Inglès 1 (Inglès) - T1.docx Versión 1

ESCUELA SECUNDARIA TÉCNICA No. 69 “LIC.
LUIS DONALDO COLOSIO MURRIETA”

LESSON PLAN
ENGLISH I
SCHOOL YEAR 2019 -2020
Grade: 1° Groups: A, B, C, D, E Teacher : Mariela Azeneth Jiménez González

Social Learning Environment: Family and Community Month: September Sessions: 4-12
Learning Environment Expected Learning Outcome

● Family and Community ● Listen and review dialogues about community services.
● Understand the general sense and main ideas.
Topic: Specific purpose exchanges ● Exchange information about community services.
Social practice of the language: exchanges opinions about

community servers.
Expected Achievements
● Recognize topic, purpose and recipient.
● Detect contextual clues (for example, environmental sounds, background noise, relationship between participants, attitude, etc.).
● Identify communication modality (face-to-face, distance).
● Distinguish intonation and attitude.
● Recognize behaviors of speakers and listeners that favor the construction of meaning (for example, volume adjustments, rephrasing,
asking questions, etc.).
● Note speech record.
● Exchange experiences
Purpose Focus
● To use extensive vocabulary in a common situation. The curricular proposal of the English as a Foreign Language adopts an action
● Interchange actual information. approach focused on social practices of language. These are oriented to the
process and the integration of learning and offer students opportunities to
participate in various communicative exchanges that demand the appropriate
use of knowledge, skills, attitudes and strategies, and to reflect on different
aspects of language, language and culture.
ESCUELA SECUNDARIA TÉCNICA No. 69 “LIC. LUIS DONALDO COLOSIO MURRIETA”
LESSON PLAN
ENGLISH I
Activity Time Evaluation Resources

B ● Listen and review dialogues about community services. 10 Min. Team work Poster
E
G THE TEACHER shows to the students an image of a neighborhood and asks them what they Flash cards
I can see. They talk about what places they recognize and what another things they can see in the
N neighborhood, or people who work in it. (Traffic lights, fountains, pets, etc.) The teacher can
N increase the vocabulary of the students by showing images of the objects or places that they
I don’t know the names.
N
G
D THE TEACHER talks with the students about each person in the community have a specific 40 min Class Poster
E job and give them examples of some community helpers. participation
V Flash cards
E Example. Work in
The trash collector keeps the neighborhood clean.
L class Worksheet
The police officer maintains the order and security of the neighborhood.
O The firefighter prevents and extinguishes fires.
P The bus driver transports people around the neighborhood.
M The doctor heals people when they are sick.
E
N THE TEACHER introduces the structure / This is / to refer to each community helper.
T
Example
This is the Doctor; he works in the Hospital.
THE TEACHER places images of the community helpers that he has seen in class and asks the
students what each one does. He also asks what other community helpers know and if they
LESSON PLAN
ENGLISH I
remember what their activity is in the community, and they make a list with the new public
servants exposed in class.
THE STUDENT has to read and write about the community helpers.
C THE TEACHER divides the group into teams of three people and assigns them one of the
L community helpers seen in class. 30 min Team work Poster
O Role playing
paper
S THE STUDENTS has to make a poster that contains the
activities that the community helper do and a picture.
I Markers
N THE STUDENTS choose a member of the team to present in
G front of the class they work.
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B ● Understand the general sense and main ideas. 10 min Team work Flashcards
E
G THE TEACHER asks to the students if they remember what´s a community helper, and Class Posters
I explains that all the community helpers give a specific service to the community. Giving participation
N examples, the teacher will begin by asking students if they believe that a teacher is a community
helper, and which ones are the reasons that make them think so.
N
I THE STUDENTS give more examples of community helpers who they believe help more in
N the community and make a list along with THE TEACHER.
G
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D THE TEACHER reads the following text to the students. 40 min Team work Projector
E
V THE STUDENTS identify which community helper appear in the reading and take notes of Class
E their names and what did they do to help Jack and his family. participation
L .
O Jack lives at home with his mother and father. One night, after Jack and his
P mother were both off to sleep and Jack's father was coming home from a trip, their
M house caught on fire. Jack's mother ran into his room to wake him. He and his
E mother ran down the stairs and out the front door. Their neighbor, Mrs. Kean,
N grabbed Jack's dog Grubber, took him into her home, and fed him. Dana and
T other local firefighters came to Jack's home to put out the flames. Jim, a local
police officer, called Jack's father to inform him about the fire and his family's safe
escape from the house. A paramedic named Sarah examined Jack and his mother
to make sure they didn't have any burns or trouble breathing. A few days after the
fire, Jack and his parents took Grubber to the Dr. Jones the veterinarian to make
sure he was okay. Jack's neighbors helped his family clean up the portion of their
home that had been damaged. Once all of the trash was gathered outside, Bill, the
garbage man, picked it up.
THE TEACHER makes teams of 10 students to recreate the scene of the text.
THE STUDENTS take the role of each of the community helpers and the family of Jack and
make a recreation of the scene.
C THE STUDENT describes the community helper who interpreted and talked about his role in 30 min Class Worksheet
L the community. participation
O
S Example.
I I am a doctor, I work in a hospital and I help people who are sick
N
G
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B ● Exchange information about community services. 30 min Team work Bands
E
G Heads up! Class Flashcards
I participation
N THE TEACHER takes bands with the image of the community helpers, a STUDENT will
N choose one at random and without seeing it he will place it on his head.
I
N THE STUDENTS give clues to their partner to find out which community helper is in the band.
G (YES / NO questions)
Example.
1- Is it a community helper?
2- Does it wear a uniform?
3- Does it wear a hat?
4- Does it work with water?
5- Does he use a ladder?
= Firefighter
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D THE TEACHER forms teams of five students to create a dialogue where each one will 30 min Team work Role
E interpret community helpers. playing
V
E THE STUDENTS will assign to each other which community helper will interpret and write a
dialogue that will have to be represented in front of their other classmates. According to their
L
characteristics, students who are not participating in the dialogue have to guess which
O community helper their classmates are representing.
P .
M
E
N
T
C THE TEACHER gives to the students a worksheet, to be done in class. 20 min Class worksheet
L participation
O THE STUDENT will answer which is the function of each community helper and compares the
S answers with the other students.
I .
N
G
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CATEGORY CRITERIA
REGULAR GOOD VERY GOOD EXCELENT
Shown no interest to Participates but didn’t Participates in a good Besides giving ideas
Activation of previous response the questions. argue with adequate way giving concrete exemplifies it too.
knowledge points of views. opinions.
Shows a Little interest Participates randomly Constant participation Excellent participation

in class participation, in class, shows a little in class. Shows more in class. Shows total
Class Participation looks distracted and interest and with short interest and attention. interest and always is
with no attitude. moments of attention. paying attention.
Didn’t integrate with Everybody Works but Everybody Works and Everybody Works and
Team work the classmates to work. not as a team. collaborates but with collaborates bringing
some limitations. quality results.
Didn’t use the vocabulary of Works with the vocabulary of The exposition has coherency The exposition was clear and
Expositions the class the class, but the presentation and uses the vocabulary seen with fluency, everybody
has no coherency. in class, but it could be better. understands the main topic,
and uses the vocabulary seen
in class.

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Family and community ● Review silent movies.
● Understand general sense and main ideas.
Topic: Interchanges related with the Media. ● Produces dialogues and interventions.
Social Practice of the Language: Compose dialogues and
interventions for a silent short film.
● Provide activities that allow students to be involved in:
-Recognize subject, purpose and recipient;
-Distinguish the non-verbal language used by characters;
-Determine the nature of the actions (comic, tragic, etc.);
● Supervise and offer support so that your students are able to:
-Clarify names of objects, actions or concepts;
-Know values and behaviors of countries where English is spoken;
● Encourage your students to be able to:
-Propose statements to compose dialogues and interventions;
-Use connectors to link statements or reformulate expressions;
-Describe motivations, hopes, aspirations or ambitions, using expressions to qualify them (for example: You may ..., It might ..., etc.);
-Order sentences in sequences to form dialogues
Purpose Focus
● Interchange actual information. focused on social practices of language. These are oriented to the process and
the integration of learning and offer students opportunities to participate in
various communicative exchanges that demand the appropriate use of
knowledge, skills, attitudes and strategies, and to reflect on different aspects of
language, language and culture.

LESSON PLAN
ENGLISH I
B ● Review silent films. 25 min Class Picture

E participation
G THE TEACHER will show to the students an image of a silent film, and ask them questions
I about what they believe will happen in the story.
N
N THE STUDENTS will comment their ideas about the plot of the film.
I
N
G
D 40 min Class Projector

E THE TEACHER will screen the film to see if the predictions of his students were true Participation
V or false. Worksheet
E
L https://www.youtube.com/watch?v=HZrsuEWw9m8
O
P THE TEACHER and THE STUDENTS will comment if it was false or true what they had
M predicted for the film, , in addition to talking about silent movies.
E 1- Have you ever seen a silent movie?
N 2- Which silent movies actors do you know?
3- Why do you think that in ancient times the movies where in silence?
T
4- Would you go to see a silent movie at the cinema?
THE TEACHER will give the students a sheet of questions from the film.
THE STUDENTS will answer a series of questions about the film in a worksheet.
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C THE STUDENTS share their answers to check that they are correct. 15 min Class Worksheet
L participation
O THE MASTER will enrich the class with his comments giving the correct answers.
S
1- The gas of laughter.
I
2- Comedy Movie
N 3- In a Dentist's office
G 4- A dentist sleeps his patient with laughing gas, but his hand goes a little, when he wakes up he
can’t stop laughing.
5- The assistant was posing as the dentist, but they discover it and they beat each other.
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B ● Understand general sense and main ideas. 25 min Class Blackboard
E Participation
G THE TEACHER introduces the adverbs of probability / may-might / to the class, giving some
I examples.
N
N Use / may / or / might / to talk about something that may happen in the future. (probabilities)
I
N Example.
G It is cloudy today; It may rain later.
I’m very busy; I may not have time to go to the gym today.
They have being studying for 5 hours; They might get a

good grade.
I can’t find my pone; I might have left it in the taxi.
D THE TEACHER projects the following text to read it together with the students.
E 40 min Class Projector
V THE STUDENTS will find the main ideas and comment among their peers. participation
E Worksheet
L ● Mike: Hey, Dominic. How are you? I haven’t seen you since high school.
O ● Dominic: Hi! Well, I’m doing great. I’m studying economics now.
P ● Mike: Wow, sounds great. But you were really good at sports. Are you still
M practicing?
E ● Dominic: Sure, I am part of the university’s football team. I also started karate
N lessons after going to Japan as an exchange student.
T ● Mike: Amazing! You are just the same, haven’t changed a bit!
● Dominic: And how have you been doing? I always thought you may become a
doctor or something, since you liked biology and chemistry so much.
● Mike: Hopefully, one I will. I am studying medicine now.
THE TEACHER will provide the students with an activity sheet.

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THE STUDENTS will answer the activity sheet and share the answers with their classmates.
C THE TEACHER asks the following questions to the students, to continue working with the 15 min Class Projector
L previous text participation
O
S What do you think happened after the friends greeted each other?
What do you think happened to the life of Dominic and Mike?
I
N THE STUDENTS will answer the questions using the may / might structure
G
Example:
● Dominic may continue practicing sports.
● Mike might study hard to be a great doctor.

LESSON PLAN
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B ● Produce dialogues and interventions. 20 min Team work Projector

E
G THE TEACHER reproduces a video to the students to introduce a class project. Class
I participation
N https://www.youtube.com/watch?v=89H1Xuxu81k
N
I After watching the video THE TEACHER will explain to the students that he has to create a
N script of a silent film and expose it in class.
G
THE STUDENTS will have to organize the class to choose the theme of the film.
D THE STUDENTS will work on the script of the film, and rehearse it. 40 min Team work Projector
E
V THE TEACHER will supervise the work of the students (review of dialogues, problems, etc.) Class
E and help them to record the film to project it in the next session. participation
L
O
P
M
E
N
T
C THE STUDENTS will screen the film for the final revision. 20 min Notes Projector
L
O THE TEACHER will give their impressions and ask the students to explain the theme of the Team work
S video.
I Class
N participation
G
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CATEGORY CRITERIA

Didn’t use the vocabulary of Works with the vocabulary of The exposition has coherency The exposition was clear and
Expositions the class the class, but the presentation and uses the vocabulary seen with fluency, everybody
LESSON PLAN
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has no coherency. in class, but it could be better. understands the main topic,
and uses the vocabulary seen
in class.


Family and community ● Listen and check likes and dislikes in interview dialogues.
● Understands the general meaning and main ideas in the
Topic: Exchanges associated with information about oneself and dialogues.
others. ● Exhibits compliments, likes and dislikes in written dialogues.
● Expresses compliments, likes and dislikes in a dialogue.
Social Language Practice: Exchanges compliments, likes and dislikes
in an interview.
● Show several examples for your students to understand how:
-Value dialogue and language as a means to exchange experiences;
-Identify topic, purpose and recipient;
-Notice contextual cues in leisure situations;
-Recognize behaviors to clarify and confirm understanding;
-Determine the enunciation sequence;
-Identify the speech record;
-Exchange points of view.
● Describe and explain to your students the various ways of:
-Anticipate general sense and main ideas;
-Recognize structure of dialogues (opening, body and closure) to determine the type of intervention (for example: interruption, confirmation, etc.);
-Recognize the type of statements to express likes and dislikes;
-Compare ways of expressing likes, compliments and aversions;
-Detect syntactic differences between the British and American variants (agreement of collective nouns, for example: My favorite team is / are);
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-Identify words used to connect ideas;

-Model comprehension strategies.
● Think out loud so your students understand how to:
-Manifest empathy in oral interactions;
-Determine the speech record and compose sentences;
-Consider repertoires of words and expressions;
-Order sentences in a sequence using connectors;
-Include details in main ideas;
-Raise and answer questions to answer questions;
-Evaluate your own performance and that of others.
● Intervene with your students by offering information that allows them to:
-Alternate roles as an interviewer and as an interviewee, with or without the support of a script;
-Use expressions to gain time when formulating spontaneous responses (for example, mmm, that is an interesting question, etc.);
-Use question marks to request confirmation (for example: You used to be ... did not you?);
-Compose statements that include like (for example: I like ...) to express tastes or preferences;
-Use hanging prepositions to offer details (for example: The place they went to ..., etc.);
-Express views in favor and against;
-Use nonverbal language to reinforce what is said;
-Recognize relevant moments to interrupt the interlocutors;
-Practice and follow rhythm, speed and pronunciation;
-Make adjustments to questions and answers raised, depending on the interlocutor's reactions;
-Self-regulating strengths and needs.
Purpose Focus
LESSON PLAN
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B ● Listen and check likes and dislikes in interview dialogues.
E 20 min Class Choosing
G THE TEACHER will accommodate the students in a circle and randomly choose a student to Participation questions
I ask introductory questions (one question per student).
N
N Example:
I
N -What’s your name?
G
- How Are you?
- Where do you live?
-What’s your favorite food?
-What’s your favorite superhero?
THE STUDENT answers the questions that the teacher makes.
D THE TEACHER indicates to the students the activity to be carried out: 40 min Class Worksheet
E Participation
V Gives a blank page where students have to write personal information, such as place of birth,
E favorite color, favorite food, favorite program, etc. but they can’t write the name. Questions
L and
THE STUDENTS choose one of the sheets and have to find the partner to whom the sheet
O sentences
corresponds. Once already gathered in teams of two THE STUDENTS have to comment their
P things that they do not like and then expose in front of the class the characteristics of their
M teammate.
E
N THE TEACHER supervises the work of the students before they present it in class.
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C THE TEACHER AND THE STUDENTS make a graph showing the characteristics they have 20 min Class Poster
L most in common. participation paper
O Markers
S Team work
I
N
G
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B ● Understands the general meaning and main ideas in the dialogues. 15 min Class
E Participation
G THE TEACHER asks the students questions about activities that they like to do, and which are
I the others that they do not like to do. Notes
N
THE STUDENTS talk about their likes and dislikes with the teacher and their other classmates.
N
I
N
G
D THE TEACHER introduces I like / I don’t like structure to the students. Explain that these are 40 min Class Projector
E used to express the things we like and the things we do not like, it can be used for food, movies, participation
V places, clothing, etc. Worksheet
E Notes
THE TEACHER will screen the following video and comment with the students.
L
O https://www.youtube.com/watch?time_continue=131&v=N50e2R6eylM
P
M
E
N
T
THE TEACHER explains to the students the following activity, where they will have to ask
their classmates what kind of food they like and what they do not like.
LESSON PLAN
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THE STUDENTS make a table where they will put different types of food and ask several of
their classmates whether they like it or not. They will draw a happy face if, if they like it and a
sad one if not.
1- Do you like apples?

2- Do you like fish?
3- Do you like ice cream?
4- Do you like cheese?
5- Do you like spinach?
THE TEACHER asks to the students student to copy a box on the board and ask the following
questions:
1- Does (name of the student) like apples?

2- Does (name of the student) like fish?
3- Does (name of the student) like ice cream?
4- Does (name of the student) like cheese?
5- Does (name of the student) like spinach?
C THE TEACHER divides the students into teams of 4 people. 25 min Class Worksheet
L participation
O THE STUDENTS continue working with the same activity but with their teammates.
S Notes
THE TEACHER supervises the conversation among the students to see if they are using the
I
vocabulary in a good way.
N Team work
LESSON PLAN
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B ● Exhibits compliments, likes and dislikes in written dialogues. 15 min Notes Flashcards
E
G THE TEACHER divides the blackboard into two sections, which will be divided into likes and Class Board
I dislikes indicated with a sad face and a happy face. He will also bring pictures of food to the Participation
N class.
N
I THE STUDENTS participate indicating which foods they like and which they do not, from
which the teacher brought in pictures.
N
G THE TEACHER introduces the structure I like / I do not like, so that the students express likes
and dislikes.
Example:
● I like ice cream.

● I don’t like tea.
LESSON PLAN
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D THE TEACHER makes teams of two people to practice the statements with the food displayed 40 min Team work Poster
E on the board. paper
V Class
E THE TEACHER makes an example with a student so that everyone understands. Participation Markers
L
THE STUDENTS practice among themselves expressing their likes and dislikes for food.
O Preferences Glue
P list
M
E Student A: apples
N Student B: I like apples!
T Student B: carrots
Student A: I don’t like carrots!
THE STUDENTS make a poster to show their likes and dislikes in the food, for which they
have to bring food, cardboard, glue and markers to the class.
THE TEACHER will evaluate the work and ask some of the students to present their work in
class.
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C THE TEACHER explains to the students the game "Funny Food Likes & Dislikes Game" 25 min Class Flashcards
L where shows pictures of strange foods to the students form sentences. participation
O
S THE STUDENTS express likes and dislikes according to the image. Notes
I
THE STUDENTS create new food combinations to keep playing.
N
G

B ● Expresses compliments, likes and dislikes in a dialogue.
E 10 min Class
G THE TEACHER resumes the previous class and continues commenting likes and dislikes with Participation
I the students.
N
THE STUDENTS comment in plenary about things that they like and dislike.
N
I
N
G
D THE TEACHER shows to the students an image of something that he likes, for example, a 40 min Participación Proyector
E picture of a beach, he will indicate to the students that it is a place that he likes to visit (I like to en clase
V go to the beach) and he will ask the students if to them They also like (do you like to go to the Hojas de
E beach?) or what are the things that they like about the beach. Notas actividades
L anecdóticas
After that shows them a picture of something they dislike for example a dirty place, they will
O continue asking questions to the students.
P Trabajo en
M https://www.youtube.com/watch?v=DZMAtPNSsRs equipo
E
N
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T THE STUDENTS pay attention to the video and will answer the following activity sheet.
C THE TEACHER divides the room into teams of three people and explains that they have to 30 min Team work worksheet
L create a conversation similar to the one they saw in the video, they can talk about movies,
O meals, places, etc. Class
S participation
THE STUDENTS start working on the project.
I
N
G
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CATEGORY CRITERIA

Didn’t use the Works with the The exposition has The exposition was
Expositions vocabulary of the class vocabulary of the class, coherency and uses the clear and with fluency,
but the presentation vocabulary seen in everybody understands
has no coherency. class, but it could be the main topic, and
better. uses the vocabulary
seen in class.
LESSON PLAN
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Search and consult information.
Family and community • Compare pros and cons of ideas and proposals.
• Build arguments to defend ideas and proposals.
Topic: Exchanges associated with the environment. • Listen and express pros and cons to build consensus.
Social Language Practice: Agree with others on a travel

itinerary.
● Coordinate actions and activities in which students can:
-List proposals of destinations and travel ideas;
-Define sources to consult information about destinations;
-Discard proposals based on information consulted;
-Take note of data that supports viable ideas and proposals;
-Promote own participation and that of others.
● Support and guide your students to:
-Contrast advantages and disadvantages using a graphic organizer;
-Add data to viable ideas and proposals;
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-Assess ideas and own proposals and others.

● Motivate and model your students to:
-Analyze reasons for proposals and ideas;
-Support reasons with data and information;
-Use connectors to link reasons and data to build arguments;
-Analyze expressions and strategies of persuasion (for example: Are you sure we ...? That's a good idea, We really should go there, etc.);
-Reflect on ways to negotiate ideas and proposals (for example: I'm looking forward to ... do not you agree? That's not good, It sounds fantastic,
etc.);
-Share opinions.
● Guide, support and offer feedback to your students to achieve:
-Put the emphasis on some words or alter the volume to produce some effect (for example The lake, definitely, The national park, you say?);
-Recognize emotions in language to persuade;
-Speak clearly and with sufficient volume;
-Interpreting body language to detect emotions;
-Organize consensus showing assertiveness;
-Encourage feedback.
Purpose Focus
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B ● Search and consult information. 30 min Class Blackboard
E participation
G THE TEACHER puts the students in teams of two people and asks the students to make a list Worksheet
I of all the countries they know in a minute. At the end of the minute, chooses the list that Team work
N contains the most countries so that the students can copy them to the board. If any other team
N has a country that is not on the list, can also write them on the list. List of treats.
I
Then THE TEACHER asks the students to imagine that they will travel to another country
N
from the country where they currently live.
G
THE STUDENTS select a country from the list and comment among them information that
they know about that place. In addition they have to look for more information for the next
class.
THE TEACHER take notes about which country each team chose, to continue working the
next class.
D THE TEACHER chooses which country will be the first to be exposed. 40 min Class Blackboard
E Participation
V THE STUDENTS expose the country that corresponds to them, mentioning the following Worksheet
E important points: Team Work
L
LESSON PLAN
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O ● Country name List of treats

P ● Traditional food
M ● Representative places Notes
E ● Language
N
THE STUDENTS that are not exhibiting will take notes of the information given by their
T classmates. You can make a box like the one shown below.
THE TEACHER at the end of the exhibition asks the students what country they found most
interesting, which they would like to visit, which was what most caught their attention when
investigating the country that they had to exhibit.
C THE TEACHER talks with the students about places he has visited on his holidays. 10 min Class
L participation
O THE STUDENTS also comment about places they know and if they liked or not and what they
S found most interesting. Notes
I
N
G
LESSON PLAN
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B ● Compare pros and cons of ideas and proposals. 20 min Class Worksheet
E participation
G THE TEACHER talks to his students about his last vacations, (to what place he visited, how
I long was it, who did go to, how did get there, what did eat / buy?) And make a mind map with Notes
N the following information.
N
I
N
G
THE STUDENTS make a mind map like the one of the teacher, and then talks about the
holidays.
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THE TEACHER asks some of the students to pass to the front to explain the activity.
D THE TEACHER shows to the students the next video: 40 min Class Worksheet
E Participation
V https://www.youtube.com/watch?v=aCvhQPyOesw Projector
E Work in class
L THE STUDENTS pay attention to the video and will answer the worksheet, which THE
O TEACHER provides, enclosing the correct answer.
P
M THE STUDENTS share the answers with their classmates to check the answers.
E
N
T
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C THE STUDENTS and THE TEACHER talk about the advantages and disadvantages of 20 min Class
L planning a trip. Participation
O
S -Which one is the easiest thing to do? List of treats
- How long in should the reservation be made?
I
- How much money do you need to travel?
N -How do you decide the place you want to go?
G

B ● Build arguments to defend ideas and proposals
E
G THE TEACHER explains to the students
I the following game "When do you feel this
N way?"
N
I THE STUDENTS together with THE
TEACHER review the feelings presented in
N
the following table:
G
LESSON PLAN
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THE TEACHER with the help of a student makes an example of how the dynamics will be
carried out.
Example:
Teacher: When do you feel happy?

Student: I feel happy when I am on vacation.
THE TEACHER divides the group into teams of 3 or 4 people; each team must choose four
feelings to work with them in the conversation.
THE STUDENTS take note of the information on the equipment to discuss it in class.
D THE TEACHER will show to the students the next text: 40 min Class Worksheet
E participation
V Jim: Hey, Nina! You look worried…. What happened? Projector
E Nina: I spent all the Money I had on the plane ticket to Georgetown, Jim. What am I Notes
L going to do?
O Jim: Well… Grandma can lend you some money. Team work
P Nina: I already asked her and she doesn’t have any.
M Jim: Why don’t you ask mom and dad to lend you some?
E Nina: Yes; I will… I´m going to tell them that I´ll work during the summer to pay them
N back.
T Jim: don’t worry, sis. They will lend you the money. How do you feel about the trip?
Nina: I am so exited. I´m going to spend a great week with my friends. I can´t wait
LESSON PLAN
ENGLISH I
Jim: Yes, you´re lucky you are going to go!

Nina: I´m going to stay at Michaela´s and we´re going to do a lot of things… we´ll have
a great time!
Jim: I wish I could go.
THE TEACHER asks to the students take roles to represent the conversation. Select a couple
to represent it in front of the group.
THE STUDENTS answer the following worksheet and share the answers.
THE TEACHER supervises the work of the students to be sure they are doing the job well.
C THE TEACHER gives a general overview of what has been seen in class and will encourage 10 min Class
L the students to express their ideas about the holidays. Participation
O
S
I
N
G
LESSON PLAN
ENGLISH I

B ● Listen and express pros and cons to build consensus. 15 min
E Class
G THE TEACHER begins the class by asking the following questions: participation
I • Who needs a break from school?
N • Where would you want to go if you had a lot of money? Notes
N
I THE TEACHER explains to the students that they have to make a vacation plan with two of
their classmates, so they will divide the class into teams of three.
N
G
LESSON PLAN
ENGLISH I
THE STUDENTS select the place where they would like to go on vacation.
D THE TEACHER summarizes what was seen in the previous class. 40 min List of worksheet
E questions and
V THE STUDENTS work with their teams, in their vacation plan they will have to include: answers to
E ● Place to visit request and
● Date of vacation offer
L
● Date and time of departure information
O ● Transportation
P ● Hotel reserved Class
M ● Type of room Participation
E ● Places to visit
N ● Travel budget
Notes
T ● Date and time of return
● Total cost of the trip
Team work
THE TEACHER supervises the work of his students before being exposed.
C THE STUDENTS present their vacation plan in the form of a dialogue at the head of the group. 25 min List of worksheet
L questions and
O THE TEACHER supervises that the exhibition includes all the requested information. answers to
S request and
offer
I
information
N
G
Class
Participation
Notes
Team work
LESSON PLAN
ENGLISH I
CATEGORY CRITERIA

LESSON PLAN
ENGLISH I
Didn’t use the vocabulary of the Works with the vocabulary of the The exposition has coherency and The exposition was clear and with
Expositions class class, but the presentation has no uses the vocabulary seen in class, fluency, everybody understands
coherency. but it could be better. the main topic, and uses the
vocabulary seen in class.

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ESCUELA SECUNDARIA TÉCNICA No. 69 “LIC.

LUIS DONALDO COLOSIO MURRIETA”

Grade: 1° Groups: A, B, C, D, E Teacher : Mariela Azeneth Jiménez González

Learning Environment Expected Learning Outcome

Social practice of the language: exchanges opinions about

Activity Time Evaluation Resources

Activity Time Evaluation Resources

Activity Time Evaluation Resources

Shows a Little interest Participates randomly Constant participation Excellent participation

Grade: 1° Groups: A, B, C, D, E Teacher : Mariela Azeneth Jiménez González

Learning Environment Expected Learning Outcome

Activity Time Evaluation Resources

B ● Review silent films. 25 min Class Picture

D 40 min Class Projector

Activity Time Evaluation Resources

They have being studying for 5 hours; They might get a

I can’t find my pone; I might have left it in the taxi.

THE TEACHER will provide the students with an activity sheet.

Activity Time Evaluation Resources

B ● Produce dialogues and interventions. 20 min Team work Projector

Shows a Little interest Participates randomly Constant participation Excellent participation

Grade: 1° Groups: A, B, C, D, E Teacher : Mariela Azeneth Jiménez González

Learning Environment Expected Learning Outcome

-Identify words used to connect ideas;

Activity Time Evaluation Resources

- Where do you live?

-What’s your favorite food?

-What’s your favorite superhero?

THE STUDENT answers the questions that the teacher makes.

Activity Time Evaluation Resources

1- Do you like apples?

1- Does (name of the student) like apples?

Activity Time Evaluation Resources

● I like ice cream.

Activity Time Evaluation Resources

Shows a Little interest Participates randomly Constant participation Excellent participation

Grade: 1° Groups: A, B, C, D, E Teacher : Mariela Azeneth Jiménez González

Learning Environment Expected Learning Outcome

Social Language Practice: Agree with others on a travel

-Assess ideas and own proposals and others.

Activity Time Evaluation Resources

O ● Country name List of treats

Activity Time Evaluation Resources

Activity Time Evaluation Resources

Teacher: When do you feel happy?

Jim: Yes, you´re lucky you are going to go!

Activity Time Evaluation Resources

Shows a Little interest Participates randomly Constant participation Excellent participation

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