SUBJECT: ENGLISH TEACHER´S NAME: Alicia Pacheco Morales SCHOOL YEAR GRADE: 1st GROUP: “A”,“B”,”C” & “D”

2012/2013
DATE: UNIT: UNIT PURPOSE:
From February 6th -9tg Actions in progress To enable students to
give and obtain information about possessions and to describe actions
that are in progress at the moment of speaking.
SOCIAL PRACTICE: PERFORMANCE EVIDENCE: DIDACTIC SITUATION:
Giving and obtaining Students can use language creatively and appropriately by choosing lexis, Simpsons actions
factual information of a phrases and grammatical resources in order to produce short, relevant GENERAL AIM:
personal and non- texts (postcard, photograph description, letter/e-mail, conversation) To learn the use of ing form
personal kind regarding possessions and actions in progress. LANGUAGE FUNCTION
Describing what people are wearing and/or doing at the moment of
speaking
COMPETENCES: MATERIAL SKILLS: INTERACTION ASSESSMENT:
Information management…………( ) Word cards …………...( ) Listening ……………..( ) By pairs……………………( ) Teacher´s assessment………...( )
Performance learning ………….....( ) Images……………….. ( ) Reading………………( ) By teams……….………….( ) Continuous assessment….…...( )
Situation management……………( ) Handout……………….( ) Speaking ………….…( ) Individual………………….( ) Self assessment……………. …( )
Life in society…………………...….( ) Quiz…………………… ( ) Writing………....……..( ) Full group………………….( ) Peer assessment………………( )
Practice of values………………… ( ) Others………………….( ) Grammar…………….( ) Portfolio…………………..……..( )

SESION I SESION II SESION III

.Aim By the end of the lesson students will be able to By the end of the lesson students will be able to By the end of the lesson, students will be able to
identify the use of ing recognize the use of verb to be in present continuous. practice the grammar structures.

Procedur Ss get in teams according with the number T T delivers a cat guts. Ss need to match the image T delivers a text and asks Ss observe the image. Ss
e delivers. with the word and in front of it, Ss write the ing form. say what is about the photograph and the text.
T draws a schema with the located of each team. T sticks on the whiteboard some words on the T reads the text and Ss say what the sentence says.
T delivers a balloon with a verb into. Ss have to act whiteboard. (pronouns, verbs, and verb to be) Ss glue the text and underline the sentences that
the verbs and the rest of the group. Ss guess and T forms 3 sentences. Ss write the sentence contain present progressive.
write it on their notebooks. underlining. Ss write three sentences on their notebook.
Ss draw a chart in order to write the use of ing with T writes some verbs on the whiteboard and Ss add T forms teams and delivers envelop with sentences in
each verb. the Ing and write sentences using verb to be chunks.
T says the verb and Ss write it in a piece of sheet Ss forms sentences as the can and write them on the
the verb adding the ing. notebook.
Ss deliver the paper to the T.
Language Kiss, fly, walk, run, fly, arrive, dance, play, fight, Write, read, listen, play, study, walk, run, kiss, jump, I am sitting here, I am listening, I am turning around, I
to be close, swim, etc. …. fly, drink, eat, draw, listen, sleep, work, etc. am sleeping….
used

________________________ ________________________ _______________________

Alicia Pacheco Morales Clemente Miranda Barranco Rene Cruz Flores
SUBJECT: ENGLISH
DATE:
From January 06st to 09th
SOCIAL PRACTICE:
Carrying out certain
transactions
COMPETENCES:
Information management…………(
Performance learning ………….....(
Situation management……………(
Life in society…………………...….(
Practice of values………………… (
TEACHER´S NAME: Alicia Pacheco Morales SCHOOL YEAR GRADE: 3RD GROUP: “A”,“B”,”C” & “D”
2012/2013
UNIT: UNIT PURPOSE:
Food and Drink The purpose of this unit is to enable students to participate in
conversations in which food and drink are ordered, as well as to
describe food and drink that they know/like and their recipes, and learn
about food and drink in other parts of the world..
PERFORMANCE EVIDENCE: DIDACTIC SITUATION:
Students can use language creatively and appropriately by selecting lexis, Healthy life
phrases and grammatical resources in order to produce meaningful,
relevant and clear texts (set of rules and regulations, warning sign, GENERAL AIM:
conversation) when stating warning, prohibition and obligation. To acquire new food vocabulary
LANGUAGE FUNCTION
Ordering meals
MATERIAL SKILLS: INTERACTION ASSESSMENT:
) Word cards …………...( ) Listening ……………..( ) By pairs……………………( ) Teacher´s assessment………...( )
) Images……………….. ( ) Reading………………( ) By teams……….………….( ) Continuous assessment….…...( )
) Handout……………….( ) Speaking ………….…( ) Individual………………….( ) Self assessment……………. …( )
) Quiz…………………… ( ) Writing………....……..( ) Full group………………….( ) Peer assessment………………( )
) Others………………….( ) Grammar…………….( ) Portfolio…………………..……..( )

SESION I SESION II SESION III

.Aim By the end of the lesson, students will be able to By the end of the lesson, students will be able to By the end of the lesson the students will be able to
distinguish containers vocabulary recognize the difference between uncountable and identify some phrases to order food in a restaurant.
countable nouns
Procedur T asks about the grocery list. T writes it on the T writes on the whiteboard uncountable nouns. T asks to the students count their stamps.
e white board. Ss write them and represent it with a draw. T collects the information.
T shows some containers realia. And tell the T forms teams and ask participation per team. T plays a listening and Ss have to say what they can
pronunciation. Each student tastes. Touch, or smell different kind of listen this kind of conversation.
T delivers a vocabulary sheet. food and win a point if the student answers correctly. T delivers a sheet.
Ss cut and glue match them the vocabulary with When the Ss identify the countable and uncountable Ss answer it according with the track.
the images. nouns divide the whiteboard and write a question in Ss create a draw where they have to invent their own
T delivers a sheet where they need to put the each part. T write some nouns and all the group pizza and write the ingredients that they have.
number in the correct image. classify them.
T and Ss check it.
T delivers a letters and teacher says what would
she like to eat and students have to write the name
of the food.
Language bag, bottle, box, bunch can, carton, head, jar, loaf-loaves, Sugar, eggs, flour, rice, jewelry, cheese, bread, wine, May I take your order? I’d like to order…. What is yoru
to be pack, package, roll, six-pack, stick, tube, pint, quart, half- water, oil, butter, milk. etc,. telephone number,...
used gallor, gallon, liter, pound

________________________ ________________________ _______________________

Alicia Pacheco Morales Clemente Miranda Barranco Rene Cruz Flores
SUBJECT: ENGLISH TEACHER´S NAME: Alicia Pacheco Morales SCHOOL YEAR GRADE: 1st GROUP: “A”,“B”,”C” & “D”
2012/2013
DATE: UNIT: UNIT PURPOSE:
From February 11st to 15. Actions in progress To enable students to
give and obtain information about possessions and to describe actions
that are in progress at the moment of speaking.
SOCIAL PRACTICE: PERFORMANCE EVIDENCE: DIDACTIC SITUATION:
Giving and obtaining Students can use language creatively and appropriately by choosing lexis, Tom and Jerry actions
factual information of a phrases and grammatical resources in order to produce short, relevant GENERAL AIM:
personal and non- texts (postcard, photograph description, letter/e-mail, conversation) To apply the knowledge
personal kind regarding possessions and actions in progress. LANGUAGE FUNCTION
Describing what people are wearing and/or doing at the moment of
speaking
COMPETENCES: MATERIAL SKILLS: INTERACTION ASSESSMENT:
Information management…………( ) Word cards …………...( ) Listening ……………..( ) By pairs……………………( ) Teacher´s assessment………...( )
Performance learning ………….....( ) Images……………….. ( ) Reading………………( ) By teams……….………….( ) Continuous assessment….…...( )
Situation management……………( ) Handout……………….( ) Speaking ………….…( ) Individual………………….( ) Self assessment……………. …( )
Life in society…………………...….( ) Quiz…………………… ( ) Writing………....……..( ) Full group………………….( ) Peer assessment………………( )
Practice of values………………… ( ) Others………………….( ) Grammar…………….( ) Portfolio…………………..……..( )

SESION I SESION II SESION III

.Aim By the end of the lesson students will be able to By the end of the lesson students will be able to write By the end of the lesson, students will be able to
evaluate their knowledge. a part of a text according with an image. correct their exam by themselves.

Procedur T delivers 10 minutes to the Ss study. T shows a video about Phineas and Ferb. T
e T delivers the exam freezes an image and Ss have to describe what
Ss answer the exam, the characters are wearing.
Ss create a draw that shows the new unit. Ss watch the video and they write some
sentences according with the video.
T and Ss check the exercise and solve some
doubts
T delivers some exercise. Ss complete the
sentences.
T and Ss plays hot potato to check the exercise.
Language Verbs, actions in progress. Ferb is wearing a pair of purple pants, a pair of
to be black tennis shoes, and a white t-shirt. They are
used creating a new tool, Ferb is using the hammer,
they are playing with their friends, shouting,
running, eating, they are not being worry,
T delivers the test and the grades.
T gives a feedback and students do the corrections
checking their notebook and comparing their test with
another classmate.
T asks Ss draw an image that represents their favorite
sport.
T shows some sports images and their name.
T and Ss practice the pronunciation.
T delivers a sheet where Ss will look for the new
vocabulary
soccer, baseball, football, golf, basketball, ice hockey,
rugby, field hockey, volleyball, badminton, table tennis,
tennis

________________________ ________________________ _______________________

Alicia Pacheco Morales Clemente Miranda Barranco Rene Cruz Flores
SUBJECT: ENGLISH TEACHER´S NAME: Alicia Pacheco Morales SCHOOL YEAR GRADE: 3rd GROUP: “A”,“B”,”C” & “D”
2012/2013
DATE: UNIT: UNIT PURPOSE:
From February 11st to 15. Actions in progress To enable students to
give and obtain information about possessions and to describe actions
that are in progress at the moment of speaking.
SOCIAL PRACTICE: PERFORMANCE EVIDENCE: DIDACTIC SITUATION:
Giving and obtaining Students can use language creatively and appropriately by choosing lexis, Tom and Jerry actions
factual information of a phrases and grammatical resources in order to produce short, relevant GENERAL AIM:
personal and non- texts (postcard, photograph description, letter/e-mail, conversation) To apply the knowledge
personal kind regarding possessions and actions in progress. LANGUAGE FUNCTION
Describing what people are wearing and/or doing at the moment of
speaking
COMPETENCES: MATERIAL SKILLS: INTERACTION ASSESSMENT:
Information management…………( ) Word cards …………...( ) Listening ……………..( ) By pairs……………………( ) Teacher´s assessment………...( )
Performance learning ………….....( ) Images……………….. ( ) Reading………………( ) By teams……….………….( ) Continuous assessment….…...( )
Situation management……………( ) Handout……………….( ) Speaking ………….…( ) Individual………………….( ) Self assessment……………. …( )
Life in society…………………...….( ) Quiz…………………… ( ) Writing………....……..( ) Full group………………….( ) Peer assessment………………( )
Practice of values………………… ( ) Others………………….( ) Grammar…………….( ) Portfolio…………………..……..( )

SESION I SESION II SESION III

.Aim By the end of the lesson students will be able to By the end of the lesson students will be able to write By the end of the lesson, students will be able to
evaluate their knowledge. a part of a text according with an image. correct their exam by themselves.

Procedur T delivers 10 minutes to the Ss study.
e T delivers the exam
Ss answer the exam,
Ss create a draw that shows the new unit.
T shows a video about planning a good food.
Ss watch the video and they write some
sentences according with the video.
T and Ss check the exercise and solve some
doubts
T delivers some exercise. Ss complete the
sentences.
T and Ss plays hot potato to check the exercise.
T delivers the test and the grades.
T gives a feedback and students do the corrections
checking their notebook and comparing their test with
another classmate.
T asks Ss draw an image that represents their favorite
sport.
T shows some sports images and their name.
T and Ss practice the pronunciation.
T delivers a sheet where Ss will look for the new
vocabulary

Language Food and drinks

to be
used

________________________ ________________________ _______________________

Alicia Pacheco Morales Clemente Miranda Barranco Rene Cruz Flores