PERIODO META FUNCIONES OBJETIVOS

1 -
GRAMATICAL
- Conditionals
- Modals of obligation: Should, Ought to,
had better.
- Comparative and superlative
- Present perfect tense
- Future present tense
Valorar el impacto de las TIC’s en la vida
diaria.
DISCURSIVO
- Compare and contrast.
INSTITUCION EDUCATIVA TÉCNICA JOSÉ ACEVEDO Y GÓMEZ
- Dar opiniones sobre fenómenos sociales - Intercambiar información sobre temas
actuales. académicos a través de juego de roll-
- Justificar puntos de vista. play.
- Dar y pedir información sobre temas de - Producir narraciones orales y textos
actualidad. cortos.
- Describir experiencias y planes - Identificar relaciones de causa y efecto
relacionados con la temática trabajada. en textos cortos narrativos relacionados
- Expresar condiciones relacionas con con temas académicos.
fenómenos sociales de la actualidad.
CONTENIDOS
SOCIOLINGUISTICO/INTERCULTURAL LEXICAL
- Valuation of diversity of opinions. Information Technologies.
- Learning through interaction. - Social network
- Curiosity and discovery - Applications
- Knowledge of own culture and the culture of - Blogs
others. - Download / Upload
- Website Save as
- Password
- Access
Connectors of cause and effect.
- Consequently
- As a result
- Therefore
- For this reason
- Because
- As
- Since
Expressions to suggest
Expressions to give opinions.

LESSON PLAN
2019

AREA: ENGLISH GRADE 9 TH

ESTANDAR I read and analyze different kind of exercises in order to understand the main and specific ideas.
COMPETENCES: Interpretative propositive, descriptive communication pragmatics
GENERAL OBJECTIVE: To understand the way how comparatives are formed

GOALS EXPLORATION AND STRUCTURING STAGE TRANSFER AND RESOURCES

EVALUATION
STAGE
-students are Board
Comparative able to Writing Exercises Markers
s 1. Make To explain students that the comparatives are used with any tense and review with them with the topics to Copies
comparisons some. complete Book
about Dictionary
participants in Compare the Adjectives. Ask the class to describe the images using comparatives. • Teacher will Smartphones
their class. give them some Cd
2. Write the Write them on the board as they are mentioned, placing the words in two columns: - chart exercises to Speakers
er (e.g., stronger, taller, and hungrier) and more (more modern, more athletic). Do not
comparative complete. Computer
forms of label the columns.
adjectives. Oral answers to
Add more examples beyond the picture prompts by comparing students and/or objects in
questions
the class. 
Listening
exercises to
When you finish listing comparatives, ask students to come up with the reason that some
complete,
words are in the first column and some are in the second (long or short adjectives /
organize and
adverbs). Students can offer their own examples, to test their hypotheses.
answer.
Categorize the Comparatives
Writing
students listen for the different forms of comparative adjectives and adverbs, and fill them evaluation :
in on the chart as they hear to differentiate, instead of writing the words, students may Compare two
make a check mark in the appropriate column each time they hear an example.  studenst of their
classs.
 Explain the form how comparatives are formed according the length of each one.
introduce the regular construction of comparatives from their base adjectives (+ -er) and
include some spelling changes for some adjectives (e.g. doubling the consonant of
adjectives such as big/bigger and for adding -ier for adjectives ending in -y such
as friendly/friendlier). We also introduce the construction of comparatives for adjectives
that are two or more syllables (e.g. careful/more careful). We finalize the lesson by
introducing the three most common irregular
comparatives: good/better, bad/worse, far/further.

Students will read a text from the book and compare the texts to see the differences
between the way the people live n different cities around the world

INSTITUCION EDUCATIVA TÉCNICA JOSÉ ACEVEDO Y GÓMEZ

LESSON PLAN
2019

AREA: ENGLISH GRADE 9 TH

ESTANDAR I read and analyze different kind of exercises in order to understand the main and specific ideas.
COMPETENCES: Interpretative propositive, descriptive communication pragmatics
GENERAL OBJECTIVE: To learn how superlatives are formed and used.
TOPIC GOALS EXPLORATION AND STRUCTURING STAGE TRANSFER RESOURCES
AND
 EVALUATION
STAGE
Superlative 1. -Identify examples of the superlative in the To watch a movie “ant- man “ Board
s movie and use them in a game. Writing Markers
Explanation of the way how superlatives are formed: Exercises with Copies
2. Demonstrate understanding of superlatives by
the topics to Book
arranging themselves in order according to
We begin with some warm-up (describing pictures) complete Dictionary
superlative categories.
exercises where the student is encouraged to discover Smartphones
3. Use superlatives in presentations about world the superlative adjective form. Cd
records. After several discovery exercises we introduce the Oral answers to Speakers
superlative adjective form (+ – est for short adjectives questions Computer
. and most + adjective for long adjectives) and the use
of the before superlative adjectives. Listening
exercises to
We use the classmates to show exmales and n this complete,
way the studens get onvolve in the activity to start to organize and
practice answer.

We select students at random ans they will give somo Writing

exmles of superlatives using thir friend as models to evaluation
take the aample.

Since superlative adjectives and comparative

adjectives are highly related concepts, our second
superlative adjectives lesson plan focuses on
providing practice for all the superlative and
comparative forms your student has discovered by
this point.

They will start to write exercises where they use an

adjetives to exprese comparation of thwo studenests
 and also they will use the superlative for that adjetve
using also one of their classmate.

PERIODO META FUNCIONES OBJETIVOS

2 - Proponer acciones de reducción de - Expresar acuerdos y desacuerdos sobre - Producir textos narrativos con temas
inequidades en la comunidad. temas relacionados con el ambiente social. relacionados con medios sociales.
- Justificar puntos de vista sobre temas - Intercambiar información sobre temas
relacionados con el medio social. relacionados con el medio social.
- Dar opiniones sobre temas relacionados - Identificar relaciones de contraste y
con el ambiente social. adición sobre temas relacionados con el
- Expresar futuros planes y condiciones sobre medio social.
temas relacionados con los medios
sociales.
- Describir experiencias pasadas.
CONTENIDOS
GRAMATICAL DISCURSIVO SOCIOLINGUISTICO/INTERCULTURAL LEXICAL
- Present, past and future tense. - Relations of contrast and addition - Respeto por la diversidad cultural en Opposites
- Present past and future perfect tense. - Discourse markers. contextos históricos, sociales y culturales. - Woman – Women
- Conditionals - Aprender a través de la interacción. - Man – Men
- Modals - Child – children
- Reported speech - Person - people
- Just – unjust
- Wrong – right
- Fair – Unfair
- Lack of…

Expressions of contrast and addition.

- Compared to…
- In addition to
- Nevertheless
 - Whereas
- On the other hand
- However
- Despite
- Moreover
- Besides

Expressions to request clarification

- Could you expand a little bit on what you
said?
- Could you be more specific on what you
said about…?
- I didn’t understand what you said about…

Expressions to make and oral presentation

- Today, we would like to present…
- Good afternoon, our purpose today is…
- My group members are…

Expressions to summarize ideas.

- On the whole…
- Basically
- In the text, the author argues that…

INSTITUCION EDUCATIVA TÉCNICA JOSÉ ACEVEDO Y GÓMEZ

LESSON PLAN
2019

AREA: ENGLISH GRADE 9 TH

ESTANDAR I read and analyze different kind of exercises in order to understand the main and specific ideas.
COMPETENCES: Interpretative propositive, descriptive communication pragmatics
GENERAL OBJECTIVE: use verbs
TOPIC GOALS EXPLORATION AND STRUCTURING STAGE TRANSFER RESOURCES
AND
EVALUATION
STAGE
Verbs Students will be able to define and identify different types Start with the following explanation: "You use sentences Check lists Board
of verbs. with many verbs daily. Let’s see if you can identify the Markers
Students will be able to demonstrate correct usage of verbs in the following sentence." Writing Copies
different verbs, including past and present tense verbs Exercises Book
Provide a definition on the board. For example:
and helping verbs. with the Dictionary
Verb Defined:  A verb is a word that defines action – an topics to Smartphones
action word. It will tell what the subject of a sentence is complete Cd
doing or what will happen. Speakers
Computer
 Example A: “Terry ran upstairs.” (ran tells what
Oral answers
Terry did – Terry is the subject.)
to questions
 Example B: “Katie eats her lunch.” (eats tells what
Katie is doing – Katie is the subject.)
Listening
Give students an example, such as “James throws the ball
exercises to
and laughs with his friends after he falls trying to catch it.”
complete,
Have them identify the verb.
organize and
Objectives: Students will: answer.

 Recognize different types of verbs

Writing
 Identify verbs in various sentences
evaluation
 Use present, and past tense verbs
Explain: Illing blanks
1. There are two types of verb tenses, past and
present.
2. A past tense verb describes something that has
already happened.
3. A present tense verb describes something that is
 currently happening
Examples
Provide the following examples:

 Past Tense: I ran with Jaime. Lacy ran with Jeff. 

Jeff ran to me. We all ran away.
 Present Tense: I am walking. Lacy is walking with
Jeff.  Jeff is walking with me.  We all walk together.
Have students form their own past and present tense
sentences. Teachers can also have students share their
sentences with the class and identify which verbs are past
tense and which verbs are present tense.
Have students write a two paragraph story using common
verbs, as well as past and present tense verbs. These
paragraphs should infuse noun usage from previous
grammar lessons with verb usage from the current lesson.
Have students take turns reading one of their paragraphs
to the class and identify the verbs within each paragraph.

INSTITUCION EDUCATIVA TÉCNICA JOSE ACEVEDO Y GOMEZ

LESSON PLAN
2019
AREA: ENGLISH GRADE 7 TH
ESTANDAR: • To be able to give appropriate verbs to any person about their daily activity

COMPETENCES: Interpretativa Propositiva Descriptiva Comunicativa Pragmática

GENERAL OBJECTIVE: to identify the use of the modal verbs

TOPIC GOALS EXPLORATION AND STRUCTURING STAGE TRANSFER AND RESOURCES

EVALUATION STAGE
Uses of Modals and different kinds Board
of meaning. t will explain that the modals can, could, Writing Exercises with topics to Markers
Modal verb 1. Students will give and complete Copies
Can will, would, shall, should,
receive instructions Book
Should may, might and must are used to show the following Oral exercises. Dictionary
using modals.
Could meanings: ability, possibility Check lists Smartp
Mya 2. Students will Dictionary
probability permission advisability, necessity, requesting
Have to differentiate between Speakers
Might assistance making conclusions, Oral answers to questions Computer
the modals used for
giving instructions, making suggestions, showing Listening exercises to hones
possibility, obligation, complete, organize and
preference making offers, making
and necessity by answer.
promises or predictions and modals and will explain
identifying theses
what each modal means by giving Writing evaluation
types of modals in the
examples in English and comparing and relating it to
language around them. Illing blanks
Spanish. This is an important
3. Students will
strategy because Spanish will serve as a latter to learn
demonstrate an ability
the modals in English. The
to reason deductively
T will explain the difference between each modal
using modal forms
Then t will explain basic rules about modals for example
 that modal auxiliaries are not marked by tense. They
precede the main verb, as well as any other auxiliaries
that are present. Auxiliary verbs either signal that a main
verb is coming observe as a substitute for the verb
phrase.
After the explaining the modal students will work in
group and will do exercise Group work will be done with
the purpose to consult each other. Therefore if there is
about something in the copy or about the modals they
can consult each other or the t.

T will ask them to do some slides in wich they must

practice the use of modals for giving tip to their
classmates aboth how to behave in the school

PERIODO META FUNCIONES OBJETIVOS

 3 - Establecer prácticas de prevención de - Dar recomendaciones sobre temas de - Preparar textos de manera oral y escrita
enfermedades en la región. interés público. relacionados con temas académicos de
- Expresar opiniones sobre temas de interés. su interés.
- Describir experiencias pasadas y planes a - Intercambiar información sobre temas
futuro. relacionados entre sí.
- Reportar información - Identificar la información sobre temas
académicos.
CONTENIDOS
GRAMATICAL DISCURSIVO SOCIOLINGUISTICO/INTERCULTURAL LEXICAL
- Adverbs of frequency and sequence. - Conectores de secuencia. - Habilidades para analizar, interpretar y Parts of the body.
- Imperatives relacionar. - Abdomen
- Modals - Flexibilidad cognitiva - Heart
- Present perfect tense - Aprendizaje por medio de interacción. - Back
- Past tense. - Kidney
- Conditionals - Liver
- Lung
- Backbone
- Skull

Diseases and symptoms.

- Dengue
- Chikunguya
- Influenza
- Malaria
- Mosquito bite
- Viral infection
- Muscle pain
- Fatigue
- Virus
- Parasite
- Anaemia
- Rash
- Nausea

Transition words.
- Therefore
- Consequently
 - Accordingly
- Thus
- Hense
- As a result

Expressions to describe symptoms

- Germs can spread diseases such as
- The flu is a contagious disease
- I’m suffering from
- My doctor told me I have…
- I am feeling sick

Expressions to quote
- According to…
- The author states
- The author suggests
- As… states

Expressions to introduce a subject.

- Today’s topic is…
- What I want to do today is…
- What we are going to cover today is…
- Today, I am going to talk about…

INSTITUCION EDUCATIVA TÉCNICA JOSE ACEVEDO Y GOMEZ

LESSON PLAN
2018

AREA: ENGLISH GRADE 10 TH PERIOD THIRD

ESTANDAR: • I understand basic information about topics related to my environment and my daily activities.
COMPETENCES: Interpretativa Propositiva Descriptiva Comunicativa Pragmática
GENERAL OBJECTIVE: Improve recognition of the zero and first conditional forms used in conditional statements, while inductively reviewing the structures.

TOPIC GOALS ACTIVITIES ESTRATEGIAS DE RESOURCES

EVALUATION
STRATEGIES
Some ss will Board
. Reading Short prepared text with first and second introduce Markers
Conditionals Learn to recognize the first conditional forms included, Speaking Replying to themselves. Copies
0 and second conditional forms student generated conditional questions, Writing Book
1 used in conditional Developing structurally correct questions using the first Oral commands Dictionary
statements, while inductively and second conditionals Smartphones
reviewing the structures. Ask students to imagine the following situation: You’ve Writing Exercises Tv
arrived home late at night and you find that the door is with the topics to Laptop
open to your apartment. What would you do? - Refresh complete
students awareness of the conditional in this relaxed
introductory portion of the lesson. • continuous –
Have students read prepared extract using conditionals. through observation
Ask students to underline all conditional structures. and analysis of
In groups, students complete fill-in activity based on answers.
previous reading.
Correct worksheets in small groups. Move about the • the teacher
room helping students with their corrections. evaluates students’
Go over corrections as a class. answers and
Answer any questions they may have on first and conclusions.
second conditional structure at this point.
In groups, have students prepare two “What if…” • teacher will give
situations on a separate piece of paper. Ask students to them some writing
employ first and second conditionals. exercises to
Ask students to exchange their prepared situations with complete
another group.

Students in each group discuss the "what if..." situations.

Move about the class and help students - especially
 concentrating on the correct production of the first and
second conditional forms.
Give them enogu material to work conditional by
conditional and at the same time the review all tenses
possible each class.

INSTITUCION EDUCATIVA TÉCNICA JOSE ACEVEDO Y GOMEZ

LESSON PLAN
2019

AREA: ENGLISH GRADE 9

ESTANDAR: • I understand basic English in spoken language.

COMPETENCES: Interpretativa Propositiva Descriptiva Comunicativa Pragmática
GENERAL OBJECTIVE: improve listening skill
TOPIC GOALS ACTIVITIES ESTRATEGIAS DE RESOURCES
EVALUATION
STRATEGIES
Some ss will Board
. introduce Markers
 Tell students they are going to watch a movie
Passive Listening Bring students up to a level of themselves. Copies
listening comprehension they’d like, if it is one that they can easily relate with Book
which helps them feel Oral commands Dictionary
Movie their likes.
confident with coping with full, Smartphones
Lesson Plan normal-speed listening texts,  After a sit-com has been settled, watch a movie Writing Exercises Tv
while not getting distracted by with the topics to Laptop
unknown vocabulary they with the class, prompt conversation on what complete
may encounter. happened to the characters . Try to quick the use of
• continuous –
Movies for effective use in new vocabulary learned from it . through observation
helping students improve their  Try to connect the new vocabulary brought up by and analysis of
listening, vocabulary and answers.
students to specific scenes, settings and moods in the
conversation skills.
episode of the movie . • the teacher
evaluates students’
 Finally, try to compare the episodes' situations to answers and
real situations in your students' lives. conclusions.
 After class, ask your students make a short of • teacher will give
the class' episode new vocabulary - especially them some writing
exercises to
phrases. complete

By first concentrating on the movies situations and

comparing them to real life (in class), students become
primed for the learning of new collocations that might
increase their chances of communicative success in
similar situations in real life. Further, by concentrating on
the episode's language (at home), students sustain their
concentration on the language for relatively longer
stretches of time, in that way noticing new particularities
of the language learned.

when students first watch the episode, their memories

record much more than just the language or the images.
In fact, their minds make a very elaborate copy of the
episode, linking the tone of speakers, the language
 used, the mood of each scene, etc. The really
fascinating part comes when listening to the audio copy
of the episode. What happens, as reported by my
students, is that the images jump into their head. A very
sophisticated kind of passive thinking in English (or
bringing vivid imagery to their mind's eye automatically)
has been accomplished.

 Turn this activity into an on-going practice

throughout the course.
 Recommend that your students concentrate on
just one sit-com time after time, as this might help
students follow the rhythm and collocations of
conversations and help them deal with accents of the
characters.
 Suggest that students establish the ritual of
focusing their attention on a particular character of
their choice, as this helps them fall into familiarity with
the character, and this may lead to the eventual
injection of the character's mannerisms, collocations,
idioms, intonation, etc, into the students'
conversation.
 Make sure to give students clear instructions on
 how to continue this exercise at home. Make them
aware of the many nuances of language through
activating tasks related to situations and language in
the comedy during class.

PERIODO META FUNCIONES OBJETIVOS

4 - Generar conciencia sobre los derechos - Expresar opiniones sobre temas sociales. - Identificar información relevante sobre
de los ciudadanos. - Justificar puntos de vista, acuerdos y temas académicos.
desacuerdos. - Preparar textos narrativos de forma oral y
- Expresar condiciones sobre situaciones de escrita.
interés general. - Intercambiar información a través de
- Describir experiencias pasadas y futuras. preguntas y expresiones.
- Expresar planes a futuro.
CONTENIDOS
GRAMATICAL DISCURSIVO SOCIOLINGUISTICO/INTERCULTURAL LEXICAL
- Past tense - Conectores de secuencia. - Curiosidad y descubrimiento Rights
- Past perfect tense - Aprender por interacción - To vote freely
- Present tense - Conocimiento del impacto cultural y social - To receive health and basic services
- Conditionals en contextos sociales. - Dignity and identity
- Civil disobedience

Expressions of advantages and disadvantages.

- One advantage could be
- The main disadvantage of this is
- The good point is
- The best part about …. Is…
 Expressions to present a project
- Today, we would like to present
- Good afternoon, our purpose today is…
- My group members are

Expressions to express policies.

- In the past, women could not vote…
- The government planned…

INSTITUCION EDUCATIVA TÉCNICA JOSE ACEVEDO Y GOMEZ

LESSON PLAN
2018

AREA: ENGLISH GRADE 10 TH PERIOD FOUR

ESTANDAR: • I understand basic information about topics related to my environment and with hypothetical situations
COMPETENCES: Interpretativa Propositiva Descriptiva Comunicativa Pragmática
GENERAL OBJECTIVE: Improve recognition of the first and second conditional forms used in conditional statements, while inductively reviewing the structures.

TOPIC GOALS ACTIVITIES ESTRATEGIAS DE RESOURCES

EVALUATION STRATEGIES
Some ss will introduce Board
. Reading Short prepared text with first and themselves. Markers
Conditionals Learn to recognize the second conditional forms included, Speaking Copies
2 second and third conditional Replying to student generated conditional Oral commands Book
3 forms used in conditional questions, Writing Developing structurally Dictionary
statements, while inductively correct questions using the first and second Writing Exercises with the Smartphones
reviewing the structures. conditionals topics to complete Tv
Ask students to imagine the following situation: Laptop
You’ve arrived home late at night and you find • continuous – through
that the door is open to your apartment. What observation and analysis of
would you do? - Refresh students awareness answers.
of the conditional in this relaxed introductory
portion of the lesson. • the teacher evaluates
Have students read prepared extract using students’ answers and
conditionals. conclusions.
Ask students to underline all conditional
structures. • teacher will give them some
In groups, students complete fill-in activity writing exercises to complete
based on previous reading.
Correct worksheets in small groups. Move
about the room helping students with their
corrections.
Go over corrections as a class.
Answer any questions they may have on first
and second conditional structure at this point.
In groups, have students prepare two “What
if…” situations on a separate piece of paper.
Ask students to employ first and second
conditionals.
Ask students to exchange their prepared
situations with another group.

Students in each group discuss the "what if..."

situations.
Move about the class and help students -
especially concentrating on the correct
production of the first and second conditional
forms.
Give them enogu material to work conditional
by conditional and at the same time the review
all tenses possible each class.
TOPIC GOALS ACTIVITIES ESTRATEGIAS DE RESOURCES
EVALUATION
STRATEGIES
Write a example sentence on the board. Some ss will Board
. introduce Markers
Ask students what they do if they are reading an English
Reading and themselves. Copies
listening Increased awareness and text and do not understand a specific word. Book
comprehension usage of contextual reading Oral commands Dictionary
Ask students what they do if they are reading a text in
clues Smartphones
their native language and do not understand a specific Writing Exercises Tv
Awareness raising concerning with the topics to Laptop
word.
the use of contextual clues, complete
followed by worksheet Ask students what “XXXXXX” word means.
practicing contextual reading • continuous –
Once students have established that they don't know
through observation
what a XXXXXX is, ask them to guess at what it might and analysis of
answers.
be.
Ask students what part of speech a XXXXXX is (i.e. • the teacher
evaluates students’
verb, noun, preposition etc.)
answers and
Have students explain how they arrived at their guesses, conclusions.
which clues did they use?
• teacher will give
Explain the concept of reading in "chu XXXXXX nks" i.e. them some writing
exercises to
looking at the text surrounding the unknown word for
complete
clues.
Ask students to identify the probable vocabulary areas
from the text .
 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
Which part of speech is the unknown word? Is it a verb,
noun, preposition, adjective, time expression or
something else?

 Ask student to identify

o Verbs
o Tenses
o Unknown words
o Difficult vocabulary

Read the text aloud several times.

