Lesson Plan 2

BASIC AND BACHILLERATO SCHOOL
ANNUAL TEACHER PLAN

1. - GENERAL INFORMATION:
1.1 High School: “Antonio Je3se de Sucre” 1.5 Teacher: Lic. Yury Garcia Sudario
1.2 Location: Recinto Salampe 1.6 School year: 2014- 2015
1.3 Session: Morning: 1.7 Levels: ,9Th ,and 10th EBG
1.4 Area: English Language 1.8 N° of weekly periods: 5 periods.
2. PHILOSOPHY AND RATIONALE
Knowing more than one language is advantageous for all, so , attention to the needs of citizens and
between the needs of communication is one the most important in a globalize world, should be the
main characteristic of modern education.
If it is considered that the challenge of contemporary education is to help develop the skills of students
to live in their local community and specially ENGLISH language, mostly recognized as the universal
language, is indispensable.
The ministry of education of Ecuador , coherent with these premises consider the English language as
a tool for future professional who today are prepared in the classroom as students and therefore is
one of the most important elements.
Though teaching English is intended that students develop receptive and productive skills in processing
information relevant to them. These contents at the same time help develop values and attitudes
towards various aspects of the local environment, nationally and internationally.
3.- OBJECTIVES:
3.1 GENERAL OBJECTIVE.
To strengthen and innovate the teaching and learning language in other to develop students’
communicative competence through language skills, including listening, reading, speaking, and writing
skills, subject to a system of performance indicators(standards)and promoting the use the values.
3.2 SPECIFIC OBJECTIVES
 To design the curriculum that incorporates English communicative teaching methodology based
on the achievement competence and subject to performance indicators promoting indicators
interaction, learning of cognitive and metacognitive strategies, and permanent and
contextualized language practice.
 To develop students’ language competences in English language skills in a communicative way

and playing attention to the systems that make up the language(syntactic, semantic,
phonological and morphological
 To develop the students’ ability to inform the world about Ecuador, those people and their
concerns and to obtain similar information from other countries in order to increase the
possibility of understanding, friendship and cooperation with people who can communicative
through English.
 To develop critical skills and independent learning to use English as an effective tool for
personal and professional development for the benefit of the country.
 To promote the integration of the use of values to use language ability of students to be
citizens ethical and civic responsibility.
 To implement an academic improvement plan for English teachers that allows performing in a
proper way, academic and operational goals of competence-based curriculum design and
performance indicators.
4.- LANGUAGE SKILLS OBJECTIVES:

Listening:
- To process and understand spoken messages whose complexity increases gradually.
Reading:
- To process and understand writing messages whose complexity increases gradually
Speaking:
- To produce complex oral messages less receptive to reading texts and comprehension.
Writing:
- To produce written messages to texts complexity less responsive reading and comprehension
5.- DESCRIPTION OF TIME:
200 working days, five periods per week 40 wekks.

First Quimestre 20 weeks
Second Quimestre 20 weeks
6.- PROBABLE TIME LOCATION FOR EACH UNIT:
FIRST QUIMESTRE:
Unit 0 Let’s get started 05 periods 1st partial.

Unit 1 Can you count? 28 periods
Unit 2 I always get up at six-thirty 28 periods 2nd partial
Progress check 1 and 2 02 periods
Game 1: Racetrack 01 periods
Project 1: A snapshot of classmate 01 periods
Unit 3 Miami- A great place to be! 28 periods 3rd partial
Wide angle on the world: 1 Teens in Iceland: Hot pots and midnight sun 02 periods
ENGLISH TEST EVALUATION ONE 08 periods
OVERALL 103 PERIODS
SECOND QUIMESTRE:
Unit 4 What’s Brian Doing 28 periods 1st patial
Progress Check 3 and 4 02 periods
UNIT 5 Did he call her again today 28 periods 2nd Partial
Game 2: Add up the questions 01 periods
Project 2: A snapshot of a field trip 01 periods
UNIT 6 I really had a great time 28 periods 3rd partial
Progress check 5 and 6 02 periods
Wide angle on the world 2: working teens 02 periods
ENGLISH TEST EVALUATION TWO 05 periods
OVERALL 97 periods
7.- CONTENTS OF THE UNIT:
UNIT 0 Let’s get started Vocabulary: 9. Word for people

1. Numbers 1-20 10. Common adjectives
2. The English alphabet 11. US money
3. Months of the years Grammar
4. Days of the week 12. Some part of speech
5. Colors 13. Punctuation
6. A classroom Communication
7. Classroom Objects 14. Greeting.
8. Classroom commands
UNIT 1 Can you count? Dialogue Can to talk about abilities Memory game
Comprehension 10. The /…/sound in can and can’t
Useful expression 11. Your turn
Clock times 12. Communication
Imperative 13. Pair competition
Grammar practice 14. Putting in together. At the amusement park
Dialogue
Comprehension
UNIT 2 I always get up at six thirty 1. Reading Brian’s typical day 9. Grammar practice
2. Comprehension 10. Grammar game
3. Pronunciation of ?/s/ 11. Completing a questionnaire
and/es/ 12. Countries and food
4. Daily routines 13. Reading: A teenager’s typical day
5. Sequence words 14. Speaking : comparing routines
6. Your turn 15. Listening: about a typical day
7. Talk about your routines 16. Writing: My typical day or week
8. Adverbs of frequency
Progress check Unit 1 and 2 1. Grammar
2. Vocabulary
3. Communication
Game 1: Race track Paying a board game
Project 1: A snapshot of a classmate Making an oral presentation
UNIT 3 Miami – A great place to 1. Reading Miami Florida 10. There is there are
2. Comprehension 11. Grammar practice
be! 3. Places in a town 12. Intonation in yes/No questions and
4. Word guessing game short answers
5. Dialogue 13. Your turn
6. Comprehension 14. Leisure activities
7. Useful expressions 15. Make suggestions
8. Preposition of location 16. Listening
9. Grammar practice 17. Putting it together: a skateboard
competition
Wide angle on the world 1: Teens in 1. Reading
2. Listening
Iceland Hot pots and midnight sun 3. Speaking
4. Writing
UNIT 4 What’s Brain doing 1. Dialogue 10. Your turn
2. Comprehension 11. Competition: mining activities
3. Useful expressions 12. Stress on important words
4. Rooms and parts of a house 13. Ask what someone is doing now
5. Present continuous: be+ ing 14. Writing instant messages
6. Grammar practice 15. Listening to an interviews
7. Pair work practice 16. Intelligent homes in the future
8. Completing an e-mail 17. Comprehension
9. The present continuous tense. 18. Speaking.
UNIT 5 Did he call her again today? 1. Dialogue 10. Simple past of regular verbs (II)
2. Comprehension 11. Grammar practice
3. Useful expressions 12. Simples past of regular verbs (III)
4. Past time expressions 13. Grammar practice
5. Simple past of regular verb (1) 14. Talk about past events
6. Grammar practice 15. Reading: instant messages
7. Writing a summary 16. Comprehension
8. Pronunciation of -d and –ed 17. Emoticons and acronyms
endings 18. Your turn
9. Listening: Caroline’s message 19. Putting in together: at the costume
party.
Game 2: Add up the questions Dice game: asking questions
Project 2: A snapshot of a field trip Making a written report (with pictures)of a real or imaginary excursion
UNIT 6 I really had a great time 1. Dialogue 10. Grammar competition

2. Comprehension 11. Writing a story
3. Useful expressions 12. Talk about past activities
4. Simple past of be( was ,were) (I) 13. Some occupations
5. Grammar practice 14. Listening
6. Simple past of be (was, Were) (II) 15. Hot jobs for the 21st century
7. Pronunciation of was and were 16. Comprehension
8. Simple past of irregular verb 17. Speaking
9. Grammar practice
Progress Check Unit 5 and 6 1. Grammar
2. Vocabulary
3. Communication
Wide angle on the world 1: Teens in 1. Reading
2. Listening
Iceland: Hot pots and midnight sun 3. Speaking
4. Writing
8. METHODOLOGY AND STRATEGIES
In the teacher’s guide are describe the methodological procedures to be followed in order to achieve
the development of language and learning. For example:
UNIT 1 : What’s your name? Lesson 1 Dialogue:
1. The teacher ask the students to cover the text of the dialogue and listen to the audio.
2. The teacher ask the students to look at the illustration and invites them to write the names of each
person
3. The teacher encourages students to write the missing information in the blank.
4. The teacher invites students to read the dialogue as they listen and check their answers.
5. Students listen and repeat some everyday expressions.
6. The teacher encourages students to complete the conversation with expressions of the previous
exercises.
7. The teacher divides the class into pairs and encourages students to perform the dialogue in
exercise B
The overall the lesson sequence is:
1. Introduce of the topic, reviewing knowledge, ideas, etc.

2. Introduction of new materials in the form of written text or audio.
3. Information processing (using graphic organizers, chart , mind maps, etc.)
4. Oral practice directed, semi- structured or free
5. Directed writing, semi-structured or free.
6. Project development will eventually be done.
9.- LIST OF RESOURCES:
1. Teaching and learning material provided by the Ministry of Education

 POSTCARDS 1 , students’ text
 Teacher POST CARDS 1 , teacher’s book
2. Bilingual dictionary (optional)
3. Auxiliary materials: fiches. Posters cards.
10.- ASSESSMENT
Formative and summative assessment will be applied through the performance of the student during
the process and through the unit and end- of-term tests
11.- BIBLIOGRAPHY:
Abbs, B et al. Postcards student’s book second edition. Person Longman Quito- Ecuador 20113
Abbs, B et al. Postcards student’s book second edition. Person Longman Quito- Ecuador 2013
PENGUIN. Several authors. Class Readers
CRADLE Project. Etc. magazine. Nos. 1 to 8
12. - COMMENTS
…………………………………………………………………………………………………………………………………………………………………
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Lic. Alba Loor. Ab. Hector Carrasco
ENGLISH TEACHER AREA COORDINATOR SCHOOL DIRECTOR
BACHILLERATO CONTENTS BOOK TWO
UNIT TITLE COMMUNICATION GRAMMAR VOCABULARY SKILLS LEARN TO LEARN PRONUNCIATION
0 Let’s get started
1 Can you count? Ask for permission Imperatives clock times Reading: Predict missing lines Have a can-do The/../sound in can
Talk about abilities Can to talk about abilities Listening: listen for specific information attitude and can’t
(Can I?) Speaking: talk about abilities and talents; Ask
permission to borrow something
Writing: write commands
2 I always get up at six- Talk about daily routines Sequence world: first, then, after Daily routines Reading: read for specific information; Study a Plan you weekly and The pronunciation of
thirty that, next finally graph daily activities _s and –es simple
Adverbs of frequency: always, Listening: listen for specific information and (present, third person)
usually, often, and sometimes. complete a chart
Rarely/seldom, never. Speaking: talk about routines and activities
How often? Writing: write a typical day or week
Position of frequency adverbs
Progress check units 1 and 2 test- taking tip: do easier test items first
Game 1: Racetrack
Project 1: A snapshot of a classmate
3 Miami—A great place Make suggestions Preposition of location: across Place in a town Reading; read for specific information; read a map Prepare before a Intonation in Yes/ No
to be ! Ask and say where place from, in front of, behind, next to, or city Listening: listen for specific information presentation questions and short
are on the corner of, in, on Leisure Speaking: talk about favorite places; make answers
Talk about leisure There is/ there are. activities suggestions
activities Some and any Writing; Organize information in a chart
Wide angle 1: Teens in Iceland: hot pots and midnight sun
4 What’s Brian doing? What’s someone doing Present continuous: be(am/is/are) Rooms and Reading: preview and predict a- an article Know how to scan Stress on important
now +verb-ing parts of a house Listening: listen to an interview for specific and article words
Describe what’s happening - Affirmative and negative information
right now statements Speaking: talk about favorite places in a house;
Talk about a house - Yes/No questions Ask Yes/No question about a picture; Ask
- Information question someone’s doing now
Writing: write messages about weeks plans
Progress check units 3 and 4 test-taking tip: work carefully
5 Did he call her again Talk about past events Simple past of regular verbs Past time Reading: interpret emotions and acronyms Take notes in class The pronunciation of –
today? Express approval and - Affirmative and negative expressions Listening: listen for specific information d and ed
disapproval statements Emotions and Speaking: talk about jealously; Ask and answer (simple past)
- Yes/ No questions acronyms Yes/ No questions; talk about past events
- Information question Writing: write a summary using the simple past;
write information questions
Game 3: Add up the questions
Project 3: A snapshot of a field trip
6 I really had a great time. Talk about the past Simple past of be (was/were) some Reading: look up the meaning of words in an Keep a list of words The pronunciation of
Great people and say good- Affirmative and negative occupation article and expression was and were
bye statements Listening: listen for specific information
Talk about occupations Yes/ No questions Speaking; talk about past activities; talk about
Information question favorite a story using the simple past
Simple past of regular verbs
Affirmative and negative
statements yes/No questions
Information questions
Progress check Units 5 and 6 test- taking tip: review your answers.
Wide Angle 2: Working teens
Lic. Alba Loor Ab. Héctor Carrasco
TEACHING UNIT PLAN
A. GENERAL INFORMATION
Subject Area: English

Levels: 9Th and 10Th year EGB
Unit title: Let’s Get Started.
B. COMMUNICATIVE COMPETENCE COMPONENTS

Grammar: parts of the speech; punctuation
Basic vocabulary.
C. UNIT RATIONALE
In one way or another, students know the basic of vocabulary, so it is important to start reviewing
this vocabulary and incorporating some aspects of grammar that will be used throughout the
course as well as the essential elements of communication.
D. OVERVIEW/ GOALS:
OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS
At the end of the unit the Vocabulary  Predict unit contents 05

students will be able to:  Numbers 1-20  Recall previous knowledge
 The English alphabet  Read and find general information
1. Know and familiarize  Months of the year  Read and find detailed/ specific
themselves with the  Days of the week information
Basic English  Colors  Read and make notes
vocabulary and  A classroom  Listen and follow directions
grammar  Classroom objects  Listen for general information
 Classroom commands  Listen for specific /detailed information
2. Have a clear ideas of
 Words for people  Listen and identify/ sequence
the importance of
 Common adjectives  Listen and make notes
English in today’s
 US money  Hear and sing
world.
Grammar  Guided oral practice
 Some parts of speech  Free oral practice
 Punctuation  Guide writing practice
Communication  Free writing practice
 Greetings  Spelling practice.
E. LIST OF RESOURCES:
1. Teaching and learning materials provided by the Ministry of Education:
 POSTCARDS 2 student’s text
 POSTCARDS 2 Teacher’s text
3. Auxiliary materials: poster, cards, etc..
4. Pedagogical Magazine
F. ASSESSMENT:
 Formative: During the process of teaching and learning will be considered the
performance of pupils, task of speaking and writing class and extra chores. Extra class
chores, projects, etc. will also consider part of the development assessment.
 Summative: At the end of units 1, 2 a written test on skills, grammar and vocabulary will
be taken, which will be considered to assess the individual performance of each student at
the end of the period.
G. EXPLICATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:
One of the objectives of the English curriculum is to strengthen and consider the teaching and learning
of the English in order to develop students’ communicative competence through language skills
including listening skills reading, speaking, and writing subject to a system of performance indicators
(standards) and promoting the use of values. In this sense the study unit provides the necessary
elements to motivate the students to pick up the pleasure to communicate in this language and to
express their feelings and opinions naturally.
__________________________________
Lic:Yury Garcia Sudario
TEACHER
TEACHING UNIT PLAN ONE
A. GENERAL INFORMATION :
AREA: Idioma Extranjero

ASIGNATURE: English
Levels: 9Th year EGB
Unit title: One Can you count?
B. COMMUNICATIVE COMPETENCE COMPONENTS:

 Grammar: Imperatives; Can to talk about abilities
 Vocabulary: clock times.
C. UNIT RATIONALE. It is very common in class to answer questions, request information, Ask
permission to perform some urgency. Also at this level, students know how to perform particular
things. Of which many boast or just share them.
They also want to know the capabilities and skills of the people around them. The modal can (be
able to) is widely used for these purposes of communication. On the other hand, it is important to
tell the time in which many events take place. This unit will be dealt to detail aspects regarding the
use of the time in English.
D. OVERVIEW/ GOALS:

students will be able to:  Clock times.  Recall previous knowledge
 Read and find general information
1. Give and ask for the Grammar  Read and find detailed/ specific
time information
2. Talk about their  Imperatives  Read and make notes
abilities  can to talk about abilities  Listen and follow directions
3. Use polite phrases to  Listen for general information
ask for permission Communication  Listen for specific /detailed information
 Ask for permission  Listen and identify/ sequence
 Talk about abilities  Listen and make notes
 Can I ?  Hear and sing
 Guided oral practice
 Free oral practice
 Guide writing practice
 Free writing practice
 Spelling practice.
F. ASSESSMENT:
chores, projects, etc. we also considered part of the development assessment.
 Summative: At the end of units 1,2 a written test on skills, grammar and vocabulary will be
taken, which will be considered to assess the individual performance of each student at
Teenager students are characterized by trying to keep up in the details of social life; are attracted by all
kinds of cultural events that have a youthful. The components of this unit will provide the necessary
tools for a wide interaction.
Lic.Alba Loor Vera Ab.Hector Carrasco
ENGLISH TEACHER
TEACHING UNIT PLAN TWO

Levels: 9Th and 10Th year EGB.
Unit title: 2 I always get up at six thirty.

 Grammar: sequence words; adverbs of frequency.
 Vocabulary: daily routines.
C. UNIT RATIONALE
The vast majority, if not all young students have a routine life in which engage first study, then, sports,
leisure activities and family life. The Grammar and vocabulary provide various options to talk about
their daily routine.
D. OVERVIEW/ GOALS:
At the end of the unit Vocabulary  Predict unit contents 30

the students will be  Recall previous knowledge
able to:  Daily routines  Read and find general
information
1. Use frequency Grammar  Read and find detailed/ specific
words properly to  Sequence words: information
talk about daily first, then, after, that,  Read and make notes
routines next, and finally.  Listen and follow directions
 Adverbs of frequency:  Listen for general information
always, usually, often,  Listen for specific /detailed
sometime, rarely/ information
seldom, never  Listen and identify/ sequence
 How often?  Listen and make notes
 Position of frequency  Hear and sing
adverbs  Guided oral practice
 Free oral practice
Communication  Guide writing practice
 Talk about daily  Free writing practice
routines  Spelling practice.

F. ASSESSMENT:
 Formative: During the process of teaching and learning will be considered the performance of
pupils, task of speaking and writing class and extra chores. Extra class chores, projects, etc. we
also considered part of the development assessment.
 Summative: At the end of units 1, 2 a written test on skills, grammar and vocabulary will be
taken, which will be considered to assess the individual performance of each student at the
end of the period.
At this levels students are starting to form a profile of responsibility in which the routines plays a very
important role, because it bring order to stick to their lives. Those who are accustomed to a routine will
enjoy the tools they will encounter in this unit for interaction around this important issue.
Lic. Alba Loor Vera Ab.Hector Carro

TEACHING UNIT PLAN THREE

Levels: 9th and 10th year EGB.
Unit title: Miami – a great place to be!

 Grammar: prepositions of location; there is/ there are; use some and any.
 Vocabulary: Places in town and cities.
C. UNIT RATIONALE
One of the most fascinating topics of the subject is the description of places. Many have a hard
time, begin in reality very simple. In this unit, students will learn about places. They will also have
the opportunity to properly use prepositions and other phrases used in the description of places
and instructions to go to a place.
D. OVERVIEW/ GOALS:

students will be able to:  Recall previous knowledge
 Places in a town or city  Read and find general information
1. Make suggestions  Leisure activities  Read and find detailed/ specific
information
2. Ask and say where
Grammar  Read and make notes
the places are.
 Prepositions of location: a  Listen and follow directions
3. Talk about leisure  Listen for general information
cross from, in front of,
activities.  Listen for specific /detailed information
behind, between, next to,
on the corner of, in, on.  Listen and identify/ sequence
 There is /there are  Listen and make notes
 Some and any  Hear and sing
Communication  Free oral practice
 Make suggestions  Guide writing practice
 Ask and say where places  Free writing practice
are  Spelling practice.
 Talk about leisure activities

F. ASSESSMENT:
Big cities and small towns with their stories and special attractions are something that attracts young
people. To know the several places is the dream for many people, for example New York, Rome, Paris.
The components of this unit give the students the opportunity to find out more about the nations, their
cultures, their peoples and their contributions to the development of humanity.
Lic. Alba Loor Ab. Hector Carrasco

TEACHING UNIT PLAN FOUR

Levels: 9th and 10th year EGB
Unit title: What’s Brain doing?

 Grammar: present continuous.
 Vocabulary: Rooms and parts of the house.
C. UNIT RATIONALE
In the description of images and fact of time is necessary to use the present progressive to talk
properly. For this reason this unit is included in this segment of English grammar. Students
probably already know vocabulary relating to housing; however this unit is included in a
compendium of items of vocabulary on the house to cover this topic of much interest to the vast
majority.
D. OVERVIEW/ GOALS:

 Rooms and parts of a  Read and find general information
1. Ask what someone house  Read and find detailed/ specific
doing now information
2. Describe what’s  Present continuous:  Listen and follow directions
happening right now. be(am/ is/ are)+ verb- ing  Listen for general information
 Affirmative and negative  Listen for specific /detailed information
statements  Listen and identify/ sequence
3. Talk about a house  Yes/No questions  Listen and make notes
 Information questions  Hear and sing
 Ask what someone doing  Guide writing practice
now  Free writing practice
 Describe what’s happening  Spelling practice.
right now
 Talk about a house

F. ASSESSMENT:
The house is the world of the adolescents; It is the refuge, the place where their tiredness and daily
concerns find solace. The components of the unit will help describe their home. The home is the most
cherished friend or the home is the dreams of each one.

TEACHING UNIT PLAN FIVE

Unit title: Did he call her again today?

 Grammar: Past simple of regular verb.
 Vocabulary: past time expressions; emotions and acronyms.
C. UNIT RATIONALE
To talk about past events, to investigate and deny is necessary to use the correct words. Students
should be familiar with the regular forms and gradually move into the complicated world of
irregular verbs
D. OVERVIEW/ GOALS:

 Past time expressions  Read and find general information
1. To talk about the past  Emotions and acronyms  Read and find detailed/ specific
events information
2. Express approval and  Simple past of regular  Listen and follow directions
disapproval. verbs  Listen for general information
 Affirmative and negative  Listen for specific /detailed information
statements  Listen and identify/ sequence
 Yes/ No questions  Listen and make notes
 Information questions  Hear and sing
 Talk about past events  Guide writing practice
 Express approval and  Free writing practice
disapproval.  Spelling practice.

F. ASSESSMENT:
The students at this age tend to evoke moments recently passed or childhood, they have great tendency
to relate past events in which they have enjoyed in particular. In this has the option of using regular
verbs and some commonly used irregular ones in past time

TEACHING UNIT PLAN SIX

Unit title: I really had a good time

 Grammar: Past simple of the verb be; past simple of irregular verbs.
 Vocabulary: Occupations.
C. UNIT RATIONALE
In the narrative of past events there is a balanced use of regular and irregular verbs. In the
previous unit is provided for the use of regular verbs and some irregular ones. This time we take
the verb to be and then develop the segment of other irregular verbs such as: have, eat, go, do, etc.
D. OVERVIEW/ GOALS:

 Some occupations  Read and find general information
1. Talk about the past.  Read and find detailed/ specific
Grammar information
2. Say hello and good  Simple past of be (was  Read and make notes
bye to people. were)  Listen and follow directions
 Affirmative and negative  Listen for general information
statements  Listen for specific /detailed information
3. Talk about some  Yes/No questions  Listen and identify/ sequence
occupation  Information questions  Listen and make notes
 Simple past of irregular  Hear and sing
verbs  Guided oral practice
 Affirmative and negative  Free oral practice
statements  Guide writing practice
 Yes/ No questions  Free writing practice
 Information questions  Spelling practice.
Communication
 Talk about the past.
 Great people say hello and
goodbye
 Talk about occupations
F. ASSESSMENT:
The students at this age tend to evoke moments recently passed or childhood, they have great tendency
to relate past events in which they have enjoyed in particular. In this unit they have the option to use a
part from regular verb-studied in the previous unit, and the verbs to be and the large number of
irregular verbs some more common than others.

DAILY LESSON PLAN
LEVELS: 1st, 2nd, 3rd Baccalaureate DATE: TIME: 40 minutes No. OF STUDENTS:
UNIT 4: What’s Brian doing LESSON 1: He’s writing and e mail
OBJECTIVES: Familiarize the students with the structure and use the present progressive. Develop listening and reading skills. Develop speaking and
writing skills
MATERIALS:
 POSTCARDS 2 students’ book.
 Postcards 2 teacher’s guide; classroom auxiliaries
 Audio support CD
ANTICIPATION PROBLEMS :
Difficulty with the transformation of simple forms into gerunds.
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES PERFORMANCE INDICATORS
5 minutes 1. Invite the students to look at the picture and 1. All students look the picture and tell  Talk about something
tell their ideas about it their teacher their ideas about it that‘s happening at the
5 minutes 2. Ask the students to cover the dialogue and 2 Cover the dialogue and listen to the moment they speak.
listen script
5 minutes 3 Ask the students to cross out the wrong 3. Cross out the wrong information in
information and each sentences, then, correct it each sentence, and then correct it.
5 minutes 4 Tell the students to check their answer, and 4. Check their answer and read along as
read along as they listen again they listen again
5 minutes 5 Invite the students to listen and repeat, and 5. Listen and repeat and then match the
match the expressions with similar meanings expression with similar meanings.
ASSESSMENT: Three to five pairs of students will be select to assess their performance in exercise five.
ADDITIONAL POSSIBILITIES:
 Ask students to find synonyms for “bother”
HOMEWORK /FURTHER WORK:
 Write a list of things that annoy me
Lic. Alba Loor Vera Ab. Hector Carrasco

DAILY LESSON PLAN
UNIT 4: What’s Brian doing LESSON 2: Rooms and parts of the house
OBJECTIVES: Familiarize the students with the general vocabulary about the house. Develop listening and reading skills. Develop speaking and
writing skills
MATERIALS:
Difficulty to articulate compound nouns.
5 minutes 1. Invite the students to name some parts of the 1. Name some parts of the house. For  Talk about their house/
house. For example: bedroom example; bedroom homes.
5 minutes 2. Ask the students to listen and repeat the words 2.- listen and repeat the words to identify
to identify parts of the house. parts of the house
5 minutes 3. Ask the students to labels the parts of the house 3.- label the parts of the house by using the
by using the numbers in exercises A as labels numbers in exercises A as labels
5 minutes 4. Divides the class into group of 5 and invites the 4. - in group of 5. They draw the house of
students to draw the house of their dreams their dreams.
5 minutes 5. Suggests the group to appoint a relator to tell 5. - a relator appointed by each group tells
the class about their house the class about their house.
ASSESSMENT: This activity supposes a huge effort in very group, so a stimulus must be given to everyone.
 Ask the students to take a picture of their homes and say why they think their home is the best.
 Divide the class into group of 4 students and tell them download or take pictures of 5 different types of houses and explain about each type.

DAILY LESSON PLAN

UNIT 4: WHAT’S BRIAN DOING LESSON 3: the present continuous: be (am/ is/ are)+ verb-ing (1)
OBJECTIVES: Familiarize the students with the use of the present progressive. Develop listening and reading skills. Develop speaking and writing
skills
MATERIALS:
5 minutes 1. Invites the students to look at the grammar 1.- Look at the grammar chart and complete  Talk about something
chart and complete the rule. the rules. that‘s happening at the
5 minutes 2. Ask the students to write the –ing follow the 2.- follow the patters to write the –ing forms moment they speak.
patters  Change simple forms
5 minutes 3. Ask students to complete the sentences with 3.- Complete the sentences with the present into gerunds with
the present continuous form of the verbs in continuous form of the verbs in parentheses. difficulty.
parenthesis.
5 minutes 4. Suggests the students to write what the 4.- write what the people in the picture are
people in the picture are doing ; using the doing; using the elements provided.
elements provided.
5 minutes 5. Invite the students to play guess the mime 5.-play guesses the mime.
ASSESSMENT: Three to five pairs of students will be select to assess their performance in exercise 4.
 Ask students to work on the routines (see routine in annexes) and say what is happening in the picture(e.g. He is waking up, they are getting
dressed, etc.)
 Ask the students to word on the routines pictures and write sentences in present progressive about each picture.
DAILY LESSON PLAN
UNIT 4: WHAT’S BRIAN DOING? LESSON 4: the present continuous: be (am/ is/ are)+ verb-ing (II)
OBJECTIVES: Familiarize the students with the use the present continuous. Develop listening and reading skills. Develop speaking and writing skills.
MATERIALS:

5 minutes 1. Invite the students to play “guess the mime” 1.- Look at the grammar chart and answer  Write an email
the questions about the present continuous. describing how they are
5 minutes 2. Ask the students to complete Brian’s e-mail 2.- Complete Brain’s email with the present doing…
with the present continuous form of the continuous form of the verbs in parentheses.
verbs in parentheses. Suggests them to use Suggest them to use contractions where it is
the contractions where it is possible. possible
5 minutes 3. Ask the students to make two sentences. In 3.- Make two sentences . in the first
the first sentences they must correct the sentences. They correct the wrong
wrong information and in the second information and the second sentences they
sentences they give the correct information. give the correct information.
5 minutes 4. Suggest the students to change the sense of 4.- Change the sense of the email.
the e-mail
5 minutes 5. Invite the students to write a similar email 5.- write a similar email talking about a
talking about a partner’s home partner’s home
 Ask the students to work on the routine pictures(see routine in annexes) and say what is happening in the picture(e.g. He is waking up, they
are getting dressed, etc.)
 Ask the students to word on the routines pictures and write sentences in present progressive about each picture.
Lic. Alba Loor Vear Ab. Hector Carrasco
DAILY LESSON PLAN
UNIT 4: WHAT’S BRIAN DOING? LESSON 5: the present continuous: be (am/ is/ are)+ verb-ing (II)
OBJECTIVES: Familiarize the students with the use the present continuous. Develop listening and reading skills. Develop speaking and writing skills
MATERIALS:

5 minutes 5. Invite the students to look at the grammar 1.- Look at the grammar chart and answer  Talk about something
chat and answer the questions about the the questions about the present continuous. that‘s happening at the
presents continuous moment they speak.
5 minutes 6. Ask the students to look the picture and try 2.- Look at the picture and try to remember  Change simple forms
to remember what each person doing what each person is doing. into gerunds without
5 minutes 7. Divide the class in pairs and invite students A 3.- In pair, students A close the book and difficulty.
to close the book, and the students B to ask the students B ask Yes/No questions about
yes/ No questions about the picture; using the picture; using the cues, then they switch
the cues and then switch roles roles
5 minutes 8. Suggest the students to take turns and ask 9. Take turns and ask what three people
what three people around them are doing around them are doing
5 minutes 5. Invite the students to play the game at page 69 5.- follow the instructions to play the game
at page 69.
 Play changing in progressive.
 Ask the students to make a poster with the rule for changing simple form into progressive form
 Divide the class in to as many groups as rules for ing form three are..
DAILY LESSON PLAN

UNIT 4: WHAT’S BRIAN DOING? LESSON 6: Stress on important word
writing skills
MATERIALS:
5 minutes 1. Invites students to listen and repeat some 1.- Listen and repeat some phrases by  Talk about something
phrases by emphasizing the syllable in emphasizing the syllables in boldface. that‘s happening at the
boldface moment they speak.
5 minutes 2. Divide the class into pars and invites the 2.- In pair, they practice the conversation.  Change simple forms in
students to practice the conversation. to gerunds without
5 minutes 3. Ask the students to listen to a conversation 3.- Listen the conversation about what difficulty
about what someone’s doing now. someone’s doing now.
5 minutes 4. Suggest the students to imagine they are at 4.- Imagine they are at home after school
home after school and role-play a phone and role-play a phone conversation like the
conversation like the one in the previous task one in the previous task.
5 minutes 4. Ask the students to imagine it is the weekend 5.- Imagine it is the weekend and write
and write instant messages between then instant messages between them and a
them and a classmate. They also talk about classmate. And then, talking about what they
what they are doing and what is going on are doing and what is going on.
ASSESSMENT: Three to five pairs of students will be select to assess their performance in exercise four and five.
 Make a plan for the weekend using the present progressive. E. g. on Saturday I’m waking up at 8.00. at 9.00 I’m having breakfast, etc.
 Add picture to plan they made for weekend.
DAILY LESSON PLAN
UNIT 4: What’s Brian doing LESSON 7: The present continuous: be (am/ is/ are)+ verb-ing (II)
writing skills
MATERIALS:
5 minutes 1. Invite the students to listen to an interview 1.- Listen to an interview and circle the two  Can use the scanning
and circle the two new invention the scientist new inventions the scientists are working reading technique to get
are working on the help the environment. on to help the environment. specific information.
5 minutes 2. Invite the students to circle the letters of the 2.- Circle the letters of the phrases that
phrases that describe the things that are describe the things that are important to
important to George Getty. George Getty
5 minutes 3. Ask the students to scan the article 3.- Scan the article “intelligent Homes of
“intelligent Homes of the future” in 30 the future” in 30 second and circle the
second and circle the rooms of the house in rooms of the house in the article.
the article.
5 minutes 4. Suggest the students to compare their results 4.- Compare their results with a classmate.
with a classmate.
5 minutes 5. Explain the students about the scanning 5.- Listen the explication about the
reading technique and how we use it in the real scanning reading technique and how we use
life it in real life.
 Talk about any invention which for them is (one of) the most important.
HOMEWORK /FURTHER WOR:
 Investigate on the web about one of the most important inventions and print it on an A4 sheet, including images of the invention and the inventor.
DAILY LESSON PLAN
UNIT 4: What’s Brian doing LESSON 8: The present continuous: be (am/ is/ are)+ verb-ing (II)
writing skills
MATERIALS:
5 minutes 1. Invite the students to look at the title and the 1.- Look at the title and the picture in the  Can talk about
picture in the article that follows and say article that follows and say what they expect imaginary situation in
what they expect to read about and circle all to read about and circle all that apply the future.
that apply
5 minutes 2. Invite the students to read along silently as 2.- Read along silently as they listen
they listen
5 minutes 3. Ask the students to write what each of things 3.- Write what each of things in the list the
in the list the futuristic home lab can do futuristic home lab can do
5 minutes 4. Suggest the students to think of what a 4.- Think of what a bathroom scale can do in
bathroom scale can do in the future and write the future and write their answer.
their answer.
5 minutes 5. Encourage the students to close their books 5.- Close their books and see how much they
and see how much they can remember; get can remember; in pairs ask and answer
them into pairs to ask and answer the What can an intelligent home do
question. What can an intelligent home do
 Divide the class into group and tell to “invent” an apparatus describe its using the cost.
 Use the description of the apparatus they “invented” and make a picture of it.
DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 1: Dialogue and comprehension
OBJECTIVES: Familiarize the students with the use of the simple past tense. Develop listening and reading skills. Develop speaking and writing skills
MATERIALS:

minutes 1. Invite the students to look at the picture and tell 1. Look the picture and tell their ideas  Talk about past events.
their ideas about it. about it  Express approval and
minutes 2. Invite the students to cover the dialogue and 2. Cover the dialogue and listen to the disapproval
listen to the audio. audio.
minutes 3. Ask the students to answer the questions about 4. Answer the questions about what is said
what is said in the dialogue. in the dialogue.
minutes 2 Suggest the students to re along as they listen to 5. Read along as they listen to the dialogue
the dialogue again, and check their answer. again and check their answers.
minutes 3 Encourage the students to work in three and 6. Work in three and read out the dialogue.
read out the dialogue
 Ask students record their dialogue and listen to themselves
 Go out in a library or cyber in order to find phrases to express approval and disapproval.

DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 2: Past time expressions
MATERIALS:

minutes 1. Invite students to listen and repeat; draw a 1. listen and repeat; draw a smiley ( ) next  use the past time
smiley ( ) next to expression of approval and to expression of approval and brownies expressions properly
brownies ( ) next to those that express ( ) next to those that express
disapproval disapproval
minutes 2. Encourage the students to complete the 2. Complete the conversation with the
conversation with the expression from expression from exercise A, and then
exercise A, and then role-play the role-play the conversation
conversation
minutes 3. Ask the students to listen and repeat the 3. Listen and repeat the expressions
expressions
minutes 4. Suggest the students to look at the calendars 4. Look at the calendars and write the
and write the dates, day, or months next to dates, day, or months next to the
the expressions. expressions.
minutes 5. Invite the students to play “ guess my date” 5. Follow the instruction to play “ guess
my date”
ASSESSMENT: Three to five pairs of students will be select to assess their performance in exercise 4
 The students make a poster with expression to stick on the wall.
 Make a list of things they did in different times; eg. Last week, last night, a month ago, last Friday, etc.

DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 3: the simple past of regular verbs; affirmative and negative sentences.
MATERIALS:

minutes 1. Invites the students to look at the grammar 1. Look at the grammar chart and complete  Use regular verbs in
chart and complete the grammar rule with the grammar rule with expressions from properly
expressions from the box. the box.
minutes 2. Encourage the students to play the 2. Play the competition game on page 69.
competition game on page 69.
minutes 3. Ask the students to complete the sentences 3. Complete the sentences with the simple
with the simple past. past.
minutes 4. Suggest the students to write a summary of 4. Write a summary of the conversation on
the conversation on page 42 by using the page 42 by using the simple past of the
simple past of the verbs in the box verbs in the box
minutes 5. Divide the class into pairs and write the 6. In pair, read their classmate’s summary;
students to read their classmate’s summary; then circle any incorrect information or
then circle any incorrect information or incorrect form of the simple past and
incorrect form of simple past and correct the correct the mistake in their stories
mistake in their stories together. together.
 The students make a poster with expression to stick on the wall.
 Make a list of things they did in different times; eg. Last week, last night, a month ago, last Friday, etc.

DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 4: the pronunciation of –d and –ed ending
MATERIALS:

minutes 1. Invite students to make group, analyze Liza’s 1. In group, analyze Liza’s situation in the  Use regular verbs in
situation in the story and talk about situation story and talk about situation when properly.
when people get jealous. people get jealous.
minutes 2. Encourage the students to listen and repeat 2. Listen and repeat some verbs in past
some verbs in past tense, emphasizing the – tense, emphasizing the –ed ending
ed ending sound sound
minutes 3. Ask the students to listen and cirrcule the 3. Listen and cirrcule the verbs that end
verbs that end with the /t/ sound with the /t/ sound
minutes 4. Suggest the students to listen to Caroline’s 4. Listen to Caroline’s message for Andy
message for Andy and circle the correct and circle the correct answer.
answer.
minutes 5. Divide the class into two big group and invite 5. Follow the teacher’s instructions to play
the students to play a new version of flappers
flappers.
 Ask student to make a poster with the ed ending pronunciation rules
 Make a list of regular verbs the ed sound /t/, /d/,/id/ eg. Lived, stopped, invited,etc.

DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 5: the simple past of regular verbs ( yes/ no questions and short answer).
MATERIALS:

minutes 1. Invite the students to look at the grammar 1. Look at the grammar chart and circle the  Use regular verbs in
chart and circle the correct answer. correct answer. properly.
minutes 2. Encourage the students to write yes / no 2. Write Yes / No questions by using the
questions by using the simple past and the simple past and the cues
cues
minutes 3. Ask the students to work in pairs, take turn 3. in pairs, take turn and ask and answer
and ask and answer the question in exercise the question in exercise A
minutes 4. Suggest students to work in pairs: complete 4. in pairs: complete the questionnaire for
the questionnaire for themselves. Put a themselves. Put a check ( ) next to the
check ( ) next to the ones they did and X next ones they did and X next to the ones
to the ones they didn’t do and then ask a they didn’t do and then ask a classmate
classmate the questions. the questions.
minutes 5. Ask the pairs to join another pair and 5. Join another pair and compare their
compare their answer. answer.
ASSESSMENT: Three to five pairs of students will be select to assess their performance in exercise 3 and 4
 Make a list of regular verbs the ed sound /t/, /d/,/id/ eg. Lived, stopped, invited,etc.

DAILY LESSON PLAN
UNIT 4: DID HE CALL HER AGAIN TODAY? LESSON 6: the simple past of regular verbs (information questions, short and long answer)
MATERIALS:
minutes 1. Invite students to look at the grammar chart 1. Look at the grammar chart and circle  use regular verbs in
and circle the correct answers the correct answers past properly
minutes 2. Encourage the students to write information 2. Write information question by using the
question by using the cues cues
minutes 3. Ask the students to work in pairs and take 3. in pairs, take turn: and students A, ask
turn and students A, ask their classmate their classmate question 1-3 in exercise
question 1-3 in exercise A. student B; answer A. student B; answer them.
them.
minutes 4. Suggest the students to change roles. 4. Change roles. Students B ask question 4-
Students B ask question 4-6 students A 6 students A answer them.
answer them.
minutes 5. ask the students to write information 5. Write information questions for the
questions for the underlined word in each underlined word in each sentences.
sentences
 Make a list of regular verbs the ed sound /t/, /d/,/id/ eg. Lived, stopped, invited, etc.

ENGLISH TEACHER AREA COORDINATOR SCHOOL DIRECTORG
DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 7: talk about past events.
MATERIALS:

minutes 1. Invites the students to listen to the 1. Listen to the conversation about past  Talk about past event.
conversation about past events. event.
minutes 2. Encourage the students to talk about what 2. Talk about what they did last weekend.
they did last weekend.
minutes 3. Ask the students to read the instant messages 3. Read the instant messages between Liza
between Liza and Annie and found out what and Annie and found out what the
the acronyms B4N and TTYL mean. acronyms B4N and TTYL mean
minutes 4. Suggest the students to draw a smiley( ) or a 4. Draw a smiley( ) or a frownie ( ) to
frownie ( ) to show how each character felt show how each character felt when she
when she wrote each of these sentences wrote each of these sentences
minutes 5. Invite the students to play flappers 5. Follow the teacher’s instruction to play
flappers
 Ask students to find a list of acronyms on the web.
 Write a list of acronyms they use when texting

DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 8: Emoticons and acronyms
MATERIALS:

minutes 1. Invite the students to match the emoticons 1. Watch the emoticons with the emotions  Text by using emoticons
with the emotions and actions they express. and actions they express. and acronyms properly.
minutes 2. Encourage the students to match the 2. Match the acronyms with to expressions.
acronyms with to expressions.
minutes 3. Ask the students to put together a list of 3. Put together a list of emoticons that
emoticons that teenagers like to use. Include teenagers like to use. Include what each
what each one means and then share list with one means and then share list with the
the class. class.
minutes 4. Suggest the students to choose 5 classmates 4. Choose 5 classmates and make a phrase
and make a phrase with a smiley for each. with a smiley for each.
minutes 5. Invite the students to exchange their list of 5. Exchange their list of sentences and
sentences and mingle telling each classmate mingle telling each classmate what has
what has been written about them. been written about them.
 Ask students make a poster of emoticons to stick on the wall
 Work with their classmate by using as many emoticons and acronyms as possible.

ENGLISH TEACHER AREA COORDINATOR SCHOOL DIRECTO
DAILY LESSON PLAN
UNIT 5: DID HE CALL HER AGAIN TODAY? LESSON 9: Putting it together ( At the costume party)
MATERIALS:

minutes 1. Invites the students to first, look at the 1. Look at the pictures and identify some of  Text by using emoticons
pictures and identify some of the costumes. the costumes. and acronyms properly
minutes 2. Encourage the students to listen and read the 2. Listen and read the conversation
conversation
minutes 3. Ask the students to discuss this question: 3. Discuss this question: why does Liza
why does Liza say,” Oh, no!” say,” Oh, no!”
minutes 4. Suggest the students to make groups of 5 4. Make groups of 5 students and read out
students and read out the dialogue. the dialogue.
minutes 5. Invite the students to say what they liked 5. Say what they liked most of this Unit.
most of this Unit.
 The students make a recording/video of the dialogue and listen to watch themselves.
 Make a story by using names of classmates, trying to be as much fun as possible.

DAILY LESSON PLAN

UNIT 6: I REALLY HAD A GREAT TIME LESSON 1: DIALOGUE
OBJECTIVES: Familiarize the students with the simple past of be and irregular verbs;. Develop listening and reading skills. Develop speaking and
writing skills
MATERIALS:

minutes 1. Invite the students to look at the picture and 1. Look at the picture and say their ideas  Use the past of be
say their ideas about it. about it. (was/Were) and
minutes 2. Encourage the students to cover the dialogue 2. Cover the dialogue and listen. irregular verbs
and listen. properly.
minutes 3. Ask the students to answer the question 3. Answer the question orally.
orally.
minutes 4. Suggest the students to read along as they 4. Read along as they listen again and
listen again and check their answers. check their answers.
minutes 5. Invite students to make group of six and act 5. Make group of six and act out the
out the dialogue dialogue
 Ask students to make a recording/video of the dialogue and listen to match themselves
 Make the story by using names of classmates, trying to be as much fun as possible.

DAILY LESSON PLAN
UNIT 6: I REALLY HAD A GREAT TIME LESSON 2: useful expressions
OBJECTIVES: Familiarize the students with the social language . Develop listening and reading skills. Develop speaking and writing skills
MATERIALS:

minutes 1. Invites the students to listen and repeat some 1. Listen and repeat some farewell  Use a variety of
farewell phrases. phrases. expressions for greeting
minutes 2. Encourage the students to write the 2. write the responses proposed next to and saying goodbye.
responses proposed next to the appropriate the appropriate expressions in exercise
expressions in exercise A e.g. Good bye/ bye A e.g. Good bye/ bye
minutes 3. Divide the class into pairs and invites them 3. In pair, list the expression for greeting,
to list the expression for greeting, meeting meeting people, and for say goodbye
people, and for say goodbye that they have that they have learned in this book.
learned in this book.
minutes 4. Suggest the students to take turns saying the 4. Take turns saying the expressions and
expressions and responding to them. responding to them
minutes 5. Invite the students to sing farewell song 5. Follow the instruction to sing a farewell
song
 Ask students to make a list of greeting and farewells to paste on a classroom wall it.
 Make the story names of classmates trying to be as much fun as possible.

DAILY LESSON PLAN
UNIT 6: I REALLY HAD A GREAT TIME LESSON 3: the simple past of be (was/were) affirmative and negative statements and contractions.
OBJECTIVES: Familiarize the students with the simple past form of be. Develop listening and reading skills. Develop speaking and writing skills
MATERIALS:
minutes 1. Invites the students to look at the grammar 1. Look at the grammar chart and complete  Make sentences In the
chart and complete the rule with words from the rule with words from the box. past tense by using the
the box. verb to be correctly.
minutes 2. Encourage the students to complete the 2. Complete the sentences with was,
sentences with was, wasn’t were, or wasn’t were, or weren’t
weren’t
minutes 3. Divide the class into pairs and invite them to 3. In pairs, invite them to match the labels
match the labels with the pictures. with the pictures.
minutes 4. Suggest the students to make turns and say 4. To make turns and say who the people
who the people in the pictures were. in the pictures were.
minutes 5. Invite the students to play “famous people” 5. To play “famous people”

DAILY LESSON PLAN
UNIT 6: I REALLY HAD A GREAT TIME LESSON 4: the simple past of be (Yes/No questions, long and short affirmative and negative answers)
writing skills
MATERIALS:
minutes 1. Invite the students to look at the grammar 1. look at the grammar chart and circle the  Ask and answer
chart and circle the correct answer correct answer questions in the past
minutes 2. Encourage the students to answer the 2. answer the questions about some tense by using the verb
questions about some members of their members of their family to be correctly.
family
minutes 3. Divide the class into pair and invite them to 3. In pair, try to guess where their
try to guess where their classmate and classmate and
minutes 4. Suggest the students to listen and repeat 4. Listen and repeat some phrases with
some phrases with weak and strong form of weak and strong form of be in past.
be in past.
minutes 5. Invite the students to role-play the 5. role-play the conversations in the
conversations previous task
Lic. Alba Loor Vera

ENGLISH TEACHER AREA COORDINATOR HEADMASTER
DAILY LESSON PLAN
UNIT 6: I REALLY HAD A GREAT TIME LESSON 5: The simple past of irregular verbs
OBJECTIVES: Familiarize the students with the simple forms of irregular verbs. Develop listening and reading skills. Develop speaking and writing
skills
MATERIALS:
5 minutes 1. Invite the students to look at the grammar 1. look at the grammar chart and circle the  Ask and answer
chart and circle the correct answer correct answer questions in the past
5 minutes 2. Encourage the students to read Brian’s e-mail 2. read Brian’s e-mail circle all the verbs in tense by using the
circle all the verbs in the simple past. Include the simple past. Include both affirmative irregular verb correctly
both affirmative and negative forms. and negative forms.
5 minutes 3. Divide the class into pairs and invite them to 3. write two sentences to correct the
write two sentences to correct the information, as in the example
information, as in the example
5 minutes 4. Invite the students to play the game on page 4. play the game on page 69
69
5 minutes 5. Encourage the class to play Verb Bingo. 5. Follow the teacher’s instructions to play
verb Bingo
 Ask students to make a list of regular verbs in past tense to stick on a wall.
 Write a past event they have been using irregular verbs.
Lic. Rosa Tenelema Lic. Alba Loor Lic Hugo Zapata

DAILY LESSON PLAN
UNIT 6: I REALLY HAD A GREAT TIME LESSON 6: Some Occupations
OBJECTIVES: Consolidate the grammar of the simple past form of irregular verb. Develop listening and reading skills. Develop speaking and writing
skills
MATERIALS:
minutes 1. Invite the students to follow the instruction 1. Follow the instruction to write a story  Say and write what they
to write a story using the simple past. using the simple past. did lastly.
minutes 2. Encourage the students to listen to the 2. Listen to the conversation about past
conversation about past activities activities
minutes 3. Divide the class into pairs and invite them 3. In pairs, role-play the conversation or
role-play the conversation or make up their make up their own about a past
own about a past weekend activity weekend activity
minutes 4. Invite thee students to look at the photos as 4. Look at the photos as they listen and
they listen and repeat. repeat.
minutes 5. Encourage the class to read the clues and 5. Read the clues and then complete thee
then complete thee crossword puzzle. crossword puzzle.
 Ask students expand the list of occupations to paste on the wall.
 Write a sentences what they did at the weekend using irregular verbs.

DAILY LESSON PLAN
UNIT 6: I REALLY HAD A GREAT TIME LESSON 7: Hot jobs for the 21st century
OBJECTIVES: Consolidate the grammar of the simple past form of irregular verb. Develop listening and reading skills. Develop speaking and writing
skills
MATERIALS:
minutes 1. Invites the students to listen to a 1. listen to a conversation and circle the  Say and write what they
conversation and circle the occupation they occupation they hear. would like to do in the
hear. future.
minutes 2. Encourage the students to look up the 2. Look up the meaning of the underlined
meaning of the underlined word in the article word in the article
minutes 3. Invites the class to read along silent as they 3. Look up the meaning of the underlined
listen word in the article
minutes 4. Invite the students to discuss and answer 4. Discuss and answer some question
some question about some questions related about some questions related to
to futuristic occupations futuristic occupations
minutes 5. Encourage the class to work in group and 5. In group, they discuss about some
discuss about some question related to question related to futuristic
futuristic occupations. occupations.
 Write a sentences what they would like to be in the future.
DAILY LESSON PLAN
UNIT 6 I REALLY HAD A GREAT TIME LESSON 8: wide angle on the world (working teen)
OBJECTIVES: Familiarize the students with common teen jobs. Develop listening and reading skills. Develop speaking and writing skills
MATERIALS:
minutes 1. Invites the students to read the article, look 1. Read the article, look at the pictures ,and  Talk about something
at the pictures ,and then draw lines from the then draw lines from the vocabulary that‘s happening at the
vocabulary items to their meaning items to their meaning moment they speak.
minutes 2. Encourage the students to read the article 2. Read the article again and short answer
again and short answer to the questions to the questions
minutes 3. Invite the class to listen to Amy tell her friend 3. Listen to Amy tell her friend about her
about her summer job and write short summer job and write short answer to
answer to the questions the questions
minutes 4. Invite the students to give their opinions of 4. Give their opinions of the American teen
the American teen jobs listed in the box. A list jobs listed in the box. A list of words and
of words and phrases is proposed. phrases is proposed.
minutes 5. Encourage the class to think of a job for next 5. Think of a job for next summer and
summer and write a paragraph about it. write a paragraph about it. There are
There are some questions to guide the some questions to guide the writing.
writing
 Write a sentences what they would like to be in the future.
DAILY LESSON PLAN
UNIT 4: LESSON 1:
OBJECTIVES:
MATERIALS:

5 minutes 
5 minutes
5 minutes
5 minutes
5 minutes
ASSESSMENT:


Lic. Alba Loor Lic. Alba Loor Lic Hugo Zapata

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BASIC AND BACHILLERATO SCHOOL

ANNUAL TEACHER PLAN

2. PHILOSOPHY AND RATIONALE

3.1 GENERAL OBJECTIVE.

3.2 SPECIFIC OBJECTIVES

 To develop students’ language competences in English language skills in a communicative way

4.- LANGUAGE SKILLS OBJECTIVES:

- To process and understand writing messages whose complexity increases gradually

5.- DESCRIPTION OF TIME:

200 working days, five periods per week 40 wekks.

Unit 0 Let’s get started 05 periods 1st partial.

7.- CONTENTS OF THE UNIT:

UNIT 0 Let’s get started Vocabulary: 9. Word for people

Project 1: A snapshot of a classmate Making an oral presentation

UNIT 6 I really had a great time 1. Dialogue 10. Grammar competition

8. METHODOLOGY AND STRATEGIES

UNIT 1 : What’s your name? Lesson 1 Dialogue:

The overall the lesson sequence is:

1. Introduce of the topic, reviewing knowledge, ideas, etc.

9.- LIST OF RESOURCES:

1. Teaching and learning material provided by the Ministry of Education

Subject Area: English

B. COMMUNICATIVE COMPETENCE COMPONENTS

OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS

At the end of the unit the Vocabulary  Predict unit contents 05

G. EXPLICATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

AREA: Idioma Extranjero

B. COMMUNICATIVE COMPETENCE COMPONENTS:

OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS

At the end of the unit the Vocabulary  Predict unit contents 30

G. EXPLICATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

Lic.Alba Loor Vera Ab.Hector Carrasco

Subject Area: English

B. COMMUNICATIVE COMPETENCE COMPONENTS

OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS

At the end of the unit Vocabulary  Predict unit contents 30

1. Teaching and learning materials provided by the Ministry of Education:

G. EXPLICATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

Lic. Alba Loor Vera Ab.Hector Carro

Subject Area: English

B. COMMUNICATIVE COMPETENCE COMPONENTS

OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS

At the end of the unit the Vocabulary  Predict unit contents 30

1. Teaching and learning materials provided by the Ministry of Education:

G. EXPLICATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

Lic. Alba Loor Ab. Hector Carrasco

Subject Area: English

B. COMMUNICATIVE COMPETENCE COMPONENTS

OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS

At the end of the unit the Vocabulary  Predict unit contents 30

1. Teaching and learning materials provided by the Ministry of Education:

G. EXPLICATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

Lic. Alba Loor Ab. Hector Carrasco

Subject Area: English

B. COMMUNICATIVE COMPETENCE COMPONENTS

OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS

At the end of the unit the Vocabulary  Predict unit contents 30

1. Teaching and learning materials provided by the Ministry of Education:

G. EXPLICATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE:

Lic. Alba Loor Ab. Hector Carrasco

Subject Area: English

B. COMMUNICATIVE COMPETENCE COMPONENTS

OBJECTIVES CONTENTS LEARNING ACTIVITIES DAYS