressions
-Facilitate the completion of the task. -Complete the missing information
-Monitor and help -If have questions tell to the teacher
APPLICATION: APPLICATION
-Ask them to work in pairs and allow enough time for the -In pairs, begin to complete the missing
completion of the task. Go around the class and provide information using some and any
help and guidance when necessary. -Ask question to the teacher if
-Call on some volunteers to read the three dialogs and necessary
socialize answers as a whole class. -Go to the board and read them

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
-Do activities in the student’s workbook

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Healthy GROUP: 9th “C”. PERIODS: Two hours STARTING DATE: 27-02-2018 ENDING DATE: 27-02-2018
Recipes
LEARNING GOALS
To describe how to make healthy recipes.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Describes healthy
Skills PRESENTATION: PRESENTATION: Student´s book recipes using
-The topic Follow Teacher instructions Student´s workbook measurement
-Introduce the objective for the week. Listen to the teacher´s explanation Dictionary words and
-Task Setting: Food Look at the vocabulary White board markers containers.
PRACTICE: PRACTICE: Notebook -Asks and answers
-Have students listen to the recording, do some picture -Work in pairs, listen to the information Adhesive tape questions about
exploitation by working in and look at the picture to exploit it Charts food quantities.
-Continue by asking them to identify ingredients -Answer the questions identifying Flash cards Food -Uses imperatives
-Have students observe and deduce what a pinch ingredients Tape script to give.
of salt is; model or mimic the term. -Look at the ingredients and deduce
-Refer students to the Measurement Words the meaning
-Ask them to work with a partner to read the examples -Listen to the explanation
given and make other possible combinations -In pairs, read the examples and make
-Play the audio for them to listen to and write the combinations of words
quantities. -Listen to the audio and write the EVALUATION
-Ask them to cross-check their answers before socializing quantities.
them as a whole class. -Very the answers sharing the TECHNIQUE:
-Call on some volunteers to read the examples aloud information Written and oral
-Have them notice that we use how much for -Read examples and note the use of production
uncountable nouns. how much
-Encourage students to work in pairs to read the dialog -In pairs, read the dialog and underline -
and quickly look for the questions with how much and the words indicated
how many -Go to the board and write the INSTRUMENT
-Challenge them, write these answers on the board and respective answer correctly. -Project 2
see if they can come up with the right question -In pairs, complete the recipe with the
-Work in pairs to complete the recipe with the quantities quantities
from the previous exercise. Check answers as a whole -Ask questions to the teacher if they
class. Go around the classroom and provide help if don’t understand
needed - Look at the pictures and identify the
-Have them observe the picture to identify the products corresponding containers or
and the quantities measurement units.
-Have students work in pairs to complete the questions. -Work in pairs to complete information
-Ask them to cross-check answers with other pair of -Verify the answers each other.
students, before checking them as a whole class -Listen to the audio and look at the
-Have students listen to the recording, ask them to take picture and identify the verbs in bold.
a look at the pictures, pay attention to the verbs in bold -Loo and at the grammar chart and
-Take a moment to clarify the meaning of new verbs, that notice the use of imperatives.
appear in the instructions, by using both the illustrations -Ask to the teacher information if they
Grammar box and make them notice that we use don’t know something about the use of
imperatives imperatives.
APPLICATION: APPLICATION
-Invite students to work with a partner to order the -Work in pairs to complete the
instructions on how to make oatmeal bars by using both information about how to make
pictures and prior knowledge. oatmeal bars.
-Pay attention to connectors of sequence to guide your -Listening paying attention of the
listening. sequence words
-Have them cross-check their answers with another pair -Verify their answers in pairs and listen
of students, and then play the audio as many times as carefully the information to complete.
necessary and call on a volunteer to socialize answers as Share their answers with whole class.
a whole class.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
-Do activities in the student’s workbook

Lic. Mariela Castro Lic. Diana Nieto Msc. Giovanny Lopèz

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Eating well GROUP: 9th “A,B” PERIODS: Five STARTING DATE: 28- 03- 2016 ENDING DATE: 01 – 04 – 2016
LEARNING GOALS
To organize the main ideas and identify details of a text by scanning to improve reading comprehension.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Identifies the parts
Skills PRESENTATION: PRESENTATION: Student´s book of a brochure (title,
-The topic Follow Teacher instructions Student´s workbook illustrations and
-Introduce the objective for the week. Listen to the teacher´s explanation Dictionary source).
-Task Setting: Healthy food Look at the vocabulary White board markers -Recognizes the
PRACTICE: PRACTICE: Notebook main idea and
-Refer students to the purple box at the end of the text -Look at the box under the text and go Adhesive tape details of the text.
and call on a volunteer to read it aloud. Promote to the board and read information Internet -Describes how to
interaction by asking questions -Answer questions Tape recorder make a healthy
-Encourage students to carefully look at the pictures on - Look at the pictures carefully and the Food recipe.
the right (a-b-c) and name them. Have them name the names and group the food items
group of food each of the food items belong to -Check the right information and share
-Invite them to check the right options, compare with a information each other
partner and confirm with the reading. -If have any question ask to the teacher
-Help when needed in order to clarify EVALUATION
-Draw students’ attention to the Word Bank. Call on -Look at the Word Bank, read the words
some volunteers to read it and check pronunciation. and repeat after the teacher TECHNIQUE:
-Invite students to close their books and play the audio -Close their books and listen the Written and oral
for them to listen about the types of food. Ask them to information about food. production
label the parts of the brochure as they read the text. Ask Label the information while reading.
them to cross-check answers with their partners before -Verify answers among them before
socializing them as a whole class. taking part in class.
-Draw students’ attention to the Reading Strategy box: -Look at the reading strategy and read INSTRUMENT
Use charts to extract and organize main ideas. -Organize main ideas -Project 3
-Pay attention to the heading and the subheadings of the -Listen to the information about
reading to improve their understanding. heading and subheadings
-Ask them to identify recommending quantities, benefits -Cross- check quantities, benefits and
and examples of the different food groups to complete examples of food and complete the
the chart chart
-Invite to work into pairs and provide help if needed. -In pairs, continue working and ask
Allow plenty of time for students to complete the task. questions if necessary
APPLICATION: APPLICATION
-Address students’ attention to the Writing Strategy and -Look at the writing strategy and use
make students aware of the use of sequence connectors connectors to complete preparation of
-Have students listen to the audio to complete the the recipe
preparation of the recipe. -Go to the board and right it

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
-Do activities in the student’s workbook

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: It’s a piece of GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 04- 04- 2016 ENDING DATE: 08– 04– 2016
cake
LEARNING GOALS
To use idioms and colloquial expressions in informal conversations

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes and
Skills PRESENTATION: PRESENTATION: Student´s book uses informal
-The topic Follow Teacher instructions Student´s workbook language to
-Introduce the objective for the week. Listen to the teacher about the Dictionary describe food
-Task Setting: What are the benefits of papaya juice? objective White board markers preferences
PRACTICE: Answer the questions Notebook
-Have students listen to the audio, center students’ PRACTICE: Cards
attention on the Listening Strategy. -Look at the information on listening Adhesive tape
-Call on a volunteer to read it. Model it. strategy. Internet EVALUATION
-Make typical sounds indicating their don’t Like, love and -Go to the board and read the Cardboard
don’ t like. information. Pictures TECHNIQUE:
-Play the audio as many times as necessary to fill in the -Look at the model. Tape recorded Written production
blanks with the food. -Listen to the sounds and complete the
-Decide if the speakers like or dislike the food. missing information.
-Encourage them to listen to the idioms one at a time and -Respond if they like or dislike the food.
do some individual and choral drills. -Listen to the audio with the idioms and INSTRUMENT
-Have students to do some choral and individual do choral exercises.
repetitions of the idioms. -Practice once and once the idioms -Some exercises
-Encourage them to fill in the blanks by relating the facial -Complete the information looking at
gestures to the idiomatic expressions. the gestures.
-Go around the classroom and provide help when -If need help tell to the teacher.
necessary. -Verify answers with their partners
-Have them cross-check answers with their partners before share information with the
before socializing them as a wholes class whole class.
-Do some picture exploitation. Ask some questions -Look at the pictures and describe the
-Encourage students to look for a partner and practice food.
the idioms in informal interactions -Practice the idioms with their partner
APPLICATION: APPLICATION
-In pairs, invite to practice questions using the idioms In pairs, use the expressions and
-Help if necessary practice food.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do tasks on the student´s workbook.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Share their GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 11- 04- 2016 ENDING DATE: 15– 04– 2016
project
LEARNING GOALS
To give opinions about the project.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes and
Skills PRESENTATION: PRESENTATION: Student´s book uses informal
-The topic Follow Teacher instructions Student´s workbook language to
-Introduce the objective for the week. Listen to the teacher about the Dictionary describe food
-Task Setting Discuss their opinion objective White board markers preferences
PRACTICE: Give opinions Notebook
-Each member contributes based on their individual PRACTICE: Cards
strengths and talents for the benefit of the whole group. -Work in groups to gain- gain situation Adhesive tape
- Prepare students for the reading by brainstorming and because of the development of both the Internet EVALUATION
writing the ideas they have about organic food the intrapersonal and interpersonal Cardboard
whole group. intelligences. Pictures TECHNIQUE:
-Pay special meanings about food -Read and write ideas in order to share Tape recorded Written production
-Get students to work in pairs and pay attention to the with the whole class.
first part of the recording once for them to identify the -Read once and once about organic
topic. food.
-Play the audio for the second time and have them Listen to the information and identify INSTRUMENT
identify the name off the festival. the topic.
Play again and identify the people involved in the food Listen again and answer the questions -Project
festival. -Identify the people who are involved in
-Monitor and help the food festival
APPLICATION: If need help, tell to the teacher
-In Groups, invite to discuss their project. APPLICATION
-Tell about food In groups, share their project using
-Help if necessary useful expressions

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do tasks on the student´s workbook.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Feedback GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 18- 04- 2016 ENDING DATE: 22– 04– 2016

LEARNING GOALS
To share information about the unit.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes and
Skills PRESENTATION: PRESENTATION: Student´s book uses informal
-The topic Follow Teacher instructions Student´s workbook language to
-Introduce the objective for the week. Listen to the teacher about the Dictionary describe food
-Task Setting: Review how much/many/any/some objective White board markers preferences
PRACTICE: Give opinions Notebook
-Each member contributes based on their individual PRACTICE: Cards
strengths and talents for the benefit of the whole group. -Work in groups to gain- gain situation Adhesive tape
- Prepare students for the reading by brainstorming and because of the development of both the Internet EVALUATION
writing the ideas they have about organic food the intrapersonal and interpersonal Cardboard
whole group. intelligences. Pictures TECHNIQUE:
-Pay special meanings about food -Read and write ideas in order to share Tape recorded Written production
-Get students to work in pairs and pay attention to the with the whole class.
first part of the recording once for them to identify the -Read once and once about organic
topic. food.
-Play the audio for the second time and have them Listen to the information and identify INSTRUMENT
identify the name off the festival. the topic.
Play again and identify the people involved in the food Listen again and answer the questions -Some works
festival. -Identify the people who are involved in
-Monitor and help if necessary the food festival
APPLICATION: If need help, tell to the teacher
-In Groups, invite to do some exercises. APPLICATION
-Exchange information In groups, share their exercises using
-Help if necessary the information given

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do tasks on the student´s workbook.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Famous GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 25- 04- 2016 ENDING DATE: 29– 04– 2016
characters
LEARNING GOALS
To describe famous figures of the past.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class.(Explore the picture) Student interacts with the teacher. Teacher´s book - Describes
Skills PRESENTATION: PRESENTATION: Student´s book people’s
-The topic Follow Teacher instructions Student´s workbook personalities and
-Introduce the objective for the week. Listen to the teacher about the Dictionary values.
-Task Setting: Can you think about other famous objective White board markers
historical figures? Answer the questions Notebook
PRACTICE: PRACTICE: Cards
-Read the texts, do some picture exploitation. Ask them - Read the information and answer the Adhesive tape EVALUATION
questions. questions- Internet
-Call on a volunteer to read the instructions and the -Read the instructions and the Cardboard TECHNIQUE:
words in the Word Bank, which represent the sections Information in the Word bank. Pictures Written and
or categories of an encyclopedia. Take the opportunity to -Practice pronunciation and write the Tape recorded production
check pronunciation. Write those categories on the board categories on the board and tell each
and challenge them to come up with the corresponding other occupations and work it.
person and his/her occupation, invite students to do the -Share information with their friends.
task individually, and then, to compare with their Check information in front of the INSTRUMENT
classmates, before checking the exercise as a whole class. classroom.
-Direct students’ attention to the Vocabulary Strategy -Read the information on the strategy -Project Stage - 1
and make them realize that they can deduce the meaning vocabulary
of words by using the words that appear before and after -Check the deducing meaning of the
the unknown or new words. Make them recall the words.
notions of before and after by drawing a time line on the Practice the days of the week and the
board. Write the days of the week and write numbers dates.
too. -Look at the example given by the
Model the activity by reading the first example. Invite teacher and find the new vocabulary.
them to go back the fourth entry and find the new words. -Select among the three possibilities
-Challenge them to choose between the three given.
possibilities given. Invite them to work individually first, -Work in individually form.
go back to the texts and circle the meaning of the words -Circle the best word.
in red. Compare answers with their partners and finish by -Check information with their
socializing the answers as a class. classmates.
-Invite students to take a look at the pictures on the right. -Look at the pictures and answer the
Ask some questions. Have them label the historical questions.
figures under the words. Write the information under it.
-Center students’ attention on the Pronunciation box and -Listen to the pronunciation and look at
emphasize the pronunciation of numbers. the numbers.
-Play the audio once for them to work individually, and -Listen to the audio and repeat.
then ask them cross-check answers with their classmates. -Verify the responses with their
-Play the recording for a second time for them to partners
confirm. -Listen to the audio and check
APPLICATION: information.
-Get students to work in pairs and encourage them to APPLICATION
complete the text without listening to the audio. In pairs, complete the information and
-Play the audio as many times as necessary for them to confirm their answers.
confirm their answers. Listen and practice.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do tasks on the student´s workbook.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: World History GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 02- 05- 2016 ENDING DATE: 06– 05– 2016

LEARNING GOALS
To talk about people’s lives in the past.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Talks about
Skills PRESENTATION: PRESENTATION: Student´s book important events in
-The topic Follow Teacher instructions Student´s workbook history.
-Introduce the objective for the week. Listen to the teacher about the Dictionary
-Task Setting: Why was she/he famous? objective White board markers
PRACTICE: Answer the question Notebook
-Read the instructions and check understanding. PRACTICE: Cards EVALUATION
- Invite students listen to the audio, do some picture - Go to the board and read Adhesive tape
exploitation by asking questions and write it down on the -Listen to the information and answer Internet TECHNIQUE:
board. the questions. Cardboard Written and oral
-Direct students’ attention to the Key Expressions box Look at the information on the Pictures production
and challenge them to quickly look for the same rectangle and look for the words in the Tape recorded
expressions in the dialog. reading
-Remind them to pay special attention to people -Listen to the information given by the
-Play the audio once or twice as needed. Check their teacher. INSTRUMENT
answers as a class. -Listen to the audio and check
- Ask students to turn to the reflect on grammar box and information. -Project 2
have them read and compare the yes/no and the wh- -Look at the chart on reflect on
questions in the Simple Past tense using the verb to be, grammar, read and practice wh-
along with their corresponding answer. Make them questions with the Simple Past of To-Be
gradually realize the word order for both types of -Practice Yes/No questions and Wh-
questions by asking them to identify the the and the questions.
complement in the examples given. Model by saying and -Look at the model example and look at
writing a couple of examples. the examples.
-Continue by having them do some individual and choral -Work saying the information
repetition of both yes/no and wh-questions and check individually and choral with the topic
both pronunciation and intonation if necessary. given.
- Elicit as much information as possible about Christopher -Pay attention to the information about
Columbus by asking questions. Christopher Columbus.
-Call on some volunteers to read the instructions and the Read the instructions and guess the
sentences in the text. meaning in context.
-Get them work in pairs and unscramble questions and -Work in pairs and order the words to
complete the chart complete the information.
-Go around the classroom and provide help if needed. -If need information ask to the teacher.
-Cross-check answers with another pair of students -Verify the responses each other before
before socializing them as a class. saying on the board.
-Call on a volunteer to read the instructions and get Read information and work in pairs to
students to work in pairs to complete only the questions. complete missing information.
-Reinforce the word order of wh-questions. Ask them -Practice the order of the words wh-
to identify the the and the complement. questions.
-Invite them to continue working in pairs to guess the -Continue working with their partners
answers while you go around the classroom to provide and ask questions to the teacher if they
guidance if required. need.
-Have students socialize their guesses by following the -Share information and look at the
conversation model that appears below the instructions. model example.
Focus their attention on the Speaking Strategy and let -Look at the Speaking Strategy and read
them read the example about the use of sorry and wh- the examples.
questions at the end of sentences to ask for repetition. -Repeat the examples after the teacher.
APPLICATION: APPLICATION
-Continue working in pairs and they need to concentrate -In pairs, work the information asking
on the information related to origin, identity, location and answering questions in the
and years as they listen to the audio. Play the audio for questionnaire.
the second time if necessary. Keep their motivation up -Listen to the audio as many times as
with a warm round of applause. necessary and check information.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do tasks on the student´s workbook.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Inspiration GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 09- 05- 2016 ENDING DATE: 13– 05– 2016
Lives
LEARNING GOALS
To identify detailed information by reading carefully to improve reading comprehension.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Predicts the
Skills PRESENTATION: PRESENTATION: Student´s book content of a text.
-The topic Follow Teacher instructions Student´s workbook Scans to identify
-Introduce the objective for the week. Listen to the teacher about the Dictionary details.
-Task Setting: New vocabulary objective White board markers Identifies time
PRACTICE: Assimilate the new words. Notebook expressions.
- Focus their attention on the Reading Strategy. PRACTICE: Cards
-Tell them that background knowledge helps them -Look at the chart on the strategy and Adhesive tape
predict the content of a text. Invite them to look at the read to predict the text. Internet EVALUATION
photographs and ask questions. -Answer the questions Cardboard
-Write their predictions on the board. -Go to the board and write. Pictures TECHNIQUE:
- Draw students’ attention to the Key Expressions box -Look at the key expressions and look at Tape recorded Written and oral
and model these expressions with examples relevant the examples. production
to the students’ context. Tell them they will take part -Read quickly and participate in a
in a speedy scanning contest. contest.
-Have students read and listen, have some volunteers -Read the instructions and the
read the instructions and the expressions in the brown expressions. Give examples using colors INSTRUMENT
box . Challenge them to come up with examples. and professions.
-Encourage them to check the correct ones -Do next activity checking in the correct. -Project 3
- Attract students’ attention to the Reading Strategy to -Pay attention on the Reading Strategy
organize a sequence word and important dates form part and organize the information.
of the events in a person’s life. -Practice years and pronunciation.
-Allow plenty of time for students to complete the task. -Work in pairs to complete the events
- Address students’ attention to the time expressions and and the details.
use ordinal numbers to tell you the paragraph -Look at the time expressions and
where the time expression appears. numbers to look for the paragraphs.
-Start by doing some picture exploitation by asking -Answer the questions.
questions .Call on some volunteers to read the -Read the paragraph and work in pair to
instructions and take turns to read the whole passage. solve the exercise.
APPLICATION: APPLICATION
-Form groups of work to write Wh-questions in the -Complete and compare the
information. information with their partners.

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do tasks on the student´s workbook.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL
ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Success GROUP: 9th “A,B”. PERIODS: Five STARTING DATE: 16- 05- 2016 ENDING DATE: 20– 05– 2016
Against All Odds!
LEARNING GOALS
To use idioms and colloquial expressions in informal conversations.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book
Skills PRESENTATION: PRESENTATION: Student´s book
-The topic Follow Teacher instructions Student´s workbook EVALUATION
-Introduce the objective for the week. Listen to the teacher about the Dictionary
-Task Setting: Picture exploration objective White board markers TECHNIQUE:
PRACTICE: Answer the questions Notebook Written and oral
- Tell them that we can deduce the meaning of colloquial PRACTICE: Cards production
expressions by using both the context given and the -Pay attention to colloquial phrases and Adhesive tape
words that form the expression itself. read the texts to deduce the meaning of Internet
- Encourage them to think of equivalent expressions or the expressions. Cardboard
sayings we have in our mother tongue . -Try to think of them and the meaning Pictures INSTRUMENT
-Do the same with the other two expressions. in our language. Tape recorded
- Invite them to do the matching exercise individually, -Match the expressions with the -Project 3
and then to crosscheck answers with their partners meaning and share their information
before socializing them as a class. with their classmates.
- Do some picture exploitation by asking questions to find -Look at the picture and answer the
out about the name, the identity, the origin and the questions given by the teacher
achievements of this inventor from the past. -Complete the text using the
-Encourage them to fill in the blanks individually without expressions in task 1.
looking at the expressions. Listen to the audio to check the
-Socialize answers as whole class. information.
-Invite to reflect on values -Go to the board in order to write the
-Discuss the experience about the project missing expressions.
-Challenge them to brainstorm some ideas -Read the sentences about values and
-Get them work in pairs to read and do the task. check the best option.
Socialize answers with the whole class. -Work in pairs, read the reading and
APPLICATION: answer to the questions.
-Form groups of work to review useful expressions in APPLICATION
order to give their presentation. In groups remind the expressions
before presentation

ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Do tasks on the student´s workbook.

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL