INSTITUCIÓN EDUCATIVA TÉCNICA JOSÉ ACEVEDO Y GÓMEZ

LESSON PLAN ELEVNTH GRADE 2019

YOLY ASTRID GÓMEZ GÓMEZ

TOPIC AND OBJETIVES DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS

Texts
SIMPLE tenses Teacher's activity: T enters the classroom, greets the Ss, • the teacher
and asks them how they are, if there are any Ss missing. T evaluates students’ photocopies
- To allow Ss to practice asks Ss to copy a chart and fill it in, then swap the charts answers and
speaking spontaneously and with their partner, then tell the form about him/her conclusions. Guides
fluently about something that Students' activity: Ss fill in the charts.
may provoke the use of words T asks the Ss to find the words which belong to a number • teacher will give Dictionaries
and phrases they have been of generic words and ask the Ss to write them on the them some writing
learning last year blackboard. exercises to Cd player
- To develop Ss' ability to use T asks the Ss to fill in an exercise about a daily complete.
language in real life situations programme and then make five sentences about their day Internet

- To develop Ss' speaking and
reading skills.
- To develop Ss' listening-
comprehension abilities  attention to the endings and asks the class to correct their
- To revise and reinforce
grammar concerning the
Present Tense.
and tell their partner. Ss write the unknown words in their
notebooks and solve the exercise 
T asks Ss to unjumble a string of letters and find some
verbs and put them in the sentences and then find out who
the person in the text is.Ss read the sentences to the class.
T asks Ss to fill in the right verbs in the Present Tense
Simple and then write them on the blackboard, paying
laptop
mistakes. Ss write in their notebooks. 
Ss correct each other's mistakes.
T writes down the new words and then asks the pupils to
write six sentences with adverbs of frequency. Ss combine
the names of the characters, the verbs and the adverbs of
frequency and read them to the class.
T asks the Ss to say what a character in the text does every
week and what he is doing now.
Ss solve their task.
 TOPIC AND OBJETIVES DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS

Texts
CONTINUOUS tense SS may already have done some work on this - you will • The teacher
To introduce and practice ways know your SS and how much new vocabulary you want to evaluates students’ photocopies
to:  introduce to / elicit from your learners. It may be that SS answers and
* Talk about what you are have already been introduced to this tense. They will need conclusions. Guides
doing in the present a lot of practice and this lesson provides just that.
* Talking about the future and Give them the follow structure just to remember : I'm / • Teacher will give Dictionaries
* Making arrangements He's / She's + verb + -ing (for what is happening now). them some writing
elicit the question and the answer from your learners. exercises to Cd player
"What are you doing?" "I'm ." complete.
elicit (or model) some of these informal phrases that lend Internet
themselves to making arrangements. . elicit the dialogue
structures first, drill and put the form on the board. laptop
create a gap fill (cloze) by removing certain words so that
they have a dialogue frame to work from at first.

TOPIC AND OBJETIVES
PERFECT tenses
Improving time signifier
recognition and production
skills in the particularly difficult
area of present perfect
extend this dialogue to include where to meet and at what
time
DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS
Put two category headings on the board: Past Simple - Ss answers and Texts
Present Perfect results
Have students brain storm on the various time signifiers photocopies
that are used in each tense.
Put the time expressions into the correct category on the Oral presentation Guides
board and have students copy the exercise.
Ask students to provide example sentences for each of the Dictionaries
time expressions - signifiers that are on the board.
Give students worksheet and ask them to decide which Cd player
time signifiers - expressions can go with which sentences.
Make sure to point out that there are a number of Internet
possibilities for each sentence.
 Correct sentences as a class. Follow-up by discussing
which time signifier(s) might be best in each case and
why.
Present Perfect or Simple Past - Which Time Signifier -
Which Sentences?
Choose which of the following time expressions can be
used with which sentences. There are various possibilities laptop
for each sentence.
ever since that time, yet, just, in the last few months, after
the course finished, already, recently, so far, that month,
yesterday, many years ago, for the past few weeks, lately,
when he went to school, since two weeks ago, just last
week, two semesters ago.
Giv ethem somo extra work sheets to work in the
classroom and as a homework.

T0PIC AND OBJETIVES DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS

  continuous – through  Copies
 There are two basic future tenses used to describe
 Future tense observation and
things that happen in the future. Besides these two
analysis of answers.
there are some other future tenses which can be
 Aim: Developing a started on the advanced future tenses page. The first
• The teacher
deeper understanding of future tense is the future with 'will'. Use the future
evaluates students’
the use of the future with with will to talk about an event in the future that you
answers and
'will' and 'going to' have just decided to do, for predictions and for
conclusions.
promises.

• Teacher will give

 The future with 'going to' is used to express events
them some writing
you have already planned in the future and your
exercises to complete.
intentions for the future. We sometimes also use the
present continuous for planned events in the near
future.

 She's going to attend university and study to become

a doctor.
We're going to make the presentation next week.
  Start the lesson off by asking some questions with
'will' and 'going to'. Be sure to mix the questions up.
For example:

 What do you think will happen at school tomorrow?,

What are you going to do after school today?, What
will you do if you don't understand this lesson?,
Where are you going to travel on your next
vacation?

 Ask students to reflect on the questions you asked.

Which forms did you use? Can they explain why?
 Pass out the dialog and ask the students to read
through and answer the questions.
 As a group, correct the questions and ask students to
explain why certain questions used 'will' and others
'going to'. A further possibility is to ask students to
highlight the sections of the dialog that used 'will'
and those that used 'going to'. Ask them to explain
 why.
 Have students write out answers to the question
sheet. Go around the room to help individual
students and check that students are answering using
the correct form.
 As a class, elicit answers from various students.
When appropriate, ask students to elaborate on their
answers in order to give them a further chance to use
these forms.
 Ask students to use the small talk questions with
each other in pairs or in small groups.
 Optional homework - Ask students to prepare a
short paragraph on their future plans for study,
hobbies, marriage, etc. (Use of 'going to'). Ask them
to write out a few predictions about the future of
their lives, the country, the current political party,
etc. ( future with 'will')
 T0PIC AND OBJETIVES
Reading comprehension
Increased awareness and usage
of contextual reading clues
Awareness raising concerning
the use of contextual clues,
followed by worksheet
practicing contextual reading
DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS
Write an example sentence on the board. • continuous – Copies
Ask students what they do if they are reading an English through observation Notebook
text and do not understand a specific word. and analysis of Board
Ask students what they do if they are reading a text in answers.
their native language and do not understand a specific
word. • the teacher
Ask students what “XXXXXX” word means. evaluates students’
Once students have established that they don't know what answers and
a XXXXXX is, ask them to guess at what it might be. conclusions.
Ask students what part of speech a XXXXXX is (i.e. verb,
noun, preposition etc.) • teacher will give
Have students explain how they arrived at their guesses, them some writing
which clues did they use? exercises to
Explain the concept of reading in "chu XXXXXX nks" i.e. complete.
looking at the text surrounding the unknown word for
clues. Reading
Ask students to identify the probable vocabulary areas comprehension test.
from the text . Rewrite the story
Explain the importance of activating vocabulary by first
quickly glancing at the text to be read.
This idea is very important as the brain will begin to focus
on related concepts thus preparing the student for what is
to be read.
Point out that by using all of these clues (i.e. " XXXXXX
", part of speech, logical deduction, vocabulary
activation), students can arrive at a much fuller
understanding of difficult texts - even if they do not
understand each word
Have students divide into small groups and complete
worksheet.
Reading Clues

TOPIC AND OBJETIVES
Active voice and
Passive voice
Students will improve
recognition of the differences
between the passive voice and
active voice with particular
attention paid to the present
Which part of speech is the unknown word? Is it a verb,
noun, preposition, adjective, time expression or something
else?
DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS
Textos
Relate story which was written passive voice. T evaluates ss
By working through the fact sheet students will hopefully • teacher will give Fotocopias
begin to intuitively use the passive voice while them some writing
contextualizing the use of the passive when used to exercises to Guías
describe a native city or region. This section also creates complete.
student interest in the following reading selection by Diccionario
asking them to guess if the facts are true or false.
simple, past simple, and present
perfect passive forms.
Students will quickly review
language used to express
opinions.
Students will contextualize the
use of the passive by giving
them examples Students will
focus on passive oral
production skills in the context
of speaking about different
situations
Part 1 Grabadora
A.  Have students read short text (hambuegers)
B. Have students underline passive voice structures. Internet
C. Students discuss what the differences are between the
active and passive voice. Computador
D. Class review of passive structure.
Part 2 Taller de
A. As a class, discuss which passive utterances could be bilingüismo
used to describe a region, place, people, things. etc
B. Have students divide into groups of three.
C. Each group should focus on using the passive voice to
describe whatever they want to his/her partners.
D. Class correction of common error
Instruct students to copy in their notebooks the differences
between passive and active voice. Provide examples.
If revising an essay, pair students.
Instruct them to read their rough drafts and circle passive
voice constructions.
Instruct each pair to exchange writing drafts and identify
passive voice constructions in their partner's writing.
Rewrite paragraphs in active voice.
Share revisions with the class.
Motivate students with a paragraph challenge.
Give them some worksheet to fill.
 TOPIC AND OBJETIVES DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS

he teacher greets the students and asks them different • continuous – Copies
REPORTED SPEECH questions such as: ”How are you today?”, “What day is through observation Computes
today?” Then she checks the homework and analysis of Tv
• to show interest in gaining new
The teacher announces the topic of the lesson and answers.
information about English
motivates her choice: the importance of knowing how to
grammar
report what somebody else said • the teacher
• to understand essential
The teacher asks the students to role play a conversation evaluates students’
information from a text
Blackboard, hand-outs answers and
• to acquire a new grammar
The teacher asks the students to try to report what the two conclusions.
knowledge about Reported
said and write the answers on the blackboard.
Speech
The teacher asks the students some questions concerning • the students listen
the sentences they wrote. They must observe how the to the teacher and
LEARNING AIMS:
persons change and then the teacher explains that also the ask questions if any
• to encourage students to use
tenses change in English.
the Reported Speech
The teacher explains the changes that occur at the

SKILLS: Reported Speech. T First explains the imperative

 sentences and then the affirmative and negative sentences
giving examples and show some slides with grammar
explanation.

The teacher asks the students to write and read a diary

• speaking
page .
• reading
The teacher asks the students to solve some exercises
• listening
with reported speech using all the knowledge they
• writing
acquired previously
The teacher divides the class in two groups and gives
each student a sentence to change it into reported speech.
They answer in turns who answer correctly is allowed to
put a cross or a nought.
The group that puts 3 crosses or nougats in a row wins.

TIPIC AND OBJETIVES DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS

Give theme some material to work (readings) • continuous – Copies

 Reading comprehension
Increased awareness and usage
of contextual reading clues
Awareness raising concerning
the use of contextual clues,
followed by worksheet
practicing contextual reading
Ask students what they do if they are reading an English through observation
text and do not understand a specific word. and analysis of
Ask students what they do if they are reading a text in answers.
their native language and do not understand a specific
word. • the teacher
Ask students what a random word means. evaluates students’
Once students have established that they don't know what answers and
is, ask them to guess at what it might be. conclusions.
Ask students what part of speech that word is (i.e. verb,
noun, preposition etc.) • teacher will give
Have students explain how they arrived at their guesses, them some writing
which clues did they use? exercises to
Explain the concept of reading that word i.e. looking at complete.
the text surrounding the unknown word for clues.
Show them an article from an advanced level magazine:
19 things-nobody-tells-you-about-life-after-high-school-
graduation.
Ask students to identify the probable vocabulary areas
 that may be used in the example article.
Explain the importance of activating vocabulary by first
quickly glancing at the text to be read. This idea is very
important as the brain will begin to focus on related
concepts thus preparing the student for what is to be read.
Point out that by using all of these clues (i.e. "chunking",
part of speech, logical deduction, vocabulary activation),
students can arrive at a much fuller understanding of
difficult texts - even if they do not understand each word
Have students divide into small groups and complete
worksheet.
Reading Clues
Which part of speech is the unknown word? Is it a verb,
noun, preposition, adjective, time expression or
something else?

TIPIC AND OBJETIVES DEVELOPMENT OF THE TOPIC EVALUATION RESOURSCS

 • continuous – Copies
through observation
and analysis of
answers.

• the teacher
evaluates students’
answers and
conclusions.

• teacher will give

them some writing
exercises to
complete.