3rd Term DIARIO DE CLASE PDF

COLEGIO ISABEL VALBUENA CIFUENTES
VELEZ – DIARIO
DIARIO DE CLASE
DE CLASES 2019AÑO 2018
AREA ___HUMANIDAES______ ASIGNATURA ________INGLES________ PROFESOR__ WILLIAM VILLARREAL ____________

CURSO ___8-2_________
FECHA NO. CONTENIDO (TEMA, SUBTEMA) ACTIVIDADES FIRMA
HORA
DIA MES
July 9 In this lesson students practise vocabulary of • Introduce themselves
8,12/7/19 famous places in London, listen to a light-hearted • Topic explanation
recording of a guided tour on an open top bus in • Listening activity
Writing activity
London, check their comprehension, and then do
a speaking activity based on the listening.
15- July 9 Write London on the board. Ask students to tell • use the communicative competence
19/7/19 you what they know about this city. Have they • Listening activity
been to London? Do they know any famous • Writing activity
• Workbook
places in London? Explain that you are going to Test (Quiz)
say the first part of a famous place in London and
that they have to complete the name. Put the
students into teams, ask for hands up to complete
the names, and give a point for each correct
answer.
22- July 9 Hand out the worksheet or display the • The use of language
26/7/19 ‘preparation’ task to the class. Ask students to • Listening activities
work in pairs to match the place names and the • Error analysis
pictures of famous places. Tip: before the lesson • Use of the new vocabulary
print a copy of the answers for you to use in
class.
29- July- 9 Ask students how tourists usually visit these • use the communicative competence
2/7,8/19 August famous places. Do they go by train, taxi, or • Listening activity
tourist bus? Point out the open-top bus in the • Writing activity
• Workbook
preparation task. Ask who usually talks to the • Test (Quiz)
VELEZ – DIARIO
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tourists about the famous places during a tour on

a bus? (A tour guide.) Display the image of a
London bus tour from the link above. Can
students describe what they see in pairs?
5-9/8/19 August 9 Tell the students that they are going to listen to a • The use of language
guided tour on a bus in London. They need to • Listening activities
look at the ‘check your understanding: • Error analysis
• Use of the new vocabulary
reordering’ task either on the worksheet or online
• workbook
and put the places in the order that the tour bus
will visit them. Play the audio then students
compare answers before checking and correcting
as a class. Play again if necessary.
12- August 9 Students now look at the ‘check your • Test (final test)
16/8/19 understanding: multiple choice’ task on the
worksheet or website. Play the audio again and
students select the correct answers. Students
compare in pairs before checking answers as a
class.
August 9 Ask students what the weather was like on the • Introduce themselves
19- tour. (It was raining heavily.) Write the following • Topic explanation
22/8/19 • Listening activity
on the board – history, umbrellas, famous people,
• Writing activity
the queen, shopping, money. Students copy the
list. Tell the students that now they are going to
listen carefully to the tourist rather than the tour
guide. Play the audio a final time and students
must now underline the topics that the tourist
mentions.
August 9 Ask the students which places tourists can visit in • use the communicative competence
VELEZ – DIARIO
DIARIO DE CLASE
26- their city, town or village. They could choose a • Listening activity
30/8/19 capital city with world famous places or just their • Writing activity
local area. Compile of list on the board – let a • Workbook
volunteer write and the others dictate.
2-6/9/19 September 9 Tell the class to imagine that they are on a guided • use the communicative competence
tour visiting the places listed on the board. Some • Listening activity
people are tour guides and others are tourists. • Writing activity
• Workbook
First they need to do some preparation.
9-13/9/19 September 9 Ask for volunteers (4 students in a class of 16, 8 • use the communicative competence
in a class of 32) to be tour guides. The rest of the • Listening activity
class are tourists. Give the appropriate part of the • Writing activity
• Workbook
role play worksheet to the students.

CURSO ___8-3________
HORA
DIA MES
July 9 In this lesson students practise vocabulary of • Introduce themselves
8,12/7/19 famous places in London, listen to a light-hearted • Topic explanation
recording of a guided tour on an open top bus in • Listening activity
Writing activity
London, check their comprehension, and then do
a speaking activity based on the listening.
15- July 9 Write London on the board. Ask students to tell • use the communicative
19/7/19 you what they know about this city. Have they competence
• Listening activity
been to London? Do they know any famous
places in London? Explain that you are going to • Workbook
say the first part of a famous place in London and Test (Quiz)
VELEZ – DIARIO
DIARIO DE CLASE
that they have to complete the name. Put the

students into teams, ask for hands up to complete
the names, and give a point for each correct
answer.
22- July 9 Hand out the worksheet or display the • The use of language
26/7/19 ‘preparation’ task to the class. Ask students to • Listening activities
work in pairs to match the place names and the • Error analysis
pictures of famous places. Tip: before the lesson • Use of the new vocabulary
print a copy of the answers for you to use in • workbook
class.
29- July- 9 Ask students how tourists usually visit these • Test (final test)
2/7,8/19 August famous places. Do they go by train, taxi, or
tourist bus? Point out the open-top bus in the
preparation task. Ask who usually talks to the
tourists about the famous places during a tour on
a bus? (A tour guide.) Display the image of a
London bus tour from the link above. Can
students describe what they see in pairs?
5-9/8/19 August 9 Tell the students that they are going to listen to a • Introduce themselves
guided tour on a bus in London. They need to • Topic explanation
look at the ‘check your understanding: • Listening activity
reordering’ task either on the worksheet or online
and put the places in the order that the tour bus
will visit them. Play the audio then students
compare answers before checking and correcting
as a class. Play again if necessary.
12- August 9 Students now look at the ‘check your • use the communicative
16/8/19 understanding: multiple choice’ task on the competence
worksheet or website. Play the audio again and
VELEZ – DIARIO
DIARIO DE CLASE
students select the correct answers. Students • Writing activity

compare in pairs before checking answers as a • Workbook
class. • Test (Quiz)
August 9 Ask students what the weather was like on the • The use of language
19- tour. (It was raining heavily.) Write the following • Listening activities
22/8/19 • Error analysis
on the board – history, umbrellas, famous people,
the queen, shopping, money. Students copy the
• Workbook
list. Tell the students that now they are going to
listen carefully to the tourist rather than the tour
guide. Play the audio a final time and students
must now underline the topics that the tourist
mentions.
August Ask the students which places tourists can visit in • The use of language
26- their city, town or village. They could choose a • Listening activities
30/8/19 • Error analysis
capital city with world famous places or just their
local area. Compile of list on the board – let a • Workbook
volunteer write and the others dictate.
2-6/9/19 September Tell the class to imagine that they are on a guided • The use of language
tour visiting the places listed on the board. Some • Listening activities
people are tour guides and others are tourists. • Error analysis
First they need to do some preparation.
• Workbook
9-13/9/19 September Ask for volunteers (4 students in a class of 16, 8 • The use of language
in a class of 32) to be tour guides. The rest of the • Listening activities
class are tourists. Give the appropriate part of the • Error analysis
role play worksheet to the students. • Workbook
VELEZ – DIARIO
DIARIO DE CLASE

CURSO ___9-3________
HORA
DIA MES
July 9 In this lesson the students will look at the • Introduce themselves
8,12/7/19 television viewing habits of young people in the • Topic explanation
UK and compare them to the habits of young • Listening activity
people in their own country. They will begin by
making television posters, then they will do a
jigsaw reading activity in pairs. The text is about
television habits in the UK. They will complete a
questionnaire about their own viewing habits and
discuss how their habits are different from those
of young people in the UK. There is an optional
role play.
15- July 9 Tell students that they are going to make a TV • use the communicative
19/7/19 poster in small groups. competence
• Workbook
22- July 9 Demonstrate on the Board. Ask students to tell • The use of language
26/7/19 you what different types of programmes people • Listening activities
watch. As students suggest programme types • Error analysis
write a Lesson plan few examples inside a
• workbook
drawing of a TV. Add some pictures to illustrate
the programmes (e.g. a cookery programme could
be illustrated with a cooking pan).
29- July- 9 2When students have the idea, put them into
2/7,8/19 August small groups and give each group a large piece of • Test
VELEZ – DIARIO
DIARIO DE CLASE
paper and pens. Give them a time limit to produce

a poster.
5-9/8/19 August 9 Display the results. Ask other groups to guess the • Introduce themselves
type of programme from the pictures on the • Topic explanation
posters. • Listening activity
12- August 9 Put students into pairs (A and B). Give them the • use the communicative
16/8/19 corresponding worksheet (Worksheet 1A or 1B). competence
August 9 Student A should start reading the text aloud • The use of language
19- allowing time for B to write the missing words. • Error analysis
22/8/19 • Use of the new vocabulary
Then student A listens carefully while student B
• workbook
reads.
August 9 When students have finished, ask them to • The use of language
26- compare texts - are they exactly the same? • Error analysis
30/8/19 • Use of the new vocabulary
• workbook
2-6/9/19 September 9 Ask students to read their completed texts again • The use of language
and to asnwer the following questions - How • Error analysis
many hours a day do teenagers in the UK spend • Use of the new vocabulary
• workbook
watching TV? - What time of day does most
viewing take place? - Do boys and girls watch the
same kind of programmes?
9-13/9/19 September 9 Tell students that they are going to complete a • The use of language
questionnaire about their own TV viewing habits. • Error analysis
Put students into pairs and give each student a • Use of the new vocabulary
• Workbook
copy of the Questionnaire (Worksheet 2).
VELEZ – DIARIO
DIARIO DE CLASE
ºAREA ___HUMANIDAES______ ASIGNATURA ________INGLES________ PROFESOR__ WILLIAM VILLARREAL ____________

CURSO ___10-3________
HORA
DIA MES
July 9 The exercises in this lesson introduce some of the • Introduce the topic
8,12/7/19 elements of advertisements such as slogans. There • Topic explanation
is a discussion on where advertisements can be • Listening activity
found. The concept of a storyboard is introduced
• Look up the unknown words
and an example of a storyboard for an advert is
examined in detail. In the final stage of the lesson,
students are given the opportunity to produce
their own storyboard to advertise a product.
Extension tasks are also suggested.
15- July 9 Cut up the Advert Blurbs 1 Worksheet A, and • use the communicative
19/7/19 stick the names of the products and the blurbs to competence
the walls of your classroom at random.
• Test (Quiz)
22- July 9 On the board write the names of the products in • The use of language
26/7/19 random order: Digital camera, breakfast cereal, • Listening activities
car, underarm deodorant, toothpaste, shampoo, • Error analysis
soup, cold and flu remedy.
29- July- 9 The students now circulate and try to match the
2/7,8/19 August products to the right blurbs. Some of the words • Test
are missing from the blurbs so they will have to
do some guessing.
5-9/8/19 August 9 When the products and blurbs have been • Introduce the topic
VELEZ – DIARIO
DIARIO DE CLASE
matched, spend some time asking the class how

they managed to match each product to its blurb.
Take this opportunity to highlight key language
and clues such as “Say cheese!” being an obvious
phrase connected with photography.
12- August 9 Distribute the Advert Blurbs 2 Worksheet B. The • Topic explanation
16/8/19 students now need complete the cloze activity. • Listening activity
With higher levels you could even choose not to • Writing activity
give them any of the words at all and have them
generate their own. They can then compare their
answers to the originals.
August 9 • Elicit where the adverts from the worksheet • use the communicative
19- could be found (Newspapers or magazines) and competence
also elicit where else adverts can be seen or heard.
(Billboards, the sides of buses or taxis, radio) The • Test (Quiz)
answer you are looking to elicit here is television!
August At this point if you have the facilities you could: • use the communicative
26- Look on You Tube and find a montage of competence
advertisements. Ask the class to name the type of
each product. You could also ask them to note • Test (Quiz)
down the slogans.
2-6/9/19 September Introduce the idea of a storyboard. A storyboard • use the communicative
is a series of pictures which show changes of competence
action planned for an advertisement. It is a cheap
way for directors to get an idea of what the advert • Test (Quiz)
will look like before they start filming.
9-13/9/19 September Show the Citrus Shine Soft Drink storyboard to • use the communicative
the class and get them to describe the events in competence
the advert as you go. At this point you need to
VELEZ – DIARIO
DIARIO DE CLASE
decide what tenses you want your class to • Writing activity

produce. Elementary classes should produce • Test (Quiz)
present tenses while higher levels can produce
narrative tenses (although less natural than
present tenses for this task it is very good
practice).

CURSO ___11-2________
HORA
DIA MES
July 9 In this lesson, students will talk about how they • Introduce the topic
8,12/7/19 use their mobile phones, practice a dialogue of a • Topic explanation
phone conversation between two friends, role • Listening activity
play some different phone conversations, and use
abbreviations and text ‘code’ to write some text
messages to each other. Finally, they will have a
discussion about mobile phones and their use.
15- July 9 Set a time limit of 3 minutes. • Give students • use the communicative
19/7/19 Worksheet A. Tell them to choose 2 extra uses competence
(they can use some of the ones that came up in
the discussion if they are not already on the list). • Test (Quiz)
Ask them to rank the different mobile phone uses
from 1 (most frequent) to 7 (least frequent).
22- July 9 Give students a few minutes to complete their • The use of language
26/7/19 ranking, then ask them to compare their answers • Listening activities
• Error analysis
VELEZ – DIARIO
DIARIO DE CLASE
with a partner, before feeding back as a whole • Use of the new vocabulary
class. Which is the most common use of mobile
phones? Are students surprised by the results?
29- July- 9 Prior to the lesson, cut up the dialogue from
2/7,8/19 August Worksheet B. Cut up enough sets so that there is • Test (final test)
one set per pair of students.
5-9/8/19 August 9 Tell students to read the strips of paper and then • Introduce the topic
to try and put them in the correct order. Students
can check their answers with other pairs, before
correcting with the whole class
12- August 9 When the students have their completed • Topic explanation
16/8/19 dialogues in front of them, write on the board or • Listening activity
dictate the following questions: 1. What is the • Writing activity
relationship between the two people? How do
you know? 2. What is the main reason for the
call? 3. What is Sophie going to do after the call?
August 9 Then ask students to practice reading the • use the communicative
19- dialogue out loud. First drill any difficult words competence
to focus on pronunciation, and you could drill
whole sentences to focus on intonation. • Test (Quiz)
August 9 Now put students into different pairs so that they • use the communicative
26- are working with someone new. • Give each competence
30/8/19
student a letter A or B and distribute the situation • Listening activity
cards at random. For lower levels or weaker • Test (Quiz)
students ask them to first write a draft of the
dialogue in note form so that they know what to
say
VELEZ – DIARIO
DIARIO DE CLASE
2-6/9/19 September 9 When students are ready, ask them to sit back to • use the communicative
back (to simulate the fact that you can’t see the competence
other person during a phone call), and to do the
role-play. Monitor and make a note of any good • Test (Quiz)
language / errors for correction at the end.
9-13/9/19 September 9 You could ask some students to do their role • use the communicative
play for the class if they are comfortable to do competence
so. • Students could swap situation cards and do
a second role play if there is time. • Test (Quiz)

CURSO ___11-3________
HORA
DIA MES
July 9 In this lesson, students will talk about how they • Introduce the topic
8,12/7/19 use their mobile phones, practice a dialogue of a • Topic explanation
phone conversation between two friends, role • Listening activity
play some different phone conversations, and use • Look up the unknown words
abbreviations and text ‘code’ to write some text
messages to each other. Finally, they will have a
discussion about mobile phones and their use.
15- July 9 Set a time limit of 3 minutes. • Give students • use the communicative
19/7/19 Worksheet A. Tell them to choose 2 extra uses competence
(they can use some of the ones that came up in
the discussion if they are not already on the list). • Test (Quiz)
Ask them to rank the different mobile phone uses
from 1 (most frequent) to 7 (least frequent).
VELEZ – DIARIO
DIARIO DE CLASE
22- July 9 Give students a few minutes to complete their • The use of language
26/7/19 ranking, then ask them to compare their answers • Listening activities
with a partner, before feeding back as a whole • Error analysis
class. Which is the most common use of mobile
phones? Are students surprised by the results?
29- July- 9 Prior to the lesson, cut up the dialogue from
2/7,8/19 August Worksheet B. Cut up enough sets so that there is • Test (final test)
one set per pair of students.
5-9/8/19 August 9 Tell students to read the strips of paper and then • Introduce the topic
to try and put them in the correct order. Students
can check their answers with other pairs, before
correcting with the whole class
12- August 9 When the students have their completed • Topic explanation
16/8/19 dialogues in front of them, write on the board or • Listening activity
dictate the following questions: 1. What is the • Writing activity
relationship between the two people? How do
you know? 2. What is the main reason for the
call? 3. What is Sophie going to do after the call?
August 9 Then ask students to practice reading the • use the communicative
19- dialogue out loud. First drill any difficult words competence
to focus on pronunciation, and you could drill
whole sentences to focus on intonation. • Test (Quiz)
August 9 Now put students into different pairs so that they • use the communicative
26- are working with someone new. • Give each competence
30/8/19
student a letter A or B and distribute the situation • Listening activity
cards at random. For lower levels or weaker • Test (Quiz)
students ask them to first write a draft of the
VELEZ – DIARIO
DIARIO DE CLASE
dialogue in note form so that they know what to

say
2-6/9/19 September 9 When students are ready, ask them to sit back to • use the communicative
back (to simulate the fact that you can’t see the competence
other person during a phone call), and to do the
role-play. Monitor and make a note of any good • Test (Quiz)
language / errors for correction at the end.
9-13/9/19 September 9 You could ask some students to do their role • use the communicative
play for the class if they are comfortable to do competence
so. • Students could swap situation cards and do
a second role play if there is time. • Test (Quiz)
AREA ___HUMANIDAES__ ASIGNATURA LENGUA CASTELLANA __ PROFESOR__ WILLIAM VILLARREAL _ CURSO ___8-2______
HORA
DIA MES PROFESOR ESTUDIANTE
July 9 Proyecto Lector Socialización de la actividad del proyecto
8,12/7/19 lector del mes de junio.
15- July 9 Palabras Homófonas Explicación del tema, ejercicios, taller

19/7/19 práctico y evaluación del tema
22- July 9 Colombia en el siglo XIX Lectura del tema, socialización, taller de
26/7/19 comprensión y evaluación.
29- July- 9 Movimientos literarios del siglo XIX Explicación del tema, hacer resumen en el
2/7,8/19 August cuaderno y taller de comprensión.
5-9/8/19 August 9 Poesía del Romanticismo Lectura de poesías del romanticismo en Voz
VELEZ – DIARIO
DIARIO DE CLASE
alta, Taller de comprensión de lectura y se

les deja de tarea consultar poesías
12- August 9 Narrativa del Romanticismo Explicación del tema, escribir ideas
16/8/19 principales en el cuaderno, taller práctico y
socialización
August 9 Narrativa del Costumbrismo Lectura del tema, realizar un cuadro
19- comparativo de la narrativa del
22/8/19 costumbrismo y el romanticismo
August 9 TALLER DE PRODUCCIÓN DE TEXTOS Escribe una narración en la que cuentes tu

26- secuestro, quienes fueron, cómo ocurrió, te
30/8/19 escapaste o te liberaron. Nota de evaluación
parcial.
2-6/9/19 September 9 COHERENCIA TEXTUAL Explicación de la estructura de un texto,
idea global e ideas claves. Taller y
socialización.
9-13/9/19 September 9 LA NOTICIA Repaso general de la noticia, que es, taller
práctico y socialización del mismo. Traer
una noticia del periódico para la próxima
clase.

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COLEGIO ISABEL VALBUENA CIFUENTES

AREA _HUMANIDAES ASIGNATURA INGLES PROFESOR WILLIAM VILLARREAL __________

tourists about the famous places during a tour on

AREA _HUMANIDAES ASIGNATURA INGLES PROFESOR WILLIAM VILLARREAL __________

that they have to complete the name. Put the

students select the correct answers. Students • Writing activity

AREA _HUMANIDAES ASIGNATURA INGLES PROFESOR WILLIAM VILLARREAL __________

paper and pens. Give them a time limit to produce

ºAREA _HUMANIDAES ASIGNATURA INGLES PROFESOR WILLIAM VILLARREAL __________

matched, spend some time asking the class how

decide what tenses you want your class to • Writing activity

AREA _HUMANIDAES ASIGNATURA INGLES PROFESOR WILLIAM VILLARREAL __________

AREA _HUMANIDAES ASIGNATURA INGLES PROFESOR WILLIAM VILLARREAL __________

dialogue in note form so that they know what to

15- July 9 Palabras Homófonas Explicación del tema, ejercicios, taller

alta, Taller de comprensión de lectura y se

August 9 TALLER DE PRODUCCIÓN DE TEXTOS Escribe una narración en la que cuentes tu

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