lesson plan, lae 1. cobatab 05

LENGUA ADICIONAL AL ESPAÑOL 1 1

Colegio de Bachilleres de Tabasco Organismo Descentralizado del Estado

1 LAE

ING. ALMA LETICIA GUERRERO LEÓN

LENGUA

ADICIONAL

AL ESPAÑOL 1

DIDACTIC SEQUENCES

2014 B



SEMESTRE Primero CAMPO DE CONOCIMIENTO Comunicación TIEMPO ASIGNADO 48 horas COMPONENTE DE FORMACIÓN Básica CRÉDITOS 6.

A partir del Ciclo Escolar 2009-2010 la Dirección General del Bachillerato incorporó en su plan de estudios los principios básicos de la Reforma Integral de la Educación Media Superior cuyo propósito es fortalecer y consolidar la identidad de este nivel educativo, en todas sus modalidades y subsistemas; proporcionar una educación pertinente y relevante al estudiante que le permita establecer una relación entre la escuela y su entorno; y facilitar el tránsito académico de los estudiantes entre los subsistemas y las escuelas.

La asignatura de Lengua Adicional al Español I se ubica en el primer

semestre y tiene como antecedente la materia de Lengua Extranjera de la educación básica (secundaria), cuyo propósito es acrecentar y consolidar las prácticas sociales del lenguaje, es decir, lo que hacen los usuarios expertos del lenguaje para la interpretación y producción oral y de textos, preservando la función social de dichos actos. En el caso del Bachillerato General la materia de Lengua Adicional al Español, conformada por cuatro cursos, rescata este mismo enfoque sin dejar a un lado las líneas generales de los enfoques precedentes, de los cuales el comunicativo ha sido el más preponderante. Tomando como referencia lo anterior, los docentes pueden elegir aquellas propuestas que más se adecuen a su contexto.

De esta manera, el interés central de la asignatura de Lengua Adicional al

Español I es desarrollar la competencia comunicativa de la y el estudiante en una segunda lengua, todo ello a través de la práctica de las cuatro habilidades comunicativas de una lengua: comprensión auditiva y de lectura; producción oral y escrita.

FUNDAMENTACIÓN



Para desarrollar las actividades de aprendizaje, el docente deberá promover el uso de recursos electrónicos tales como las plataformas educativas o grupos virtuales, blogs, portales de videos de tal forma que articulen los bloques de aprendizaje con los responsables de la impartición de la asignatura de Informática I. Asimismo, deberá apostar por la elaboración, búsqueda y adaptación de material didáctico que le permita abordar los tópicos planteados con la pertinencia y requerimientos del tiempo asignado sobre el uso de libros de texto.

Dentro del currículum del Bachillerato General se toma como referencia el Marco de Referencia Europeo para el aprendizaje, enseñanza y la evaluación de lenguas, desarrollado por el Consejo de Europa y la Asociación de Examinadores de Lenguas en Europa. De acuerdo con lo anterior, se propone que durante los dos primeros cursos (LAE I y II) se recuperen los aprendizajes más relevantes de la educación básica (secundaria) y con esta base, que en los dos cursos posteriores las y los estudiantes logren un nivel de dominio más avanzado. Usando la terminología del Marco Común Europeo, se busca que en el Bachillerato General consoliden el nivel A1 durante el primer año y puedan transitar por el nivel A2 de manera eficiente, llegando en algún caso a los umbrales del B1. Es importante aclarar que esta propuesta contempla el nivel de dominio mínimo trabajo esperado. evaluar la posibilidad de llegar a niveles de dominio más altos de acuerdo a cada contexto.

Este programa de estudios se distribuye de la

siguiente forma: Bloque I: ¿Quién soy?

El alumnado generará y comprenderá información personal. Bloque II: Qué hago y cómo vivo.

En este bloque el alumnado describirá y comprenderá actividades rutinarias y modos de vida propios y de terceros. Bloque III: Describo lo que está pasando.

En el que describirán y comprenderán acciones que se están realizando en el momento en que se habla. Bloque IV: Expreso medidas y cantidades.

Mediante el cual el alumnado expresará ideas relacionadas con cantidades y medidas.

DISTRIBUCIÓN DE BLOQUES



UBICACIÓN DE LA MATERIA Y RELACIÓN CON LAS ASIGNATURAS EN EL PLAN DE ESTUDIOS

LAE 1

TLR 1

INFORMÁ

TICA 1

LAE 2

TLR 2

INFORMÁTICA 2

LAE 3

LITERATU

RA 1 LITERATU

RA 2

LAE 4

FORMA CIÓN

PROPE DÉUTICA

FORMACIÓN

PROPE DEÚTICA

PRIMER SEGUNDO TERCER CUARTO QUINTO SEXTO SEMESTRE SEMESTRE SEMESTRE SEMESTRE SEMESTRE SEMESTRE

TURISMO, PUERICULTURA, CIENCIAS DE LA SALUD

ACTIVIDADES PARAESCOLARES



1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.

2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.

3. Elige y practica estilos de vida saludables.

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.

6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva.

COMPETENCIAS

GENÉRICAS

Las competencias genéricas son aquellas que todos los bachilleres deben estar en la capacidad de desempeñar, y les permitirán a las y los estudiantes comprender su entorno (local, regional, nacional o internacional) e influir en él, contar con herramientas básicas para continuar aprendiendo a lo largo de la vida, y practicar una convivencia adecuada en sus ámbitos social, profesional, familiar, entre otros. Por lo anterior estas competencias construyen el Perfil del Egresado del Sistema Nacional de Bachillerato. A continuación se enlistan las competencias genéricas. genéricas:

7. Aprende por iniciativa e interés propio a lo largo de la vida.

8. Participa y colabora de manera efectiva en equipos diversos.

9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo.

10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.

11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.



Learning Objects

Simple present Physical features Ethnic and cultural features Family members Geographical features Numbers Verb to be Personal pronouns Impersonal pronouns Possessive adjectives Definite articles Indefinite articles

Student’s performance at the end of the module.

Use the simple present when speaking, writing

and reading.

Understand through listening and reading the

use of the simple present.

Use the verb to be in

different forms according to the

communicative intention.

Introduce oneself and other people in different

contexts through conversations and

written activities.



MODULE: 1. Who am I?

SEMESTER 1 HOURS /Module 12 TEACHER’S NAME Ms. Alma Leticia Guerrero León

GROUPS B, C, D, E, F, G. TOPIC What’s your name?

TIME ASSIGNED 150 min.

SESSIONS/D.S. 1 3 Hrs. DATE August 18th –22nd.

COMPETENCE Undestand common greetings and simple introductions when meeting people both orally and written. .

LEARNING OBJECTS

Personal information Personal pronouns Introductions Wh questions

Greetings Possessive adjectives To Have To Like / Love.

SKILLS Listening Reading Speaking Writing

WARM UP

ACTIVITIES

KNOWLEDGE

TEACHING STRATEGIES

LEARNING STRATEGIES

TIME (min.)

PRODUCT

EVALUATION INSTRUMENT

Factual

Procedura

l

Attitudinal

Introduction to the course

Teacher introduces him/herself and the program to the class.

15

DIDACTIC SEQUENCE 1/5

Ice Breaker Repeats vocabulary related to introductions

Introduces to the class using sentences in simple present tense.

Participates on a friendly way by giving personal information.

Teacher syas her/his name adding a hoobie.

Students repat the names of their classmates and the hobbies they select.

20



Say Hello Demonstrates the vocabulary learnt at secondary school.

Interacts in English in simple situations, such as greetings and meeting people.

Collaborates and shows respect to the class

Plays a short dialogue asking for name and some personal information.

Students act out a meeting people dialogue

15

Vocabulary

Listening and Pronunciation Practice

Identifies general vocabulary used in meetieng situations.

Expresses his/her knowledge about vocabulary used in meeting situations.

Value the use of the language to meet people. Collaborates with classmates

Plays the dialogue Nice to Meet You. www.inglesmundial.com. Lesson1 Have students practice among them. Guides the practice and help students understand new vocabulary.

Listen to the dialogue Practice the dialogue with a classmate. In pairs, students change some words to play different forms of a dialogue in a meeting situation.

20

Dialogue Practice

Reading and Listening

Reminds the English alphabet. Identifies basic vocabulary such as numbers

Expresses the words used to make questions. Practices the alphabet and word stress. Make questions with the verb To Be.

Collaborates with his ir her classmates in a respectful way.

Ask sthe students to read and listen to conversations including the review vocabulary. Reads aloud the dialogue. Helps and guides students in the practice of the dialogue and the spelling process of the words.

Read the dialogue. Students practice pronunciation of the dialogue. Spell the words in order to practice the alphabet pronunciation.

15

Pronunciation

Practice

Checklist A.

DEVELOPMENT

http://www.inglesmundial.com/



Solving written exercises.

Recognizes the vocabulary used to greet people. Recognizes the vocabulary used to ask for personal information.

Answers questions with the correct answers according with the situation.

Shows and value the importance of the language to meet people.

Reads questions and answers on page 8 in the textbook. Asks students solve the activities. Gives the correct instructions if students ask for them.

Students solve the exercises. Fill out different application forms. www.esl-library.com Lessons: a)Filling out an application. b)Employment

15

Written exercises. Application Form

CLOSING Listening for Comprehension.

Recognizes vocabulary learnt during these first sessions. Comprehends vocabulary about greeting and personal infromation.

Pays attention to dictation. Uses her/his knowledge to comprehend the information given in the dictation

Shows initiative and interest towards collaborative learning.

Plays an audio with different sentences. http://www.ompersonal.com.ar/ omdictation/elementary/dictationA-page1.htm Plays another sentences, located in: http://www.inglesmundial.com /Ingles_Basico_Leccion1/ Ingles_Basico_Leccion1_ Dictado.html Asks the students write the sentences they hear.

In pairs, deduce the sentences in the dictation.

10 Written Sentences

Role Play Expresses his/her knowledge about expressions in greeting situattions.

Interacts with their classmates to write and practice a conversation.

Respect the ideas of the other classmates and collaborates actively.

Asks the students to work in groups of four and ellaborate a dialogue where stdents greet new friends. Presents and uses the rubric to evaluate students’ presentations.

Students write and role play their conversations.

40

Role Play (1) Rubric 1.

http://www.esl-library.com/

http://www.esl-library.com/

http://www.ompersonal.com.ar/





SEMESTER 1 HOURS /Module

12 TEACHER’S NAME Ms. Alma Leticia Guerrero León

GROUPS B, C, D, E, F, G. TOPIC 2. I am your English teacher!

TIME ASSIGNED 150 min. SESSIONS/D.S. 1

3 DATE August 25th-29th.

COMPETENCE Introduce oneself and third people in different contexts through conversations and written activities.

LEARNING OBJECTS

Personal information Personal pronouns Wh questions

Possessive adjectives Verb to be

SKILLS

Listening Reading Speaking Writing

WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT

EVALUATION INSTRUMENT Factual Procedural Attitudinal

Reading and listening

Expresses descriptions. identifies and uses appropiate forms of Present of the verb to be.

Gives personal information about his/her age, phone number, address, nationality and occupation.

Shows initiative and interest to learn.

Teacher shares personal information such as profession, phone number, date and place of birth, hobbies, etc.

Students work with a classmate and make questions. Read and listen information that expresses descriptions. Read and listen to conversations.

20




DEVELOPMENT Game Quiz

Exercises

Understands and uses vocabulary related to the topic of jobs and occupations.vocabulary related to the topic of jobs and occupations.

Listens to, interprets and give messages that are relevant to the context.

Complete sentences with the correct form of the verb to be, in the textbook.

Participates and collaborates effectively in groups.

Teacher divides the class into groups of five students. Plays an audio about the verb to be. www.ompersonal.com.ar/ELEMENTARY/unit1/page2.htm Gives a printable material about Olympic Games. http://www.teachervision.fen.com/tv/printables/Olympics2012-Quiz_key.pdf Asks the students complete individualy the exercises in the book.

Students listen to an audio and practice pronunciation. Completes written exercises with the different forms of the verb to be (affirmative, negative and question) Guess information to complete a quiz about the 2012 Olympic games. Solve the exercises, showing the knowledge taken in the prior activities.

20

50

30

15

Photocopies

Quiz.

Exercises on the textbook.

CLOSING Dialogue Asks the students in

groups of 4, elaborate a dialogue introducing him / herself and other people.

In groups of 4, students prepare a dialogue. They practice the pronunciation.

15 Role Play (2) Rubric 1.

http://www.ompersonal.com.ar/ELEMENTARY/unit1/page2.htm



http://www.teachervision.fen.com/tv/printables/Olympics2012-Quiz_key.pdf






Gives clear instructions. Clarifies the doubts students have.

Make a representation of the dialogue in the class.





GROUPS B, D, E, F, G. TOPIC 3 This is my family album!

TIME ASSIGNED 150 min. SESSIONS/D.S. 3 3 DATE September 1st-5th.

COMPETENCE Asks for and exchanges information about family members. Uses ict’s to do research, solve problems, produce materiasl and share information.

LEARNING OBJECTS

Vocabulary (family members)

Verb to be

Possessive Adjectives Possessive Case (‘s)

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Looking at a family album

Student identifies ideas and vocabulary related to a family tree.

Orders and intreprets ideas and data in a graphic about the family.

Values the role of the members of the family. Participates with civic and ethic values.

Tacher shows a family album and asks a student to help her/him to read a conversation. Gives the correct pronunciation of the vocabulary in the conversation.

Students look at the family album. Listen to the conversation. Practice and ask for any doubt they have a bout the vocabulary in the conversation.

20

DEVELOPMENT Family tree handout for students.

Shows an own picture about her/his family and asks some students do the same.Presents the material: Family from

Individually relates the new vocabulary to the image it correponds. Listens to and practices

20




Vocabulary Development. Conversation Practice. Vocabulary Review. Pair Work Info Gap.

Expresses her/his knoledge about family vocabulary. Identifies and correlates information.

Shows what she/he knows about family vocabulary. Expresses the vocabulary learnt in this lesson.

Values the importance of share data about family members in a second language. Participates effectively. Participates and

http://esl-library.com/pdf/lessons/136.type1.pdf to know new vocabulary related to a family tree. Elicits as much vocabulary as possible from the students by putting a chart on the board with three columns, male, female, and either sex.Explains the meaning of new vocabulary and gives the students the pronunciation of them. Asks one of the students questions about their families. Asks the students walk around the class and ask the same questions to three of their classmates. Gives intructions to complete some sentences to check the vocabulary reviewed. Have the students work individually on the worksheet while circulates and monitors their work. Corrects orally with the class as a whole. Have students alternate giving the answers. Breaks the class into pairs. Gives one student

the pronunciation. Reads the vocabulary. Practices the pronunciation and they ask for the meaning of the words they don’t know. Asks and answers to the question to complete the Chart about their families. Answers the questions and completes the sentences. Completes individually the sentences using information given in the list of family vocabulary. Listens carefully to the instructions given by the

10

20

20

20

Converstion Practice Chart. Vocabulary Review Form. Oral Practice

Checklist A

http://esl-library.com/pdf/lessons/136.type1.pdf





Reading and Discussion.

Identifies the main ideas form a text

Reads and discusses about family members nowdays.

collaborates effectively in pairs. Respects cultural diversity, beliefs, values, ideas and social practices.

Sheet A and the other B.. Reminds the students that this is an oral exercise. Encourages them to begin by asking, “What do you know about Alfred’s family? When all the pairs have completed the tree, reviews together as a class. Have students take turns reading the passage aloud and monitors pronunciation. Checks for comprehension, by asking questions. Again, divides the class into groups of three or four. Have the students discuss the questions in their groups. When the group work is completed, shares some of the information with the class as a whole.

teacher. Asks orally her/his partner for the information they are missing. Shares orally informations with her/his partner. Reads the passage aloud in the class. Reads and answers the questions below the passage.

25

CLOSING Group Interaction.

Shows the knowledge acquired.

Orders ans interprets ideas in relation to a

Collaborates effectevily in pairs and groups

Distributes a worksheet. Have the students write the questions before they

Reads carefully the worsheet given by the teacher.

15



My Family.

family tree. activities. begin the oral practice and review the questions together. Have the students circulate around the class asking the questions on the sheet. Encourages the students to engage in real conversation during this activity. Shares the information with the whole class. Asks the students to make a presentation of their family trees giving the names of each family member in Power Point.

Writes the answers of the questions provided. Circulates around the class asking orally the questions. Scan the photos of their families and ellaborate a presentation in power point. Writes the sentences about each of their family members. Ex: Silvia is my sister.

Presentation in Power Point.

Rubric 2.





GROUPS B, D, E, F, G. TOPIC 4 My brother is tall!

TIME ASSIGNED 150 min. SESSIONS/D.S. 4 3 DATE September 8th-12th.

COMPETENCE Describe oneself and others using the verb to be in simple present and adjectives both orally and written.

LEARNING OBJECTS

Descriptions with the verb to be.

Adjectives Verb to have.

Physical Characteristics Ethnic Characteristics Cultural Characteristics

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Describing people.

Identifies vocabulary to describe people.

Name words that describe people.

Has initiative and interest to learn about adjectives used to describe people.

Asks the students all the words they know to describe people. Writes the words on the blackboard trying to put the words in two columns (opposites)

Reminds and says all the words he/she learned before about people descriptions.

10

Written Exercises.

Organizes the class in groups of 4 and asks the students to complete activities.

Works in groups completing the information requested by the teacher.

10 Written exercises

DEVELOPMENT Vocabulary

Identifies known vocabulary about

Practices the vocabulary

Collaborates effectively in

Shares the vocabulary list People, from

Pays attention to the pronunciation of the

30




people descriptions.

the class. http://www.inglesmundial.com/Ingles_Basico_Leccion3/Ingles_Basico_Leccion3_Vocabulario.html Gives the pronunciation of each adjective, making sure the student hear clearly. With the words on the whiteboard makes students relate the adjectives with their opposites. Asks the students to organize the vocabulary into these categories: age, personality, hair, face, body, color.

words and repeats carefully. Identifies the opposites. Clasifies the vocabulary into several categories.

Grammar Expresses and identifies the different forms of the verb to be

Selects the appropiate way to conjugate the verb to be.

Value the importance of the use of the verb to be.

Makes a review of the verbs To Be and To Have by asking ths students what are the different forms they present. Shows the chart about when to use be and when have to describe people.. Asks the students to choose the correct word to describe people.

Explains the different forms the verbs be and have conjugate, according to the subject. Practices grammar by completing sentences given by the teacher.

20

Oral Comprehension.

Identifies oral information about people descriptions.

Pays attention to what he/she hears.

Participates effectively in the class.

Gives instructions about the activity. Shows a chart containing information about 4 people. (brothers and

Reads a comparative chart about brotehrs and sisters. Listens to the audio carefully and select the

10 Audio and Chart Brothers and sisters.

http://www.inglesmundial.com/Ingles_Basico_Leccion3/Ingles_Basico_Leccion3_Vocabulario.html






sisters) Asks students to listen to an audio carefully and then select the correct options according to the information given in the audio. Plays the audio, making sure all the students can hear. After the students finished, checks as a whole class.

correct options .

Dialogue identifies known vocabulary.

Practices pronunciation.

Collaborates effectively in pair work.

Plays the dialogue (used in the prior activity) and practices the pronunciation with the students. Asks the students to practice the dialogue in pairs. Asks 3 pairs of students act out the dialoge. Writes on the white board some sentences in disorder, asks the students to order them.

Listens to and repeats the dialogue. Orders correctly the words on the whiteboard.

15

Listening and Reading Comprehension

Shows the keywords of a reading. Gives the pronunciation and the meaning of some key words. Plays an audio and asks the students work in pairs and pay attention

Listens to and practices the pronunciation of new vocabulary. Working in pairs pays attention and identifies specific information. Both students read carefully the questions

20



to identify what’s happening . Writes on the whiteboard three question sentences and asks the students to choose the correct options to answer them.

on the whiteboard and select the correct options.

Pronunciation Practice

Repeats the pronunciation of the vocabulary.

Pays attention and repeats properly.

Teacher explains the difference between the pronunciation of sh and ch.

Practices pronunciation. 10

CLOSING Game: Word Search. Online Homework.

Gives a photocopy with a word search. Asks the students to identify the opposites. Asks for homework. http://www.english-4u.de/am_is_are.html

Reads carefully and identify the adjectives and their opposites. Completes exercises.

10 Photocopy.

http://www.english-4u.de/am_is_are.html

http://www.english-4u.de/am_is_are.html





GROUPS B, C, D, E, F, G. TOPIC 5 Let’s count!

TIME ASSIGNED 100 min. SESSIONS/D.S. 5 2 DATE September 15th-19th.

COMPETENCE Asks and gives personal information using personal data

LEARNING OBJECTS

Numbers Alphabet

What time is it? Artículo Determinado Artículos Indeterminados

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Reviewing numbers and letters of the alphabet

Reminds the numbers and the pronunciations of the letters of the alphabet.

Expresses what she/he knows about numbers and spelling words.

Participates activelly in the individual, pair and group activities.

With a ball made of paper starts counting….. then lets the students continue until one hundred. Asks the students to check the information on pages 38-40 of the textbook. Ask how they can spell some names and words in English. Recommends students to search for more information and practice pronunciation on http://www.inglesmundial.com/Ingles_Fundamen

Continues with the numbers in English. Repeat the numbers and write them correctly. Spell the words and numbers in English.

20


http://www.inglesmundial.com/Ingles_Fundamental/Letras_en_Ingles.html




tal/Letras_en_Ingles.html and http://www.inglesmundial.com/Ingles_Fundamental/Numeros_en_Ingles.html

DEVELOPMENT Vocabulary

identifies vocabulary related to school and subjects.

Repeats and expresses the correct way to identify objects in the school.

Shows interest of learning vocabulary related to school, numbers, alphabet and articles.

Practices vocabulary related to school, numbers and articles.

Repeats and practices pronunciation.

10

Grammar Explains the uses of the Indefinite Articles (a. an) http://www.inglesmundial.com/Ingles_Basico_Leccion2/Ingles_Basico_Leccion2_Gramatica.html Asks the students to complete some sentences with the correct article. Gives information about using The. http://www.edufind.com/english/grammar/definite_article.php and: http://www.edufind.com/english/grammar/definite_article_exceptions.php

Chooses the correct indefinite article to complete short sentences.

20

Personal Information

Provides information and asks the students to read a dialogue and practice with a partner. http://esl-

Completes exercises about personal information.

15


http://www.inglesmundial.com/Ingles_Fundamental/Numeros_en_Ingles.html




http://www.inglesmundial.com/Ingles_Basico_Leccion2/Ingles_Basico_Leccion2_Gramatica.html




http://www.edufind.com/english/grammar/definite_article.php



http://www.edufind.com/english/grammar/definite_article_exceptions.php






library.com/pdf/lessons/920.type1.pdf Presents a Sentence Building exercise to students. Monitors the students write correctly each sentence.

Answers the questions or complete the questions with the correct words.

Pronunciation Practice

Reads pair wors and asks the students to circle the word they hear. Makes students work with a partner Practices with students a contraction activity. (‘s)

Circles the words he/she hears. Works with a partner and point the words they hear.

15

Asking for the time

Identifies and reminds the different orms to give the time.

Participates giving the time.

Shows interest for participating and resolving the exercises.

Asks for the time. Gives different examples of times and asks the students with the typical question: What time is it? Answers any doubt the students can have.

Answers the question about the time. In pairs, complete and practices a dialogue. Says the correct time

15

CLOSING Coclusions Asks students to write a

text giving personal information. Gives instructions for the work..

Writes a text giving personal infromation including vocabulary and grammar learnt so far.

5





FINAL PRODUCT OF MODULE 1.

VIDEO. WHO AM I? Students integrate groups of 4 or 5 and record a video about themselves giving and asking personal information, using the simple present tense and the vocabulary reviewed in this module. Rubric 3.

BIBLIOGRAPHY

BASIC A.- Textbook: 1. MATÍAS, Gudelia. My Life 1, con enfoque en competencias. Edit. Book Mart. México. 2011. B.- Websites: 1. www.ESLLibrary.com 2. www.inglesmundial.com 3. www.ompersonal.com.ar 4. www.cobachsonora.edu.mx 5. www.teachervision.fen.com 6. www.theenglishvocabulary.com COMPLEMENTARY A.- Books: 1. ANZALDÚA, Josué. Building Competences. English One. Editores GES. México. 2009. 2. ARIZABALO, Armando. Great Life (special) 1. Editorial Progreso. México. 2010. 3. BREWSTER, Simon. Skyline 1. MacMillan. Oxford. 2001. 4. CASTINEIRA, Teresa. Inglés 1. Santillana. México. 2006. 5. FOLEY, Barbara. English in Action 1. THOMSON. México. 2006. 6. GONTOW, Cris. English EXPRESS 1ª. Richmond Publishing. Brasil.2005. 7. ZAMARRÓN, Francisco. Focus on English. Student’s Book 1. GES/ELT. México. 2004. B. Websites: 1. www.english-4u.de 2. www.shertonenglish.com 3. www.livemocha.com 4. www.busuu.com

http://www.esllibrary.com/



http://www.cobachsonora.edu.mx/

http://www.teachervision.fen.com/

http://www.english-4u.de/

http://www.shertonenglish.com/

http://www.livemocha.com/

http://www.busuu.com/



Learning Objects

Simple present Working activities Leisure activities Sports activities Community activities Means of transportation

Public places Frequency adverbs Third person of singular “Wh” questions


Use the simple present in

different forms to describe everyday

activities, lifestyle as well as other people when they speak or

when they write simple texts.

Understand through listening and reading the use of the simple present

in its different forms.



MODULE: 2. What I do and how I live.


GROUPS B, D, E, F, G. TOPIC 1 A Normal Day in My Life.

TIME ASSIGNED 100 min. SESSIONS/D.S. 1 2 DATE September 22nd-26th.

COMPETENCE Communicates a normal day in her/his life in a second language in spoken or written discourse.

LEARNING OBJECTS

Simple Present Vocabulary (daily

activities)

This/That Third Singular Person.

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Identifying Daily Routines

Identifies the main actions in her/his life. Recognizes the structure of the Simple Present.

Describes her / his daily routines in a second language.

Values the actions of her/his classmates and participates effectively in the pair or group activities.

Uses the flashcards to elicit and teach the new vocabulary, then to elicit the grammar structure. What tine do you…? http://esl-library.com/pdf/lessons/433.type1.pdf

Student writes each word below the corresponding image on their page. Writes them on the board and copies them on their page.

20

DEVELOPMENT Pair Work. Identifies the

actions in a normal day in her/his life.

Asks and answers questions correctly.

Collaborates effectively in a pair work. Respects the

Puts his/her students in groups and have them ask each other questions about the missing information.

Asks and answers questions about daily routines using the simple present structure and the basic question: What

10







information given by her/his classmate. Values the help her/his classmate can give.

Monitors the students are using the correct question: What time do you…..? Corrects when it is necessary.

time do you….?

Individual Work

When they are finished the pair work, makes have your students try the follow-up activity to review their writing skills for this structure

Writes her/his own schedule in the empty box.

10

Listening Makes statements to the class and have them fill in the clocks.

Writes the correct time in the clocks.

10

Group Work Have her/his students choose three verbs from the lesson or use other verbs if they’d like. Makes the students walk around the class and ask seven students what time they do these things every day. have her/his students write full sentences about their findings

Student writes the verbs in the three columns at the top, then walk around the class and ask seven students what time they do these things every day.

15

CLOSING Review and Fun

Have students practice writing the verbs from today’s lesson using the different personal and possessive pronouns.

Student draws a line from the words to the correct picture.

15

EXPOSITION Shows all the knowledge acquired

Expresses in oral and written

Values the inportance to interact and

Teacher presents to the class the best 5 works students handed in ;

Pay attention to the projected works in the class.

20 Video.



during the first module of the program.

discourse the vocabulary and grammar structures needed to introduce one self and third people, describe and talk about daily activities. Uses ict’s to express ideas.

speak in another language. Respects her/his classmates’s work. Participates with ethic values.

which was explained in advance, at the beginning of the course. Checks the works have all the information required. Corrects the mistakes they can have. Explains the students the importance of the missing information.

Recognizes the mistakes the works can have. Asks questions to the teacher to clarify any doubt she/he can have.

HOMEWORK: Ellaborate a pictionary with vocabulary about Recreation and Hobbies and Sport Activities for next clase (20 items each one). http://www.theenglishvocabulary.com/categorytopic.php?lang=3

http://www.theenglishvocabulary.com/categorytopic.php?lang=3





GROUPS B, D, E, F, G. TOPIC 2. My Daily Activities.

TIME ASSIGNED 150 min. SESSIONS/D.S. 2 3 DATE September 29th- October 3rd.

COMPETENCE Use the simple present in different forms to describe everyday activities, lifestyle when they speak or when they write simple texts.

LEARNING OBJECTS

Simple present Leisure activities

Sport activities Community activities Third person of singular

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Brainstorm. Identifies the main actions in her/his life.

Shares the vocabulary she/he knows about daily activities.

Pays attention and participates effectively during the class respecting her/his classmates opinions.

Asks the students to write on the whiteboard all the actions they usually do. Prepares a chart with two columns on the whiteboard: Leisure and sport activities.

Thinks about the information the teacher is asking for. Writes them on the whiteboard acccording to the topic: Leisure or Sport.

10

DEVELOPMENT Group work Have the students talk

about actions.

Students tell each other what actions are common in their lives.

5

Pronunciation practice

Identifies the vocabulary known and

Practices pronunciation of the

Participates actively and paying

Gives the correct pronunciation of the vocabulary.

Pays attention to the pronunciation given by the teacher.

10




learnt at secondary school.

vocabulary. attention to the teacher.

Makes sure all the students are repeating properly. Asks some students repeat the words.

Asks for the meaning of the vocabulary she/he doesn’t know.

Conversation Asks the students work with a partner and read the conversations.

In pairs, student listens to and reads the conversation paying attention to the unknown vocabulary. Asks to the teacher for the doubts she/he can have. Circles sentences that expresses habits or routines and write them on the ir textbook.

20

Grammar Asks the students figure out the grammar structure they are using to express habits or routines and write it on the whiteboard.

Explainsthe grammar structure necessary for the simple present. Pays attention and ask if she/he has any question.

5

Homework: Print a photograph of themselves and another one of a relative or a person they admire and bring them to the next class.

Individual work

Makes students complete activities, paying attention to the present time expressions. After they finish, asks them for the answers as a whole class.

Pays attention to the teacher explanations and complete the activities. Compares her/his answers with her/his partner. Makes corrections if are necessary.

15 Written exercises.

Reading Comprehension

Identifies the main ideas in a text.

Clasifies information from a text

Value the importance of reading in a

Shares the material http://esl-library.com/pdf/lessons/

Reads carefully to answers correctly all the questions.

20 Photocopies





according to what she/he needs to know.

second language. Pays attention to the instructions or recommendations given by the teacher.

282.type1.pdf Reads aloud the first story, making the students pay attention. Asks the students to answers all the questions. Asks the students to do the same with the other five stories, noting the difference in the second and third one about the use of the auxiliary verb in the third singular person.

Pays attention to the difference when a third singular person is the subject in a sentence.

Writing practice

Describes her/himself and thrid people.

Writes different descriptions using the simple present in a second language.

Participates and collaborates effectively.

Asks students to do a pair activities. One with the own photograph and the other one to create a story.

Student pays attention to the instructions given by the teacher. Answers the questions about her/himself. Prepares her/his own story.

15

Homework Find out from different resources all about three of the people showed on page 63 of the textbook.

Grammar: Thid singular person.

Describes a third person using simple present tense.

Makes a description in oral and written forms.

Collaborates effectively.

Makes the students read texts. Asks the students shares and compares her/his answers to the class. Explains the grammar structure for a third singular person.

Completes all the activities requested by the teacher.

20

CLOSING Team Practice

Makes students form teams of four to describe and give common

Has to guess who the person her/his classmates are

30




routines of a famous people. Lets students talk as much as they can. Monitors and helps students to say the correct words.

describing is.



GROUPS B, D, E, F, G. TOPIC 3. My best friend. TIME ASSIGNED 150 min. SESSIONS/D.S. 3 3 DATE October 6th-10th.

COMPETENCE Use the simple present in different forms to describe everyday activities, lifestyle of her/his best friend in written and oral way.

LEARNING OBJECTS

Do and Does

Working activities Third person of

singular.

Public places

Means of transportation Ordinal numbers Vocabulary (days of the

week, months)

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Making descriptions of my best friend.

Identifies ideas and data to describe her/his best friend.

Makes a description using a second language.

Values the aptitudes her/his best friend has.

Gives some minutes to the students and makes them to think in her/his best friend. They describe them giving 5 or more sentences.

Thinks about her/his best friend. Describes the best friend using the grammar studied so far.

10 Oral description




DEVELOPMENT Do you like music?

Have students read and listen to conversations. Asks some students for what they comprehend in the grammar focus.

Students follow carefully the instructions given by the teacher.

15

Pair work Identifies when to use do and does to make questions.

Practices with a classmate showing the correct use of auxiliary verbs such as: Do and does.

Participates actively in a pair activity showing interest in her/his classmate information.

Makes ths studenst work in pairs asking and giving information about routines of different people. Makes sure the class understands all the vocabulary given. Writes a list on the whiteboard with the information given by the students about the necessary verbs to make the questions.

Works with a classmate. Practices by asking and giving information about routines or personal information of different people.

15 Written card Checklist C

Team practice Make students form groups of three people and do some activities. Writes on the whiteboard differnt possible short answers.

Practices in small groups, enphasizying the use of short answers. Yes, she does-No, she doesn’t, etc.

10

Pair work Shows the correct use to make questions in simple present.

Asks and answers about descriptions and occupations to guess who the person is.

Listens to and value the questions her/his classmates ask her/him.

Makes students work with a classmate to make questions in order to guess the occupation of a member of her/his family. Makes sure the students are asking and answering using correctly the auxilary verb do.

Works in pairs asking and giving information about a family member in order to guess her/his occupation. Uses the auxiliary verb do in the correct form according to the person they are talking about.

15



Pre-Reading Recognizes her/his father routine identifying the necessary vocabulary to do it.

Think about her/his father routine. Interprets the information from a text.

Collaborates and respects her/his classmates participations.

Have students work with a classmate to anser a pair of questions. Monitors the students activity in order to check or correct any mistake.

Completes the activities given.

10

Reading Makes students read the text and underline the activivtes which are similar to her/his father’s routine. After students finished, ask sthe whole class for the correct sentences.

Reads carefully and pays attention to the grammar structure used to express routines.

5

Pictionary game Ordinal numbers Vocabulary (days of the week and the months of the year).

Identifies the numbers used to order things.

Selects the correct numbers to order.

Shares the Vocabulary list of this lesson: www.inglesmundial.com/Ingles_Basico_Leccion4/Ingles_Basico_Leccion4_Vocabulario.html Makes students draw a picture on the board that represents one of the jobs. Have the students physically get in order by birthday not year. Points to one end of the room and explains that January 1 starts there. December 31 would be at the other end of the room. Once they've gotten themselves in order starts with the beginning

Students guess what the job is.

10







of the year and have them call out their birthdays one by one in order. If some students are not in order stop and have them rearrange themselves. Then have them say the ordinal number of their position in the line (first, second, third, etc.).

Act out Plays charades with the verbs from the vocabulary list.

A student acts out one of the words and the others quess what the verb is. Practices completing the sentecnes with the correct verb.

10 Role play

Grammar Shows the grammar chart and asks for help to the students to complete it. Checks the exercise out in the class.

Student helps the teacher to complete the chart. Completes the exercises.

15 Exercises

Listening Plays the audio and asks the students to choose the correct option.

Chooses the right option. 10

Reading Have students read the dialog in pairs and/or act it out.

After reading the 4 jobs, students interview one another (in small groups) to find out each other's jobs and what they do. Write a sentence (or more) about each student. (eg. Mario is an architect. He designs buildings.)

10

Pronunciation Practices the pronunciation of the words given in the lesson.

Pays attention and repeats carefully.

5



CLOSING Dictation Have the students write

any words they misspelled from the dictation five times to practice spelling it.

Listents to the sentence and write on her/his notebook. Corrects any error.

10





GROUPS B, C, D, E, F, G. TOPIC 4 What time do you go to school?

TIME ASSIGNED 150 min. SESSIONS/D.S. 4 3 DATE October 13th-17th

COMPETENCE Asks and gives information about daily routins and the frequency these are done using the ict’s to express the ideas.

LEARNING OBJECTS

Wh Questions Frequency adverbs

Third sungular person SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Review: What time do you….?

Identifies the expressons used to talk about frequency.

Uses the expressions learnt so far.

Shows interest and respect the classmates’ opinios.

Asks the students look at the pictures about routines.

Listens and repeats the information the teacher says.

5

DEVELOPMENT Pair work Collaborates

efectively in pair and group activities.

Organizes students in pairs and makes questions to complete activities. After students finish, makes them to compare their answers to the rest of the class.

Reads and completes the activities.

10

Group work Expresses the correct use of the frequency

Uses the correct frequency

Participales actively.

Makes students interview three of her/his classmates using

Works in pairs and makes an interview.





adverbs adversb according to the situation

the information given in the table in the textbook. Reads the conversations making the students write and answer the sentences required.

Listens and reads a conversation. Write the sentences required in the exercises.

Vocabulary Shares the Vocabulary list and material provided on: http://www.inglesmundial.com/Ingles_Intermedio_Leccion3/Ingles_Intermedio_Leccion3_Vocabulario.html Have students write descriptions of the people in the "More Practice" activity., avoiding negative adjectives sucah as: fat or lazy.

Students write a description of an unidentified student in the classroom. The students take turns reading their description and guessing who it is.

15

Grammar Have students use questions from first practice exercise on the Grammar page to interview a classmate.

10

Writes questions of the second exercise on the whiteboard and makes students answer them with personal information. Have students select a topic (food, movies, family, etc.) and make survey of questions with how often (eg. How often do you eat pizza?). Then have them use their survey questions to

Makes a survey of questions with: How often. Presents survey work to the whole class. Solves the section: Find a mistake.

10

10

10

http://www.inglesmundial.com/Ingles_Intermedio_Leccion3/Ingles_Intermedio_Leccion3_Vocabulario.html







interview their classmates and present survey results to the class.

Listening/Dialogo

Identifies vocabulary related to descriptions.

Act a dialogue out and expresses good pronuncuation.

Participates effectively in pair activities

Have students read the dialog in pairs and/or act it out. Corrects pronunciation of the words if it is necessary. Writes the 5 disorder questions on the whiteboard and asks students to order the words. After they finish, check them as a whole class.

10

10

Reading Writes the sentences on the whiteboard.

Selects true or false accordingto the information given in the poster.

10

Spelling Describe some rules of pronunciation.

Shows correct pronunciations.

Pays attention to some pronunciation rules and participates actively.

Draws three columns on the board with headings "ie", "ei (before c)", "ei with long a sound", and "irregulars." Have students think of more "ie" or "ei" words. Put them in the column of the rule they follow.

Pays attention to the rules and completes the exercise.

10

Dictation Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Writes in her/his notebook the sentences they hear.

5



CLOSING Game: Identify the criminal.

Identifies vocabulary related to descriptions.

Parucupates efectively helping and discussing about the information they have.

Forms 8 teams and gives pictures to the students with the information about some criminals.

Discusses in groups about the information given to describe the criminal in each group of pictures.

10

Writing Makes students to ellaborate a wanted poster for an imaginary criminal.

Describe the criminal. Writing as many sentences as she/he can.

15

FINAL PRODUCT OF MODULE 2.

BLOG. Students create a blog to describe her/his everyday activities, lifestyle as well as other people by using different forms of the Simple Pres ent Tense and all the vocabulary reviewed in the module. Rubric 2.

BIBLIOGRAPHY

BASIC A.- Textbook: 1. MATÍAS, Gudelia. My Life 1, con enfoque en competencias. Edit. Book Mart. México. 2011. B.- Websites: 1. www.ESLLibrary.com 2. www.inglesmundial.com 3. www.ompersonal.com.ar 4. www.cobachsonora.edu.mx 5. www.teachervision.fen.com 6. www.theenglishvocabulary.com COMPLEMENTARY A.- Books: 1. ANZALDÚA, Josué. Building Competences. English One. Editores GES. México. 2009. 2. ARIZABALO, Armando. Great Life (special) 1. Editorial Progreso. México. 2010. 3. BREWSTER, Simon. Skyline 1. MacMillan. Oxford. 2001. 4. CASTINEIRA, Teresa. Inglés 1. Santillana. México. 2006. 5. FOLEY, Barbara. English in Action 1. THOMSON. México. 2006. 6. GONTOW, Cris. English EXPRESS 1ª. Richmond Publishing. Brasil.2005.








7. ZAMARRÓN, Francisco. Focus on English. Student’s Book 1. GES/ELT. México. 2004. B. Websites: 1. www.english-4u.de 2. www.shertonenglish.com 3. www.livemocha.com 4. www.busuu.com







Learning Objects

Present Progressive Verbs Simple Present


Use the simple present

progressive in its different forms through

dialogues and simple texts to describe

activities that are in progress at the moment of the speech or actions

that will take place in the future .



MODULE: 3. I describe what is happening.


GROUPS B, C, D, E, F, G. TOPIC 1. Watch this!

TIME ASSIGNED 150 min. SESSIONS/D.S. 1 3 DATE October 20th-24th.

COMPETENCE

LEARNING OBJECTS

Ending ing Present Progressive (affirmative from)

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Vocabulary Recognizes actions to express what is happening right now

Listens to and look at pictures to make descriptions about actions.

Pays attention and cooperates with all the activities.

Plays an audio and asks the students to recognize and match actions with their corresponding pictures.

Listens to the audio and paying attention match actions to pictures.

5

DEVELOPMENT Reviewing actions

Describe actions

Expresses the known vocabulary about actions.

Participates with repect in the pair activity.

Makes students work in pairs and complete activities of the textbook. Monitors the students are working correctly and clarifies any doubt they can have. After finishing, check the works as a whole class.

Works in pairs solving all the activities on pages of the textbook.

20 Writen exercises.

Grammar Focus

Identifies the grammar structure

Describe actions which are happening.

Pays attention to the new rules and

Asks the students to pay attention to the grammar focus and explain what it

Identifies and explains the grammar focus given in the textbook.

25




used to desccribe actions which are happening at the moment.

collaborates efectively.

is about. Clarifies the doubts and answers questions of the students. Check their answers by asking some students for them.

Compares her/his answers with her/his classmates.

A written record What are you doing?

Guesses actions.

Analyzes the actions and describe them.

Praticipates actively.

As a warm up, asks one of the students to come up to the front of the class. Shows the student a flashcard with one of the action verbs, and asks them to mime the card. Then asks the other students what he/she is doing. Have a few different students come up and try different verbs. Puts all the flashcards up on the board, and write names under each card (Ben, Amy, Pierre, Kenji, etc…) Asks her/his students what some of them are doing. “What’s Ben doing?” etc. Re-elicits the question and have the students listen and repeat a few times.

Answers the questions asked for the teacher. Copies the words beneath each image on their sheet. Then re-elicit the target structures and write them on the board as well. Students should copy them in the note space provided at the bottom.

20



Finally, hands out page 1 to the students so they can begin writing the new language down. Puts all the flashcards the right way on the board, and writes the corresponding word under each. Material given in: http://esl-library.com/pdf/lessons/420.type1.pdf

Pair work Have students work in pairs to complete the information gap. (Give one student sheet A and the other sheet B.) When they are finished the pair work, have her/his students try the follow up activity to review their writing skills for this structure.

Works in pairs to complete the information gap. Makes a review of her/his writing skills.

20

Listening Calls out an action for each person and have the students draw a line from the names to the correct verbs. (Jim is singing a song. etc… ) As a follow up, asks students what each person is doing, or have them write sentences in their notebooks. You could also have them

Listens to her/his teacher describe what some people are doing. Draws a line from their names to the correct verbs.

15






draw each person doing their action.

Board Game (Group Activity)

Puts students in groups of 2, 3, or 4. Have them use a coin to determine how many spaces to move. is doing. Have the other student ask the question each time. (What is she doing? etc…)

Students land on a space and say what the person in the picture is doing.

20

CLOSING Review and Fun

Have students write the present progressive form of each verb. Have students write the correct form of the Be verb. Have students complete the word search.

Makes a review of the Present Progressive by completing

15



MODULE: 3. I descrbe what is happening.


GROUPS B, C, D, E, F, G. TOPIC 2. Is Jorge sleeping?

TIME ASSIGNED 150 min. SESSIONS/D.S. 2 3 DATE October 27th-31st.

COMPETENCE Describes what is happening at the moment she / he is speaking both orally and written.

LEARNING OBJECTS

Present Continuous (question form)

Short/long answers SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Conversation Identifies questions in Present continuous/progressive.

Underlines sentences using the ending …ing.

Values the importance of the use of the present coninuous.

Makes the students to listen to the conversation and underline verbs.

Pays attention to the conversation. Identifies the actions with the ending …ing. Underline the sentences he/has chosen.

10

DEVELOPMENT Writing Asks the students to

write and complete all the activities requested.

Solves all the activities paying atention to the instructions given by the teacher.

15

Where are you going?

Identifies the new grammar structure in question

Makes different questions about the actions are in

Analyze and value the new information.

Writes Saturday and Sunday up on the board. Elicits the word weekend and writes it above

Material: http://esl-library.com/pdf/lessons/421.type1.pdf

25







form. Present Progressive.

Saturday & Sunday. Draws a person on the board, and then puts the beach flashcards next to it. Asks the students where he’s going, eliciting the phrase: ‘He’s going to the beach’. Below, draws another person and repeats as above using one of the other location cards as well. Changes the location cards and asks the questions again. Have a couple of students ask each other across the class to check their ability to use the structure. Adds a transportation card to the board next to each character and ask, ‘How is he getting there?’ Does the same with the other two characters. And then have a few students ask each other across the class. Finally, repeats the same process again adding a day and time to the

Answers the questions made by the teacher.



board. (Friday night, Saturday morning, Sunday afternoon, etc…) Ask: When is he/she going? Hands out sheet one. Re-elicits all of the new vocabulary. Goes over pronunciation and intonation a few times having her/his students listen and repeat, then writes the words on the board. Have students copy the words onto their sheets. Re-elicits each of the questions and answers. Goes over pronunciation a few times, then writes the phrases on the board.

Copies the new sentences in the note section at the bottom of page 1. Where is he going this weekend? He is going to a concert. How is he getting there? He is going by bike When is he going? He is going on Friday night.

Pair work

Gets students to work in pairs. Gives Sheet A (Page 2) to one student, and sheet B (page 3) to the other. Have them ask and answer questions using the target language to complete the information gap. Asks students to work

Asks your partner about the missing information. Answers the questions

15



alone to complete the questions about the information gap.

below about the information above.

Listening Reads these sentences to the class. Have them circle the correct illustration for each one. Then as a follow up, asks students to fill in the blanks in each sentence. 1. Ben is going to a movie by bike on Friday. 2. Amy is going to New York by plane on Saturday afternoon. 3. Dave and Ben are going to the beach by bike on Sunday morning

Listen to your teacher and circle the correct boxes. Then fill in the blanks below. Fills in the blanks.

10

Group work Identifies information and the necessary prepositions to chhise the correct options.

Chooses correct options.

Participates and respect the activities in a group work.

Have students fill out the information about themselves. They can make it up if they like. Gets the students to walk around the class and ask 5 other students where they are going this weekend. As a follow up activity, asks the students to report to the class what their classmates are doing this weekend.

Fills in the answers about yourself. Then ask five other students about their plans for the weekend.

15

Review Shows what he/she has learnt so far.

Demonstrates what he/she knows by unscrambling questions and

Works actively. Asks the students to unscrambe the questions and then writes the answers.

Unscrambles the questions and then writes the answers.

10



answering them.

Vocabulary Sports.

Remembers and identifies vocabulary about sports

Describe the use of verb like using the structure of the present progressive.

Colllaborates effectively constructing her/his own knowledge.

Writes the names of the sports on little cards. Shares a list of vocabulary and practices pronunciation. In small groups makes the students take turns drawing a card and acting it out in front of their group. The other students guess what the sport is. Material: http://www.inglesmundial.com/Ingles_Basico_Leccion9/Ingles_Basico_Leccion9_Vocabulario.html

Draws and act out sports. Guesses the sports her/his classmates are referring to.

15

Grammar

Makes questions to her/his classmates.

Participates actively.

Prints out the bingo card. Have each student write (eg. running, swimming, playing baseball, etc.). When she/he says "Go!" the (eg. Do you like swimming?). If the student says "Yes," they write that student's name on that square. When they get students' names on five squares in a row (horizontally, diagonally, or vertically) they yell "Bingo." When the first student finishes all of the students sit down and

Writes verbs in the -ing form in each of the squares of the Bingo card. Walks around the room and ask other students if they like activities on their Bingo card.

15







the teacher verifies the winner's answers by asking the students whose names are on the winner's card "Do you like _____?"

Listening

Plays an audio which a sports commentator describes a triathlon.

Listens to the dialogue and answers the questions. Orders the words to make sentences.

10

CLOSING Reading Sporting event schedule.

Reads and answers the questions.

10





GROUPS B, C, D, E, F, G. TOPIC 3. What are you doing?

TIME ASSIGNED 100 min. SESSIONS/D.S. 3 2 DATE November, 03rd-07th.

COMPETENCE

LEARNING OBJECTS

Simple present Question words Verbs

Present progressive SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Grammar practice

Describes the correct forms of Simple present and Present progressive

Writes and complete sentences in simple present or present progressive, according to the situation.

Works efficiently, respecting her/his classmates works and opinions.

Hands out sheet one of the following material: http://esl-library.com/pdf/lessons/581.type1.pdf Gets the studnets choose the correct form from a list to complete the sentences.

Uses the correct form of the simple preent tense. Makes negative sentences using the correct verbs.

10

DEVELOPMENT Making questions

Makes the students practice making questions and giving short answers in simple present tense.

Asks and answers questions using the correct form of the simple present tense.

15







Information questions

Gets the students use the correct question word to make information questions.

Makes informaton questions using the correct form of the simple present.

5

Writing Makes the students choose the correct form of the verbs to complete the sentences in simple present or present progressive.

Uses the correct form of the grammar structure as well as the frequency adevrbs.

20

Grammar focus

Asks the students to look for information about grammar. Have the students work in pairs to solve some activities about grammar.

Works in pairs and complete the activities.

10 Written exercises.

Checklist D.

Review Identifies the different forms of the grammar structures: present simple and present progressive.

Completes sentences using the correct forms of the present tenses studied in this lesson.

Collaborates effectively.

Gets students work alone and solve all the activities presented in: http://esl-library.com/pdf/lessons/582.type1.pdf

Completes question sentences using the correct form of the verb in simple present and present progressive. Uses appropiate frequency adverbs to complete sentences. Completes sentences making difference on when to use simple present vs present progressive.

25

CLOSING Find someone who…

Makes students walk around and ask questions to find classmates who correspond to the different descriptions.

Walks around and completes the form with the names of her/his classmates who correspond to the descriptions.

15








GROUPS B, C, D, E, F, G. TOPIC 4. Let’s Sing!

TIME ASSIGNED 150 min. SESSIONS/D.S. 4 3 DATE November 10th-14th.

COMPETENCE

LEARNING OBJECTS

Present simple Present progressive SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Listening exercise.

Identifies simple present and present progressive in songs.

Expresses feelings according what she/he hears from a song.

Participates actively, respecting the ideas, opinions and culture of others.

Form groups of four. Plays a song and asks the students to pay attention to the lyrics to identify all the words they can. Asks them to write the words on their notebooks.

Pays attentionto the song and try to guess the meaning. Writes as many words as she/he can hear.

15

DEVELOPMENT Singing Hands out a copy of the

song: http://youtu.be/SmiEgkMAnI0

30

Photocopy of the song

Checklist E


http://youtu.be/SmiEgkMAnI0

http://youtu.be/SmiEgkMAnI0



Plays the song again and asks the students to complete with the missing words. Makes them to check in groups with the lyrics they have on page 106 of the textbook. Makes the students to practice pronunciation by singing the song.

Fills in the missing words. Sings the song.

10

Review Identifies the correct use of the grammar structures: simple present and present progressive.

Decides what is the correct structure to complete sentences according to the situation.

Values the importance of learning a second language. Participates actively.

Makes the students to choose the correct option (3 exercises) to complete sentences on this site: www.englisch-hilfen.de/en/exercises/tenses/simple_present_progressive.htm Monitors and answers the doubts the students can have. After they are finished, checks the answers as a whole class.

30

20

CLOSING

Test Identifies all the vocabulary and grammar structuires learnt in the three modules.

Answers effectively all the answers given in the test.

Shows a respectful attitude to the test.

Gives a test sheet each one and explains the general instructions.

Focuses on answering the test.

50

http://www.englisch-hilfen.de/en/exercises/tenses/simple_present_progressive.htm






BIBLIOGRAPHY

BASIC A.- Textbook: 1. MATÍAS, Gudelia. My Life 1, con enfoque en competencias. Edit. Book Mart. México. 2011. B.- Websites: 1. www.ESLLibrary.com 2. www.inglesmundial.com 3. www.ompersonal.com.ar 4. www.saberingles.com.ar/songs/exercises/62.html 6. www.englisch-hilfen.de/en/exercises/tenses/simpl e_present_progressive.htm

5. www.teachervision.fen.com COMPLEMENTARY A.- Books: 1. ANZALDÚA, Josué. Building Competences. English One. Editores GES. México. 2009. 2. ARIZABALO, Armando. Great Life (special) 1. Editorial Progreso. México. 2010. 3. BREWSTER, Simon. Skyline 1. MacMillan. Oxford. 2001. 4. CASTINEIRA, Teresa. Inglés 1. Santillana. México. 2006. 5. FOLEY, Barbara. English in Action 1. THOMSON. México. 2006. 6. GONTOW, Cris. English EXPRESS 1ª. Richmond Publishing. Brasil.2005. 7. ZAMARRÓN, Francisco. Focus on English. Student’s Book 1. GES/ELT. México. 2004. B. Websites: 1. www.english-4u.de 2. www.shertonenglish.com 3. www.livemocha.com 4. www.busuu.com




http://www.saberingles.com.ar/songs/exercises/62.html









Learning Objects

Countable nouns Uncountable nouns Quantifiers: how much, how many, some, any, few, little There is There are


Use countable and uncountable nouns as well as quantifiers when speaking and writing simple texts.

Understand the use of countable nouns as well as quantifiers when listening and reading.



MODULE: 4. I express lenghts and quantities.


GROUPS B, C, D, E, F, G. TOPIC 1. A carton of milk, please!

TIME ASSIGNED 150 min. SESSIONS/D.S. 1 3 DATE November 17th-21st.

COMPETENCE

LEARNING OBJECTS

Measure units Plurals

Countable nouns Uncountable nouns

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Brainstorm Identifies vocabulary about food.

Expresses different vocabulary about food and shares her/his preferences about food.

Participates actively, respecting others preferences.

Makes the students think about her/his favorite fruit / vegetable by asking the questions: What’s your favorite….? What ingredients does it have? Makes a list on the whiteboard writing the students comments.

Gives information about her/his favorite food or dish.

10

DEVELOPMENT Writing Have students to list the

ingredients of her/his favorite dish. Monitors and answers the students questions to

Lists the ingredients of her/his favorite dish. Can select items from the whiteboard.

5




share more vocabulary. Asks the teacher if she/he doesn’t know the translation of any word.

Pair work Makes the students work in pairs in order to make questions each other to find about her/his favorite dish.

Makes questions and completes the missing information chart about her/his favorite dish.

10

Listening Plays the audio to get the students write the names of the food they hear in the box. Asks the students to complete activities

Listens to the audio carefully and complete the box with the words she/he hears.

5

10

Team practice Have the students form groups of four to plan a healthy diet and present it in the next class orally.

10 Healthy Diet Plan.

Presentation Show the knowledge she/he has about a healthy diet.

Describes a healty diet.

Participates actively in her/his presentation, respecting the ideas of others.

Asks the students for the written work about the healthy diet. Chooses 5 of the works and makes the students present their ideas.

Makes the presentation (if it is selected) of her/his work to the class. Votes for the menu you like.

30 Oral Presentation

Rubric 4

Reading Makes the students to read and complete the activities about quantities.

Reads and completes activities.

20

Homework. Makes students work on the web site : http://www.inglesmundial.com/Ingles_Intermedio_Leccion7/Ingles_Inter






medio_Leccion7_Vocabulario.html and work with all the activities, except Irregular verbs section.

Pair work Have students to work in pairs and work on all the activities. Writes arrows to describe the demonstrative adjectives: this, that, these, those.

Works in pairs and completes all the activities asked by the teacher.

25

Grammar Writes information on the whiteboiard about the rules of countable and uncountable nouns. http://www.inglesmundial.com/Ingles_Intermedio_Leccion7/Ingles_Intermedio_Leccion7_Gramatica.html There is / are. (affirmative and question forms)

Pays attention to the teacher explanations.

15

CLOSING Written practice

Have students practices the rules by answering questions about quantities. Puts the pictures on the whiteboard and write the questions.

Look at the pictures and answers the questions by selecting the correct options.




http://www.inglesmundial.com/Ingles_Intermedio_Leccion7/Ingles_Intermedio_Leccion7_Gramatica.html







MODULE: 4. I express lenghts and quantities.


GROUPS B, C, D, E, F, G. TOPIC 2. There is a library near here!

TIME ASSIGNED 100 min. SESSIONS/D.S. 2 2 DATE November 24th-28th

COMPETENCE

LEARNING OBJECTS

There is / are Cuantificadores: how much, how many, some, any, few, little.

SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


The Grocery List.

Recognizes vocabulary about quantities and food.

Listens to and describes vocabulary about food and quantities.

Value the importance on participating actively and use the ict’s

Writes on the board a Grocery List. http://www.inglesmundial.com/Ingles_Intermedio_Leccion7/Ingles_Intermedio_Leccion7_ComprensionOral.html Plays an audio and asks the students select the items they have to buy from the grocery list.

Pays attention to the audio and selects the correct items from th grocery list.

10

DEVELOPMENT Listening and reading

Shares a sheet with the dialogue and asks the students to listen again to the audio, rad and finally order the words to

Read carefully the dialogue and then orders some words to write correctly the sentences given by the teacher.

10


http://www.inglesmundial.com/Ingles_Intermedio_Leccion7/Ingles_Intermedio_Leccion7_ComprensionOral.html







make correct sentences.

Reading comprehension

Writes on the bard the key words. Gets the students to work in pairs, read the text “What’s on your plate?” and answer the questions. Check the answrs as a whole class.

Reads carefully and answers the questions with: true or false. Compares their results with the other students.

15

Dictation Dictates 5 sentences to the students .

Listens to the teacher and write the sentences she/he hears on the board.

10

Game What’s on my plate?

Copies a picture on the board about the Choosemyplate and asks the students to place the items in the correct category. www.inglesmundial.com/Ingles_Intermedio_Leccion7/Ingles_Intermedio_Leccion7_Juego.html

Look at the picture. Selects the item and puts it in the correct group.

5

New vocabulary.

Asks the students to discuss the information gIven. Reads the new vocabulary and makes the students to repeat and practice pronunciation.

Participates working with a group of friends. Listens to and match the new vocabulary to the pictures.

10

Listening and reading

Have the students to read and listen to descriptions.

Reads and listens to the description and does the activities requested by the teacher.

20

http://www.inglesmundial.com/Ingles_Intermedio_Leccion7/Ingles_Intermedio_Leccion7_Juego.html






Conversation practice

Asks for a pair of students who act the dialogue out. The rest of the class listen to and repeat the conversations. Corrects any mispelled word. Asks the students work individually and complete activities.

Listens to and repeats the conversations. Asks for questions if she/he has. Complete the activities of the textbook.

15

CLOSING After they are finished,

check the exercises as a whole class.

Corrects any mistake. 5



MODULE: 4. I express lenghts and quantities..


GROUPS D, E. TOPIC 3. How much milk is there?

TIME ASSIGNED 150 min. SESSIONS/D.S. 3 3 DATE December 1st.-05th.

COMPETENCE

LEARNING OBJECTS

There is /are (question forms)

Quantifiers. SKILLS


WARM UP ACTIVITIES

KNOWLEDGE TEACHING

STRATEGIES LEARNING

STRATEGIES TIME

(min.) PRODUCT


Discussion Identifies vocabulary related to food and shopping.

Describes quantities using How much and How many.

Participates actively and with a positive attitude.

Makes the students work in groups of four and discuss the information given.

Answers the questions in groups of four.

10

DEVELOPMENT Reading and listening

Asks some pairs of students to act the conversation out. Monitors the students to check the work they are doing. Corrects any mistake the students have.

Wor in pairs. Reads and listens to conversations. Completes all the activities.

30

Review After they are finished, check the answers by a whole class.

Compares your results with your classmates.

10




For next class, the students form groups of four and makes a representation (role play). They choos one of three options.

Homework ROLE PLAY. Situtions: 1.- Preparing My Favorite Dish. 2.- The Shopping List. 3.- An Ideal Store.

Grammar Focus

Makes a review about the grammar of the quantity words. Have the students work in pairs and complete all the activities. Helps the students to correct the mistakes.

Checks the grammar focus section in the book. Works in pairs and does activities. Corrects any mistake she /he can have.

10

Role Play Makes the students make their presentations, giving information about all the points which will be evaluated.

Acts it out with a group of classmates, according to the situation choosen previously.

40 Role Play Rubric 1.

CLOSING

Evaluation. Identifies information, voacbulary and the grammar structures learnt in the second partial

Expresses what she/he learnt during the second partial.

alues the level of English acquired and

Evaluates the performance students acquired during the second partial.

Complete the test in order to demonstrate the knowledge and level of English gotten during the second partial.

50 TEST



BIBLIOGRAPHY

BASIC A.- Textbook: 1. MATÍAS, Gudelia. My Life 1, con enfoque en competencias. Edit. Book Mart. México. 2011. B.- Websites: 1. www.ESLLibrary.com 2. www.inglesmundial.com 3. www.ompersonal.com.ar 4. www.cobachsonora.edu.mx 5. www.teachervision.fen.com 6. www.theenglishvocabulary.com COMPLEMENTARY A.- Books: 1. ANZALDÚA, Josué. Building Competences. English One. Editores GES. México. 2009. 2. ARIZABALO, Armando. Great Life (special) 1. Editorial Progreso. México. 2010. 3. BREWSTER, Simon. Skyline 1. MacMillan. Oxford. 2001. 4. CASTINEIRA, Teresa. Inglés 1. Santillana. México. 2006. 5. FOLEY, Barbara. English in Action 1. THOMSON. México. 2006. 6. GONTOW, Cris. English EXPRESS 1ª. Richmond Publishing. Brasil.2005. 7. ZAMARRÓN, Francisco. Focus on English. Student’s Book 1. GES/ELT. México. 2004. B. Websites: 1. www.english-4u.de 2. www.shertonenglish.com 3. www.livemocha.com 4. www.busuu.com












EVALUATION TOOLS



CHECKLIST A. Pronunciation Practice

SUBJECT CLASS ENGLISH 1

TEACHER’S NAME MODULE STUDENT’S NAME DATE SCORE

INSTRUCTIONS: Rate learner’s speech by placing X at appropriate column on the continuums below. The rating system can be used and interpreted as follows: yes = whenever appropriate not yet = this is an area that may need special attention n/a = not applicable, or not available at this time No. Indicator Applied Comments

YES

(3)

NOT YET (2)

N/A (1)

1 Speaks with acceptable volume.

2 Reads with the appropiate intonation.

3 Acceptable body language.

4 Adequate word stress

5 Appropiate word linking

Scale: 13-15 Excellent 10-12 Good 07-09 Needs Improvement 05-06 Not Appropriate

__________________________________ Evaluator Signature.



CHECKLIST B.

Reading Practice



INSTRUCTIONS: Rate learner’s speech by placing X at appropriate column on the continuums below. The rating system can be used and interpreted as follows: yes = whenever appropriate not yet = this is an area that may need special attention n/a = not applicable, or not available at this time No. Indicator Applied Comments

YES

(3)

NOT YET (2)

N/A

(1)

1 Reads all the words in the sentences.

2 Speaks with acceptable volume.

3 Respects puntuaction signs.

4 Reads with appropiate intonation.

5 Adequate word stress

6 Appropiate word linking

Scale: 17-18 Excellent 15-16 Good 11-14 Needs Some Improvement 09-10 Needs Much Improvement 06-08 No Appropiate




CHECKLIST C. Written Card

SUBJECT CLASS ENGLISH 1 TEACHER’S NAME MODULE

STUDENT’S NAME DATE SCORE

INSTRUCTIONS: Rate your partner’s job by placing X at appropriate column on the continuums below. No. Indicator Applied Comments

YES (2)

NOT (1)

1 Makes all the questions. 2 Answers all the questions.

3 Uses “do” correctly. 4 Uses “Does” correctly.

Scale: 07-08 Good 04-06 Needs Improvement


CHECKLIST C. Written Card SUBJECT CLASS

ENGLISH 1 TEACHER’S NAME MODULE


INSTRUCTIONS: Rate your partner’s job by placing X at appropriate column on the continuums below.

No. Indicator Applied Comments YES (2)

NOT (1)

1 Makes all the questions.

2 Answers all the questions. 3 Uses “do” correctly. 4 Uses “Does” correctly.





CHECKLIST D. Written Practice



INSTRUCTIONS: Rate your partner’s job by placing X at appropriate column on the continuums below. No Indicator Applied Comments

YES (2)

NOT (1)

1 Writes all the statements. 2 The statements are according to the pictures.

3 Uses simple present correctly. 4 Uses present progressive correctly.



CHECKLIST D. Written Practice SUBJECT CLASS

ENGLISH 1 TEACHER’S NAME MODULE


INSTRUCTIONS: Rate your partner’s job by placing X at appropriate column on the continuums below.

No Indicator Applied Comments YES (2)

NOT (1)

1 Writes all the statements.

2 The statements are according to the pictures. 3 Uses simple present correctly. 4 Uses present progressive correctly.





CHECKLIST E.

Song Lyrics



INSTRUCTIONS: pay attention to the audio and complete with the missing words.

EVEN AN ANGEL CAN END UP FALLING

Even an angel can end up falling

_____ you cry, because you're crawling Start again, it's a beautiful morning For satellite

Well they said, It was time for changing Rise and shine, everybody is making it but

you And _______ told you to trust your dreaming But it's hard to believe a feeling, that you just

don't know Even an angel can end up falling

Don't you cry, because you're crawling Start again, it's a _________ morning For satellite

Even an angel can end up falling Don't you cry, because you're crawling

Start again, it's a beautiful morning For satellite

You can try and ________ on water At the end everybody walks all over you Now you don't like the sight of mirrors

Cause your scared that the face you'll see will look just like before

Even an angel can end up falling Don't you cry, ___________ you're crawling Start again, it's a beautiful morning

For satellite Even an angel can end up falling Don't you cry, because you're crawling

Start again, it's a beautiful ____________ For satellite

All I want is ______

Let me take it back where you ones belonged All I want is you He will be allright if you come along

You where _______ gone

Even an angel can end up falling Don't you cry, because you're crawling _______ again, it's a beautiful morning

For satellite Even an angel can end up falling

Don't you cry, because you're crawling Start again, it's a beautiful morning For satellite

Even an angel can end up falling Don't you _____, because you're crawling

Start again, it's a beautiful morning For satellite

For satellite.



RUBRIC 1. ROLE PLAY



Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited Participation in Preparation and Presentation

Always willing and focused during group work and presentation.

☐

Usually willing and focused during group work and presentation.

☐

Sometimes willing and focused during group work and presentation.

☐

Rarely willing and focused during group work and presentation.

☐

Presentation of Character

Convincing communication of character’s feelings, situation and motives.

☐

Competent communication of character’s feelings, situation and motives.

☐

Adequate communication of character’s feelings, situation and motives.

☐

Limited communication of character’s feelings, situation and motives.

☐

Grammar

Impressive use of the grammar rules.

☐

Good use of the grammar rules.

☐

Satisfactory use of the grammar rules.

☐

Limited use of the grammar rules.

☐

Vocabulary Impressive variety of vocabulary used according to the situation.

☐

Good variety of vocabulary used according to the situation.

☐

Satisfactory variety of vocabulary used according to the situation.

☐

Limited variety of vocabulary used according to the situation.

☐

Use of Non-Verbal Cues (voice, gestures, eye contact, props, costumes)

Impressive variety of non-verbal cues are used in an exemplary way.

☐

Good variety of non-verbal cues are used in an exemplary way.

☐

Satisfactory variety of non-verbal cues are used in an exemplary way.

☐

Limited variety of non-verbal cues are used in an exemplary way.

☐

Imagination and Creativity

Choices demonstrate insight and powerfully enhance role play.

☐

Choices demonstrate thoughtfulness and completely enhance role play.

☐

Choices demonstrate awareness and developing acceptably enhance role play.

☐

Choices demonstrate little awareness and do little to enhance role play.

☐

Scale: 22-24 Excellent 18-21 Good 14-17 Needs Some Improvement 10-13 Needs Much Improvement



06-09 No Appropiate

RUBRIC 2. ELECTRONIC PRESENTATION.

SUBJECT CLASS ENGLISH 1 TEACHER’S NAME MODULE STUDENT’S NAME DATE SCORE

Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited Details and Information

Comprehensive information and specific, relevant details.

☐

Substantial information and carefully chosen, relevant details.

☐

General information and ssimplistic, underdeveloped details.

☐

Unclear information and irrelevant details.

☐

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

☐

Presentation has 1-2 misspellings, but no grammatical errors.

☐

Presentation has 1-2 grammatical errors but no misspellings.

☐

Presentation has more than 2 grammatical and/or spelling errors.

☐


☐


☐


☐


☐

Use of Graphics

All graphics are attractive (size and colors) and support the topic of the presentation.

☐

A few graphics are not attractive but all support the topic of the presentation.

☐

All graphics are attractive but a few do not support the topic of the presentation.

☐

Several graphics are unattractive AND detract from the content of the presentation.

☐



☐


☐


☐


☐




RUBRIC 3. VIDEO PRESENTATION.

SUBJECT CLASS ENGLISH 1 TEACHER’S NAME MODULE STUDENT’S NAME DATE SCORE

Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited Presentation of Character


☐


☐


☐


☐ Spelling and Grammar


☐


☐


☐


☐


☐


☐


☐


☐



☐


☐


☐


☐



☐


☐


☐


☐




RUBRIC 4. HEALTHY DIET PLAN (Oral Presentation).



Criteria 4

Excellent 3

Proficient 2

Adequate 1

Limited Presentation of Character


☐


☐


☐


☐ Spelling and Grammar


☐


☐


☐


☐


☐


☐


☐


☐



☐


☐


☐


☐



☐


☐


☐


☐




COLEGIO DE BACHILLERES DE TABASCO. Plantel 5.

H. Cárdenas, Tabasco. ENGLISH TEST. ENGLISH I. 1ST. PARTIAL. Student’s name: ____________________________________________________________________Date:_____________________ Teacher’s name: Ms. Alma Leticia Guerrero León. Sem: ______Group:______ Score: ___________ I. READ CAREFULLY AND CIRCLE THE CORRECT OPTION. 1.- Choose the correct answer. (3 points)

1. Hello. I _____ Sandy. 2. You _____ welcome. 3. This _____ my friend, Egzona. 4. Keiko and Hiro ______ from Japan. 5. My name ______ Paty.

a) is b) are c) ‘s d) ‘m e) ‘re

A) 1(d) 2(b) 3(a) 4(e) 5(c) B) 1(d) 2(e) 3(c) 4(b) 5(a) C) 1(d) 2(e) 3(a) 4(b) 5(c) D) 1(d) 2(e) 3(b) 4(a) 5(c) 2.- Complete the short answers. (3 points) 1. Are you happy today? -Yes, ___________. 2. Is Betino Italian? - No, _____________. 3. Is your sandwich OK? - Yes, ___________. 4. Am I fat? - No, you ___________. 5. Are those boys students? - No, __________.

a) it is b) they aren’t c) I am d) he isn’t e) aren’t

A) 1(a) 2(d) 3(c) 4(e) 5(b) B) 1(a) 2(d) 3(c) 4(b) 5(e) C) 1(c) 2(d) 3(a) 4(b) 5(e) D) 1(c) 2(d) 3(a) 4(e) 5(b) 3.- Match the sentences beginnings and endings. (3 points) 1. Let’s do ___________________________. 2. The little girl wants _____________________. 3. Please spell _____________________________. 4. My parents love __________________________. 5. My brother doesn’t like ______________________.

a) our homework together b) your name c) their new car d) his teacher e) her mummy

A) 1(a) 2(e) 3(b) 4(c) 5(d) B) 1(a) 2(d) 3(b) 4(c) 5(e) C) 1(b) 2(e) 3(a) 4(c) 5(d) D) 1(b) 2(d) 3(a) 4(c) 5(e)



4.- Complete the sentences. (5 points) 1. Taxi drivers wash ____________ cars every week. A) are B) their C) is D) they 2.- I forgot to bring ____________ passport. A) their B) we C) is D) our

3.- Mary has ___________ nice house. A) an B) a C) is D) her

4.- ______ Himalayan mountain system is is home to the world's highest peaks. A) An B) The C) A D) They

3.- Tania studies in ______ important University. A) an B) a C) is D) the 5.- Put each word to the correct group. (2 points)

1. nice 2. classroom 3. funny 4. mother 5. cousin 6. smart

( ) ( ) ( ) ( ) ( ) ( )

a) FAMILY b) SCHOOL c) ADJECTIVES

A) 1(a) 2(b) 3(c) 4(a) 5(a) 6(c) B) 1(c) 2(b) 3(c) 4(a) 5(a) 6(b) C) 1(c) 2(b) 3(c) 4(a) 5(a) 6(c) D) 1(a) 2(b) 3(c) 4(a) 5(a) 6(b) 6.- Choose the correct answer. (3 points) 1. I _______________ fish! a) not eat b) don’t eat c) doesn’t eat d) eat not 2. Mary Ann _________ in a hotel. a) works b) is work c) work d) workes 3. ________________ to the radio in the morning? a) Listen you b) Are you listen c) Do you listen d) You listen 7.- Match the numbers and words. (1 poi nt)

1. 1 2. 5 3. 8 4. 12 5. 30

( ) ( ) ( ) ( ) ( )

a) thirteen b) eleven c) eighty d) five e) twelve f) thirty

g) ten-two h) one i) eight

A) 1(h) 2(d) 3(i) 4(b) 5(f) B) 1(h) 2(d) 3(c) 4(g) 5(f) C) 1(h) 2(d) 3(c) 4(b) 5(f) D) 1(h) 2(d) 3(i) 4(e) 5(f)

Good luck!!



COLEGIO DE BACHILLERES DE TABASCO. Plantel 5.

H. Cárdenas, Tabasco. ENGLISH TEST. ENGLISH I. 2nd .. PARTIAL. Student’s name: ____________________________________________________________________Date:_____________________ Teacher’s name: Ms. Alma Leticia Guerrero León. Sem: ______Group:______ Score: ___________ I. READ CAREFULLY AND CIRCLE THE CORRECT OPTION. 1.- Match the question beginnings and endings. (3 points)

1. Why 2. When 3. How much 4. Where 5. What

a) ___________does your friend live? b) ___________money do you have? c) ___________do you study English? d) ___________is Christmas? e) ___________languages do you speak?

A) 1(c) 2(a) 3(b) 4(d) 5(e) B) 1(c) 2(d) 3(b) 4(a) 5(e) C) 1(e) 2(a) 3(b) 4(d) 5(e) D) 1(e) 2(d) 3(b) 4(a) 5(e) 2.- Complete the sentences (left) with the correct form of the verb(right). (3 points) 1. They _______________Spanish in Brazil! 2. My mom _____________ in a hospital. 3. Beto sometimes _________ soccer on Saturdays. 4. We ___________ live in an apartment. 5. _______________ Japanese?

a) speak b) don’t live c) Does you speak d) doesn’t live e) play

f) Do you speak g) don’t speak h) plays i) work j) works

A) 1(g) 2(j) 3(h) 4(b) 5(f) B) 1(a) 2(i) 3(e) 4(d) 5(c) C) 1(a) 2(i) 3(e) 4(b) 5(e) D) 1(g) 2(j) 3(h) 4(d) 5(a) 3.- Complete the sentences (left) with the correct form of the verb(right). (3 points) 1. Oh no! It ______________________________________! 2. Le Yi and Mariko _____________home tomorrow. 3. ___________________ to the party tonight? 4. I __________________ a uniform today. 5. Vania _______________ TV right now.

a) ‘s raining b) is going c) ‘s watching d) You’re coming e) raining

f) ‘m not wearing g) not wearing h) are going i) Are you coming

A) 1(e) 2(b) 3(d) 4(g) 5(c) B) 1(e) 2(d) 3(i) 4(g) 5(c) C) 1(a) 2(h) 3(d) 4(g) 5(c) D) 1(a) 2(h) 3(i) 4(f) 5(c)



4.- Complete the sentences correctly. (5 points) 1. What ___________________this evening? A) Alice do B) is Alice do C) is Alice doing D) does Alice doing 2.- Mark_________________________today. A) not work B) are not working C) doesn’t working D) isn’t working

3.- What _______________________ next weekend? A) you’re doing B) are you doing C) is you doing D) you doing

4.- Camila _____________________ her breakfast! A) not is eating B) not eating C) isn’t eating D) aren’t eating

5.- I ______________________ my English lesson at 6:50 am A) ‘m having B) has C) does have D) having 5.- Complete the sentences correctly. (3 points) 1. I _______________ four days a week. a) ‘m working b) work c) does work d) are working 2. What ___________________ today? a) do you do b) is you doing c) you do d) are you doing 3. We _____________________vodka in my country. a) don’t drink b) are not drinking c) not drinking d) doesn’t drink 6.- Match the sentence beginnings and endings. (4 points) 1. There isn’t a 2. There are 3. There aren’t any 4. Is there a 5. There’s

( ) ( ) ( ) ( ) ( )

a) station in my town. b) five people in my family. c) supermarket here? d) pictures in this book. e) wine in the kitchen.

A) 1(a) 2(b) 3(c) 4(d) 5(e) B) 1(e) 2(b) 3(d) 4(c) 5(e) C) 1(a) 2(b) 3(d) 4(c) 5(e) D) 1(e) 2(b) 3(c) 4(d) 5(e) 7.- Match the sentence beginnings and endings. (4 points)

1. Do we have ……. 2. Oh no! We haven’t got …. 3. Shall I buy ……. 4. Is there ……… 5. We need ……..

( ) ( ) ( ) ( ) ( )

a) any milk? b) any eggs? c) some milk. d) any eggs. e) some eggs?

A) 1(e) 2(d) 3(b) 4(a) 5(c) B) 1(b) 2(d) 3(c) 4(e) 5(a) C) 1(e) 2(d) 3(c) 4(b) 5(a) D) 1(b) 2(d) 3(e) 4(a) 5(c)

Good luck!!

lesson plan, lae 1. cobatab 05

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