LESSON PLAN FOURTH Secundaria

SCHOOL: Escuela Secundaria General No. 7 Profr.
Manuel Iiguez Camberos
ZONE: 09
UNIT: 4 th
PLANNING
HOLIDAYS
TEACHER:
Profra. Teresa Villarreal Trinidad
GROUPS:
A, B, C, D, E
GRADE: 3 rd.
MAIN AIM: TO ENABLE STUDENTS TO DESCRIBE AND DISCUSS FUTURE PLANS IN THE CONTEXT OF HOLIDAYS AND TRAVEL.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 01
THE CLASS
understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
Read plays in order to compare attitudes and patterns of behavior adopted by people from English-speaking countries and
Mexico.
Literary and ludic.
Select a short play for a young audience.

Read the selected play aloud.
Determine who will interpret leading, secondary, and/or incidental characters.
Determine date and time for the performance of each team.
Perform the play on the previously chosen date and time.
Adapt their language to unexpected communicative needs.

Doing with the language:
Determine topic, purpose, and intended audience.

Clarify meaning of words.
Identify general sense.
Read dialogues to practice pronunciation.
Link non-verbal language with the meaning of dialogues.
knowing about the language:
Genre, topic, purpose, and audience.

Text and graphic components.
Being through the language:
Class Sequence of
Activities.
Participate in communal cultural expressions.
PROCEDURE
Teacher asks to the students to open their books on page 120 and look at
the pictures.
Teacher asks them: what do you see at the picture?
Teacher asks: What do they know about celebrations in us?
Teacher explains about the use of the new vocabulary.
Students repeat each word.
Ask to students to listen to track in order to complete some questions.
Play the track second time so that students can check the information
they wrote.
Homework: Ask to the students to memorize the new words.
INTERACTION &
TIME
20 minutes
Whole
group.
20minutes.
Whole
group.
15 minutes.
1
Ss make 3 drawings of their favorite places, on their notebooks.
Individual.
Enciclomedia. Flashcards. Book and Notebook.
Materials
SCHOOL: Escuela Secundaria General No. 7 Profr. Manuel Iiguez Camberos
ZONE: 09
UNIT: 4 th
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E,
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 02
THE CLASS
Understand and produce oral exchanges related to leisure situations.
Interpret and offer descriptions regarding unexpected situations in an oral exchange
Familiar and community.
Check that sentences are understood when said and heard.

Practice the enunciation of testimonies.
Establish turns of participation.
Participate in an exchange of testimonies.
Students can look up unfamiliar words to find their meaning. They can initiate a conversation appropriately.
Identify topic, purpose, and intended audience.

Observe and understand non-verbal language.
Clarify meaning of word.
Identify main idea
Maintain an oral exchange with the support of non-verbal language.
Repertoire of words necessary for this social practice on the language.

Language formulae (e.g greetings, and courtesy and farewell.
Class Sequence of
Activities.
Show confidence in the use of English.
PROCEDURE
Teacher asks to the students to come to the front to write some words they
remember from their homework, and correct them if necessary.
Ask to the students to look at a picture on page 121 and they can say what it is.
Teacher asks them to underline the words they do not understand.
Teacher asks them to share all information with the underlined words.
Teacher invites students to listen a track in order to answer some questions.
(Booking some rooms at a hotel).
Students compare their answers. Teacher checks them.
Teacher invites again to the students listen another track and they complete 3
INTERACTION &
TIME
20 minutes
Whole
group.
20minutes.
Whole
group.
2
mini dialogues (three different situations about reservations).

In pairs students practice the three conversations.
HOMEWORK: Teacher asks students to write a mini-conversation similar to the
last one on their notebooks. Ask them to illustrate with pictures or drawings.
Enciclomedia. Audio, Book and Notebook.
Materials
ZONE: 09
UNIT: 4 th
15 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 03
THE CLASS
Mexico.
Literary and ludic.




Class Sequence of
Activities.
PROCEDURE
Teacher asks to the students to compare their homework.
Teacher calls some students to the front to show their drawings to the class and talk
about their mini-conversation they did.
Students listen and complete the reservation form. Compare with his/her partner. Then
listen again and check.
INTERACTION &
TIME
20 minutes
Whole
group.
20minutes.
Whole
3
Students read some phrases and they decide who is talking. They write A (assistant) or C
(customer).
After that they order the dialogue.
Following the last example, In pairs practice how would book a room in a hotel for your
next vacations.
Example:
A: Id like to book double room.
B: let me see. Yes, Madam, we have rooms available then.
A: how much is a double room?
B: 75 dlls. Per night. How many nights would you like to stay?
A: two nights
B: how would you like to pay?
A: by credit card.
ZONE: 09
UNIT: 4 th
group.
15 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E, F
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
THE CLASS
lesson: 04


To integrate language (prices, dates, days of the week and months of the year). To get prices and schedules, complete a
text and respond a conversation.

Identify main ideas and information that broadens, exemplifies or explain them.
Notice regional accents.

Class Sequence of
Activities.
Promote constructive dialogue.
INTERACTION &
TIME
PROCEDURE
Teacher asks to the students to look at the train schedule in the book. This
activity has to be performed orally first and then by writing the correct answers.
15 minutes
Whole
group.
20minutes.
Whole
group.
20 minutes.
Individual.
Look at the departure board and price list. Complete the mini-conversations.
Teacher invites students to listen a track in order to answer some questions.
(Price, time, single, round trip ticket.)
In pairs, choose a destination and a time. Practice similar conversation like this:
A: Good morning. Can I help you?
B: How much is a single ticket to Manchester on 3:15 train?
A: its 95 dlls.
HOMEWORK: Ask to the students to search the net by writing the name of a
famous bus company and copy schedules offered by the company so they can
talk about it the following class.
ZONE: 09
UNIT: 4 th
PLANNING
HOLIDAYS
TEACHER:
GROUPS: A, B, C, D, E
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
THE CLASS
lesson: 05


To integrate language (prices, dates, days of the week and months of the year). To get prices and schedules, complete a
text and respond a conversation.
Identify attitudes and emotions.


Write sentences to describe unexpected situations.

Class Sequence of
Activities.

INTERACTION &
TIME
PROCEDURE
Teacher asks to the students to take turns in class to talk about the bus company
and the schedules they found in the net.
Ask them to talk about the name of the company, the places they travel to, and
the times schedules for their buses.
Ask students: what airplane companies do they know? What Mexican companies
do they know? What international companies do they know?
Teacher asks students to listen to track 39 and complete the missing information.
Play the track several times. Teacher asks students to compare their answers.
Students listen again to the conversation but this time they are going to write
the missing words. They compare with a partner.
Design a timetable for different destinations. Prepare a dialogue at train station.
Students use the conversation in exercise 2 as a model and practice it with a
partner.
ZONE: 09
UNIT: 4 th
15 minutes
Whole
group.
20minutes.
Whole
group.
20 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
THE CLASS
lesson: 06
Mexico.
Literary and ludic.


6
Didactic
Strategy/ies of
Class


Class Sequence of
Activities.
INTERACTION &
TIME
PROCEDURE
Teacher presents a video of places as a new vocabulary (drugstore, gas station,
park, restaurant, bank, hospital, Movie Theater)
Teacher shows a picture (place) and the students can say what it is.
Students take note on their notebook writing the new vocabulary including the
translation.
Teacher explains: there is/ there are..
Students read the hotel information page. Underline all the words that show
where the different places are.
Look at the map and write the missing information in the hotel information page.
In pairs, ask about the different places on the map, using: there is.there are
HOMEWORK: Students make 3 drawings. (Their 3 favorite places).

HOMEWORK: ask students to prepare a map of the area they live in, where they
include the name of the streets, public buildings, park, etc. on a large sheet of
paper.
ZONE: 09
UNIT: 4 th
20 minutes
Whole
group.
20minutes.
Whole
group.
15 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GRADE: 3 rd.
DEVELOPMENT OF THE CLASS

Social Practice
Specific
Competency
Social Learning
Environment
lesson: 07
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class

Talking about location of places.


Identify main idea

Language formulae (e.g. greetings, and courtesy and farewell.
Class Sequence of
Activities.

Promote constructive dialogues.
INTERACTION
& TIME
PROCEDURE
Teacher asks to the students to take turns in class to talk about their favorite places, using
their homework.
Teacher presents some flashcards preposition of place as a new vocabulary (in front of, by,
next to, behind, on, between, opposite, in the corner of..)
Students take note on their notebook writing the new vocabulary including the translation.
Students practice what theyve learned. They listen and complete the conversation.
In pairs, ask and answer questions about different places (using the map they draw).
Example 1:
A: Is there a hospital near here?
B: Yes, there is. Its on Morelos Street.
Example 2:
A: Are there any restaurants around here?
B: No, there arent.
ZONE: 09
UNIT: 4 th
25 minutes
Whole
group.
20minutes.
Whole
group.
10
minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GRADE: 3 rd.
DEVELOPMENT OF THE CLASS

Social Practice
Specific
Competency
lesson: 08
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
Understand and use the information from different context.




Class Sequence of
Activities.
Materials

INTERACTION &
TIME
PROCEDURE
Teacher presents a text. (Whats the way?)
Ask students to underline all the words that they do not understand.look up their
meanings. Then share the information with the class.
Ask students to scan conversation 1 again in order to mark the statements True or False.
Ask one student to read the first statement and ask another one to tell you if it is right or
wrong. Do the same with the rest of the sentences.
Ask students to work in pairs and order the instructions for the first part of the exercise.
Ask them to check answer with other pairs. Then, ask them to write the correct order for
the first part.
HOMEWORK: ask students to order the second part of exercise 6 for homework. Ask them
to be ready to read share the order of these instructions with other students the following
class.
Enciclomedia, audio, Book and Notebook.
ZONE: 09
UNIT: 4 th
25 minutes
Whole group.
20minutes.
Whole group.
10 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E, F
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 09
THE CLASS

Adapt their language to unexpected communication needs.



Class Sequence of
Activities.
Materials

PROCEDURE
Teacher begins this class by forming small groups and having them compare their
homework. Ask them to be ready to read share the order with other students.
Ask students to read instructions and sort out the phrases according to the columns.
(words and phrases to ask for directions / words and phrases to replay to request/ words
and phrases to indicate directions)
Ask different students to come to the front to write the option in the correct columns.
When they finish, ask them to read all the phrases aloud chorally and individually so that
you can check the correct pronunciation.
Teacher asks students to match the words from the box with the correct verb to form
phrases that express directions. Ask them to compare their phrases with other students
before they take turns in class to go to the board to write them. Correct them, if
necessary.
HOMEWORK: ask them to prepare a map, including the names of the streets and
buildings.
INTERACTION &
TIME
25 minutes
Whole group.
20minutes.
Whole group.
10 minutes.
Individual.
10
ZONE: 09
UNIT: 4 th
PLANNING
HOLIDAYS
TEACHER:
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 10
THE CLASS

Understand and use that information. Edit their writings and their partners too.


Class Sequence of
Activities.

PROCEDURE
Ask the students to come to in front to show the maps they made to the class. Ask them
to describe them by saying the names of the streets, etc.
Teacher explains: words and prepositions to indicate directions (in, at, on, to)
Teacher writes some sentences on the board and students write on their notebook too.
Students answer the exercise with the right preposition (in, at, on, to) to fill in the
sentences.
Ask students to check their answers with other students before they take turns in class to
read them aloud. Correct pronunciation when necessary.
Work in pairs. Look at the map. Ask how to get from one place to other.
For example: I am at the supermarket on Main Road.
A: How can I get to the park on the river street?
B: go straight on main road for one block then turn right on
INTERACTION &
TIME
25 minutes
Whole group.
20minutes.
Whole group.
10 minutes.
Individual.
11

Materials
ZONE: 09
UNIT: 4 th
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 11
THE CLASS

Understand and use information from different sources.



Class Sequence of
Activities.

PROCEDURE
Teacher presents a new vocabulary, using flashcards (Whats the weather like today?)
and a video (Hows the weather?) and students say what it is. Students take note on their
notebook writing the new vocabulary, including a translation.
Students listen to the radio broadcast and match the cities to the weather.
Work in pairs. Ask about the weather.
A: Whats the weather like in London in the winter?
B: Its rainy and cold.
INTERACTION &
TIME
25 minutes
Whole group.
20minutes.
Whole group.
12
HOMEWORK: ask students to prepare a short description of the local weather conditions.
They can check the description of the weather conditions in a newspaper or on TV. Ask
them to illustrate their descriptions and be ready to show them to the class the following
lesson.
Materials
ZONE: 09
UNIT: 4 th
10 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 12
THE CLASS

Adapt their language to unexpected communications needs.



Class Sequence of
Activities.

PROCEDURE
Ask students to take turns in class to come to the front to show and read the weather
description to the class. Correct pronunciation and use of English when necessary.
Teacher writes the weather conditions for the day on the board and asks students to read
them.
INTERACTION &
TIME
25 minutes
Whole group.
13
Students practice what theyve learned. Teacher plays a track 41. Students listen to
Daniel, Jack, Laura and Nicole talking about the weather and answer the questions. Play
the track second time so that students can check the information they wrote.
Students match the items with the places where you can get them.
Teacher asks students to work in pairs, ask your partner where you can get the items in
exercise 2.
Example:
A: where can I get some books?
B: you can get some books at the bookstore, next to the hotel.
Materials
ZONE: 09
UNIT: 4 th
20minutes.
Whole group.
10 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
lesson: 13
THE CLASS

Expressing future plans.



Class Sequence of

PROCEDURE
INTERACTION &
TIME
14
Activities.
Teacher presents an email text.

Ask students to look at the picture.
Ask to the students to read the text.
Students read Jacks e-mail and underline the things he is going to do in Oaxaca.
Teacher explains about to be going to.
Students look at the different activities and choose the ones you plan to do next week.
Students write some sentences expressing future plans for their vacations.
HOMEWORK: write an e-mail a friend and tell him/her about their plans for next week.
Example: Next week, I, going to
Materials
ZONE: 09
UNIT: 4 th
25 minutes
Whole
group.
20minutes.
Whole
group.
10 minutes.
Individual.
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
THE CLASS
lesson: 14


Asking and answering about plans for the weekend.



15
Class Sequence of
Activities.

INTERACTION &
TIME
PROCEDURE
Ask students to take turns in class to come to the front to show and read their future
plans.
Teacher asks students: What are you going to do with your friends next week?
Students write a list on the board.
Teacher asks students listen and fill out Jacks and Teresas diaries
Then students answer the questions.
Teacher asks students to compare with a partner. Then listen again and check.
20 minutes
Whole
group.
20minutes.
Whole
group.
10 minutes.
Individual.
Students complete a diary with their plans for the next week.
HOMEWORK: with the dairy they completed it. They are going to make sentences.
Example:
Im going to study on Monday.
Im going to cook on Friday.
Materials
ZONE: 09
UNIT: 4 th
PLANNING
HOLIDAYS
TEACHER:
GROUPS:
A, B, C, D, E, F
GRADE: 3 rd.
DEVELOPMENT OF
Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products
Purpose of class
Didactic
Strategy/ies of
Class
THE CLASS
lesson: 15


Talking about and describing weekend plans.


16


Class Sequence of
Activities.
Materials

PROCEDURE
Ask students to take turns in class to read their homework.
Teacher asks: What are your plans for this weekend?
Students write a list on the board.
Teacher asks students: listen to Daniel talking about his plans with Laura and complete
the conversations. Students compare with a partner. Then listen again and check.
Students match the columns
Teacher asks students to write sentences about different activities for the weekend using
or.
Example:
On Saturday, Im going to visit my grandparents or my best friends in the
afternoon.
INTERACTION &
TIME
20 minutes
Whole group.
20minutes.
Whole group.
10 minutes.
Individual.
17

LESSON PLAN FOURTH Secundaria

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LESSON PLAN FOURTH Secundaria

Uploaded by

Copyright:

Available Formats

SCHOOL: Escuela Secundaria General No. 7 Profr.

Manuel Iiguez Camberos

Profra. Teresa Villarreal Trinidad

Select a short play for a young audience.

Adapt their language to unexpected communicative needs.

Determine topic, purpose, and intended audience.

knowing about the language:

Genre, topic, purpose, and audience.

Being through the language:

Participate in communal cultural expressions.

Ss make 3 drawings of their favorite places, on their notebooks.

Enciclomedia. Flashcards. Book and Notebook.

SCHOOL: Escuela Secundaria General No. 7 Profr. Manuel Iiguez Camberos

Profra. Teresa Villarreal Trinidad

Check that sentences are understood when said and heard.

Identify topic, purpose, and intended audience.

knowing about the language:

Repertoire of words necessary for this social practice on the language.

Being through the language:

Show confidence in the use of English.

mini dialogues (three different situations about reservations).

Profra. Teresa Villarreal Trinidad

Select a short play for a young audience.

Adapt their language to unexpected communicative needs.

Determine topic, purpose, and intended audience.

knowing about the language:

Genre, topic, purpose, and audience.

Being through the language:

Participate in communal cultural expressions.

SCHOOL: Escuela Secundaria General No. 7 Profr. Manuel Iiguez Camberos

Profra. Teresa Villarreal Trinidad

Understand and produce oral exchanges related to leisure situations.

Check that sentences are understood when said and heard.

Identify topic, purpose, and intended audience.

knowing about the language:

Repertoire of words necessary for this social practice on the language.

Being through the language:

Show confidence in the use of English.

Promote constructive dialogue.

SCHOOL: Escuela Secundaria General No. 7 Profr. Manuel Iiguez Camberos

Understand and produce oral exchanges related to leisure situations.

Check that sentences are understood when said and heard.

Identify attitudes and emotions.

Notice regional accents.

knowing about the language:

Repertoire of words necessary for this social practice on the language.

Being through the language:

Show confidence in the use of English.

SCHOOL: Escuela Secundaria General No. 7 Profr. Manuel Iiguez Camberos

Select a short play for a young audience.

Adapt their language to unexpected communicative needs.

Doing with the language:

Determine topic, purpose, and intended audience.

knowing about the language:

Genre, topic, purpose, and audience.

Being through the language:

Participate in communal cultural expressions.

HOMEWORK: Students make 3 drawings. (Their 3 favorite places).

SCHOOL: Escuela Secundaria General No. 7 Profr. Manuel Iiguez Camberos

DEVELOPMENT OF THE CLASS

Check that sentences are understood when said and heard.

Talking about location of places.