10th Lesson Plan

UNIDAD EDUCATIVA FISCAL “LUIS FELIPE BORJA DEL ALCAZAR” San Luis de Chillogallo – Quito Telefax 2620968 2846617

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LESSON PLAN

Group: 9th A-B Date: 17-21 November Time:40 minutes No. students: 37

Recent topic worked: Imperatives Recent Language work: Ss

Aims: At the end of the lesson students will know a range of action verbs, such as ‘swim’, ‘ride’, ‘drive’, ‘play the piano’, etc

1. Objective: To be able to use the modal verb 'can' in order to talk about ability.Assessment: students describe their abilities

Materials:

Books Notebooks Charts

Anticipate problems:

They may want to conjugate 'can' in the 3rd person singular as they will have learned to do this in the present simple tense. (He cans play the piano). 2. Students may try to put the preposition 'to' after the verb 'can'. (He can to play the piano.) 3. When making questions, they may try to use the auxiliary verb 'do' (Do you can play the piano?) 4. They will find it difficult to hear the difference between 'can' and 'can’t' . They will also find it difficult to differentiate between the strong form of can, , and the weak one, .

TIMING TEACHER ACTIVITY STUDENT ACTIVITY SUCCESS INDICATOR

10 minutes Start with flashcards of the actions in the song (jump, run, swim, hop, stomp my feet, turn around). Have all your students stand up and pull out the first flashcard (e.g. “Jump”).

Introduce sentences using 'I can…' & 'I can't...'. Try to juggle and elicit 'I can’t juggle'; whistle and elicit 'I can whistle'. If the sentences cannot be elicited, feed them to the class. Once

Students to do the action as soon as you reveal the card. Shout out the word as you are all doing the action and encourage everyone to shout the word as well. Do this for all 6 cards.

Students describe their abilities



20 minutes

10 minutes

elicited/presented, each sentence is repeated chorally several times.

The students think about the activities from pag 11 The teacher asks: “Give me an example of a ‘can’ question” (e.g. “Can you swim,” etc?). Organise the students into groups of 4. Tell the students to look at H/O1. The students write the names of all of the students in their group on the top row of the handout (Student 1, Student 2 etc.) In their groups, the students ask each other questions about all the activities on the list: “Can you swim?” “Can you skateboard?” The students put a tick () or a cross () on the list under each student name.

Students repeat the sentences

Students make groups 4 o 5 persons and work the instruction of teacher.

Additional possibilities: Ss write in the board another commands for example for recipes.

Homework/further work: find a recipe and identify commands

Elaborated by Reviewed by Authorized by

Lic. Gabriela CarrilloEnglish TeacherNovember ,2014

………………………………………….

Lic. Gloria JinezArea CoordinatorNovember 2014

………………………………………

Lic. Blanca ZambranoVice principle

November 2014……………………………………………



We can use the imperative to give a direct order.Take that chewing gum out of your mouth.Stand up straight.Give me the details.We can use the imperative to give instructions.Open your book.Take two tablets every evening.Take a left and then a right.We can use the imperative to make an invitation.Come in and sit down. Make yourself at home.Please start without me. I'll be there shortly.Have a piece of this cake. It's delicious.We can use the imperative on signs and notices.Push.Do not use.Insert one dollar.We can use the imperative to give friendly informal advice.Speak to him. Tell him how you feel.Have a quiet word with her about it.Don't go. Stay at home and rest up. Get some sleep and recover.We can make the imperative 'more polite' by adding 'do'.Do be quiet.Do come.Do sit down.



LESSON PLAN

Group: 9th A-B Date: 24-28 November Time:40 minutes No. students: 37

Recent topic worked: abilities Recent Language work: ss describe their abilities

Aims: At the end of the lesson students will know the routine verbs

2. Objective: To be able to describe their routineAssessment: students speak about their routine

Materials:




10 minutes

20 minutes

Introduce the daily routines from the flashcards and drills correct pronunciation of each daily routine.

Put each flashcard on the blackboard and continues to review everything on the board and then add a new daily routine until everything has been introduced and drilled.

Check the 3rd person singular with your students quickly. The verb is “get (up)”, but in a sentence with “he” or “she”, it changes. What is it? (He gets up …) Do this with all the expressions and write them on the board.

Stop game: The teacher then says one daily routine over and over while running their finger over all the flashcards. When the teacher's finger is above the correct flashcards, the students have

The students have already

heard several examples of the

present simple and the times

from the teacher, so now

they play a game to check and

strengthen their ability to

create sentences.

. Students go back and try to

remember what time bryan

does things at and fill in the

Students describe Bryans routine

Students describe their routine

http://learnenglishkids.britishcouncil.org/en/language-games/make-the-sentences/ryans-typical-day?utm_source=facebook&utm_medium=wallpost&utm_campaign=fb-learnenglishkids+%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fspan%3E%3C%2Fp%3E%3Cp%3E%3Cspan%3E%3Cspan%3E%3Cspan%3E



10 minutes to cry out "stop" and the teacher turns the flashcard over.

Point at the cards and students call out the vocabulary.

third column of their

worksheet. Play the

game again to check.

Students write down what time

they do the activities at. Then

they interview a friend by

asking “When do you …?”

Additional possibilities: Ss write in the flashcard their routines

Homework/further work: Students draw a picture of their friend and write a description Example: This is Seth. He gets up at 7:00. He has breakfast at 7:30 ..


Lic. Gabriela CarrilloEnglish TeacherNovember ,2014

………………………………………….

Lic. Gloria JinezArea CoordinatorNovember 2014

………………………………………


November 2014……………………………………………

http://l.facebook.com/l.php?u=http%3A%2F%2Flearnenglishkids.britishcouncil.org%2Fen%2Flanguage-games%2Fmake-the-sentences%2Fryans-typical-day%3Futm_source%3Dfacebook%26utm_medium%3Dwallpost%26utm_campaign%3Dfb-learnenglishkids%2B%253C%252Fspan%253E%253C%252Fspan%253E%253C%252Fspan%253E%253C%252Fp%253E%253Cp%253E%253Cspan%253E%253Cspan%253E%253Cspan%253E&h=jAQG0eCl6&s=1






LESSON PLAN

Group: 9th A-B Date: 8-12 DECEMBER Time:40 minutes No. students: 37




Materials:




10 minutes

20 minutes











create sentences.












worksheet. Play the









Lic. Gabriela CarrilloEnglish Teacher

DECEMBER ,2014………………………………………….

Lic. Gloria JinezArea CoordinatorDECEMBER 2014

………………………………………


DECEMBER 2014……………………………………………







LESSON PLAN

Group: 9th A-B Date: 15-19 DECEMBER Time:40 minutes No. students: 37




Materials:




10 minutes

20 minutes











create sentences.












worksheet. Play the










DECEMBER ,2014………………………………………….


………………………………………


DECEMBER 2014……………………………………………





LESSON PLAN

Group: 9th A-B Date: 12-16 JANUARY Time:40 minutes No. students: 37



5. Objective: Learn collocations with foodAssessment: students describe the food.

Materials:




10 minutes

20 minutes











create sentences.












worksheet. Play the










DECEMBER ,2014………………………………………….


………………………………………


DECEMBER 2014……………………………………………



Documents

10th Lesson Plan