LUIS DONALDO COLOSIO MURRIETA PRIVATE SCHOOL

SCHOOL YEAR 2023 – 2024

ENGLISH LESSON PLAN

TEACHER: CYNTHIA DE DIOS PÉREZ LEVEL: SECONDARY

WEEK: From OCTOBER 16 to OCTOBER 27 GRADE / GROUP: MODULE 3

DATE TOPIC BOOK PAGES STAGES EVALUATION RESOURCES HW

SURVIVAL SB: 12 DAILY ROUTINE Oral Participation  Projector Answer p. 10 of
October 16th
Day 1

 Board Activity book

INSTINCT AB:  Notebooks
WARM UP EXAM 1ST HOUR

ACTIVITIES 2ND HOUR

Draw a two-column table on

the board with the headings
Continents and Oceans. Give
student pairs two minutes to
write down as many as
possible. If they are struggling,
you could remind them that
there are seven continents and
fi ve oceans (Continents:
Africa, Antarctica, Asia,
Australasia/Oceania, Europe,
North America, South America;
Oceans: Arctic, Atlantic, Indian,
Pacifi c, Southern). The fi rst
pair to fi nish can share their
ideas with the class.
OBJECTIVE DEVELOPMENT Put a copy of the three photos
up on the board and do the
 exercise as a class before
students open their books. B
outboard motor C tarp the
Pacifi c Ocean
Divide the class into pairs or
small groups for students to
discuss the question. At the
end of the exercise, listen to
some of the students’ ideas
and encourage open class
discussion. Write their ideas on
the board. Students’ own
answers
FUNCTIONS: CLOSURE Check/clarify: memorial
Functions and service, funeral service,
speaking Issuing clambered, disoriented, drift,
and accepting a crouched, raw, sip, safe and
challenge sound. Before students do the
Grammar Verbs exercise, give them just two
followed by infi minutes to scan the article
nitives or quickly and see how many of
gerunds; verbs their ideas in Exercise 2 are
which take mentioned. Encourage them
gerunds and infi not to focus on every word for
nitives with now but just to check against
different the list on the board.
meanings:
remember,
forget, regret,
try, stop
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
 Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 13 DAILY ROUTINE Oral Participation  Projector Ask students
October 17th
Day 2

 Board to research a
SURVIVAL AB: Written participation  Notebooks
INSTINCT survival story
WARM UP Do the fi rst item with the from around
whole class as an example. the world.
Encourage students to vote on They can fi nd
whether it is relevant or a picture and
OBJECTIVE make notes of
irrelevant. Ask students to
work with a partner before the details of
checking answers as a class. the story in
Relevant facts: 1, 2, 4, 5 English. If
FUNCTIONS: DEVELOPMENT Encourage students to think of students do
Functions and several different feelings that not have
speaking Issuing the boys may have had. Listen access to the
and accepting a to some of their ideas. internet, they
challenge CLOSURE Ask students to work can create
Grammar Verbs individually to write down their their own
followed by infi ideas for situations 1–3 before stories. As a
nitives or dividing the class into pairs or follow-up,
gerunds; verbs small groups to discuss the students can
which take situations. Monitor and bring the
gerunds and infi prompt students to keep picture to the
nitives with talking, but as this is a fl uency next lesson
different activity, do not interrupt to and present
meanings: correct mistakes. Listen to their survival
remember, some of the students’ ideas story to the
forget, regret, and encourage open class class.
try, stop discusion. Answer p.11 of
Activity book
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 14 DAILY ROUTINE Oral Participation  Projector
 SURVIVAL WARM UP In pairs, students find as many  Board Answer p.12 of
y3
October 18th
AB: Written participation  Notebooks Activity book
INSTINCT infinitive and gerund forms in
the article on page 13 as they
can in three minutes (not
including be/ have). Ask the
pair with the most verbs to
read them out and make a list
on the board. Ask other pairs
to add to the list. There are 14
infi nitives and seven gerunds:
missing, trying, to fi nd,
believing, making, to take, to
become, to drift, to grab, to
overturn, to dive, holding, to
see, to attract, drinking, to sip,
to live, hoping for, to stagger,
to recover, to pass.
OBJECTIVE DEVELOPMENT Ask students to try to complete
the sentences from memory
before referring back to the
article to check. Point out that
there are no specifi c rules to
decide which verb is followed
by which form and that verb
patterns need to be learned
individually. 1 making 2 to grab
3 both 4 to drink 5 to pick 6
both RULE: 7 gerunds 8 infi
nitives 9 gerunds / infi nitives
10 infi nitives / gerunds.
FUNCTIONS: CLOSURE During feedback, ask
Functions and conceptcheck questions, e.g.,
speaking Issuing When you dive, do your feet
and accepting a touch the water fi rst? (no,
challenge hands fi rst); What is another
Grammar Verbs word for leap? (jump); If you
followed by infi rush, do you move quickly or
nitives or slowly? (quickly); In what
gerunds; verbs situations might a person
which take stagger? (when sick,
gerunds and infi exhausted, or hurt) 1 leaped 2
nitives with dive 3 stagger 4 rushed
different
meanings:
remember,
forget, regret,
try, stop
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 15 DAILY ROUTINE Oral Participation  Track 1.4
 SURVIVAL WARM UP Ask students to answer as  Projector Ask students
y4
October 19th
AB: 11 Written participation  Board
INSTINCT much as they can from to write six
 Notebooks
memory after playin track 1.4. Homework positive and
During feedback, play the negative
audio again and encourage sentences
students to think about the about
correct answer to the false themselves
statements. 1 T 2 T 3 T 4 F (She and their
says it’s important to keep family using
enjoying yourself.) 5 F (She some of the
says you have to do the right verb patterns
amount for you.) 6 F (He says it
Answer p. 13 of
wasn’t a success.) 7 T 8 F (She Activity book
says you should try to be fl
exible.)
OBJECTIVE DEVELOPMENT Ask students to try to complete
the sentences from memory
before playing the audio again
to check. Explain/elicit that
some verbs can be followed by
to + infi nitive or the gerund
form but with a change in
meaning. During feedback,
check understanding with
concept-check questions (e.g.,
In item 1, which sentence is
giving advice? Which sentence
refers to the past?). 1 to eat;
having 2 not taking; to say 3 to
avoid; studying.
FUNCTIONS: CLOSURE Ask students to work in pairs
Functions and to describe the pictures before
speaking Issuing they match them with the
and accepting a sentences. A 4 B 1 C 2 D 3
challenge RULE: 5 gerund 6 infi nitive 7
Grammar Verbs gerund 8 infi nitive 9 gerund 10
followed by infi infi nitive 11 infi nitive 12
nitives or gerund 13 gerund 14 infi nitive
gerunds; verbs
which take
gerunds and infi
nitives with
different
meanings:
remember,
forget, regret,
try, stop
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 16 DAILY ROUTINE  Track 1.5
 SURVIVAL WARM UP Write to go and going on the  Projector Answer p.14 of
y5
October 20th
AB:  Board Activity book
INSTINCT board. In open class, read out
 Notebooks
verbs from the rules on pages
14 and 15 and nominate
individuals to say whether they
are followed by to go, going, or
both.
OBJECTIVE DEVELOPMENT During feedback, work on
pronunciation by saying the
adjectives for students to
repeat. Check that they’re
placing stress on the correct
syllable (on the fi rst in all
cases except for ashamed,
where the second syllable is
stressed). 1 ashamed 2 puzzled
3 stuck 4 awkward 5 guilty 6
desperate 2 1 awkward 2
ashamed 3 guilty 4 desperate 5
puzzled 6 stuck
At the end of the exercise, ask
students to compare answers
with a partner. Listen to some
of their ideas in open class.
Give your own example to get
students started on this. While
students write their sentences,
monitor to help with
vocabulary and to encourage
them to use adjectives from
Exercise 1 to describe
uncomfortable feelings.
FUNCTIONS: CLOSURE Read the examples and point
Functions and out the use of imperatives and
speaking Issuing verb patterns with stop,
and accepting a remember, start, and try.
challenge Monitor to make a note of any
Grammar Verbs examples of good usage. Praise
followed by infi students who attempt to
nitives or expand on their answers.
gerunds; verbs
which take
gerunds and infi
nitives with
different
meanings:
remember,
forget, regret,
try, stop
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 17 DAILY ROUTINE Oral Participation  Projector
 SURVIVAL WARM UP Ask students to read the  Board Answer p.15 of
y6
October 23th
AB: Written participation  Notebooks Activity book
INSTINCT instructions and work in pairs
or small groups to discuss the
topic and write down their
answers. Monitor and help
students with any questions.
Students work individually to
expand their notes into a diary
page. In the next lesson, put
students back into the same
groups to read each other’s
diaries, then correct each
other’s mistakes and say what
they like about each other’s
writing.
OBJECTIVE DEVELOPMENT With books closed, write the
word right in the middle of the
board. Ask students to think of
different meanings for right
and any words that could go
before or after right. Write any
correct answers on the board
(e.g., right away, too right,
taste/feel right, turn out right,
make something right, a right
angle, the right side, to right a
wrong, human rights, equal
rights, legal rights, etc.).
 FUNCTIONS: CLOSURE During feedback, say the
Functions and phrases for students to repeat
speaking Issuing and check pronunciation.
and accepting a Ask students to work in pairs
challenge and make a list of movies,
Grammar Verbs books, or television shows
followed by infi which deal with people
nitives or surviving in the wild. Regroup
gerunds; verbs students into different groups
which take for them to compare their lists,
gerunds and infi discuss what happens in each
nitives with one, and make
different recommendations.
meanings:
remember,
forget, regret,
try, stop
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 18 DAILY ROUTINE  Track 1.6 Answer p.16 of
October 24th
Day 7

 Projector Activity book

SURVIVAL AB: WARM UP Tell students to cover the  Board
INSTINCT dialogue and discuss the  Notebooks
question in pairs before
listening to check their
answers. Students’ own
answers
OBJECTIVE DEVELOPMENT Ask students to underline the
answers in the dialogue.
At the end of the exercise,
listen to some of the students’
ideas and encourage open
class discusión.
Write the underlined phrases
from the dialogue on the
board. Ask students for an L1
translation before they
complete the sentences in
English.
FUNCTIONS: CLOSURE Before students do Exercise 5,
Functions and drill the dialogues in Exercise 4
speaking Issuing for students to repeat
and accepting a together, paying attention to
challenge the intonation of sentences
Grammar Verbs and questions. Give students
followed by infi time to practice saying the
nitives or dialogues with a partner.
gerunds; verbs During feedback, say the
which take phrases for students to repeat
gerunds and infi and check pronunciation.
nitives with Allow students six to eight
different minutes to prepare their
meanings: dialogues. Monitor to make
remember, sure all students are on task.
forget, regret, Encourage them to use the key
try, stop language.
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 19 DAILY ROUTINE Participation.  Video 3
 SURVIVAL WARM UP Write giving yourself a  Projector Ask students
y8
October 25th
AB: UNIT 1 Activity book  Board
INSTINCT challenge on the board and solved
to keep a
 Notebooks
Giving yourself a elicit what it might mean. journal for
challenge Encourage students to try to two or three
clarify its meaning through days, with a
examples or explanation, record of
rather than through a challenges
translation. Ask students to they have
read the introductory had, what
paragraph to check their ideas. they did
Elicit examples of people giving about them,
themselves a challenge in Unit and what the
1. outcomes
OBJECTIVE DEVELOPMENT Ask students to try to answer were. If this is
the questions about Chloe’s too sensitive
challenge from memory before a topic, they
watching the video again to could make
check. up some
Give students three minutes to ideas.
read the blog post and fi nd
Answer p.17 of
the answers. Encourage them Activity book
not to focus on every word.
FUNCTIONS: CLOSURE Allow students six to eight
Functions and minutes to prepare ideas. Help
speaking Issuing with any vocabulary and
and accepting a monitor to make sure all
challenge students are on task.
Grammar Verbs Listen to some of the students’
followed by infi ideas and encourage open
nitives or class discussion.
gerunds; verbs
which take
gerunds and infi
nitives with
different
meanings:
remember,
forget, regret,
try, stop
Vocabulary
Verbs of
movement;
adjectives to
describe
uncomfortable
feelings;
WordWise:
Expressions with
right Life
Competencies
Giving yourself a
challenge.
TOPIC SB: 20 DAILY ROUTINE Oral Participation  Projector
 ON THE ROAD WARM UP To review forms of  Board Answer p.18 of
y9
October 26th
AB: Written participation  Notebooks Activity book
transportation, give students
two minutes to think of as
many different vehicles as they
can. After two minutes, play a
game of “vocabulary tennis”
with each group taking turns to
say a vehicle until one team
runs out of ideas.
Play the video and discuss the
question with your class.
OBJECTIVE DEVELOPMENT Put a copy of the four photos
up on the board and do the
exercise as a class before
students open their books.
Allow students a few minutes
to prepare, then ask a student
to read out their monologue.
The rest of the class can try to
guess which photo it is about.
Ask students to cover the
article on page 21 and look at
the title and photos to answer
the question. Write their ideas
on the board. Remind students
not to focus on every word for
now.
 FUNCTIONS: CLOSURE Encourage students to
Functions and underline parts of the text that
speaking support their answers.
Introducing Invite students to share their
(amazing) answers with the rest of the
information class during feedback.
Grammar
Relative clauses
(review); which
to refer to a
whole clause;
omitting relative
pronouns;
reduced relative
clauses
Vocabulary
Groups of
people; phrasal
verbs (1) Values
Learning from
other cultures
Culture Nomadic
people.
TOPIC SB: 21 DAILY ROUTINE Oral Participation  Projector Answer p.19 of
October 27th
Day 10

 Board Activity book

ON THE ROAD AB: WARM UP Point out the use of Does that Written participation  Notebooks
mean that …? and What
evidence is there that …? to
start the questions. Elicit the
answer from the class.
OBJECTIVE DEVELOPMENT Monitor and help if students
are having diffi culties thinking
of questions. Listen to some of
their ideas in open class and
write good answers on the
board.
Ask students to write a short
text describing a trip that they
 have made. It could be a trip
that was part of a vacation, a
trip to visit family, or a trip
they take daily, perhaps as part
of their commute to school or
work. Encourage them to use
as much language from the
text as possible. As a follow up,
students can present their
travel experiences to the class
in the next lesson. After each
presentation, encourage the
rest of the class to ask
questions and, fi nally, hold a
class vote to decide which was
the most interesting trip.
FUNCTIONS: CLOSURE In Exercise 8, stronger students
Functions and can write questions for all fi ve
speaking statements. Weaker students
Introducing can focus on just the fi rst
(amazing) three statements.
information
Grammar
Relative clauses
(review); which
to refer to a
whole clause;
omitting relative
pronouns;
reduced relative
clauses
Vocabulary
Groups of
people; phrasal
verbs (1) Values
Learning from
other cultures
Culture Nomadic
people.

__________________________________ __________________________________
Miss Claudia Patricia Jaramillo Pérez
ENGLISH TEACHER ENGLISH COORDINATOR