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ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Review. GROUP: 8° “A,B”. PERIODS: Five STARTING DATE: 14- 09- 2015 ENDING DATE: 18 – 09 – 2015

LEARNING GOALS
To become familiar with classroom language and vocabulary.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Recognizes the
Skills PRESENTATION: PRESENTATION: Student´s book New words.
-The topic Follow Teacher instructions Student´s workbook -Identifies the
-Introduce the goal of the week. Listen and look at the goal. Dictionary verbs.
-Task Setting: Vocabulary. Listen the essential vocabulary White board markers
PRACTICE: PRACTICE Notebook EVALUATION
-Present the new English book -Open their books and listen to it. Pictures
-Show what it contains: -Follow along in their books. Cards TECHNIQUE
.(units, lessons, project, comic and game page, quiz, -Read aloud and guess the meaning in Cardboard Oral exercises
glossary, test training, gap activities, glossary activities context. Adhesive tape
for each unit, the student´s workbook) -Listen to and repeat the pronunciation Tape recorder and INSTRUMENT
-Point to the instructions after the audio. CD. -Rubric
-Read the instructions and check understanding. -Repeat after the teacher.
-Play the audio as many times as necessary -Look at and guess what words are
-Read the words -Continue practicing until they
-Mine the words. appropriate.
-Ask for a student comes to the front of the classroom in -Do the activity.
order to mine. -Ask questions if they need help.
-Read the next instructions and check understanding. -Go to the board and
-Individual work -Act it out with the teacher.
-Monitor and help if necessary. APPLICATION
-Check the information on the board. -Form pairs to work
APPLICATION: -Model it for the class.
-Assign pairs, indicating which student is A and B -Continue demonstrating this for the
-Model performing the activity with a student. class.
-Call on a pair to stand to continue practicing. -Act out without materials.
-Switch the roles.
-Close their books to practice the 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.
Study the words
Practice the words at home.

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

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Review unit. GROUP: 8th “A , B” PERIODS: Five STARTING DATE: 21- 09- 2015 ENDING DATE: 25 – 09 – 2015
LEARNING GOALS
To become familiar with classroom language and vocabulary.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes the
Skills PRESENTATION: PRESENTATION: Student´s book Alphabet and
-The topic Listen to the teacher about the topic. Student´s workbook spells words.
-Introduce the objective of the class. Talk about objective Dictionary - Identifies
-Task Setting: the alphabet Listen to the alphabet White board markers
cardinal numbers
PRACTICE: PRACTICE Notebook
and uses them to
-Point to the instructions -Open their books. Pictures
-Read the instructions and check understanding. -Follow along in their books Fashcards count and add.
-Show the alphabet -Read aloud and guess the meaning in Adhesive tape
-Ask about letters, vowels and consonants. context. Tape recorder and EVALUATION
-Explain the uses of the English alphabet. -Look at the alphabet. CD
-Explain the next activity -Look at the letters. Cards with letters of TECHNIQUE:
-Play the audio -Listen and answer the question the alphabet. Oral and written
-Play again as many times as necessary. -Listen carefully. exercises.
-Write the alphabet on the board. -Do chorally and individually drills or
-Encourage them to learn it by heart by dividing it into exercises. INSTRUMENT
the six letters. -Look at the letters on the board -Some exercises
-Challenge them to say the complete alphabet. -Pronounce the letters and learn by
-Invite to play with the letters of the alphabet heart.
-Play the audio for the next activity. -Say the alphabet
-Repeat playing again as many times as necessary. -Order the alphabet on the board
-Encourage students to complete missing information. -Listen to the information and complete
-Invite them to practice spelling their names. the names they listen to.
-Group work to work -Practice the alphabet in group
-Monitor and help if necessary. -Ask each other to spell their names
-Ask students to look at the numbers and look at the -Look at the next activity about
corresponding word in English. numbers
-Play the audio twice to practice the numbers. -Look at the words too and listen at the
-Read the second part of the instructions and play the information.
audio for the third time. -Do choral and individual repetitions.
-Help if necessary. -Listen, circle the numbers and spell
APPLICATION: some of them.

-Pay attention on the pictures -Direct their attention to the examples. HOMEWORK /FURTHER WORK.Center students’ attention on the pictures. . teacher should communicate what students should reinforce the knowledge in extra classes. -Read aloud and guess the meaning in -Read the instructions. -Expand the exercise by giving examples. -Remind them they need to spell the numbers correctly -Spell the numbers and write them on to write the result. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION . APPLICATION -Make them realize about singular and plural forms. Teresa Anchali Prof. Mgs. -Encourage them to cross-check their answers with -Compare their responses each other. on the board. -Look at the irregular forms. Demonstrate by -Concentrate in the information giving pointing at them -Look at the examples. the board. context. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Ximena Valencia Prof. another pair of students before socializing them as a -Write their answers in order to review group on the board. Do exercises from 1 to 3 on page 116 and 117. -Draw their attention to the irregular nouns.

Draw students’ attention to the Word Bank. individually. Go around the class to provide help and under each picture. Ask some -Read the next activity and practice as volunteers to choose one of the pictures and say the teacher says. Read the repeat after the teacher instruction. Teacher´s book Practicing Skills PRESENTATION: PRESENTATION: Student´s book classroom language -The topic Listen to the teacher about the topic. too. before socializing them as a class. -Sit near your classmate and share -Play the audio for the third time to confirm answers information. Pictures exercises. -Answer the respective questions and -Ask questions and accept the words in Spanish. -Some exercises -Challenge some volunteers to come up to the board. in pairs. B. -Mime the verbs. .? Listen to the questions and answer? White board markers TECHNIQUE: PRACTICE: PRACTICE Notebook Oral and written -Point to the instructions -Open their books. verbs.2015 ENDING DATE: 02 – 10 – 2015 LEARNING GOALS To become familiar with classroom language and vocabulary. -Listen to the information and complete -Invite them to compare their answers with the classmate the conversation. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. sitting next to them. -Read silently and guess the meaning in Adhesive tape -Read the words.09. -Refer to the code and say the number -Explain about the code. -Pronounce the words. context. -Listen carefully the instruction and use -Tell them to discover the names of the school supplies by the numbers to complete the words using the code. numbers given below the picture. and the rest of the class students -Play the audio twice for them to do the exercise say the words. Name some students randomly and the corresponding letter. Read and talk about objective Dictionary -Task Setting: How many boys……. questions. PERIODS: Five STARTING DATE: 28. -Read the instructions and check understanding. -Invite students to work with a partner. -Listen again and check the information -Monitor and help if necessary. -Follow along in their books Cards Test . CD and tape recorder INSTRUMENT -Ask them to apply the Vocabulary Strategy learned in the -Do some choral individual drills of the School tools -Rubric second exercise of this review unit.THEME: Review Unit GROUP: 8th “A. -Questionnaire stand in front of the class and mimic any of the three -Remember the other verbs and mime verbs for the class to guess. Student´s workbook and vocabulary -Introduce the objective of the class. to read the number and the corresponding letter. -Have students do some choral and individual drills of the -Write the answers on the board..

-Invite some pairs of students to socialize the words by -Go to the board and read the words saying the name of the supplies and spelling. APPLICATION APPLICATION -Divide the class into four groups and have them organize -Form groups and mention the school a Classroom Tool Show in which they include other school tools using the plural form. that they have written. Ximena Valencia Prof. Teresa Anchali Prof.10. round of applause. -Keep their motivation up reward students with a warm -Applause themselves. -Ask questions if they need it.B”. guidance if necessary. PERIODS: Five STARTING DATE: 05. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: People GROUP: 8° “A. Do activities in their notebook. and spell tools. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. HOMEWORK /FURTHER WORK. teacher should communicate what students should reinforce the knowledge in extra classes. them.2015 ENDING DATE: 08 – 10 – 2015 . pages 116 and 117 Mgs.

-Guess the meaning in context. -Direct students’ attention to the Speaking Strategy and -Pay attention to the explanation and model the activity using your information. . -Directory model. Internet -Grid volunteers to read the two columns aloud. CD and tape recorder exercises. with the answers. -Open their books. age. -Motivate them to complete the reflect on grammar and -Complete missing on grammar chart Useful Expressions charts.Around Us LEARNING GOAL Introduce themselves and give personal information. presentations. Emphasize the use of -Pay attention in the contractions and contractions.Exchange their (personal) information pronunciation.Greets formally Skills PRESENTATION: PRESENTATION: Student´s book and informally. -Play each conversation as many times as necessary -Look at and describe the pictures Cardboard -Slides -Match” means “connect” to make sure they understand -Listen to and follow the conversations Glue the instructions. White board markers PRACTICE: PRACTICE Notebook EVALUATION -Point to the instructions. . volunteers to pronounce. -The topic for lesson 1 Listen to the theme Student´s workbook -Introduce the goal of the week. -Read the questions from the chart and -Refer students to the Pronunciation box and choose correct pronunciation. country and phone information about themselves. number.Share their answers. Listen to and read the goal. -Listen carefully to recommendations. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATOR Integrated WARM UP: each class Student interacts with the teacher. Pictures -Read the instructions and check understanding. -Ask them to draw conclusions about the use of the verb -Go in front of the class and give to be: to talk about name. Remind students that practicing with with a partner. -Look at the example and work with -Slides -Compare with a partner. in the book by using their fingers. Encourage the modeling. Then monitor as the students his/her friend. -Follow along in their books Cards TECHNIQUE: -Draw students’ attention to the pictures. them to replace the information in the caption to put the -Listen and follow models to make strategy into practice. others helps them enhance oral skills. Dictionary -Task Setting: Hello/Hi/Good morning Look at the words and pronounce. Teacher´s book . Scissors INSTRUMENT -Get students familiar with the information by asking -Repeat aloud to correct pronunciation. -Encourage them to give each other feedback on . Describe the -Say them after the teacher. Adhesive tape Oral and written number of people and the surroundings. the uses. Tell students -Read the information and repeat to be -Some exercises to read the questions individually and use exercise 1 as a appropriate the questions and answers. matching the questions work.

-Pay attention to key words like -Play the audio as many times as necessary nationality. Do the activities on page 118 and 119 Mgs. -Motivate them to make their first project. correct. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Friends GROUP: 8th “A. Give them Listen to the information time to form their groups. curious = interested. . -Divide into groups. Ximena Valencia Prof.10. -Call on volunteers to read the three steps. city and numbers to -Help if necessary find out the questions. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. right = they learned exercise 4. -Write the following synonyms on the board to help -Complete the conversation with what students understand the dialogue: hey = listen. sure= OK. = dot. PERIODS: Five STARTING DATE: 12. country. _ = underscore. teacher should communicate what students should reinforce the knowledge in extra classes. . the project.= hyphen. APPLICATION -Listen and check the correct option. Help them with things like e-mail characters used the group’s data for the development of to write e-mail addresses: @ = at. -Make posters with your own information. APPLICATION -Explain how to make it.2016 ENDING DATE: 16 – 10 – 2015 Around the World . Teresa Anchali Prof. Advise them on the group’s -Practice personal information and keep name.B”. HOMEWORK /FURTHER WORK.

to practice about celebrities. and compare them with their predictions. mistakes. Ask them to match those words. -Say them after the teacher. instructions after the teacher. -Play the audio many times to confirm the correct options -Follow along in their books Adhesive tape and check with the whole class. Cards famous people. check answers True or False. Teacher´s book -Use countries Skills PRESENTATION: PRESENTATION: Student´s book and nationalities -The topic Follow Teacher instructions Student´s workbook appropriately. Copies EVALUATION -Get them familiar with the flags by asking about colors -Listen to the audio and correct and the number of stripes. ADDITIONAL POSIBILITIES: . -some exercises -Encourage learners to predict the nationality of these sticking the words on the board.Check answers with the whole class. nationalities and how to introduce other people. --Give them a few minutes to answer. -Listen to and repeat to correct pronunciation. Dictionary -Introduce other -Task Setting: Unkwon words Look at the vocabulary and compare White board markers people. the topic given. famous people. APPLICATION -Talk about people in the pictures. -Respond the questions. -Listen to the audio and check -Read the information from the nationality chart aloud information with their predictions. writing on the board some -Take part in the classroom according words. Have volunteers read the sentences -Predict nationalities of famous people. Questionnaires celebrities with the words on the board. APPLICATION: -Look at the chart and read the -Point to the photo and model an example with a student. INSTRUMENT -Draw students’ attention to the photos and ask -Look at the board to the photos and -Testing volunteers to read the names. Listen to the teacher about the topic. -Introduce: the Listening Strategy. sentences after the teacher -Assign pairs. and ask them to predict if the statement is true or false. PRACTICE: their answers with a partner. -Listen and do as the teacher say. TECHNIQUE: -Call on a volunteer to read the instructions and the -Go back to the text and read example. Written evaluation .LAEARNING GOALS Talk about countries. -Open their books. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. Notebook -Give personal -Point to the instructions PRACTICE Pictures information about -Read the instructions and check understanding. Written exercises -Activate prior knowledge. -Read and write next to the information -Play the audio many times if necessary.

Teresa Anchali Prof.At the end of the teaching learning process.10. Write extra exercises Mgs. teacher should communicate what students should reinforce the knowledge in extra classes.B”. HOMEWORK /FURTHER WORK.2014 ENDING DATE: 23 – 10 – 2014 with a VIP . William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Get touch GROUP: 8° “A. PERIODS: 5 per parallel STARTING DATE: 19. Ximena Valencia Prof.

-Open their books. -Read the instructions aloud.Explain that they have to follow these steps to organize APPICATION their presentation. last names. -Have students read the words and explain the meaning -Check answers with a partner. Write -Identify the rules for capitalization. -Look at the information in the reading -Correct answers with the class. -Monitor and help if necessary -If have questions ask them to the APPLICATION: teacher. explanation from the teacher. Ask -Read the names in exercise two. INSTRUMENT -Correct pronunciation and explain likely unknown words -Listen the explanation about the new -Play the audio and tell them to read aloud after words. . -Check after reading the text. countries. and point to each picture and ask about their names. --Ask them to give you -Look at the words and listen the examples of the following categories: names. Teacher´s book -Identifies specific Skills PRESENTATION: PRESENTATION: Student´s book information from a -The topic Follow Teacher instructions Student´s workbook text. cities. Invite them to go this time using countries and then go to Written exercises over the instructions and give them some time to answer. Argentina). Call on a volunteer to -Follow along in their books Adhesive tape read the names. nationalities and abbreviations. Advise learners to practice these steps -In pairs. CD. . brainstorming. -Read and match with the pictures. Listen to the teacher about the topic. pronunciation and intonation. -Compare and read their answers. -Invite them to write the profile individually. create three profiles with the in advance and tell them to give feedback to each other. -Use the first exercise as a model. strategy and underline facts. the board and write. of beginning and abbreviation. -Introduce the objective of the week. PRACTICE Pictures people. Tape recorder and EVALUATION -Refer students to the photos in exercise 3. show -Match the words with the pictures. Dictionary -Use capitalization. correct use by taking into account the previous -Complete the chart. -Task Setting: Vocabulary Strategy Look at the pictures and associate with White board markers -Write personal PRACTICE the meaning. information of stage two. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. the word Capitalization on the board and explain its using the information in the box. -Listen to the audio and repeat the -Refer students to the Reading Strategy and advise them reading aloud after the audio to correct to underline the correct facts to support their answers.To read and write personal profiles. Cards -Ask students to read about 3 VIPs. TECHNIQUE: them about their countries of origin and write them on -Look at the pictures again and answer the board (France. -Some exercises listening. -Read the ID card and write the profile. -Elicit to work in individual form. USA. Notebook profiles of famous -Read the instructions and check understanding.

Ximena Valencia Prof. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: The World GROUP: 8th “A. HOMEWORK /FURTHER WORK.10.B”. Mgs. Do exercises on page 122 and 123. Teresa Anchali Prof. teacher should communicate what students should reinforce the knowledge in extra classes. activity. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. -Ask students to include the Useful Expressions in their -Listen to the teacher and do the presentation.2015 ENDING DATE: 30 – 10 – 2015 We Live In LEARNING GOALS . PERIODS: Five STARTING DATE: 26.

pictures and -Some exercises infer the meaning. Oral production -Play the audio. and the secret and the confusion. have them read the options and choose an answer to -Look at the expressions. the -Look at the expressions. -In pairs. -Talk to their partner and answer the . correct answers and have volunteers read -Listen to the audio and complete the Written exercises aloud. -Look at the graphic and read the new Cardboard. -Do matching in pairs. CD. Read the objective Dictionary corresponding -Task Setting: Word Bank Look at the picture and the vocabulary White board markers pictures. -Look at the first example and continue EVALUATION -Contextualize the conversations by drawing students’ doing in the same way. read the Test training and -Ask personal questions. -Invite students to look at the pictures and listen to the -Listen to again and correct information. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. -In pairs and go to pages 87 and 90. Read after the audio and -Project -Encourage them to pay attention to the details of the select the answer. TECHNIQUE: -Explain each picture has a relevant clue: the money. INSTRUMENT situations again. the respective nationality and -Socialize their work. reach instruction. -Provide them with help. countries and nationalities. Teacher´s book Skills PRESENTATION: PRESENTATION: Student´s book -Match vocabulary -The topic Look at the topic and tell ideas Student´s workbook with the -Introduce the objective for the week. continent and nationality. -Encourage students to fill in the blanks with the correct -Go to the board and write the answers. nationality idioms take advantage to correct pronunciation and intonation. making people’s gestures). conversations and -Call on volunteers to read the sentences.- PRACTICE PRACTICE Notebook -Identify continents -Read the instructions -Open their books. pictures. -Read again and circle the correct APPLICATION: meaning. -Read with the missing information. Have APPLICATION them read the instructions. Use body language and examples in inferences. illustrations to make the inference (money and -Pay attention to the details. -Read the next instructions and fill with -Use the first exercise as a model. in the order stated on the form. -Follow along in their books Tape recorder and -Use country and -Have a volunteer read the continents aloud and -Read the instructions aloud. Scissors. words correcting pronunciation. -Share their work with the class. express opinions. conversations. to complete -Correct answers with the class. Stop the audio after each conversation. -Ask volunteers to read the expressions on the right. -Read after the students and check understanding.To talk about continents. listen again. attention to the photos before they listen. case they do not understand. Adhesive tape and nationalities. continent.

HOMEWORK /FURTHER WORK. -Walk and help only when students ask. Ximena Valencia Prof. GROUP: 8th “A. Do exercises on page 125. go over the Useful language. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Unit one . -In pairs. -Model the exercise if necessary to assure comprehension questions. PERIODS: Five STARTING DATE: 04. Teresa Anchali Prof.2015 ENDING DATE: 06 – 11 – 2015 People Around Us LEARNING GOALS To review the different topics studied and feedback their learning. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. -If need more information ask the -Model the activity teacher questions. . teacher should communicate what students should reinforce the knowledge in extra classes. Mgs. practice the test training.B”.11.

-Repeat after the audio. -Discuss ideas as they read. PRACTICE Read the reading in pairs. . If they haven´t done the activities of unit one. -Go to the quiz time and work in -Encourage to the quiz time in order to do the exercises individually form. White board markers Evaluation. Teacher´s book Reminds them to Skills PRESENTATION: PRESENTATION: Student´s book be as honest as -The topic Follow Teacher instructions Student´s workbook possible when -Introduce the objective of the class. develop the most relevant -Monitor the activity. -In groups. PRACTICE Pictures -Draw students’ attention to the title of the comic. -Do the exercises in groups of four. Notebook -Read the instructions and check understanding. Accept as many ideas as they come up -Read the instructions aloud. -Monitor and help if necessary. Cards it on the board and ask what they understand by a -Follow along in their books Adhesive tape EVALUATION Magical Book. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Questionnaires enough for them to understand those unknown words. have students work in pairs to answer these the teacher. the y have to work them and practice. answer the questions giving for guesses. activities studied in the unit. studied in the unit. After listening to their -In pairs. correct answer. columns. the comic strip. Copies -written exercises. CD. questions: -Go to reading again and check their -Tell students to go back to the comic strip and confirm information. teacher should communicate what students should reinforce the knowledge in extra classes. Then match the -Play the audio to listen to the information to check. Tape recorder and TECHNIQUE: with and write them on the board. HOMEWORK /FURTHER WORK. individually. If the context and the visual clues are not pictures in order to understand. INSTRUMENT students read the whole story without stopping to look -Read in silently and looking to the -Testing up new words. -Let students preview the comic strip and encourage -Guess if the story book is real them to guess what it is about. Listen to the teacher about the Dictionary answering the Self- -Task Setting: A comic reading objective. -Look for the new vocabulary in the -Some exercises tell them you will discuss them the second time they read whole story. Feedback the different topics from -Listen to the audio and check the unit one. Remind them to look at the pictures carefully -Give ideas about what the reading is for a better understanding of the comic. their answers. APPLICATION: APPLICATION -Form groups to work in the activities given.SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS IntegratedWARM UP: each class Student interacts with the teacher. -Written evaluation -Invite the students to read the comic strip silently and -Take turns reading each role. Recommend that happening. Write -Open their books.

PERIODS: Five STARTING DATE: 09. .B”.11. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Unit two GROUP: 8th “A. Teresa Anchali Prof.Mgs. Ximena Valencia Prof.2015 ENDING DATE: 13 – 11 – 2015 People I love –This Is My Family LEARNING GOALS To describe physical appearances.

-Review the personal pronouns for third -Ask them to read the short forms to check singular person and pay attention to the pronunciation. CD. up de adjectives in the text. Refer them to the Listening adjectives. Have and find the words.SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Asks and answers Skills PRESENTATION: PRESENTATION: Student´s book questions -The topic Follow Teacher instructions Student´s workbook about physical -Introduce the objective of the week. rectangle about listening strategy and -Refer students to the Key Expressions boxes and give write the missing information. -Some exercises examples relevant to students’ real context on the board. objective White board markers PRACTICE Look at the picture and answer the Notebook -Describes family -Read the instructions and check understanding. -Ask them to compare answers with their partner before -Look at the information in the magazines socializing them as a whole class. -Ask them to read both affirmative and negative examples -Look at grammar chart and try to look and have to find the answers in the dialog. -Practice pronunciation. question. -Find them on the dialog and practice -Ask them to find adjectives and explain basic questions with examples given from the teacher. and line 14). based on what they recall from the dialog. -Listen to the audio and repeat and . -Follow along in their books Tape recorder and -Play the audio as many times as necessary to confirm -Read the instructions aloud. -Listen to the pronunciation. choral and individual drills. and short answers with the verb to be. expressions. picture exploitation. -In pairs. Cardboard. Write grammar chart. -Reflect on the second grammar chart. plural subject pronouns. TECHNIQUE: (line 1. -Check information with their partner. for picture 1. -Call on volunteers to read the statements aloud while -Look at the information in the key Written and oral the rest of the class pays attention and answers aloud yes boxes and practice using those production or no. explain intonation. INSTRUMENT them observe and read the plural subject pronouns and -Go back to the conversation and their conjugations aloud. -Task Setting: Picture exploitation. EVALUATION Examples relevant to their context. Go through to the dialog -Remind them of the singular subject pronouns. Strategy and challenge them to complete the dialog by PRACTICE Adhesive tape using the information given in the picture in exercise 1. answer Yes or No to complete the -Rubrick -Challenge students to find them in the dialog. Reflect on the function of Pictures members’ physical -Get students to work in pairs. -Listen to the audio and correct the -Have them quickly find those expressions in the dialog information completed before listening. Cards appearances. especially -Call on a volunteer to read the instructions and do some intonation. complete the conversation. -Draw students’ attention to the Pronunciation box to -Listen to the explanation carefully. their answers or write the correct information. -Read the statements and localize the -Play the audio as many times as necessary and do some responses in the conversation. Listen to the teacher about the Dictionary descriptions.

-Have students complete the sentences. Have presented and ask questions for the them cross check answers with other pairs of students information written.2015 ENDING DATE: 20 – 11 – 2015 different LEARNING GOALS To identify details as regards people’s physical appearance. -Work in pairs to answer the questions. Create a family scrapbook to being creative and use recycled or nonexpensive materials. -Praise them for their work. HOMEWORK /FURTHER WORK. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. themselves.B”. -Get them to work individually to organize APPICATION the questions. teacher should communicate what students should reinforce the knowledge in extra classes. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: We are all GROUP: 8th “A. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES EVALUATION . Mgs. a whole class. read the chart -Get them to work in pairs to answer the questions. -In individually form. Ximena Valencia Prof.11. -Complete and check their work -Monitor and help if necessary. APPLICATION: -Ask questions if necessary. before socializing them as a whole class. PERIODS: Five STARTING DATE: 16. Teresa Anchali Prof. enough time for the completion of the task and then have -Read the instructions aloud and them cross check their answers before socializing them as describe the picture. -Cross check information with the rest of the class. Allow complete information.

Listen to the teacher about the Dictionary -Asks and answers -Task Setting: Useful Expressions objective White board markers questions about PRACTICE Complete information according the Notebook people’s physical -Point to the picture and describe each girl. Saying the nouns and adjectives PRACTICE Cards -Write it on the board. -Monitor and help -Listen to the audio and check APPLICATION: information. . have them compare their answers with another completing the table. teacher. Teacher´s book Skills PRESENTATION: PRESENTATION: Student´s book INDICATORS -The topic Follow Teacher instructions Student´s workbook -Introduce the objective for the week. TECHNIQUE: -Tell students they will listen to the physical descriptions -Go to the board and -and write the -Written evaluation of these three girls to identify their names. height and weight so they can complete the chart. CD. make them aware of the use of possessive adjectives to -Listen to the new instruction and Have express possession. ages. information. about them. information after listening to the audio. pair next to them. Model by adjectives. -Listen to the audio and answer the -Praise them for their good listening skills. -Give information to the partners. -Rubric description the right name. questions and check information with -Draw their attention to the reflect grammar box and their classmate. -In pairs. -Open their books. has its corresponding possessive -Have students work in pairs to complete the description adjective and have them compare their answers before having -Look at the picture and give ideas. check and give each -Listen to the audio an identify people. Check answers as a whole -Look at the bubble and repeat after the class. INSTRUMENT -Go back to their predictions. them notice that each subject pronoun . Prior to checking the answers as a whole -Look at the information and write class. them listen to the audio. -Invite students to refer to the picture.Integrated WARM UP: each class Student interacts with the teacher. -In pairs. Pictures descriptions. talk about the picture and respond the questions. -Play the audio. Adhesive tape -Encourage students to describe the other two girls and -Look at the photos and give opinions Tape recorder and EVALUATION write their predictions on the board. Written exercises -Play the audio three times. -Listen again and correct the -Some exercises -Motivate students to pay special attention to the girls’ information. Pay attention to the examples. -Direct their attention to the speech bubble with the -Follow along in their books Internet names of the girls and read them aloud. -Work in pairs to ask and answer each other questions APPLICATION about other people in the picture. complete and check -Play and check information.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES EVALUATION .B”. Mgs.ADDITIONAL POSIBILITIES: At the end of the teaching learning process. teacher should communicate what students should reinforce the knowledge in extra classes. PERIODS: Five STARTING DATE: 23. HOMEWORK /FURTHER WORK. Continue working on their scrapbooks. describing their families. Ximena Valencia Prof. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: We are all GROUP: 8th “A. Teresa Anchali Prof.2015 ENDING DATE: 27 – 11 – 2015 different LEARNING GOALS To identify details as regards people’s physical appearance.11. It allows them to work at their own pace and enhance their individual styles and talents.

information. Bank. APPLICATION: APPLICATION -Work in pairs to ask and answer each other questions -In pairs. -Rubric family members (an uncle and three sisters) -Read next instruction in the Word -Scrapbook -Have students work in pairs to complete the description Bank. -Play the audio as many times as needed for them to -In pairs. -Written evaluation and have them identify the possessive adjectives. -Go to the board and show the Internet TECHNIQUE: -Invite students to go back to exercise 1 of the lesson. showing it a little bit and allowing the air to pass through. possessive adjectives. Tape recorder and -Have them notice that each subject pronoun has its -Pay attention to the chart on grammar CD. -Practice with the students. magazines. and ask them to guess the teacher. Listen to the teacher about the Dictionary -Asks and answers -Task Setting: Adjectives objective White board markers questions about PRACTICE Identify adjectives in the pictures and Notebook people’s physical -Read each instruction and check understanding. family members. and have them compare their answers before having -Look at the photo and identify the them listen to the audio. too. complete missing information confirm answers before socializing them as a whole class. descriptions. -Write it on the board. -Listen to the audio and check -Check on the board. -Play the recording for them to listen and repeat the -Listen to the words and read after the words. write under one. Listen again and correct words for them. PRACTICE newspaper -Draw their attention to the reflect grammar box and -Open their books. -Listen to the instructions about the Ask them to place the tips of their throat. -Pronounce the information after the INSTRUMENT -Refer students to the picture. teacher. respond the questions.Integrated WARM UP: each class Student interacts with the teacher. sounds. -Read after the teacher. -Practice them with the teacher and -Monitor and help classmates. the information. ADDITIONAL POSIBILITIES: . Listen to the audio an -Refer students to the Pronunciation box and read the identify people. -Look at the subjects and each -Written exercises -Call on a volunteer to read the instructions and the Word possessive adjective. Pictures. talk about the picture and about other people in the picture. Cards make them aware of the use of possessive adjectives to -Follow along in their books Adhesive tape EVALUATION express possession. Explain to students about position of the tongue. Teacher´s book Skills PRESENTATION: PRESENTATION: Student´s book INDICATORS -The topic Follow Teacher instructions Student´s workbook -Introduce the objective for the week. corresponding possessive adjective.

teacher should communicate what students should reinforce the knowledge in extra classes.At the end of the teaching learning process. Mgs. . William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Diverse GROUP: 8th “A. HOMEWORK /FURTHER WORK. PERIODS: Five STARTING DATE: 30.2015 ENDING DATE: 04 – 12 – 2015 Famiies LEARNING GOALS To identify specific information in texts dealing with familiar issues. Continue working on their scrapbooks. describing their families. It allows them to work at their own pace and enhance their individual styles and talents. Teresa Anchali Prof.11. Ximena Valencia Prof.B”.

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 -Identifies specific
-The topic Follow Teacher instructions Student´s workbook information
-Introduce the objective for the week. Listen to the teacher about the Dictionary in a text.
-Task Setting: Scramble sentences objective White board markers -Writes a physical
PRACTICE Order the sentences. Notebook description guided
-Read each instruction and check understanding. PRACTICE Pictures, magazines, by prompts.
- Invite students to do some picture exploitation by asking -Open their books. newspaper
questions. -Follow along in their books Cards
-Get students to work in pairs to write the members for -Read after the teacher. Adhesive tape
each family without listening to the audio. -Listen to the questions and look at the Tape recorder and EVALUATION
-Invite them to cross-check their guesses with other pair pictures in order to answer them. CD.
of students before having them listen to confirm their -In pairs, share your guesses. Internet TECHNIQUE:
guesses or to fill in the blanks with the correct -Listen to the information to confirm -Written evaluation
information before socializing what they wrote as a whole their guesses. -Written exercises
class. -Write in the blanks to complete the
- Go over the Reading Strategy and explain about it. information. INSTRUMENT
-Let it using different colors to sign different categories of -Look at the reading strategy carefully. -Rubric
work. -Underline to identify specific -Cover for the
-Get students to work individually and read and listen to information according the categories. scrapbook
the text for the first time to identify members of the -Work individually read and listen to
family based on the descriptions given. find details.
-Play the audio for the second time to identify specific -Listen again and correct mistakes on
information. the board.
-Explain about physical differences and similarities about -Listen to the explanation given by the
people in the pictures. teacher and according to the photos.
- Focus students’ attention on the Writing Strategy and -Look at the writing strategy and pay
explain about use of conjunction and. attention about use of and.
-Ask a volunteer to read the instructions and the -Go to the board and read instructions.
example. Model and demonstrate by saying and writing -Look at and listen to the model in order
on the board some similar examples. to write examples.
-Encourage them to do the exercise individually. -Work in individually form.
-Have them compare their answers with their classmates. -Check information with their friends.
-Socialize the answers by calling on four volunteers to -Go to the board and write sentences on
write the sentences on the board. it.
APPLICATION: APLICATION
-Work in pairs and choose a member of their family in -In pairs, select a special ´person in their
order to draw their physical characteristic and describe family, draw and write about a member
him/her. of their family.

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.
Continue working on their scrapbooks before sharing with the whole class.

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

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

GENERAL INFORMATION

THEME: Keep An Eye GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 07- 12- 2015 ENDING DATE: 11 – 12 – 2015
On
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 contextual
Skills PRESENTATION: PRESENTATION: Student´s book clues to guess the
-The topic Follow Teacher instructions Student´s workbook meaning of
-Introduce the objective for the week. Listen to the teacher about the Dictionary colloquial
-Task Setting: parts of the body objective White board markers expresiones.
PRACTICE Relate expressions with parts of the Notebook
-Ask a student to read the instructions and challenge body. Pictures, magazines,
everyone to deduce the answers individually. PRACTICE newspaper EVALUATION
-Play the audio once or twice for them to confirm -Open their books. Cards
predictions. -Follow along in their books Adhesive tape TECHNIQUE:
-Do choral and individual drills. -Read after the teacher and guess the Tape recorder and -Self-Evaluation
-Advise students to pay attention to context clues to get answers. CD. -Test
the meaning of the expressions. -Listen to the information and confirm Internet -Project
-Invite them to work before socializing them as a whole their answers.
class. -Read the exercises aloud.
- Draw students’ attention to the words in parentheses -Pay attention and try to obtain the INSTRUMENT
next to each expression. meaning of the phrases. -Questionnarie
-Invite students to complete the exercise and then to -Work individually first, and then in - Scrapbook
share with a partner. pairs to cross-check answers.
-Go around the classroom to check if there is difficulty in -Look at the words in brackets and write
the completion the exercise and take advantage to check sentences and share with their partners.
pronunciation, too. -Practice pronunciation.
APPLICATION: APLICATION
-Invite to check on values -Reflect on values
-In pairs make a scrapbook -Share 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 exercise on page 133.

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

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

2015 ENDING DATE: 23 – 12 – 2015 the Cinema? LEARNING GOALS To talk about types of movies.B”. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: What’s on at GROUP: 8th “A.12. PERIODS: Five STARTING DATE: 14.Asks and answers . Teacher´s book .

-Written exercises -Focus students’ attention on the Pronunciation box and -Listen to the pronunciation and listen make them notice the falling intonation of the wh. on their own. -Check pronunciation telling the time. production -Have them do choral and individual repetitions of the -Repeat the words chorally and expressions given. APPLICATION: APLICATION -Ask them to carefully read the information given in -Read carefully the instructions in the the charts. Then. Listen to the teacher about the Dictionary -Asks for and gives -Task Setting: Movies genres objective White board markers dates and the time. practice the time. Ask them to questions and answers. motivation up. ask them to the answers as a whole class. TECHNIQUE: -Invite to practice -Practice the two expressions Written and oral -Look for and underline the expressions on the text. with their classmates. work in pairs and do the written exercise. -Draw students’ attention to the Key Expressions. teacher. -In pairs. -Check their answers before sharing EVALUATION -Go around the classroom and monitor. teacher. -Refer students to reflect on grammar box and call on two -Look at the grammar box and go to the volunteers to ask and answer the questions. -Listen to and do that the teacher says. answers. and close the activity by checking -If have questions. Challenge them to doing the exercises. times as necessary for the completion of the task and -Listen to the audio in order to complete . Go -Look at the schedules and write the around the classroom and provide help. -Look at the key expressions. INSTRUMENT -Go around the classroom and check pronunciation if -If necessary ask questions to the -Rubric needed. on). -Practice pronunciation and the time. CD. Read after the teacher Tape recorder and time for the completion of the task.Skills PRESENTATION: PRESENTATION: Student´s book questions about -The topic Follow Teacher instructions Student´s workbook schedules. PRACTICE Cards genre. -Ask students to continue working in pairs and call on a -Read the instructions and continue volunteer to read the instructions. -Introduce the objective for the week. Follow along in their Adhesive tape time of movies. -Ask students to circle the correct preposition. board to pronounce the questions and -Make them notice the prepositions of time (at. cross-check answers. identify the genres of the movies in the schedule. -Circle the prepositions of time. date and -Invite to look at the example and encourage students to -Open their books. group and in individually form. Allow enough books. Play the audio once or twice of them to -Listen to the audio and practice the listen to and practice. to the falling intonation of the Wh- questions by having them listen and do some choral and questions. PRACTICE Tell them about movies Notebook -Identifies the -Ask a student to read the instructions. Internet them as a whole class. Practice the questions in individual drills. -Have them cross-check their answers before socializing -Answer the questions. conversation. Praise them verbally to keep their individually. play the audio as many charts.

Do exercise on page 134 and 135. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: What’s on at GROUP: 8th “A. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Teresa Anchali Prof. PERIODS: Five STARTING DATE: 04. their partner. Teacher´s book . Ximena Valencia Prof. Mgs.2016 ENDING DATE: 08 – 01 – 2016 the Cinema? LEARNING GOALS To talk about a cultural program of festivals and art events. HOMEWORK /FURTHER WORK.01.B”. teacher should communicate what students should reinforce the knowledge in extra classes.Asks and answers . have them cross-check answers with their partners missing information and check with before socializing them as a whole class.

. -Compare their answers with another pair next to them . use of prepositions of time and mark -Encourage them to cross-check answers before them into the conversation. objective White board markers PRACTICE Answer about cultural program Notebook -Draw students’ attention to both the Useful and Key PRACTICE Cards Expressions. -Draw students’ attention to the reflect on grammar chart -Go to the exercise reflecting on and ask them to work individually to draw conclusions on grammar chart. the dialog. Skills PRESENTATION: PRESENTATION: Student´s book questions about -The topic Follow Teacher instructions Student´s workbook the date and -Introduce the objective for the week. Ask them what Amy. the conversation.. Tape recorder and compare them to the cardinal ones and play the audio for -Look at the ordinal numbers and CD. and times carefully. Form pairs to ask each other questions about the time. Oral production -Read the dialog in pairs and organize the rest of -Pair work to practice reading. the teacher.Pair work to practice the time. Listen to the teacher about the Dictionary time. socializing them as a whole class. Ask learners practice the pronunciation after EVALUATION to do a quick search for the Key and Useful Expressions in listening. -Task Setting: Months of the year. teacher should communicate what students should reinforce the knowledge in extra classes. APPLICATION . -Look at the expressions. Repeat after Adhesive tape Invite pupils to take a look at the ordinal numbers. TECHNIQUE: activities suggested. the use of time prepositions by going back to the -Work in individually form and read the conversation. HOMEWORK /FURTHER WORK. them to listen to and repeat. Ben and Tom are -Look at the key and expressions in the planning to celebrate and to name the leisure or cultural dialog and answer to the questions. Do exercise on page 134. Play the audio as many times as -Listen to the audio and answer the necessary. Give examples relevant to their context. about Amy. -Work in pairs to share answers. cardinal. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. -Work in pairs and share their own APPLICATION information. INSTRUMENT -Pay special attention to dates and times helps them -Listen to the explanation about dates -Rubric correctly identify detailed information. questions. Tom and Ben. Listen to the audio and Internet -Call on a volunteer to read the instructions.

B”. Teacher´s book .Asks and answers Skills PRESENTATION: PRESENTATION: Student´s book questions about -The topic Follow Teacher instructions Student´s workbook the date and .01.Mgs. Ximena Valencia Prof.2016 ENDING DATE: 15 – 01 – 2016 the Cinema? LEARNING GOALS To talk about a cultural program of festivals and art events. PERIODS: Five STARTING DATE: 11. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: What’s on at GROUP: 8th “A. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. Teresa Anchali Prof.

-Look at the pronunciation and read the Internet -Play the audio for them to listen to and do choral and words given. Congratulate them by saying: Check each other the respective That’s Great! or Perfect! to keep students motivated. production flyer. activities. after teacher. . recognize the corresponding sounds Written and oral -Invite learners to come up with a definition of the word and do the exercises. -Listen to the instructions and repeat Adhesive tape -Form pairs to ask each other questions about the time. Listen to the teacher about the Dictionary time of festival -Task Setting: The time objective White board markers and cultural PRACTICE Remember the time in pairs Notebook events. Go to the glossary page on 46 to check. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. and let them know -Look up the page 46 and check it. and check each other questions and answers. Model an example with a Work in pairs volunteer Look at the example and practice asking -Go asking and answering questions.Get them to work in pairs. Get students to work in pairs to attention about the use and answer the INSTRUMENT talk about their favorite cultural event. EVALUATION -Play the audio as many times as needed for them to -In pairs. -If they have questions ask to the -Ask students to cross-check answers before socializing teacher. them as a whole class. Practice pronunciation. individual drills. -Some exercises -Go around the class see if they have any difficulty in -Write the missing information with using prepositions of time and provide help when their partner necessary. questions. Center -Listen to and try with the definition. Praise them for their good listening skills. pronunciation if necessary. -Listen to the audio and do the -Practice the word and pronunciation. HOMEWORK /FURTHER WORK. -Rubric -Have them complete the sentences in pairs. Tape recorder and -Invite students to look at the Pronunciation box and read -Work in pairs and practice the time. choral and individual drills after socializing answers with -Listen to the audio in order to TECHNIQUE: the whole class. do some pronunciation. we use it to ask about cultural events that are happening -Listen to the explanation and pay or will happen in the city. APPLICATION: APLICATION . too. -Introduce the objective for the week. teacher should communicate what students should reinforce the knowledge in extra classes. students’ attention on the heading. -In pairs talk about the cultural event. -Read the instructions aloud and guess the meaning in PRACTICE Cards context. the words three and the. practice the words and the check the corresponding sound and again. CD. questions.

Ximena Valencia Prof.01.2016 ENDING DATE: 22 – 01 – 2016 one LEARNING GOALS To feedback their learning. Mgs. Teresa Anchali Prof.B”. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. PERIODS: Five STARTING DATE: 18. Teacher´s book .Do exercise on page 135.Practices the Skills PRESENTATION: PRESENTATION: Student´s book topics of unit one . William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Review unit GROUP: 8th “A.

helping each -Write words according to the definitions. Listen to the teacher about the Dictionary -Task Setting: Unit 0ne objective White board markers PRACTICE: Review Nationalities. Form groups of work to write their own profile -Answer personal information. other. -Ask and answer personal information questions -Look at the words and decide which -Say countries and nationalities word in the correct. -Play words ordering and practicing the new vocabulary -Participate in the group writing -Share their work. teacher should communicate what students should reinforce the knowledge in extra classes. ordering -Have them read and pronouncing them. -In each group play with words. -Review the expressions and the -Monitor and help each group. -Once they played with words. words. -Use cards and begin the work. -Practice repeating the pronunciation -Replace the underlined words with the respected option -Form two columns and classify the -Match colloquial expressions with their meanings. words given. with the words given -Share with the group. PRACTICE: Adhesive tape -Invite to talk about experiences of nationalities and -Form working group affinity Tape recorder and EVALUATION countries in context -Listen to the instructions CD. HOMEWORK /FURTHER WORK. meanings and underlined in the APPLICATION: conversations. -Introduce each other to the rest of the group. Cards -Design a leader of the group. . -Give cards to each group and match nationalities with -Leader organizes their classmates. countries. APPLICATION Write a short paragraph about themselves ADDITIONAL POSIBILITIES: At the end of the teaching learning process. definitions INSTRUMENT -Go each group and stick the words on the wall. Internet the countries. -Some exercises -Invite to practice pronunciation. Notebook -Get to join groups of four students colloquial expressions and a profile. Map TECHNIQUE: -Get to underline the nationalities and countries with matching and underlining the Written production different colors nationalities and countries. go to the -Classify the nationalities for the countries using the place showing to stick and read them. -The topic Follow Teacher instructions Student´s workbook -Introduce the objective for the week.

William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Review unit GROUP: 8th “A.01.Practice exercises Mgs. Teacher´s book . Teresa Anchali Prof.Practices the Skills PRESENTATION: PRESENTATION: Student´s book topics of unit two . PERIODS: Five STARTING DATE: 25. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.2016 ENDING DATE: 29 – 01 – 2016 two LEARNING GOALS To feedback their learning.B”. Ximena Valencia Prof.

Practice the activities . -Look at the words and decide which -Label pictures using a group of words and place under words the verbs are each picture. ordering INSTRUMENT -Play words spelling them according to the family tree. -Form working group affinity Tape recorder and EVALUATION -Give cards to each group and practice adjectives. -Listen to the instructions CD. Listen to the teacher about the Dictionary -Task Setting: Unit two objective White board markers PRACTICE: Review Nationalities. -Get to practice colors and adjectives hair-related -Share with the group. Cards -Design a leader of the group. HOMEWORK /FURTHER WORK. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Internet antonyms -Identify the adjectives Pictures TECHNIQUE: -Organize and practice several times the adjectives and -Use cards and share them in the work Written production antonyms. -Invite to separate into two columns adjectives and -Leader organizes their classmates. pronunciation -In each group play with words. place showing to stick and read them. Notebook -Invite to join groups of four students colloquial expressions and a profile. -Have them read -Practice repeating the pronunciation -Invite to practice pronunciation. -Pronounce colors and adjectives APPLICATION: APPLICATION Form groups to talk about physical descriptions In group help each other to describe their families. -Form two columns and classify the -Classify the verbs using the words given. -The topic Follow Teacher instructions Student´s workbook -Introduce the objective for the week. -Match the verbs with their definition and practice. PRACTICE: Adhesive tape -Get to identify what the antonyms are. -Share their work to the rest of the class. -Once they played with words. -Read the sentences with the respective Practice the information expressions and complete the blanks. teacher should communicate what students should reinforce the knowledge in extra classes. go to the -Graphic organizers -Go each group and stick the words on the wall. -Look up the verbs in the unscramble -Share with their classmates words -Complete sentences using the colloquial expressions. words and read. to practice antonyms and adjectives -Write practicing them with short sentences -Participate in the group writing the -Give cards to find members of family and practice words. countries. -Monitor and help each group.

Copies .02.B”.Mgs.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. PERIODS: Five STARTING DATE: 01. Ximena Valencia Prof. Teresa Anchali Prof.Answers to the . William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Exam for the GROUP: 8th “A.

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. considered necessary. -Remind the materials that the student s must have for the English exam. and how it is -Listen carefully Oral and Written structured. teacher should explain question by question to their students. exchanging it. PRACTICE: TECHNIQUE: -Refer the length of the evaluation. APPLICATION APPLICATION: Answer the questions in the INSTRUMENT Give each one copies questionnaire -Rubric -Questionnaire ADDITIONAL POSIBILITIES: At the end of the exam. and correct together. Mgs. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL . Teresa Anchali Prof. Ximena Valencia Prof. -Explain what the type of exam is. -Ask questions to the teacher if they production -Make known what the score is for each question. Skills PRESENTATION: PRESENTATION: Dictionary questionnaire -Introduce the objective for the exam.

SEGUNDO QUIMESTRE ENGLISH PLANNING SESSION GENERAL INFORMATION .

listen to the information. pairs and ask them to go over the exercise. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.2016 ENDING DATE: 19 – 02 – 2016 Events LEARNING GOALS To talk about a cultural program of festivals and art events . Teacher´s book . practice pronunciation. Listen carefully to the examples CD. -Flyer another pair next to them. -Look at key expressions and useful Tape recorder and compare them to the cardinal ones and play the audio for ones. to confirm their arrangement or to -Listen to the audio and confirm their INSTRUMENT organize the conversation. Prior to checking the answers arrangement. -Play the audio as many times as many times as necessary -Read the dialog in pairs and organize it. to the conversation. -Check their answers in pairs. have them compare their answers with -Check their answers with the class. -Get students to work in pairs to talk about their favorite -Form pairs of work to talk about .02. -Pronounce with intonation.Asks and answers Skills PRESENTATION: PRESENTATION: Student´s book questions about -The topic Follow Teacher instructions Student´s workbook the date and time -Introduce the objective for the week. PRACTICE: Work in groups and take part in a Notebook -Draw students’ attention to both the Useful and Key competitions Cards Expressions. Stress that the -Look for searching for the key and TECHNIQUE: first part of the dialog.THEME: Cultural GROUP: 8th “A. listen and Cardboard -Ask learners to do a quick search for the Key and Useful pronounce. as a whole class. -Form pairs and do the exercise -Reflect on grammar chart and work individually to draw -Look at the grammar chart and work in conclusions on the use of time prepositions by going back individually form drawing conclusions. Give examples relevant to their context. Ask questions. using prepositions and looking to the -Encourage them to cross-check answers before information socializing them as a whole class. Written production -Challenge them to read the dialog in pairs and organize -Listen and answer to the questions the rest of the conversation. PRACTICE: Adhesive tape -Invite pupils to take a look at the ordinal numbers. Get them into and identify specific information. -Socialize cross-checking the answers -Look at the Pronunciation box and read the words three -Repeat after the teacher the words and and the. Pictures Expressions in the dialog.B”. useful expression in the dialog. -Pay special attention to dates and times helps them -Pay attention to the dates and times correctly identify detailed information. Call on a volunteer to read -Remind the cardinal numbers and Internet EVALUATION the instructions. them to listen to and repeat. Listen to the teacher about the Dictionary of festival and -Task Setting: Picture exploitation of the cultural program objective White board markers cultural events. PERIODS: Five STARTING DATE: 15.

cultural event. Have them complete the sentences in cultural event.2016 ENDING DATE: 26 – 02 – 2016 . Mgs. Get them to work in pairs . HOMEWORK /FURTHER WORK.B”. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. PERIODS: Five STARTING DATE: 22. In pairs ask a partner about events. -In pairs. -Center students attention on speaking strategy . Teresa Anchali Prof. Do 10% of the project. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Famous Fests GROUP: 8th “A. complete the sentences and APPLICATION: ask questions if there is problem. Ximena Valencia Prof.02. Model APPLICATION an example with a volunteer. teacher should communicate what students should reinforce the knowledge in extra classes. stage 2 at home. pairs.

allowing enough time for -Complete the task in individually form . Look at the pictures and describe about Notebook celebrate cultural PRACTICE: the festivals Cards events. -Look at the information on the Writing INSTRUMENT -Get them to brainstorm some characteristics of mind Strategy. name of the festival under the correct picture. information. one at a time.Let them decide if the statement is true or false. what the names of the festivals Internet information. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. . -Write F for false and T for true next to EVALUATION -Ask them to work individually to read each statement the sentences. -Focus students’ attention on the Writing Strategy.Recognizes names. -The topic Follow Teacher instructions Student´s workbook activities. branches -Listen to the explanation about mind -Mind maps connect the themes. Teacher´s book . time.Ask them to label the pictures without reading. and -Introduce the objective for the week. the classroom. Skills PRESENTATION: PRESENTATION: Student´s book dates. -Look at the picture to get ideas about CD. below the picture -Socialize the answers as a class and praise them -Listen to the explanation of the next As the purpose of the exercise is to have students identify exercise.Read the Reading Strategy PRACTICE: Adhesive tape -Distinguishes true. nonmentioned . .LEARNING GOALS To understand and remember details in texts dealing with famous. false and true statements -Read the text quickly and underlined -Tell them that they need to scan the text specific details. characteristics. Listen to the teacher about the Dictionary places where -Task Setting: Challenge them to tell you what people do objective White board markers people in those festivals. -Ask them to carefully look at the pictures on the right -Decide the corresponding picture Cardboard -Completes side and challenge them to describe a parade -Look at the pictures and describe Pictures paragraphs using -Play the audio and have them read and listen to the -Listen to the audio and confirm their mind maps and passage to confirm their initial predictions or write the predictions and write the information prompts. the themes are key words. -Have them observe the mind map on page 41 and -Look at the mind maps and identify the identify the characteristics. -Have them compare with their partners and finish by -Check information and share in front of socializing as a whole class. looking up the information. -Have them to work individually. maps. maps: the principal concept is in the center. TECHNIQUE: -Go around the class to see if they have any problems and -Ask questions to the teacher if they Written production provide guidance if needed. have difficulties. and then go back to the reading to look for -Work in individually form. -Get them do some picture exploration and see if they -Read the information in the strategy Tape recorder and false and can come up with the name of the three festivals.

stage 3 at home. Mgs. ask to their teacher -Go around the classroom. and provide guidance if necessary. invite to complete the paragraph by using the exercise before. Ximena Valencia Prof. Teresa Anchali Prof.02. HOMEWORK /FURTHER WORK. the completion of the task If they need help. mind maps they did in the previous exercise ADDITIONAL POSIBILITIES: At the end of the teaching learning process. complete the missing APPLICATION: information using mind maps in the -In group.2016 ENDING DATE: 04 – 03 – 2016 Culture Vulture . teacher should communicate what students should reinforce the knowledge in extra classes. PERIODS: Five STARTING DATE: 29. check if they have difficulty to APPLICATION identify the aspects. Do 10% of the project.B”. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Are you a GROUP: 8th “A. In pairs.

-Share their information with the others -Get students work in groups of four and tell them they classmates -Flyer will participate in a competition in order to develop the -Form groups of work to take part in a task. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.LEARNING GOALS To use idioms in informal conversations about cultural events. 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. INSTRUMENT choral and individual drills of the three idioms. -Read and complete the missing Pictures -Have them listen to the audio to confirm their answers information or to fill in the blanks with the correct expression. competition to do the activity. the party. while the teacher write the classroom is the life of the party. -Listen to the audio and check their -Socialize the answers as a class and have them do some information. the expressions. -Advise pupils to look for partners who they do not often -Listen to the recommendations. information on the board about life of and who is the flavor of the month. -Invite the class to socialize their findings as the teacher -Share their answers with the whole write them on the board to find out who in the classroom. Tape recorder and to help deduce the meaning of the expressions. -Reflect on values -Do the activity on values -Do gap activity. To help students internalize and complete the missing information. who is a culture vulture. Notebook PRACTICE: PRACTICE: Cards . Listen to the teacher about the Dictionary describe culture -Task Setting: Are you fond of Art? What’s your favorite objective White board markers related topics. teacher. TECHNIQUE: -Encourage them to complete the conversations words and say the meaning of the Internet Written and oral individually without listening to the recording. do choral and individual repetitions of -Repeat the expressions after the the expressions given. festival? Answer the questions. -Practice the exercises on gap activity APPLICATION: APPLICATION . -Go to front of the class to read the CD. -Let them know that you will count to ten while they -Listen to the instructions for the game quickly complete the task.Do picture exploitation by asking questions: -Look at the pictures and think of what Adhesive tape EVALUATION -Call on a volunteer to read the Word Bank and give hints they observe to answer the questions. -Report as soon as finish -Listen to the report. Allow enough time for them to survey three by the teacher and survey three classmates. while you expressions. classmates. Cardboard production provide help if necessary. given work with.

-In group. -Present their flyer. show and discuss about their experience. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: What are you GROUP: 8th “A. PERIODS: Five STARTING DATE: 07.B”.03. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Teresa Anchali Prof. their presentation. HOMEWORK /FURTHER WORK. Mgs. invite to share their project. Ximena Valencia Prof. teacher should communicate what students should reinforce the knowledge in extra classes. discussing their In group. label the characteristics of the flyer and give project.2016 ENDING DATE: 11 – 03 – 2016 doing? . Do exercises on the student´s workbook.

-Read the instructions and guess the Internet -Reflect on grammar chart and explain about it meaning in context. -Do some exploitation. INSTRUMENT different rules. -Go the front of the class and tell about -Form pairs of work and complete the e-mail without the picture. listening to the audio. Share their information . invite to socialize the actions. actions. -Call a volunteer to read the instructions and do -Project stage 1 -Look at the spelling and listen. CD. -Get them to identify the actions and provide models. complete the e-mail -Allow enough time to completion of the task while I go -Do the activity and ask questions to the around the classroom to provide guidance. Listen to the teacher about the Dictionary doing at the -Task Setting: Identify pictures objective White board markers moment of PRACTICE: Look at the pictures and compare the Notebook speaking. -Look at the wh-questions and listen. production -Center students’ attention on the Wh-questions and make -Look at the grammar chart and listen to them the use of what and where. characters in the picture. Cards -Call a volunteer to read the instructions. -Look at the dialog and listen to the Pictures Written and oral -Have students the statements individually. exploitation picture.Identifies and Skills PRESENTATION: PRESENTATION: Student´s book expresses actions -The topic Follow Teacher instructions Student´s workbook that people are -Introduce the objective for the week. In group. Cardboard TECHNIQUE: Direct students’ attention to the dialog on the previous page. the teacher read -Play the audio as many times as necessary and identify -Listen to the information and write the the activities activities APPLICATION: -APPLICATION -In group. -Identify the actions and tell them -Draw students’ attention to the spelling box and explain the examples. -In pairs. Make sure they PRACTICE: Adhesive tape understand the idea of the task. the explanation. of the teacher -Ask students to close their eyes and image some -Close their eyes and image situations as situations that the teacher read. -Read the words -Refer to listen to the Listening Strategy and explain about -Listen the strategy and the explanation that strategy. audio and identify people. -Look at the picture and answer the Tape recorder and -Play the audio as many times as necessary to identify the EVALUATION questions. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.LEARNING GOALS To talk about what people are doing at the moment of speaking. teacher if necessary -Check spelling pronunciation as needed. Teacher´s book . asking questions. -Encourage students to go back to the dialogs to questions.

William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: What are you GROUP: 8th “A.2016 ENDING DATE: 22 – 03 – 2016 doing’ LEARNING GOALS . HOMEWORK /FURTHER WORK.ADDITIONAL POSIBILITIES: At the end of the teaching learning process. PERIODS: Five STARTING DATE: 14. Teresa Anchali Prof.B”. teacher should communicate what students should reinforce the knowledge in extra classes.03. Ximena Valencia Prof. Mgs. Do tasks on the student´s workbook.

Do tasks on the student´s workbook. Look at and write information ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Teacher´s book .Apply the technique of affinities -Think of the topic studied Adhesive tape -Name a leader in each group -Form groups of four Internet . William Saa . Teresa Anchali Prof.To feedback the use of ING. Mgs. HOMEWORK /FURTHER WORK.Identifies and Skills PRESENTATION: PRESENTATION: Student´s book expresses actions -The topic Follow Teacher instructions Student´s workbook that people are -Introduce the objective for the week. Listen to the teacher about the Dictionary doing at the -Task Setting: Mind map objective White board markers moment of PRACTICE: Look at their mind map Notebook speaking.Work completing the mind map EVALUATION -Listen to the explanation and complete Cardboard -Give pictures to each group the mind map Pictures -Write sentences about each picture using present progressive -Receive the pictures and look at them TECHNIQUE: -Have them to read the examples and write on the board -Stick the pictures on the board and ask questions -Think of sentences with ING Written production -Get them together to answer -Go the board and write on the board -Form groups again -Look at the teacher says and look at -Give cards to them and pictures carefully -Have them to look at and read in order to match each pictures -Answer the question INSTRUMENT -Monitor and help -In groups again receive cards and -Go to the wall and board to stick them -Questionnaire pictures -Check information together -Match each one and go the board and APPLICATION: stick -In group. invite to mime an activity and other group go -Check information to the board and write the sentences. Ximena Valencia Prof. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. -Invite students to remind about the uses of ING PRACTICE: Cards . teacher should communicate what students should reinforce the knowledge in extra classes. APPLICATION -Help if necessary In group.

2016 ENDING DATE: 01 – 04 – 2016 Fashion LEARNING GOALS To describe what people are wearing. .B”.TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Street GROUP: 8th “A.03. PERIODS: Five STARTING DATE: 28.

complete the information answers as a whole class and share with the whole classroom. APPLICATION Internet EVALUATION -Center their attention on the listening strategy In group. -Listen to the next explanation -Help them to identify the use of the demonstrative adjective -Look at the grammar chart and reflect -Help them discover the singular and plural changes on it -Direct student’s attention to the examples yes/No questions -Practice the use of demonstrative -Ask them to do some choral and individual drills of examples adjective given. -Look at the questions and read them -Have the students do some choral and individual drills -Do the drills in individual form -Encourage them to underline the demonstrative pronouns -Ask students to cross-check answer with another pair of -Share information each other students before socializing -Practice pronunciation after the audio -Guide students’ attention to the pronunciation box and the teacher APPLICATION: APPLICATION -In group. Listen to the teacher about the Dictionary pronouns -Task Setting: New vocabulary objective White board markers PRACTICE: -Look at the pictures and organize them Notebook .stage 2 -Ask students to cross-check their answers with their -Verify their answers in pairs before classmate before socializing. . -Use singular and plural in examples -Center their attention on the interrogative statements and -Do some exercises using demonstrative call on a volunteer to read aloud the examples. -Draw student’s attention on grammar Strategy -Listen to the audio and do some Written production -Continue highlighting answering the questions exercises -Invite them to work first and then compare descriptions -Look at listening strategy and answer -Ask them to describe the people in the picture and the clothes the questions they are wearing. write names under each Cardboard -Get students to work in pairs and ask them to complete the picture Pictures TECHNIQUE: chart with singular and plural nouns of clothing items. invite students’ to look at the picture and identify Look at the picture and write the names clothes. -Work in pairs and share information INSTRUMENT -Play the audio as many times as necessary for students to -Talk about people and their clothes complete the dialog. Teacher´s book -Describes clothes Skills PRESENTATION: PRESENTATION: Student´s book using -The topic Follow Teacher instructions Student´s workbook demonstrative -Introduce the objective for the week.Refer pupils to the reflect on grammar box. telling about them -Invite learners to take look at the picture and explain . Ask them to describe clothes by saying the color of the clothes. including the color -Read the questions and complete the exercises and socialize -In groups. -Listen to the audio and fill in the dialog -Project.Have students identify the clothes PRACTICE: Cards -Play the audio and invite the students to do some drills of -Learn the new words Adhesive tape clothes.SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.

Ximena Valencia Prof. Mgs. teacher should communicate what students should reinforce the knowledge in extra classes. PERIODS: Five STARTING DATE: 04. .04. Do tasks on the student´s workbook. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: What’s the GROUP: 8th “A.ADDITIONAL POSIBILITIES: At the end of the teaching learning process.B”. HOMEWORK /FURTHER WORK.2016 ENDING DATE: 08 – 04 – 2016 weather like? LEARNING GOALS To identify and classify specific information in descriptive texts. Teresa Anchali Prof.

Skills PRESENTATION: PRESENTATION: Student´s book clothes.stage 3 . do the exercise -Call some volunteers to read the paragraphs -Match the information -Congratulate them for their effort -Complete the information about their APPLICATION: neighborhood. PRACTICE: Adhesive tape -Look at the illustrations and answer to the questions -Learn the new words Internet -Get students work in pairs and practice the words in the Word -Go to the board and write information Cardboard Bank about weather Pictures -Monitor and help -Encourage students to name the clothes people are wearing -Look at the pictures and practice the -Play the game “Search. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. and famous -Introduce the objective for the week. Do tasks on the student´s workbook. invite students’ to look cut out pictures and stick to APPLICATION make a collage -Prepare the description of their collage ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Teacher´s book -Recognizes seasons. -In group. share information with the completion of the task whole class -Project. and write the words map Cards seasons- related to the weather.seasons objective White board markers -Classify clothes PRACTICE: -Look at the words and make a mind Notebook according to the -Invite students to come up to the board. teacher should communicate what students should reinforce the knowledge in extra classes.Invite students to start completing the paragraph by -Read and pay attention to the Writing following the prompts underneath the blanks Strategy -Go around the classroom and provide help and guidance if -Read the information aloud necessary and check spelling -In pairs. and -The topic Follow Teacher instructions Student´s workbook activities on the street. . Find and Say it Aloud!” new vocabulary EVALUATION -Invite students to read the instructions and play the audio -Look at their pictures and practice -Cross-check the answers with their partners. -Pay attention to the Reading Strategy -Direct attention to the Writing Strategy -Classify information in the chart INSTRUMENT -Call on a volunteer to read the instructions -Get them work in pairs and allow enough time for the -In pairs. Listen to the teacher about the Dictionary places -Task Setting: New vocabulary. talking about people are wearing TECHNIQUE: -Refer students to the Reading Strategy -Listen to the teacher and play a game Written production -Invite them classify information under different categories -Read the information aloud and listen -Have them compare with their partners and socialize the -Verify the answers answers. HOMEWORK /FURTHER WORK.

.B”.Mgs. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Are you GROUP: 8th “A. Ximena Valencia Prof. Teresa Anchali Prof.04.2016 ENDING DATE: 15 – 04 – 2016 working hand in glove? LEARNING GOALS To recognize and deduce meaning of idioms in informal conversations. PERIODS: Five STARTING DATE: 11.

Teacher´s book .-check their answers with their -Do the task partners’ before socializing then with the class. PRACTICE -Make a mind map Notebook collaborative work -Invite students to associate the pictures to the words PRACTICE: Cards and admiration/ -Call on a volunteer to read the instructions and -Relate pictures with the words Adhesive tape respect. information given -Project -Answer it individually -Respond in individually form -Allow enough time to do it -Look at the questions and listen to their -Go over the three questions in the survey and listen to partner students’ choice .Recognizes Skills PRESENTATION: PRESENTATION: Student´s book informal languages -The topic Follow Teacher instructions Student´s workbook to describe the -Introduce the objective for the week. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. giving opinions ADDITIONAL POSIBILITIES: At the end of the teaching learning process.Do the activity APPLICATION: APPLICATION -In group. . expressions on the word Bank -Go to the board and read the Internet -Make students note that visual images give clues. teacher should communicate what students should reinforce the knowledge in extra classes. information Cardboard -Get them to work individually and allow enough time for -Look at the pictures and practice the Pictures the completion of the task new vocabulary Tape-recorded -Have them cross. invite students’ to be as honest as possible -Form groups to work the information when reflecting on values down the page. Listen to the teacher about the Dictionary popular/ trendy -Task Setting: Recycled vocabulary objective White board markers clothing items. Do tasks on the student´s workbook. HOMEWORK /FURTHER WORK. -Verify sharing information -Call on a volunteer to read the instructions and the -Read the information in the Word Bank EVALUATION words in the Word Bank from the previous exercise -Complete the missing information with -Invite students to complete the conversation individually listening TECHNIQUE: without listening to the audio -Provide help if necessary Written production -Go around the audio to provide help -Listen to the audio in order to confirm -Play the audio for students to confirm their predictions their predictions or information or to fill in the blanks with the correct expressions -Practice doing some exercises -Do choral and individual drills -Complete with the correct information INSTRUMENT -Call on some volunteers or read the instructions and the -Go to the board and read the survey.

William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Share their GROUP: 8th “A.B”.04. PERIODS: Five STARTING DATE: 18. Ximena Valencia Prof.2016 ENDING DATE: 22 – 04 – 2016 project LEARNING GOALS To give opinions about the project .Mgs. Teresa Anchali Prof.

HOMEWORK /FURTHER WORK. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.Prepare students for the reading by brainstorming and because of the development of both the Internet writing the ideas they have about clothing the whole intrapersonal and interpersonal Cardboard group. Listen to the teacher about the Dictionary popular/ trendy -Task Setting: Discuss their opinion objective White board markers clothing items. Teacher´s book . Listen again and answer the questions TECHNIQUE: Play again and identify the people involved in the -Identify the people who are involved in Written production clothing. Listen to the information and identify EVALUATION -Play the audio for the second time and have them the topic. topic. PRACTICE . . intelligences.Each member contributes based on their individual PRACTICE: Cards and admiration/ strengths and talents for the benefit of the whole group. identify the name off the clothing. Do tasks on the student´s workbook. Pictures -Pay special meanings about clothing -Read and write ideas in order to share Tape-recorded -Get students to work in pairs and pay attention to the with the whole class.gain situation Adhesive tape respect.Give opinions Notebook collaborative work .Work in groups to gain. share their project using INSTRUMENT -Tell about clothing useful expressions -Help if necessary Help if necessary -Project ADDITIONAL POSIBILITIES: At the end of the teaching learning process. . invite to discuss their project. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL . Ximena Valencia Prof. tell to the teacher APPLICATION: APPLICATION . first part of the recording once for them to identify the -Read once and once about clothing .Recognizes Skills PRESENTATION: PRESENTATION: Student´s book informal languages -The topic Follow Teacher instructions Student´s workbook to describe the -Introduce the objective for the week. Mgs. Teresa Anchali Prof. the clothing group -Monitor and help If need help. teacher should communicate what students should reinforce the knowledge in extra classes. .In Groups.In groups.

B”. ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Exploring the GROUP: 8th “A. . PERIODS: Five STARTING DATE: 25.04.2016 ENDING DATE: 29 – 04 – 2016 city LEARNING GOALS To talk about places in the city.

. classmates before socializing them as a class. as necessary. -Look at the map and complete the -Ask them to do next exercise in pairs. Ask them -Listen to the explanation and do the to cross-check answers with another pair of students. audio. -Some exercises socializing them as a class. Make them notice the location of the ball in the location of the object and Tape-recorded TECHNIQUE: relation to the box. Go around the . Have them work in groups of four to .SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. Mention the places. -Share information with their partners. -In pairs. Play the audio for them to complete. PRACTICE . Internet -Repeat all the places’ names and focus students’ . Listen to the teacher about the Dictionary the location of -Task Setting: New vocabulary objective White board markers places. write them on -Practice the conversation and verify the board. verify the responses and on -Invite them to cross-check their answers before the board.Familiarize new vocabulary Notebook -Invite students to look at the map in their book and get PRACTICE: Cards them -Look at the map and indicate the Adhesive tape to point at the streets. preposition. realize the word order for questions by answering. have them cross. -Invite to practice or rehearse the conversation. -The topic Follow Teacher instructions Student´s workbook Asks for and gives information about -Introduce the objective for the week.Inform students the purpose of the listening exercise is -Read the statements and listen to the to audio identify true and false statements. refer them to the Expressions Key Expressions box. INSTRUMENT complete. using the word Bank. Play the audio as many times Work in pairs and talk about places. missing information using the correct check answers with another pair. APPLICATION: Get them work in pairs to ask each other questions about the location of the places in the city. answers. Cardboard EVALUATION attention on the Word Bank and have them repeat the -Look at the Word Bank and practice Pictures prepositions. -Ask them to read the statements before having them APPLICATION actually listen to the audio. Challenge them to complete the conversation without -Listen to the conversation and listening to the audio. Teacher´s book Identifies places in Skills PRESENTATION: PRESENTATION: Student´s book the city. Make them -Complete the chart.Pronounce the name of the places. Written production preposition. different places. and ask them to check answers with their Asking and answering questions. -Ask them to complete the chart using TO BE. the avenues and some places.Complete the information without the represent the prepositions with real school objects/ tools. exercise. -Do the activity using the Key -Asking students to do the exercise. to understand the meaning of each understand the prepositions.

HOMEWORK /FURTHER WORK. Mgs. Teresa Anchali Prof. Do tasks on the student´s workbook. ADDITIONAL POSIBILITIES: At the end of the teaching learning process.2016 ENDING DATE: 06– 05 – 2016 to……? LEARNING GOALS To talk about tourist places in the city. Ximena Valencia Prof. classroom to provide guidance if needed. Teacher´s book -Asks for and gives .05.B”. teacher should communicate what students should reinforce the knowledge in extra classes. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: How can I get GROUP: 8th “A. PERIODS: Five STARTING DATE: 02. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.

-Play the audio as many times as necessary to confirm -Read the imperatives on reflect their answers. -Listen carefully the next exercise. APPLICATION: APPLICATION In groups. the audio to circle the correct EVALUATION -Do some choral and individual drills. before socializing them as -Pay attention on the grammar chart a class. Encourage students to cross-check their answers.Practice comparatives asking questions the class guess either the direction or the warning. Get students -Listen to the explanation and look at to observe and analyze the map on the previous page. and practice them. work in pairs. -Center student’s attention on reflect on grammar box -Represent directions and warnings and have them read the directions and warnings.Skills PRESENTATION: PRESENTATION: Student´s book information -The topic Follow Teacher instructions Student´s workbook about the location -Introduce the objective for the week. Play the audio as information. the map. many times as necessary for students to circle the correct -Verify checking each other their TECHNIQUE: direction.stage 2 model the sign (direction or warning) and have the rest of . Call -Listen to the questions and answer Adhesive tape to a place by using on a volunteer to read the instructions and get them to them. Pictures and individual repetitions of the jobs. Make and answers in pairs. . partner. -Challenge them to guess when they use certain -Listen to the information and complete. grammar. -Project.Look at the explanation and listen to turns saying the job. Ask using gestures. and read the information.Familiarize with new vocabulary Notebook -Gives and follows -Invite students to answer the questions PRACTICE: Cards instructions to get -Draw students’ attention to the Vocabulary Strategy. -Look at the Vocabulary Strategy and Cardboard -Socialize answer in the class and have them do choral work in pairs. -Practice orally the exercises Tape-recorded -Encourage them to continue working in pairs and take . expressions -Answer to the teacher’s questions -Focus their attention on the Useful Expressions box.Call on a volunteer to read the instructions. Listen to the teacher about the Dictionary of tourist -Task Setting: New vocabulary objective White board markers places in the city. instructions. . in the conversation. students realize the use of imperatives by asking and -Go to the board and read the answer questions. PRACTICE . Call on volunteers to rest of the class. -Look at useful expressions and -Encourage them to identify the expressions of gratitude underline in the conversation. before share with the class. and then spelling it. INSTRUMENT them to think of possible ways of representing them by -Model directions and warnings to the using body language or gestures. Internet city maps. use imperative to give directions in oral and in Write some examples using imperatives written form. Written production answers with their classmates. -Play the next activity and cross check answers with -Verify their responses with their another pair of students.

Mgs.ADDITIONAL POSIBILITIES: At the end of the teaching learning process.2016 ENDING DATE: 13– 05 – 2016 city LEARNING GOALS To identify specific information in informative texts dealing with tourist places .Recognizes details Skills PRESENTATION: PRESENTATION: Student´s book about the weather. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. Ximena Valencia Prof. HOMEWORK /FURTHER WORK. teacher should communicate what students should reinforce the knowledge in extra classes. Teresa Anchali Prof.B”. Do tasks on the student´s workbook.05. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: The future GROUP: 8th “A. Listen to the teacher about the Dictionary architecture and . PERIODS: Five STARTING DATE: 09. Teacher´s book . -The topic Follow Teacher instructions Student´s workbook buildings/ -Introduce the objective for the week.

information.Focus their attention on the three pictures. ask students to bring newspaper or -Look at the pictures and draw a city magazine cutouts of their city. using the word but.Familiarize with new vocabulary Notebook system in tourist . meaning of the new words. Encourage them to cross-check answers with -Verify the answers with their partners another pair of students. -Task Setting: New vocabulary objective White board markers the transportation PRACTICE .Draw students’ attention to the Writing Strategy. prompts given in front of the lines. . the heading. invite them -Complete missing information using to start completing the paragraph by following the the prompts. ADDITIONAL POSIBILITIES: . -Look at the pictures and answer to the Adhesive tape Relates headings -Play the audio for students to get familiar with the text. -Read the next paragraph and guess the directing students’ attention. get them to -Go to the front of the class and read work in pairs and allow enough time for the completion next exercise and complete with missing of the task. and its main means of transportation. its buildings. questions. Internet to paragraphs -Play the audio for the second time and ask them to -Listen to the audio and read the text. Ask PRACTICE: Cards places. -Listen again and underline the Pictures places. TECHNIQUE: -Go around the classroom to provide help and guidance. -Get students to work in pairs and challenge them to read -In pairs. pictures. Invite -Look at the information on the Strategy -Project. Have stuck or drawn the pictures. Share answers with their INSTRUMENT answers with their partners. all about it. -Encourage students to cross-check answers with another -Verify the answers on the board with pair of students before socializing them as a class. Have them draw a picture including weather. questions. Cardboard dealing with tourist underline the location of Dubai. -Call on a volunteer to read the instructions. share their pictures in front of their pictures and reading their descriptions to each the class and the information on the other. -Challenge them to go back to the texts and circle the -Look at the paragraph again and circle meaning of the words in red. . Have them compare the meaning. their partners. Written production -Invite to read and to deduce the meaning of words. information that the teacher explains. before share with the class. its weather. Tape-recorded -Invite students to read the three headings and give -Practice given examples according to examples of each heading.stage 3 students to go back to the reading to identify and analyze Chart and practice some sentences sentences with the word but. -Ask questions if necessary. EVALUATION paragraphs. of their city. partners.Prior to the activity. read the headlines and write in and put the previous headings into the correct the corresponding blanks. -Ask questions if need help APPLICATION: APPLICATION -Get students to work in pairs and take turns showing In pairs.

At the end of the teaching learning process. Ximena Valencia Prof. Teresa Anchali Prof. . SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.B”. HOMEWORK /FURTHER WORK. Listen to the teacher about the Dictionary to describe tourist -Task Setting: Identify the picture objective White board markers places. Teacher´s book . teacher should communicate what students should reinforce the knowledge in extra classes.Deduces Skills PRESENTATION: PRESENTATION: Student´s book meaning of -The topic Follow Teacher instructions Student´s workbook informal language -Introduce the objective for the week. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Wonders of GROUP: 8th “A.2016 ENDING DATE: 20– 05 – 2016 the world LEARNING GOALS To use idioms in informal conversations about tourist places. Do tasks on the student´s workbook. Mgs. PERIODS: Five STARTING DATE: 16.05.

-Refer them to the speech bubbles and encourage them -Look at bubbles and use the INSTRUMENT to use them as prompts to answer their partner’s information given to answer the questions. .Challenge students to recall the Seven Modern Wonders PRACTICE: Cards colloquial by numbering them using ordinal numbers. teacher should communicate what students should reinforce the knowledge in extra classes. -Go to the board and read the -Elicit as many famous tourist places as they can name. EVALUATION -Get them to work in pairs. spelling and pronunciation if grammar explanation. Pictures . teacher. PRACTICE . Practice pronunciation. necessary.Tell students the purpose of the task is writing the studied. Do tasks on the student´s workbook.Answer the questions Notebook Uses idioms or . the tourist places of their city and appreciating the tourist -Listen to the advises given by the value of their city. -Evaluation -Go around the classroom and listen to students’ -Listen the information given by the questions and answers and take advantage to check teacher and respond. Teresa Anchali Prof. places in the spaces given by asking for and giving -Listen to the explanation about how to directions. questions. Internet describe tourist pairs. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. -Try to answer the questions about the Adhesive tape expressions to . -Make a list of places related the words Written production . do the activity. APPLICATION: APPLICATION .Call on some volunteers to socialize answers as a class. -Work with their partner answering the Cardboard places. Make them aware of the benefits of visiting in the table. William Saa .Encourage students to answer Part B of the quiz in wonders of the World. HOMEWORK /FURTHER WORK. TECHNIQUE: city that they can relate to the expressions learned.Call on some volunteers to read the instructions and the -Share their answers with the classmate Tape-recorded examples given. instructions and look at the example. -Share information about tourist places -Suggest that they make first a list of tourist places in the -Work in pairs. quiz. Mgs. Look at the sentence structure.Work individually and to be very honest when reflecting -Work alone and reflect on values given on values. Ximena Valencia Prof.

Listen to the teacher about the Dictionary Asks for and -Task Setting: Internalize new vocabulary objective White board markers . SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. PERIODS: Five STARTING DATE: 23. Teacher´s book . -Introduce the objective for the week.TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: A regular Day GROUP: 8th “A..2016 ENDING DATE: 26– 05 – 2016 LEARNING GOALS To talk about people’s routines.Identifies Skills PRESENTATION: PRESENTATION: Student´s book people’s -The topic Follow Teacher instructions Student´s workbook activities.05.B”.

the survey ADDITIONAL POSIBILITIES: At the end of the teaching learning process. questions and the particular word order. share information each other survey. -Project.Practice the vocabulary Notebook gives information . -Answer the questions Adhesive tape daily routines . Allow enough time for the expressions. Ask them to -Draw students’ attention to the -Look at the information on the reflect on grammar box. -Play the audio for them to confirm or write the correct -Listen to the audio and confirm TECHNIQUE: information. -Have students work in pairs and call on a volunteer to -Look at the useful expressions and Internet read the instructions. necessary. information. examples given. Allow enough time for the using the information in the video chat.Invite students to take a look at the Useful Expression -Look at the Expressions and listen to box and explain the expressions in the video chat the explanation given by the teacher. teacher should communicate what students should reinforce the knowledge in extra classes.Cross-check by socializing the answers check spelling and provide help and guidance if as a class. Read the -Notice the use of affirmative. negative.Stage 1 completion of the task while you monitor their work. HOMEWORK /FURTHER WORK. INSTRUMENT -Get students to work in class in pairs and have them fill -In pairs work completing the gaps in the blanks in the video chat. . . Refer students to the wh.questions with yes/No questions and Wh-questions in the auxiliary do and have them read the examples given .Focus students’ attention on the Useful Expression box. .Ask students questions PRACTICE: Cards about people’s . Encourage them to do the task work with their partner reading the Cardboard without listening to the audio. necessary . Written production -Have students cross-check answers with another pair of -Verify answers and ask help if students before socializing them. without audio. Do tasks on the student´s workbook. Pictures completion of the exercise while you go around the -Complete the missing information Tape-recorded EVALUATION classroom to provide help and guidance if necessary. -Work in pairs and practice several -Monitor and help exercises. example. examples. grammar chart and appropriate the -Make them notice the use of the auxiliary in the yes/no information on it. -Look at the Speaking Strategy and Ask them to read the example given and they have work listen the explanation given by the in pairs and invite them to practice following the teacher. APPLICATION APPLICATION -Form pairs of work and ask questions according to the -In pairs.Center students’ attention on the Speaking Strategy. PRACTICE .

Teresa Anchali Prof. Ximena Valencia Prof. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Lifestyles GROUP: 8th “A. PERIODS: Five STARTING DATE: 30. Listen to the teacher about the Dictionary common activities. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher.05.B”.2016 ENDING DATE: 03– 06 – 2016 LEARNING GOALS To talk about people’s lifestyles. Teacher´s book -Asks for and gives Skills PRESENTATION: PRESENTATION: Student´s book information about -The topic Follow Teacher instructions Student´s workbook people’s regular or -Introduce the objective for the week.Mgs. -Task Setting: Who is the celebrity? objective White board markers -Listens to and .

Explain about -Complete the missing information stress that for wh. between both of them. students’ context.Invite students to look at the heading: Chat with PRACTICE: Cards according to the Celebrities. Tape-recorded -Make students realize that even though celebrities have -Listen to the new explanation about EVALUATION active lifestyles. -In individually form organizing the -Encourage students to work individually to organize information with wh-questions and the the questions and then. Juanes’ wife.questions. ies. the questions about Juanes’ wife. they also have normal routines and celebrities spend quality time with their family. the celebrities studied in unit 1. -Ask students to take a look at the pictures. as well as the answers. Cardboard -Let students know that as the objective of the exercise is -Pay special attention to both their Pictures to identify the people and their routines.questions. names and to the activities.Stage 2 about regular or common activities. Get them to recall -Practice the words written in the family TECHNIQUE: the family member words.es) to the verbs. students and finish by socializing them as a class. verbs in parentheses. as in listen the information given by the the examples given. the third person singular with the examples given. examples relevant to students’ context. they should give a complete using (s. Ask them for the names of missing information. Written production -Play the audio twice for students to identify the -Listen to the audio and identify the information individually. Write teacher. Call on a volunteer to read the -Read the instructions and in pairs instructions and encourage students to work in pairs to practice the correct conjugation of the complete the text. Invite students to teacher and listen to the explanation. Remind them of the Key Expression VIP and -Look at the information told by the Adhesive tape final sounds. Allow enough respective answers. answer with the verb in the third person singular. Internet mention three celebrities. INSTRUMENT -Center students attention on grammar chart and make -Look at the grammar chart and listen to them aware of the use of Simple Present tense to talk the explanation about the use of Simple -Project. -Invite students to go back to Juanes’ interview and -Come back to Juanes’ interview and tell identify the activities his family does in the chart. . Check the answers as a -Listen again and again and answer to group. daughters and son. Encourage . to answer them.Analyze the relationship between the themselves to describe and to define the relationship pictures. Teach them the use of kids group and listen to the explanation. Make them notice Present Tense given by the teacher. time for the completion of the exercise while you go -Ask for explanation to the teacher if around the classroom to see if they have any sentence about the structure. -Tell names of personalities. about the activities. PRACTICE -Answer the question? Notebook classifies verbs . -Pay attention to the chart where is -Focus students’ box and make them aware of the use of information about wh-questions and the auxiliary does in the yes/no and wh. as shown in the -Ask them to compare their answers with another pair of example. -Look at the examples written on the -Emphasize the use of the auxiliary verb for the third board and practice examples relevant to person singular in negative form.

William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: A Hairy GROUP: 8th “A. Mgs. Ximena Valencia Prof. SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. teacher should communicate what students should reinforce the knowledge in extra classes. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. APPLICATION -APPLICATION -Listen to the audio and do the exercises .Play the audio once to identify the three final sounds.06. Teresa Anchali Prof. the verbs according to the final sound. PERIODS: Five STARTING DATE: 06.B”.2016 ENDING DATE: 10– 06 – 2016 Routine LEARNING GOALS To information in texts about personalities and routines. Teacher´s book . -Introduce the objective for the week. have them do according to the final sound. structure or spelling difficulty and provide help. some choral and individual drills of the -Help students with the pronunciation as they are whole set of words. Do tasks on the student´s workbook.internalize the sound. given by the teacher. Play it as many times as necessary for students to classify -Practice as many times as necessary. . Classify the sound .Identifies context Skills PRESENTATION: PRESENTATION: Student´s book clues to organize a -The topic Follow Teacher instructions Student´s workbook text. HOMEWORK /FURTHER WORK. Listen to the teacher about the Dictionary -Recognizes specific -Task Setting: personality adjectives objective White board markers information. confidential.

information and verify answers. . PRACTICE: Cards -Use the vocabulary strategy learned in the previous -Look at the headline of the reading and Adhesive tape exercise to find the definition of the word whisper. Pictures -Direct their attention to the Reading Strategy. Get them to work in pairs and use the previously order the information. then and after that -Listen to the explanation given by the -Project.Stage 3 with a time line where then goes before after that. read the instructions. volunteers to read each sentence. Call on some answer. find the definition. -APPLICATION APPLICATION Invite them to work with a partner and read each other’s Form pair of work to read the activities routine and correct possible mistakes. family members. Suggest that they can work in pairs teacher and look at the Writing Strategy and allow enough time for the completion of the task and complete the information. Get students to recall the structure of Wh. information. Written production connectors of sequence which are in red and to underline -Read again and share information the regular activities.questions and Yes/ No studied and yes/no and wh. places. while you go around the classroom checking sentence -If need information in order to correct structure and spelling when necessary.PRACTICE -Match the faces to the adjectives Notebook -Focus students’ attention on the title of the reading. about the connectors used in the -Advise students to pay attention to the order of the reading. -Look at the topic and try to answer Tape-recorded TECHNIQUE: -Challenge them to do a quick search to find the their thoughts. beginning. professions. teacher. -Encourage them to compare their answers with another -Check their information and exchange pair of students. -Practice reading the exercises. paying -Read the text again to find specific attention to details such as names. and physical -Emphasize on new structure using the appearances. information. Encourage students to -Listen to the audio and check cross-check answers with another pair of students. Make them relate -Pay attention about the routines and INSTRUMENT the connector with the ordinal number that goes at the order the text. routines to arrange the text correctly. enough time to complete the task. -Get students to work in pairs and call on a volunteer to -Check information on the board. learned Reading Strategy by challenging them to -Look at the chart and write using own complete the sentences without going back to the text.questions information. or read it moving their eyes quickly. -Call on some volunteers to read the instructions and red -Go to the board and read the new in the article and challenge students to quickly organize instructions and the words in red and them. Internet -Have them read the heading A Hairy Routine and relate it -Emphasize into the word whisper to Cardboard EVALUATION to the dog whispered. -Scan the text. Play the audio twice and give them -Work in pairs to read instructions. with the end of a story. Go around the do every day and correct each other. the new words. Call on a volunteer to read the their answers with their partner. regular activities. instruction and immediately center students’ attention on -Listen to the explanation given by the the Writing Strategy. ask to the teacher to help.

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS Integrated WARM UP: each class Student interacts with the teacher. Mgs. HOMEWORK /FURTHER WORK. Ximena Valencia Prof.B”. Teresa Anchali Prof.2016 ENDING DATE: 17– 06 – 2016 like a log? LEARNING GOALS To use idioms in informal conversations about routines on weekends. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. correct them. class listening to their exchanges and express your -Share information with the teacher to satisfaction at their discipline and good work.Uses informal Skills PRESENTATION: PRESENTATION: Student´s book language -The topic Follow Teacher instructions Student´s workbook to describe . Teacher´s book . William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL ENGLISH PLANNING SESSION GENERAL INFORMATION THEME: Do you sleep GROUP: 8th “A.06. Do tasks on the student´s workbook. teacher should communicate what students should reinforce the knowledge in extra classes. PERIODS: Five STARTING DATE: 13.

As they already know the -Go to the front of the class and read Adhesive tape meaning of the action verbs. Do tasks on the student´s workbook. Encourage them to instructions.Get students to work in pairs. Cardboard EVALUATION come up with a drawing of the colloquial expression -Answer what they are going to do and Pictures while you go around helping them if necessary. ADDITIONAL POSIBILITIES: At the end of the teaching learning process. Tape-recorded TECHNIQUE: to show the drawing. -Play the recording as many times as necessary for -Listen to the information and confirm INSTRUMENT students to confirm their answers. models. Highlight the -Read and select the options given on importance of having an active lifestyle. Ask them learn the new phrases. Get students to work in pairs and and put on the board. Encourage them to discover their lifestyles by instructions. Call on a volunteer to read -Work in pairs again and one person the instructions. or never. teacher should communicate what students should reinforce the knowledge in extra classes. the scale value discovers their lifestyle. their responses.Call on a volunteer to read the instructions and the PRACTICE: Cards words in the Word Bank. and seeing their parents as role -Share with the whole class. Invite them to ask each other the goes to the board to read the questions. time with their family. PRACTICE -Practice them Notebook . -Encourage them to compare their answers with the -Go to the board and check the -Project drawings of the colloquial expression and have them do expressions with the drawings and -Questionnaire some choral and individual drills. divide the class into three the words in the Word Bank and the Internet groups and assign each one an idiom. choice among always. practice in choral form . . spending quality the chart. Test challenge them to complete the conversations without -In pairs complete the missing listening to the audio. adding the points. information using the idioms. HOMEWORK /FURTHER WORK. -Introduce the objective for the week. -APPLICATION APPLICATION Get students to work individually and ask them to be very -Work in individually form and reflect on Honest when reflecting on their values and making the values. Have them report their classmate’s -Answer the questions and according to lifestyle (active or relaxed) to the class. Listen to the teacher about the Dictionary people’s -Task Setting: New idioms objective White board markers personalities. read the idiom aloud and stick it -Practice the idioms using the drawings Written production onto the board. sometimes.

Ximena Valencia Prof. Teresa Anchali Prof.Mgs. William Saa TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL .