UNIDAD EDUCATIVA PARTICULAR “LATINO”

CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English
CLASS: Fourth GROUP: “A” PERIODS: 5 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : MY TOWN
INTEGRATING AXIS : Listen, speak, read and write social interaction.
LEARNING AXIS : Listening, Speaking, Reading and Writing.
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Students will have asked and answered questions about location., THROUGH some activities proposed in the book IN ORDER TO locate themselves and their partners.
COMMUNICATIVE COMPETENCE : Students will have asked and answered questions about location., THROUGH some activities proposed in the book IN ORDER TO locate themselves and their partners in a place with
enthusiasm.
SKILL KNOWLEDGE PHASES ACHIEV ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT INDICATORS
EMENT INDICATORS
LEVELS
Listening: a COGNITIVE E Determine the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
location and paint To Classify the adverbs of adverbs of Motivation, Picture Observation, brainstorming. Motivation TECHNIQUE
“Classroom
the correct location and uses them location in order Guide reading  Talking and receiving answers.
answer. correctly to use them REFLEXIVE OBSERVATION Language” INSTRUMENT
correctly Where is Tom? Is Maria behind Lorena? Constructivism • Questionnaire
 Laptop
Speaking: Can say PRAXITIVE Motivation • Classwork
some questions Relate the adverbs of B Relate the CONCEPTUALIZATION Pre-  Projector • Quizzes
and answer about location with their mother adverbs of Rebuild a location with partners, and say it. requirements • Worksheets checking
their location. language. location with Guided  Flashcards ASSESSMENT CRITERIA
Game for practicing vocabulary at the time take care of
their mother behavior Experience  Posters ACHIEVEMENTS
Reading: AFFECTIVE. language. Capitan Planeta, time to reach high level in some Memorizing by E: Recognize adverbs of location
Identify adverbs of Enjoy making their own repetition.  Visuals
students that didn’t work correctly through the week
location. sentences of location A Select the and as a prize to the effort of the students that have  Worksheets B: Use correctly the adverbs of location.
correct adverb worked well through the week. Expressive
of location to say Motivation,  Extra A: Choose the correct adverb of location to build
or write their APPLICATION creative phase activities sentences
own sentences, Infers if somebody say an incorrect location. and exposition.
apply to the real  NETFLIX
life.

CLASS PLAN FOR RAFAEL FAJARDO

TOPIC : MY TOWN
INTEGRATING AXIS : Listen, speak, read and write for social interaction.
LEARNING AXIS : Listening, Speaking, Reading and Writing.
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : students will consolidate the information about some wild animals, THROUGH some activities proposed in the book IN ORDER TO improve their knowledge about some wild animals, in a real
situation.
COMMUNICATIVE COMPETENCE : students will consolidate the information about some animals, THROUGH some activities proposed in the book IN ORDER TO improve their knowledge about some wild animals, in a real
situation fondly.
Listening. A chant COGNITIVE E Determine the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
about animals. To Classify the adverbs of adverbs of Motivation, Picture Observation, brainstorming. Motivation TECHNIQUE
“Classroom
location and uses them location in order Guide reading  Talking and receiving answers.
correctly to use them REFLEXIVE OBSERVATION Language” INSTRUMENT
correctly Where is Tom? Is Maria behind Lorena? Constructivism • Questionnaire
 Laptop
PRAXITIVE Motivation • Classwork
Relate the adverbs of CONCEPTUALIZATION Pre-  Projector • Quizzes
location with their mother Rebuild a location with partners, and say it. requirements • Worksheets checking
language. Guided  Flashcards ASSESSMENT CRITERIA
Game for practicing vocabulary at the time take care of
behavior Experience  Posters ACHIEVEMENTS
E: Recognize adverbs of location
 AFFECTIVE. Capitan Planeta, time to reach high level in some Memorizing by  Visuals
Enjoy saying or writing their students that didn’t work correctly through the week repetition.
 Worksheets
own sentences, apply to the and as a prize to the effort of the students that have
real life. worked well through the week. Expressive  Extra
Motivation,
creative phase activities
APPLICATION and exposition.  NETFLIX
Infers if somebody say an incorrect location.
OBSERVATIONS:
BIOGRAPHY: Kid’s box American English second edition level 2

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL
 UNIDAD EDUCATIVA PARTICULAR “LATINO”
CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English
CLASS: Fifth GROUP: “A” PERIODS: 5 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : FAMILY MATTERS
INTEGRATING AXIS :Listen, speak, read and write for the social interaction.
LEARNING AXIS :Listening, speaking, reading and writing.
TRANSVERSAL AXIS :The formation for the democratic citizenship – Respect
OBJETIVE :students will have talked about preferences, using like, love, enjoy, want. THROUGH some activities proposed in the book IN ORDER TO the correct use of the language and talking about
preferences.
COMMUNICATIVE COMPETENCE : students will have talked about preferences, using like, love, enjoy, want. THROUGH some activities proposed in the book IN ORDER TO the correct use of the language and talking about
preferences enjoying the time.
SKILL KNOWLEDGE PHASES ACHIEVE ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT
MENT INDICATORS INDICATORS
LEVELS
COGNITIVE E Quote the words CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Listening: Words Detect words that are used to to talked about Motivation pictures observation, brainstorm. Motivation TECHNIQUE
“Classroom
about preferences. describe preferences, likes preferences, like, Guide reading  Observation
and dislikes. love, enjoy, want. REFLEXIVE OBSERVATION Language” INSTRUMENT
Speaking: Talk about Do you like ride a bike? Do you love play soccer? Constructivism • Questionnaire
 Laptop
preferences. PRAXITIVE B Enumerate the Motivation • Classwork
Describe the things that the words to define CONCEPTUALIZATION Pre-  Projector • Quizzes
Writing: vocabulary: students enjoy to do, defining their preferences. Differentiate between words to talk about preferences and requirements • Worksheets checking
like, enjoy, want. preferences. others. Guided  Flashcards
A Develop several Game for practicing vocabulary at the time take care of Experience  Posters ASSESSMENT CRITERIA
Reading: AFFECTIVE. and basic behavior Memorizing by
Read the about Love speaking about their own sentences talking Capitan Planeta, time to reach high level in some students that repetition.  Visuals ACHIEVEMENTS
preferences. likes and dislikes. about their didn’t work correctly through the week and as a prize to the  Worksheets E: Sort out words to talk about
preferences, effort of the students that have worked well through the Expressive preferences.
enjoying the time. week. Motivation,  NETFLIX B: Identify correctly the
creative phase proposed vocabulary.
APPLICATION and exposition. A: Develop sentences writing
Use correctly in several sentences the words to describe and speaking
preferences.
CLASS PLAN FOR KEVIN CASTILLO
TOPIC : FAMILY MATTERS
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, speaking, reading and writing.
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Students will be able to name and talk about colors and sing a song. THROUGH some activities proposed in the book IN ORDER TO recognize some colors and keep using numbers.
COMMUNICATIVE COMPETENCE : Students will be able to name and talk about colors and sing a song. THROUGH some activities proposed in the book IN ORDER TO recognize some colors and keep using numbers enjoying
the time.
Listening: Numbers COGNITIVE E Identify The CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
and colors. To identify some colors numbers 1-10 Motivation pictures observation rainbow, brainstorm. Motivation TECHNIQUE
“Classroom
Guide reading  Observation
PRAXITIVE REFLEXIVE OBSERVATION Language” INSTRUMENT
To paint a rainbow using some B Paint the correct What is this color? Constructivism • Questionnaire
 Laptop
colors order of a Motivation • Classwork
rainbow. CONCEPTUALIZATION Pre-  Projector • Quizzes
AFFECTIVE. Define some colors. requirements • Worksheets checking
Respect the order and likes Game for practicing vocabulary at the time take care of Guided  Flashcards
learning behavior Experience  Posters ASSESSMENT CRITERIA
 Capitan Planeta, time to reach high level in some students that Memorizing by  Visuals ACHIEVEMENTS
didn’t work correctly through the week and as a prize to the repetition. E: Recognize some colors
 Worksheets
effort of the students that have worked well through the
week. Expressive  NETFLIX B: Can paint in order the
Motivation, correct colors in the rainbow
creative phase
APPLICATION and exposition.
Recognize some colors
OBSERVATIONS:
BIOGRAPHY: Kid’s box American English second edition level 1 and 3

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL
 UNIDAD EDUCATIVA PARTICULAR “LATINO”
CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English
CLASS: Sixth GROUP: “A” PERIODS: 5 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : A DAY IN THE COUNTRY
INTEGRATING AXIS : Listen, speak, read and write for the environment protection.
LEARNING AXIS : Listening, speaking, reading and writing.
TRANSVERSAL AXIS : Environment protection – Respect
OBJETIVE : Students will have read a story about the country and completed a questionnaire. THROUGH some activities proposed in the book IN ORDER TO recognize country places.
COMMUNICATIVE COMPETENCE : Students will have read a story about the country and completed a questionnaire. THROUGH some activities proposed in the book IN ORDER TO recognize country places and care them
with love.
SKILL KNOWLEDGE PHASES ACHIEVE ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT
MENT INDICATORS INDICATORS
LEVELS
Listening: roots, COGNITIVE E Know the parts of CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
leaves, seeds or fruit. Know the name of the parts the plants name Motivation brainstorm, and picture observation. Motivation TECHNIQUE
“Classroom
of the plant. Guide reading  Observation
Speaking: REFLEXIVE OBSERVATION Language” INSTRUMENT
Pronounce some PRAXITIVE B Illustrate the parts What are the parts of the plants? What part of the plant do we Constructivism • Questionnaire
 Laptop
words Illustrate the parts of the of the plants eat? Motivation • Classwork
plants through a home project. through a home Pre-  Projector • Quizzes
Writing: know the project. CONCEPTUALIZATION requirements • Worksheets checking
correct way to write. AFFECTIVE. Define the parts of the plants. Guided  Flashcards
Do with love and care a home Game for practicing vocabulary at the time take care of Experience  Posters ASSESSMENT CRITERIA
Reading: project in order to recognize A Do a home behavior Memorizing by
Read about the de parts of the plant project in order to Capitan Planeta, time to reach high level in some students that repetition.  Visuals ACHIEVEMENTS
proposed recognize the didn’t work correctly through the week and as a prize to the  Worksheets E: Describe the parts of the
vocabulary. parts of the effort of the students that have worked well through the Expressive plants.
plants. week. Motivation,  NETFLIX B: Show and define the parts of
creative phase the plants.
APPLICATION and exposition. A: explain correctly the parts of
 Students will be able to name and talk about plants and the plants.
their parts.
CLASS PLAN FOR YANDRY PALACIOS
TOPIC : A DAY IN THE COUNTRY
INTEGRATING AXIS : Listen, speak, read and write for the environment protection.
LEARNING AXIS : Listening, speaking, reading and writing.
TRANSVERSAL AXIS : Environment protection – Respect
OBJETIVE : Students will have read a story about the country and completed a questionnaire. THROUGH some activities proposed in the book IN ORDER TO recognize country places.
COMMUNICATIVE COMPETENCE : Students will have read a story about the country and completed a questionnaire. THROUGH some activities proposed in the book IN ORDER TO recognize country places and care them
with love.
Listening: roots, COGNITIVE E Know the parts of CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
leaves, seeds or fruit. Know the name of the parts the plants name Motivation brainstorm, and picture observation. Motivation TECHNIQUE
“Classroom
of the plant. Guide reading  Observation
Speaking: REFLEXIVE OBSERVATION Language” INSTRUMENT
Pronounce some PRAXITIVE B Illustrate the parts What are the parts of the plants? What part of the plant do we Constructivism • Oral Test only in every class
 Laptop
words Illustrate the parts of the of the plants eat? Motivation
plants through a home project. through a home Pre-  Projector ASSESSMENT CRITERIA
Writing: know the project. CONCEPTUALIZATION requirements
correct way to write. AFFECTIVE. Define the parts of the plants.  Flashcards ACHIEVEMENTS
 Do with love and care a home A Do a home Game for practicing vocabulary at the time take care of Guided  Posters E: Describe the parts of the
Reading: project in order to recognize project in order to behavior Experience plants.
 Visuals
Read about the de parts of the plant recognize the Capitan Planeta, time to reach high level in some students that Memorizing by B: Show and define the parts of
proposed parts of the didn’t work correctly through the week and as a prize to the repetition.  Worksheets the plants.
vocabulary. plants. effort of the students that have worked well through the A: explain correctly the parts of
week. Expressive  NETFLIX the plants.
Motivation,
creative phase
APPLICATION and exposition.
Students will be able to name and talk about plants and
their parts.
OBSERVATIONS: Misma planificación de la semana anterior a esta fecha ya que hubo varias interrupciones, el día del deporte, simulacro y los estudiantes salieron a realizar un concurso en
exteriores de la Unidad Educativa por lo que no se alcanzó a cumplir a cumplir la mayoría de esta planificación.
BIOGRAPHY: Kid’s box American English second edition level 3

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL
 UNIDAD EDUCATIVA PARTICULAR “LATINO”
CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English
CLASS: Eighth GROUP: “B” PERIODS: 5 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : DON’T DO THAT!
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, speaking, reading and writing.
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Learn about linking sounds, common expressions and some questions to ask What happen? THROUGH some activities proposed in the workbook IN ORDER TO express some questions and
common phrases to answer.
COMMUNICATIVE COMPETENCE : Learn about linking sounds, common expressions and some questions to ask What happen? THROUGH some activities proposed in the workbook IN ORDER TO express some questions and
common phrases to answer with curiosity.
SKILL KNOWLEDGE PHASES ACHIEVE ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT
MENT INDICATORS INDICATORS
LEVELS
Listening: COGNITIVE E Compare the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Expressions that are Compare the common common Motivation brainstorm, picture observation Motivation TECHNIQUE
“Classroom
very common in expressions with the expressions with Guide reading  Exploration of questions
several languages. expressions in mother the expressions in REFLEXIVE OBSERVATION Language” by the teacher.
language. mother language. What’s wrong? Constructivism INSTRUMENT
 Laptop
Speaking: Role play Motivation • Questionnaire
trying to use some PRAXITIVE B Illustrate Cleary CONCEPTUALIZATION Pre-  Projector • Classwork
common To illustrate with examples, the meaning of Define the similitude between English and Spanish about the requirements • Quizzes
expressions. the meaning of those common the common common expressions. Guided  Flashcards • Worksheets checking
expressions. expressions that Game for practicing vocabulary at the time take care of Experience  Posters
Writing: Write an e- are study object behavior Memorizing by ASSESSMENT CRITERIA
mail to an old friend. AFFECTIVE. NETFLIX in English, time to reach high level in some students repetition.  Visuals
Respect the mother language A Infers the that didn’t work correctly through the week and as a prize to  Worksheets ACHIEVEMENTS
and compare those common similitude the effort of the students that have worked well through the Expressive E: Find the expressions and
Reading: expressions. between both week, at the time they practice listening. Motivation,  NETFLIX relate the expressions with
An Angry e-mail to a languages creative phase Spanish.
boyfriend . APPLICATION and exposition. B: Write the sentences using
Express with total freedom using the common expressions. correctly the expressions
A: Find the exactly use for the
expressions.
OBSERVATIONS: ____________________________________________________________________________________________________________________________________________
BIOGRAPHY:

AMERICAN ENGLISH IN MIND.

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL
 UNIDAD EDUCATIVA PARTICULAR “LATINO”
CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English
CLASS: Nineth GROUP: “A” PERIODS: 5 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : SOME OF THE RULES
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, speaking, reading and writing. There is and there are. Vocabulary, clothes.
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Learn about linking sounds, common expressions and some questions to ask Are you sure? THROUGH some activities proposed in the workbook IN ORDER TO express some questions and
common phrases to answer.
COMMUNICATIVE COMPETENCE : Learn about linking sounds, common expressions and some questions to ask Are you sure? THROUGH some activities proposed in the workbook IN ORDER TO express some questions and
common phrases to answer with curiosity.
SKILL KNOWLEDGE PHASES ACHIEVE ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT
MENT INDICATORS INDICATORS
LEVELS
Listening: COGNITIVE E Compare the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Expressions that are Compare the common common Motivation Video brainstorm, picture observation Motivation TECHNIQUE
“Classroom
very common in expressions with the expressions with Guide reading  Exploration of questions
several languages. expressions in mother the expressions in REFLEXIVE OBSERVATION Language” by the teacher.
language. mother language. Really? Are you sure? Constructivism INSTRUMENT
 Laptop
Speaking: Role play Motivation • Questionnaire
trying to use some PRAXITIVE B Illustrate Cleary CONCEPTUALIZATION Pre-  Projector • Classwork
common To illustrate with examples, the meaning of Define the similitude between English and Spanish about the requirements • Quizzes
expressions. the meaning of those common the common common expressions. Guided  Flashcards • Worksheets checking
expressions. expressions that NETFLIX in English, time to reach high level in some students Experience  Posters
Writing: Write about are study object that didn’t work correctly through the week and as a prize to Memorizing by ASSESSMENT CRITERIA
club rules to give AFFECTIVE. the effort of the students that have worked well through the repetition.  Visuals
orders. Respect the mother language A Infers the week, at the time they practice listening.  Worksheets ACHIEVEMENTS
and compare those common similitude Expressive E: Find the expressions and
Reading: Read the expressions. between both APPLICATION Motivation,  NETFLIX relate the expressions with
prices correctly. . languages Express with total freedom using the common expressions. creative phase Spanish.
. and exposition. B: Write the sentences using
correctly the expressions
A: Find the exactly use for the
expressions.
CLASS PLAN FOR DAMARIS NAVARRETE
TOPIC : SOME OF THE RULES
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, speaking, reading and writing. There is and there are. Vocabulary, clothes.
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Learn about linking sounds, common expressions and some questions to ask Are you sure? THROUGH some activities proposed in the workbook IN ORDER TO express some questions and
common phrases to answer.
COMMUNICATIVE COMPETENCE : Learn about linking sounds, common expressions and some questions to ask Are you sure? THROUGH some activities proposed in the workbook IN ORDER TO express some questions and
common phrases to answer with curiosity.
Listening: COGNITIVE E Compare the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Expressions that are Compare the common common Motivation Video brainstorm, picture observation Motivation TECHNIQUE
“Classroom
very common in expressions with the expressions with Guide reading  Exploration of questions
several languages. expressions in mother the expressions in REFLEXIVE OBSERVATION Language” by the teacher.
language. mother language. Really? Constructivism INSTRUMENT
 Laptop
Speaking: Role play B Motivation • Questionnaire
trying to use some PRAXITIVE Illustrate Cleary CONCEPTUALIZATION Pre-  Projector • Classwork
common To illustrate with examples, the meaning of Define the similitude between English and Spanish about the requirements • Quizzes
expressions. the meaning of those common the common common expressions. Guided  Flashcards • Worksheets checking
expressions. expressions that NETFLIX in English, time to reach high level in some students Experience  Posters
are study object that didn’t work correctly through the week and as a prize to ASSESSMENT CRITERIA
 Writing: Write about AFFECTIVE. the effort of the students that have worked well through the Memorizing by  Visuals
club rules to give Respect the mother language week, at the time they practice listening. repetition. ACHIEVEMENTS
 Worksheets
orders. and compare those common E: Find the expressions and
expressions. APPLICATION Expressive  NETFLIX relate the expressions with
Reading: Read the Express with total freedom using the common expressions Motivation, Spanish.
prices correctly. creative phase  B: Write the sentences using
and exposition. correctly the expressions

OBSERVATIONS:
BIOGRAPHY: AMERICAN ENGLISH IN MIND.

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL
 UNIDAD EDUCATIVA PARTICULAR “LATINO”
CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English
CLASS: Tenth GROUP: “A” PERIODS: 5 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : WE’RE GOING ON VACATION.
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, speaking, reading and writing. Languages
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Learn about linking sounds, common expressions and some questions to ask Are you having fun? THROUGH some activities proposed in the workbook IN ORDER TO express some questions
and common phrases.
COMMUNICATIVE COMPETENCE : Learn about linking sounds, common expressions and some questions to ask Are you having fun? THROUGH some activities proposed in the workbook IN ORDER TO express some questions
and common phrases to answer with curiosity.
SKILL KNOWLEDGE PHASES ACHIEVE ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT
MENT INDICATORS INDICATORS
LEVELS
Listening: COGNITIVE E Compare the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Expressions that are Compare the common common Motivation Video brainstorm, picture observation Motivation TECHNIQUE
“Classroom
very common in expressions with the expressions with Guide reading  Exploration of questions
several languages. expressions in mother the expressions in REFLEXIVE OBSERVATION Language” by the teacher.
language. mother language. Are you having fun? Constructivism INSTRUMENT
 Laptop
Speaking: Role play Motivation • Questionnaire
trying to use some PRAXITIVE B Illustrate Cleary CONCEPTUALIZATION Pre-  Projector • Classwork
common To illustrate with examples, the meaning of Define the similitude between English and Spanish about the requirements • Quizzes
expressions. the meaning of those common the common common expressions. Guided  Flashcards • Worksheets checking
expressions. expressions that NETFLIX in English, time to reach high level in some students Experience  Posters
Writing: Write about are study object that didn’t work correctly through the week and as a prize to Memorizing by ASSESSMENT CRITERIA
a trip you are going AFFECTIVE. the effort of the students that have worked well through the repetition.  Visuals
on Respect the mother language A Infers the week, at the time they practice listening.  Worksheets ACHIEVEMENTS
and compare those common similitude Expressive E: Find the expressions and
Reading: expressions. between both APPLICATION Motivation,  NETFLIX relate the expressions with
Vacations languages. Express with total freedom using the common expressions. creative phase Spanish.
advertisements and and exposition. B: Write the sentences using
about South Africa correctly the expressions
A: Find the exactly use for the
expressions.

CLASS PLAN FOR DAMARIS NAVARRETE

TOPIC : WE’RE GOING ON VACATION.
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, speaking, reading and writing. Languages
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Learn about linking sounds, common expressions and some questions to ask Are you having fun? THROUGH some activities proposed in the workbook IN ORDER TO express some questions
and common phrases.
COMMUNICATIVE COMPETENCE : Learn about linking sounds, common expressions and some questions to ask Are you having fun? THROUGH some activities proposed in the workbook IN ORDER TO express some questions
and common phrases to answer with curiosity.
Listening: COGNITIVE E Compare the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Expressions that are Compare the common common Motivation Video brainstorm, picture observation Motivation TECHNIQUE
“Classroom
very common in expressions with the expressions with Guide reading  Exploration of questions
several languages. expressions in mother the expressions in REFLEXIVE OBSERVATION Language” by the teacher.
language. mother language. Are you having fun? Constructivism INSTRUMENT
 Laptop
Speaking: Role play NETFLIX in English, time to reach high level in some students Motivation • Questionnaire
trying to use some PRAXITIVE B Illustrate Cleary that didn’t work correctly through the week and as a prize to Pre-  Projector • Classwork
common To illustrate with examples, the meaning of the effort of the students that have worked well through the requirements • Quizzes
expressions. the meaning of those common the common week, at the time they practice listening. Guided  Flashcards • Worksheets checking
expressions. Experience
 Writing: Write about expressions that Memorizing by  Posters ASSESSMENT CRITERIA
a trip you are going AFFECTIVE. are study object CONCEPTUALIZATION repetition.
 Visuals
on Respect the mother language Define the similitude between English and Spanish about the ACHIEVEMENTS
and compare those common common expressions Expressive  Worksheets E: Find the expressions and
Reading: expressions. Motivation, relate the expressions with
Vacations APPLICATION creative phase  NETFLIX Spanish.
advertisements and Express with total freedom using the common expressions. and exposition. B: Write the sentences using
about South Africa correctly the expressions
.

OBSERVATIONS: Especial plan for students with learning difficulties.

BIOGRAPHY: AMERICAN ENGLISH IN MIND.

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL
 UNIDAD EDUCATIVA PARTICULAR “LATINO”
CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English for Tourism
CLASS: Second High School (bachillerato) GROUP: “Tourism” PERIODS: 2 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : HISTORY AS A PART OF TOURISM GUIDE
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, Speaking, Reading and Writing.
TRANSVERSAL AXIS : The formation for the democratic citizenship – Respect
OBJETIVE : Students will talk about past about their own school THROUGH some activities proposed by the teacher, IN ORDER to speak and write in past as a tourism guide.
COMMUNICATIVE COMPETENCE : Students will talk about past about their own school THROUGH some activities proposed by the teacher, IN ORDER to speak and write in past as a tourism guide enjoying the practicing.
SKILL KNOWLEDGE PHASES ACHIEVE ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT
MENT INDICATORS INDICATORS
LEVELS
COGNITIVE E Know about a CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Speaking: Past and Know about a history from a place and do an Motivation brainstorm and picture observation Motivation TECHNIQUE
“Classroom
events in the past to place to do an introduction as introduction for Guide reading  Exploration of questions
tell a history from a a tourism guide. arriving tourists REFLEXIVE OBSERVATION Language” by the teacher.
place. Which is the history of the school? Constructivism INSTRUMENT
 Laptop
PRAXITIVE B Make a guidance Motivation • Questionnaire
Listening. Questions Speak and be a tourism guide for tourists talking CONCEPTUALIZATION Pre-  Projector • Classwork
from the teacher with information from the about their own Recognize the past and talk about it. requirements • Quizzes
Latino School. school. Fan page in facebook writing about touristic places from Santo Guided  Flashcards • Worksheets checking
Writing: A Domingo Experience  Posters ASSESSMENT CRITERIA
presentation for an AFFECTIVE. A Speak and tell Memorizing by ACHIEVEMENTS
evaluation. Love doing some activities as a about many APPLICATION repetition.  Visuals E: Use correctly the past to tell
tourism guide and enjoying places in the Tell and do the guidance for tourists.  Worksheets history from a place.
Reading: their future work. school. Expressive B: Make a preparation to guide
History and past Motivation,  NETFLIX and show a place talking about
about places creative phase the past. And history.
and exposition. A: Speak and guide tourists and
telling the school history.

OBSERVATIONS: No se tuvo ni una sola clase la semana anterior a esta fecha, ya que el lunes a la primera hora el licenciado Arturo Cárdenas Solicitó habar con los estudiantes el tema de
participación estudiantil por lo que no se tuvo la clase, y el día viernes no hubo clase por cronograma, por lo tanto, la planificación es la misma.
BIOGRAPHY:

ENGLISH FOR INTERNACIONAL TOURISM (LONGMAN) PRE-INTERMEDIATE.

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL
 UNIDAD EDUCATIVA PARTICULAR “LATINO”
CLASS PLAN
TEACHER: Andres Mora AREA: Foreign Language SUBJECT: English for Tourism
CLASS: Third High School (bachillerato) GROUP: “Tourism” PERIODS: 2 FROM: Ago 01th, 2016 TO: Ago 05th, 2016
TOPIC : COMPARING DIFFERENT TOURISTIC PLACES.
INTEGRATING AXIS : Listen, speak, read and write for the social interaction.
LEARNING AXIS : Listening, Speaking, Reading and Writing.
TRANSVERSAL AXIS : Environment protection – Respect
OBJETIVE : Students will talk about cities using superlatives THROUGH some activities proposed by the teacher IN ORDER to speak about touristic.
COMMUNICATIVE COMPETENCE : Students will talk about cities using superlatives THROUGH some activities proposed by the teacher IN ORDER to speak about touristic places enjoying the touristic place.
SKILL KNOWLEDGE PHASES ACHIEVE ACHIEVEMENT METHODOLOGICAL PRECISIONS DYDACTIC RESOURCES ESSENTIAL ASSESSMENT
MENT INDICATORS INDICATORS
LEVELS
COGNITIVE E Use the CONCRETE EXPERIENCE Comprehensive.  Video SUB-INDICATORS
Speaking: Use the superlatives to superlatives to Motivation picture observation and brainstorm. Motivation TECHNIQUE
“Classroom
Comparing places compare different touristic compare Guide reading  Observation
using superlatives places and find a better option different touristic REFLEXIVE OBSERVATION Language” INSTRUMENT
for tourists places and find a Which is the better place to go? Constructivism • Questionnaire
 Laptop
Listening. Partners better option for Motivation • Classwork
talking in class PRAXITIVE tourists CONCEPTUALIZATION Pre-  Projector • Quizzes
Speak trough a video Define the differences between places without taking down any requirements • Worksheets checking
Writing: A comparing touristic places, B Speak comparing touristic place. Guided  Flashcards ASSESSMENT CRITERIA
curriculum vita for using superlatives. touristic places Fan page in facebook writing about touristic places from Santo Experience  Posters ACHIEVEMENTS
tourism using superlatives Domingo Memorizing by E: Use correctly the superlatives
repetition.  Visuals adjectives
Reading: AFFECTIVE. A Talk and protect  Worksheets B: talk about special touristic
About touristic Protect the touristic places the touristic APPLICATION Expressive places comparing to go
places. places Show and tell comparing two touristic places. Motivation,  NETFLIX according the tourist
creative phase necessities using superlatives.
and exposition. A: Make a video comparing
touristic places using
superlatives.
OBSERVATIONS: ____________________________________________________________________________________________________________________________________________
BIOGRAPHY:

ENGLISH FOR INTERNACIONAL TOURISM (LONGMAN) INTERMEDIATE.

___________________________ ___________________________ ___________________________

Lcdo. Andres Mora Lcdo. Diego Naveda Lcda. Martha Tenecela
TEACHER AREA DIRECTOR ACADEMIC VICEPRINCIPAL