LESSON PLAN

NAME: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE: TIME:3 h= 135 min. GRADE:7th UNIT 1
TOPIC: 1.1 INTRODUCTIONS, SIMPLE GREETINGS AND COURTESY EXPRESSIONS.

LEARNING OBJECTIVE: At the end of this 135 min. class, the sts. Will be able to introduce to each other using simple greetings and courtesy expressions.

TEACHER’S
TIME PROCEDURES FOCUS MATERIALS ACHIEVEMENT INDICATORS
EVALUATION
5’  WARM-UP: T-S A Respectfully exchanges greetings and courtesy
The teacher will introduce him/herself to the students expressions in a dialogue.

15’  PRESENTATION: DIAGNOSTIC

 The teacher will introduce the topic of the lesson:
introductions, simple Greetings and courtesy expressions.
 Teacher presents a short conversation on the board:
A:Good morning, Hello, my name is___________ T-S V-A Write dialogue using greeting and courtesy
I’m your English teacher, What’s your name? expressions.
B:Hi teacher, I’m Laura. It’s nice to meet you. Brainstorming
A:It’s nice to meet you too, Laura.

 Teacher asks sts. If they know other expressions to greet

people and write them on the board, then teacher goes
over new words and practice pronunciation

10’  PRACTICE: Eliciting T-S V-A-K-  Clear pronunciation

 Teacher models the conversation. He/she introduces vocabulary S-S  Show politeness and respect when
himself/herself to some sts. S-T addressing others.
20’  Teacher asks a st. to come up to the front to introduce PROGRESSIVE
him/herself to a partner at least 4 sts. To do the same. Grammar structure
 Sts. Practice the conversations with a partner using their
15’ own information.
 Sts. Will go to the front of the class and will have a
dialogue with his/her partner.
vocabulary
10’  USE: SUMMATIVE S-S A-K  Respectfully exchanges greeting and
 Using chain drill, sts will introduce one to another. Participation in V-T courtesy expressions in a dialogue.
class.
 WRAP-UP: Participation in T-S A-V  Respectfully exchanges greeting and
 The teacher will write on the board all expressions class. courtesy expressions in a dialogue
applied in class and have the sts pronounces them after
the teacher.

 EVALUATION: S-S T-V-K  Write the greetings and courtesy.

 Have the sts. Write down in their notebooks a dialogue
using the different kind of Greetings.
 LESSON PLAN

NAME: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE: TIME:135’min=3h GRADE:7th UNIT 1

TOPIC: 1.2 The Alphabeth.

LEARNING OBJECTIVE: Sts. Will be able to exchange personal information and confirm names.

TEACHER’S
TIME PROCEDURES FOCUS MATERIALS ACHIEVEMENT INDICATORS
EVALUATION
15’  WARM-UP: DIAGNOSTIC. T-S K-V-A-T Differentiates the consonant and vowel sounds.
 Teacher present a tic-tac-toe game, the class would be S-S
divided into two groups. The groups will use “X” or “0”. S-T
The first group that makes 3X’s or 3=’s in line will win.

15’  PRESENTATION: Clear T-S V-A Writing dialogues using/giving personal

T. Present the topic of the lesson: THE ALPHABET . pronunciation of information.
The teacher presents a dialogue and the alphabet and the alphabet
pronounces each letter slowly and clearly.
A: Hello, My name is César Martinez. What’s your name?
B: Hi, I’m Aaron Tobar. Could you spell your last name?
A: M-A-R-T-I-N-E-Z.
10’ The teacher presents the letters of the alphabet to the class and
has sts pronounce them.

10’  PRACTICE: T-S A-V Correctly names and pronounces the letters of
 The teacher spells names and last names. At once sts. S-T the alphabet.
Write them.
10’  The teacher presents names and last names in pieces of PROGRESSIVE T-S V-A Write names and last names.
paper so that sts. Spell them. S-T
20’  Sts. In pairs, spell their full names to each other.
Ex: How do you spell…?/could you spell…..? PARTICIPATION S-S A-K Ask questions to confirm spelling.

15’  USE: Simple questions S-S K-A-V-T Spells and writes names and last names.
 Sts. Should look for 3 classmates sitting far from them.
Then they have to ask their partners to spell their names
and last names and also write them.

5’  WRAP-UP: SUMMATIVE S-S A-V-K-T Shows politeness and respect when introduce
 Ask one representative of each group to introduce his/her people.
partners to the classes: Strikes up simple conversations by giving
(He is/She is (full name). personal information.
15’  EVALUATION: Participation and S-S A-V-K-T Respectfully exchange information.
 Have sts. In short dialogues, spell their names and last good presentation
names. (working in pairs).
 Have groups exchange their information and make a list
20’ of all sts. In seventh grade.
 LESSON PLAN

NAME: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE: TIME:2 h= 90 min. GRADE: 7TH UNIT 1.

TOPIC: 1.3 NUMERS FROM 0 TO 100 AND TELEPHONES NUMBERS.

LEARNING OBJECTIVE: By the end of the 90 min. class sts. Will be able to exchange telephones, numbers with peers/ teacher in groups in order to improve relationship among
them.
TEACHER’S
TIME PROCEDURES FOCUS MATERIALS ACHIEVEMENT INDICATORS
EVALUATION
8’  WARM-UP: A
Greet the sts. And then ask them if they have a phone in their
houses or cell phones and if they have WHAT IT IS?

15’  PRESENTATION: DIAGNOSTIC T-S Writes numbers from 0-100.

 The teacher introduces the topic of the lesson A-T
telephone numbers(numbers from 0-9). Simple questions T-S
Teacher presents a short conversation, then teacher writes
numbers from 0-9 on the board and have sts. Pronounce them.
A: HI, Betty How are you? vocabulary K-T-V
B: Hello Charly, I’m fine thanks. V
What are you doing?
A: I’m calling my girlfriend Rosy. A-V
B: oh, Do you have the correct number?
A: yes, I’s 78-32-15-46.
B:See you later, Charly. See you Rosy

 Then teacher writes on the board the numbers and T-S A-V  Correctly pronunciation of
practices the pronunciation numbers.
10’  PRACTICE: PROGRESSIVE S-S A-K  Write the numbers from 0 to 100, also
 Sts. Will exchange telephone numbers in pair work Grammar structure V-T in written way.
and write them in their notebooks: Participation
 “What’s your telephone number? My telephone T-S
number is…..
 The teacher writes on the board the numbers from 0
to 30 and have to make the difference of the “TEEN” S-S
from “TY”, ending in numbers from 13 to 19 and T-S A-V
from 30 to 100.
15’  Teacher makes a dictation of some numbers and the Participation T-S A-T
sts. Write them in their notebooks. K
25’  Teacher writes the numbers in the written way from
0-90. vocabulary T-S
25’  STS. Ilustrate the following numbers for example: S-S

3 5,8,12, 20,6…
V-T-K
  Sts. Will fill in the chart at least with 10 classmates’
phone or cell phone numbers K-V-T
NAME TELEPHONE
NUMBER
1.
2.
3.
18’  USE: S-S T-K-V
 STS. Elaborate his /her birthday month in a chart and
cicle the date of his/her birthday.

7’  WRAP-UP: SUMMATIVE
 STS. Will pronounce the numbers from 0 TO 100 Participation in
class.

 EVALUATION:
Have the sts. Elaborate his/her birthday month in a chart and
circle the date of his/her birthday.
 LESSON PLAN

NAME: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE: TIME:2h= 90’ GRADE:7Th UNIT 1
TOPIC:1.4 Expressions to check and confirm information.
LEARNING OBJECTIVE: At the end of this 90’ min class, sts. Will be able to say and ask: greet, spell their names, age, telephone number and differentiate pronounce.

TEACHER’S
TIME PROCEDURES FOCUS MATERIALS ACHIEVEMENT INDICATORS
EVALUATION
5’  WARM-UP: T-S A
The teacher goes infrontof nthe class and express all his/her
information the sts have been studying from the last periods S-T
class. Let sts do this questions to the teacher.
-Greet - Spell full name
-Age - telephone number.

5’  PRESENTATION: DIAGNOSTIC T-S A-V 1.2 Clearly spells his/her name, phone and say
The teacher introduce the topic: Introduce a friend, then write Simple question age.
on the board the clues wich they have to ask to sts. Pair work: review
greet, spell full, first or last name, age, phone, and say good
bye.

35’  PRACTICE: PROGRESSIVE S-S A-V 1.7 Ask questions to confirm spelling and
Have the sts to interview 3 classmates and write the numbers.
information on the square. (Checking the good grammar
questions orally).
Sts. Greet Spell Spell age Phone
first last number Grammar structure
name name Participation 1.6 Respectfully exchange information
1 vocabulary
2
3
4
5
25’  USE: Participation S-S A-V-T 1.6 Respectfully exchange information
Sts. Have to do the interview and go infront of the class and
express his/her information. EX:
A: Hello classmates, I introduce my friend Cecy
What’s your full name?
B: My name is Cecilia Romero
A: Cecy, spell your first and last name please.
B: C-E-C-I-L-I-A- R-O-M-E-R-O.
A: How old are you?
B: I’m 15 years old.
A: What’s your phone number?
 B: 2452-21-20

15’  WRAP-UP: S-S A 1.7 Ask questions to confirm spelling and

The sts. Make a summary of the information interview. The numbers.
student say:
-Her full name is: Cecilia Romero.
-She spells her first name as: C-E-C-I-L-I-A
- She spells her last name as: R-O-M-E-R-O
- She is 15 years old.
- Her phone number is: 24-52-21-20.
5’  EVALUATION: SUMMATIVE S-S A-V-T 1.7
Have the st to make a phone’s agenda in group of 5 as a The agenda
homework.
 LESSON PLAN
NAME: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE: TIME: 3 HOURS GRADE : SEVENTH
TOPIC: “Expressions of thanks and commamds.” (2.4-2.5) UNIT: TWO
LEARNING OBJECTIVE: At the end of the this class students have to give and follow classroom commands showing courtesy and respect in order to communicate
within the classroom setting
TEACHER’S
TIME PROCEDURES FOCUS MATERIALS ACHIEVEMENT INDICATORS
EVALUATION

 WARM-UP: Diagnostic:
Teachers starts modeling some commands , then ask to - Eliciting - Clearly recognizes expressions of
5” students make a circle and say different commands, try commands and T-S
K thanks in audio sources.
to students follow the instruction correctly thankful expressions

 PRESENTATION: Progressive:
Teacher will show some pictures with some commands - Participation
and ask to students pronounce them. Then, teacher - Vocabulary
going to give some pieces of paper with the commands, - Grammar
students try to stick them in the correct picture on the - Responds physically to classroom
30” T-S T-K-V
board. commands.

Teacher will present a conversation using thankful

expression then, He/She will ask they mention some
expresion that they recognize in the chart.

 PRACTICE:
Students in groups will model three commands. Then,
they will show to their classmates and teacher. - Thanks peers with appropiate
T-S
25” V-A expressions.
S-S
Students have to to guess which command it is. And
writings in a paper to stick it on the board. (The first
one will win a prize)
  USE:
- Expresses commands appropiate to
15” Students will write a conversation in pairs using S-S
intend purpose or situation.
commands and thankful expressions.

 WRAP-UP:
Have to students to match pictures with the commands - Reads and identifies expressions of
10” S-S K
and thanksful expressions. courtesy and thanks.

 EVALUATION:
The teacher will give to students a photocopy with
10”
exercises in blanks the correct command have to fill
them with the correct command or thankful expression.
 LESSON PLAN

NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: 7TH Topic: expression for self Identification (3.1)
.
LEARNING OBJECTIVE : By the end of these three hours class, students Hill be able to use expressions for self identification with appropiate vocabulary
as well as exchange information about oneself and others descriptions.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH THE TEACHER´S FOCUS STUDENTS- MATERIALS / ACHIEVMENT
ESTIMATE STUDENTS AND THE TEAHER WILL / MIGHT DO SAY. EVALUATION STUDENTS AIDS INDICATORS
TEACHER-STUDENTS
STUDENTS –TEACHER.-
10Min WARM-UP : Brainstorm expressions for self T- S A-V 3.5
identification..

25 min PRESENTATION:To introduce the topic DIAGNOSTIC:

“Expressions for self identification, the teacher posters Commonly V-A 3.5
on the board a sheet of recycling paper with different expressions used for T-S
examples of expressions used for self identication. self identifications
Hi, my name is ........ and ask students to read
volunterrly.
PRACTICE:Students work in groups of four and
share information about oneselft and others using K-A-V 3.8
identification expressions . PROGRESIVE :
35 The students name a representative or their group to Participation
talk about their peers identification to rest of the class. Vocabulary S-S
Grammar
USE: Students draw a chart to fill it out with Structre.
personal information and deposit it on a box, then , Fluenci
volunterrly students by students by student gets
chart,read it aloud and tries to gues who that chart K-V-A-T 3.8 2.14
belongs to.

WRAP-UP : have Student introduce themselves and SUMMATIVE : S-S

others infront of the class ( volunteers ) Students draw charts
and write
EVALUATION: have the students draw an information
identification card using the vocabulary from the class Speak aloud T-V-A-K 3.8 3.4
in clored paper. And clear 3.5
Be understood 3.8 3.14

S-S T-K-V
 Creative
Neat S-S
presentatio

LESSON PLAN

NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: 7TH Topic: Family Members (3.2)

.
LEARNING OBJECTIVE : At the end of these three hours class, students will be able to use vocabulary related to family ties.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH THE TEACHER´S FOCUS STUDENTS- MATERIAL ACHIEVMEN
ESTIMAT STUDENTS AND THE TEAHER WILL / MIGHT EVALUATION STUDENTS S / AIDS T
E DO SAY. TEACHER-STUDENTS INDICATORS
STUDENTS –TEACHER.-
10Min WARM-UP : Use a family tree ( posters ) to present T- S A-V 3.1- 3.4
the family members.
PRESENTATION: Introduce the topic giving the
30 min pronunciation of each family members , and DIAGNOSTIC: 3.6 – 3.7
answering the questions WHO IS THIS ? Commonly V-A
SHE/HE IS MY ........... expressions used for T-S
The students are going to listen and list the family ties. self identifications
Use genitive case in the answers to others.
PRACTICE:Students are going to work in groups of PROGRESIVE :
five and share information about a member of the Participation 3.8 – 3.10
group and HIS/HER family, . Vocabulary K-A-V 3.16
They are going to make a family tree and present in Grammar
30min. the class. Structre.
Fluenci S-S
USE: The students are going to present their family
trees and ask to others about the members using the
questions WHO´S THIS ? and genitive case and the 3.15 – 3.16
answers.
SUMMATIVE : K-V-A-T
WRAP-UP : have Student elaborate a big family Be Creative
tree using the information of a member of the group. Neat
20 min. Presentation S-S
 EVALUATION: have the students Students make a big
Elaborate their own family trees on their notebook family tree with 3.17
using draws or pictures. Tel them that have to be personal information.
creative as bew possible. Vocabulary T-V-A-K
To be understood.

25 min.
S-S T-K-V
S-S
 LESSON PLAN

NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: 7TH Topic: Moods Emotiuons and physical
description. (3.3)

.
LEARNING OBJECTIVE : By the end of these classes students will be able to describe someones mood and physical appereances in oral and written texts.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH THE TEACHER´S FOCUS STUDENTS- MATERIAL ACHIEVMEN
ESTIMAT STUDENTS AND THE TEAHER WILL / MIGHT EVALUATION STUDENTS S / AIDS T
E DO SAY. TEACHER-STUDENTS INDICATORS
STUDENTS –TEACHER.-
10Min WARM-UP : The teacher is going to show some T- S V-A 3.9
flashcard with differents
Moods and feelings , and physical chararacteristics.
30 min DIAGNOSTIC:
PRESENTATION: Commonly V-A 3.13
Teacher presents a reading which contains adjectives expressions used for T-S
that describe physical appereance and moods. Then self identifications
the teacher will ask students to identify and classify
some adjectives from the reading and categories. PROGRESIVE :
MOOD ADJECTIVES Participation
Happy angry Reading K-A-V
PHYSICAL ADJECTIVES Simple questions
30min. Tall- fat- strong
Students will do this activity with the teaches help if S-S
need.
PRACTICE:
Based on the´previous activity, the students will SUMMATIVE : 3.18
work in groups of four to read and change drill. Be Creative 3.17
Teacher will select some students Neat K-V-A-T
Presentation T-S
USE: Students make a big
20 min. Estudents working un pairs will describe someones family tree with S-S
physical apprereance in oral and written texts. personal information.
WRAP-UP : Vocabulary
Students will describe a partner with respect in oral To be understood.
and written way. T-V-A-K
EVALUATION:
Have students decribe one of the teacher of school,
25 min. both written and oral wyas and also draw a picture of
the teacher selected. S-S T-K-V

T-S
S-S

LESSON PLAN
NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: __7th_____
Topic: pression for self Identification (3.1)

LEARNING OBJECTIVE : By the end of these three hours class, students Hill be able to use esxpressions for self identification with
appropiate vocabulary as well as exchange information about oneself and others descriptions.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH THE TEACHER´S FOCUS STUDENTS- MATERIAL ACHIEVMEN
ESTIMAT STUDENTS AND THE TEAHER WILL / MIGHT EVALUATION STUDENTS S / AIDS T
E DO SAY. TEACHER-STUDENTS INDICATORS
STUDENTS –TEACHER.-
10Min WARM-UP : Brainstorm expressions for self T- S A-V 3.5
identification..

25 min PRESENTATION:To introduce the topic DIAGNOSTIC:

“Expressions for self identification, the Commonly
teacherposters on the board a sheet of recycling expressions used T-S V-A 3.5
paper with different examples of expressions used for self
for self identication. identifications
Hi, my name is ........ and ask students to read
volunterrly.
PRACTICE:Students work in groups of four and
share information about oneselft and others using
35 identification expressions . PROGRESIVE : K-A-V 3.8
The students name a representative or their group Participation S-S
to talk about their peers identification to rest of Vocabulary
the class. Grammar
Structre.
USE: Students draw a chart to fill it out with Fluenci
personal information and deposit it on a box, then
, volunterrly students by students by student gets
chart,read it aloud and tries to gues who that
chart belongs to. S-S K-V-A-T 3.8 2.14
SUMMATIVE :
WRAP-UP : have Student introduce themselves Students draw
and others infront of the class ( volunteers ) charts and write
information
EVALUATION: have the students draw an Speak aloud
identification card using the vocabulary from the And clear
class in clored paper. Be understood
S-S
T-V-A-K 3.8 3.4
3.5
3.8 3.14
Creative S-S
Neat T-K-V
presentatio
 LESSON PLAN
NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: _7th______
Topic: Family Members (3.2)

.
LEARNING OBJECTIVE : At the end of these three hours class, students will be able to use vocabulary related to family ties.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH TEACHER´S FOCUS STUDENTS- MATERIAL ACHIEVMEN
ESTIMAT THE STUDENTS AND THE TEAHER WILL / EVALUATION STUDENTS S / AIDS T
E MIGHT DO SAY. TEACHER-STUDENTS INDICATORS
STUDENTS –
TEACHER.-
10Min WARM-UP : Use a family tree ( posters ) to T- S A-V 3.1- 3.4
present the family members.
PRESENTATION: Introduce the topic giving
30 min the pronunciation of each family members , DIAGNOSTIC:
and answering the questions WHO IS THIS ? Commonly 3.6 – 3.7
SHE/HE IS MY ........... expressions used T-S V-A
The students are going to listen and list the for self
family ties. identifications
Use genitive case in the answers to others.
PRACTICE:Students are going to work in PROGRESIVE :
groups of five and share information about Participation
a member of the group and HIS/HER family, Vocabulary 3.8 – 3.10
30min. . Grammar K-A-V 3.16
They are going to make a family tree and Structre. S-S
present in the class. Fluenci

USE: The students are going to present their

family trees and ask to others about the
members using the questions WHO´S THIS
? and genitive case and the answers. SUMMATIVE : 3.15 – 3.16
Be Creative
20 min. WRAP-UP : have Student elaborate a big Neat S-S K-V-A-T
family tree using the information of a member Presentation
of the group. Students make a
big family tree
EVALUATION: have the students with personal
Elaborate their own family trees on their information.
 notebook using draws or pictures. Tel them Vocabulary 3.17
25 min. that have to be creative as bew possible. To be
understood. S-S
T-V-A-K

S-S
T-K-V

LESSON PLAN
NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: _7th______

Topic: Moods , Enotiuons and physical description.(3.3)

.
LEARNING OBJECTIVE : By the end of these classes students will be able to describe someones mood and physical appereances
in oral and written texts.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH THE TEACHER´S FOCUS STUDENTS- MATERIALS ACHIEVMENT
ESTIMATE STUDENTS AND THE TEAHER WILL / MIGHT DO EVALUATION STUDENTS / AIDS INDICATORS
SAY. TEACHER-STUDENTS
STUDENTS –TEACHER.-
10Min WARM-UP : The teacher is going to show T- S V-A 3.9
some flashcard with differents
Moods and feelings , and physical
chararacteristics. DIAGNOSTIC:
Commonly
PRESENTATION: expressions used T-S V-A 3.13
30 min Teacher presents a reading which contains for self
adjectives that describe physical identifications
appereance and moods. Then the teacher
will ask students to identify and classify PROGRESIVE :
some adjectives from the reading and Participation
categories. Reading
MOOD ADJECTIVES Simple questions K-A-V
Happy angry S-S
 PHYSICAL ADJECTIVES
30min. Tall- fat- strong
Students will do this activity with the teaches
help if need. SUMMATIVE :
PRACTICE: Be Creative
Based on the´previous activity, the students Neat T-S 3.18
will work in groups of four to read and Presentation 3.17
change drill. Students make a S-S K-V-A-T
Teacher will select some students big family tree
with personal
20 min. USE: information.
Estudents working un pairs will describe Vocabulary
someones physical apprereance in oral and To be
written texts. understood.
WRAP-UP :
Students will describe a partner with respect S-S T-V-A-K
in oral and written way.
25 min. EVALUATION:
Have students decribe one of the teacher T-S
of school, both written and oral wyas and S-S
also draw a picture of the teacher selected. T-K-V
 LESSON PLAN
NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: _______ Topic: Countries and
nationalities (3.4)

LEARNING OBJECTIVE : By the end of these 3 hours class students wil be able to tell about people´s nationality, language
and age. Tey will review family trr and expressi family members etc.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH THE TEACHER´S FOCUS STUDENTS- MATERIALS ACHIEVMENT
ESTIMAT STUDENTS AND THE TEAHER WILL / MIGHT DO EVALUATION STUDENTS / AIDS INDICATORS
E SAY. TEACHER-STUDENTS
STUDENTS –TEACHER.-
10Min WARM-UP : In groups the students will be T- S V-K-T 3.1
given different cards containing nationalities,
others containing countries and others
languages. These have to look for the DIAGNOSTIC:
respective cards to form a relñation beteen -Observing the
country and language. students´s work. S-S V-A-T 3.1
- listening
PRESENTATION: students
-The teacher introduces the topic “ countries pronunciation.
Nationalities and languages”
3min. -Teacher writes on the board aa list of
countries with their respective nationalities
and language. PROGRESIVE : T-S K-A-V
15min -The students ask questions and/ or give Participation
some information about the topic. Grammar
-The students pronounce aloud the words. vocabulary S-T
- the teacher ask the students to write
20 min. sentences using the countries, nationalities, SUMMATIVE :
and languages Be Creative
Neat 3.7
PRACTICE: Presentation 3.1
- students in groups talk about their family Students make a
members nationalityu and language. big family tree
- the teacher can give the students a model with personal
to be followed by the students: information.
27min Example: Vocabulary
My name is Kren , she is salvadorean. She To be S-S
speaks spanish. understood. T-S K-A
 - some students pass infront of the class to
20min. giveinformation about their family members.
.students fill in information about nationalities
and languages from an audio aid..
USE:
The students in group will be given different V-T
countries and they will write the respective
nationality and language, then tey´ll do a
chart with this information.
WRAP-UP :
15min Have students talk about 2 or 3 family
members´s nationality and language.

EVALUATION: K-T-A-V
Students are going to write an essay using T-S
15min nationalities, countries, and language to S-S
describe people.

15min
 LESSON PLAN
NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: __7°_ Topic: jobs and occupations (3.5)

LEARNING OBJECTIVE : At the end of this lessons the students will be able to manage vocabulary and real situations
related to jobs and occupations.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH TEACHER´S FOCUS STUDENTS- MATERIAL ACHIEVMEN
ESTIMAT THE STUDENTS AND THE TEAHER WILL / EVALUATION STUDENTS S / AIDS T
E MIGHT DO SAY. TEACHER-STUDENTS INDICATORS
STUDENTS –
TEACHER.-
10Min WARM-UP : T- S K-V-T 3.2
Bring flash cards with pictures of differents
occupations, as well as cards with names of
occupations. DIAGNOSTIC:
Place the pictures on the board and have the Vocabulary
students volunteerly go choose a card with Expressions
the name of the occupation and place it Related to jobs
under the right picture. and occupations

PROGRESIVE :
PRESENTATION: Vocabulary
Listen to a conversation involving jobs and Speaking T-S V-A-K-T
occupations and have students write in their pronunciation
notebooks as many and occupations and S-S
25min. jobs they hear from the audio. Play the audio
as many times as necesary.
Brings names of jobs and occupatios and SUMMATIVE :
have students ramdonly participations Students
matching names of jobs and occupations on occupation 3.18
the whiteboard. The first participant choose Monography 3.17
who´s next.
Writing
PRACTICE: Listening
-Students in pairs discuss their future Speaking
occupations and favorite job. They name a Reading
35 min. representative to explain to the rest of the S-S
 class. Creativity V-A-K 3.4
- students in group decide make a drawing of Neat
an occupation and identify the possible jobs presentation S-S
for this occupation.
- describe the drawing to the class ( one
representative)

USE:
- students create a monography of an
occupation and share it with the rest of the
30 class.
min.
WRAP-UP : S-S
- students write a dialogue in groups of four K-V-A-T 3.10-3.11
and modelate it for the class.
EVALUATION:
20min. As homework proyect, the students make
drawings of occupations and jobs and
present for next class. S-S K-V-A-T 3.10-3.11

15min. 3.2-3.4-.3-
S-S 10-3.11
K-V-A-T
 LESSON PLAN
NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: __7°_
Topic: NUMBERS TO 91TO 200(3.6)

LEARNING OBJECTIVE :At the end of these three hours class, students will be ble to use in oral and written way numbers in
english to express quantities and age..
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH TEACHER´S FOCUS STUDENTS- MATERIAL ACHIEVMEN
ESTIMAT THE STUDENTS AND THE TEAHER WILL / EVALUATION STUDENTS S / AIDS T
E MIGHT DO SAY. TEACHER-STUDENTS INDICATORS
STUDENTS –
TEACHER.-
10Min WARM-UP : T- S V-A-T 3.1
Present to stuents cards with different
numbers from 1 to 20 and give the
pronunciation of each one. DIAGNOSTIC:
Eliciting
PRESENTATION: vocabulary
The teacher presents each number and write Simple questions
on the board their english names, ONE-
TWO THREE..... PROGRESIVE : V-A
ELEVEN ...... TWENTY..... Participation
3.7
- The teacher explains that from twenty to Pronunciation
ninet y nine they can use first quantity and Creativity T-S
the units example : Vocabulary
ONE- TWENTY –ONE = 21 S-S
25min. FIVE- FOURTY FIVE = 45
Ask the students if they know another
numbers in english. SUMMATIVE :
- the teacher uses the questions Students
HOW MANY .......... ? participation
And there is ----- singular And oral
o there are .......... plural expressions
para expresar la cantidad
ex. There is a pencil
there are four pencils
V-K-A-
35 min. PRACTICE: S-S
- students are going to work in groups of 5 3.16
they will ask their names among themselves
as well as their telephones numbers. S-S
- students in groups of 3 share family
members information related to age and how
may family members each one has and after
that they will read the information of a
member of their group and the class will try
to guess who´s information that. Is.

USE:
- students individually create a chart with
personal information using members S-S
30 example:
min. Age
Number of family members
Etc.
And deposit them in a box. So that one by
one the students go to the front and gets a S-S 3.16
chart, reads it and tries to guess what chartit
is give a prize it he or she guesses.
S-S
WRAP-UP :
- have the students draw a Bingo chart and
play using numbers.

EVALUATION:
20min. Arrange the students in groups and assign
as homework 10 numbers each to draw them V-A-K-T
in cards to be pasted on the classroom walls
next class.
15min. .

V-A-K-T
 LESSON PLAN
NAME:: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ DATE:__________ TIME:_3 Hrs GRADE: _______ Topic: AGES (3.7)
.
LEARNING OBJECTIVE : At the end of the this lessons the students will use vocabulary to talk about a person´s age.
TIME PROEDURE/ STEPS INCLUDE WHAT BOTH TEACHER´S FOCUS STUDENTS- MATERIAL ACHIEVMEN
ESTIMAT THE STUDENTS AND THE TEAHER WILL / EVALUATION STUDENTS S / AIDS T
E MIGHT DO SAY. TEACHER-STUDENTS INDICATORS
STUDENTS –
TEACHER.-
15Min WARM-UP : the teacher ask every student to T- S A 3.7
count from 1 to 100.

25 min DIAGNOSTIC:
PRESENTATION:thenteacher intriduce the Numbers and
topic “AGES” participation T-S V-A 3.1
- te teacher places a poster continuing with
2 short dialogues about ages.
Example: PROGRESIVE :
Hi, my names is jhon.I´m 12 years old . Participation
How old are you ? Pronunciation
I´m 13 years old. Vocabulary
- the students also write a dialogue about V-A 3.5
third person ages. S-S
How old is SHE/HE ?
She /He is 16 years old.
- the students try to pronounce the sentences
correctly. SUMMATIVE :
- Have the students
PRACTICE: complete a
- the teacher modelates a self introduction . written format T-S
35min the students work in pairs exchanging S-S 3.7
information about their ages. Have the students
make a list of
USE: their family
 - The students will complete information in members age.
written work by filling in the blanks
EX. . Hi , my name´s _____________ I
T-V-A-K 3.6
30min ____________ old.
My mother name is : _______________ S-S
She __________ years old.
My brother´s name _________________ 3.5
T-K-V
WRAP-UP : S-T
- the students will share his/her own
3.12
information about age.
- the students will tell about some
classmate´s
20min - relative ages
EVALUATION:
The students make a list with the age of their
respective family members.

15min. S-T
A-V-T-K-
Name:_________________________Date:_______________Time: 90 min __Grade: 7 th__Topic: Seasons and weather 4.5
Learming Objective: Know each season and its weather in order to use this information in a polite conversation.
Time PROCEDURE Teacher`s Focus: Material Achievement
Estimates evaluation S-S, T-S, S- Aids indicators
T
10’ Warm up: T Show draw a simple picture of the four Diagnostic. T-S V A
seasons and S Have to describe the weather in each
season with their own vocabulary. Descriptions S-S VA
Presentation: 4.8
20’ T Present parts of movies where S can see people´s Brainstorming T-S VKA
activities in each seasons. T-S
Progressive.
T will write vocabulary on the board. S-T K VA
20’ Participation S-S AK
S will say some expressions using the vocabulary. T-S
Practice: T model in front of the class how She/He feel Vocabulary S-T
in each season and S will say how is the weather
25’
around him or her. Summative. –
Be creative –
S explain what season is more important for him or Have students S-S
her. describe the weather S-T
10’
in each seaqsons
Use: S will make group to come up to the fron to role S-T
play a season and weather: –Neat presentation S-S
5’ Wrap up:Have S explain what season she or he like
and why?
Evaluation: S have to elaborate an album with of each
season, weather and they have to describe the activities
that people do in each season and the clothing ítems
that they use.
Name:_________________________Date:_______________Time: 90 min __Grade: 7 th__Topic: Seasons and weather(4.5)
Learming Objective: Know each season and its weather in order to use this information in a polite conversation.
Time PROCEDURE Teacher`s Focus: Material Achievement
Estimates evaluation S-S, T-S, S- Aids indicators
T

10’ Warm up: S will mention some places and how is the Diagnostic. S-S AK
weather of these places in each season. Example: Express simple
Sonsonate is very hot in summer. description.
20’ Use of previous 4.8
Presentation: T will show some videos of weather vcabulary. T-S V A
report. Example: Progressive. S-T
Meteorologists said that this Winter will come many Interaction S-S
very dangerous storms. Participation
S will mention some cautions that people have to do in Vocabulary
20’ A
each season. S-S
Summative. –
Practice: S will work in group and each group will Be creative –
25’ AK
choose a season in order to give weather report as Have students write
S-S
meteorologists. a short article.
10’ Use: S will role play to advice some effects that people Creativity A
can suffer if they don´t the caution in each season and Neat presentation. S-S
5’ each weather condition.
Wrap up: S will ask each other about the activities that
they like to do in each season and why?
Evaluation: S have to elaborate an short article in
group in which they will describe and draw the
weather condition of the season.
Name:_________________________Date:_______________Time: 90 min __Grade: 7 th__Topic: Money denomination(4.6)
Learming Objective: At the end of the claass students will be able towrite paragraph.
Time PROCEDURE Teacher`s Focus: Material Achievement
Estimates evaluation S-S, T-S, S- Aids indicators
T
10’ Warm up: S will go to the board to write sentences Diagnostic. S-S VA
using the differents denominations of bills and coins. Grammar. structure.
Example: Tomasa has 93 dollasrs and 28 cents. Previous
15’ Presentation: T will read a paragraph in which is knowledge. T-S VA 4.12
mentioned the Money denomination of bills and coins.
4.16
25’ Practice: S will make groups so they will discuss and Progressive. S-S , S-T AV
read a short paragraph in which appear the Participation
denominatin of bills and coins. Vocabulary
25’ S-S AV
Use: S will read in front of the class their paragraph
one by one in order that all members of each group –
10’ Summative. S-S A
have participation. Be creative. –
Wrap up: S will ask one classmate about some ítems
5’
and its prices.
Evaluation: S will write a hand up in which they draw
a thing and write next to each drawing a sentence using
the differents denominations of bills and coins.
 LESSON PLAN
Name: SANTIAGO FRANCISCO ZAMORA HENRIQUEZ Date: time ten hours GRADE : SEVENTH UNIT SIX
TOPIC: (6.3) HOBBIES/ ENTERTAINMENT.
OBJECTIVE: Students will use vocabulary and structures learned by exchanging oral and written language, in order to talk about personal hobbies
and leisure time activities.
TIME PROCEDURES TEACHER´S FOCUS MATERIAL ACHIEVEMENT
EVALUATION AIDS INDICATORS.
Diagnostic. T -S. V-A. (6.9) Eagerly
WARM UP Eliciting ideas and asks and answers
vocabulary. questions about
T. Ask students like a brainstorming the question: hobbies and
“What is a hobby? ,then, Teacher will write on the board the recreational
different ideas or examples students. If Ss don´t know how or they activities.
can´t explain, tell them That is an activity that you enjoy doing in
your free time.
(6.10) Uses
PRESENTATION: V-A-K. his/her
Teacher present sentences to students with examples of hobbies. T-S. imagination
Ss have to recognize them and write them again. Example: S-S. vividly to engage
in classroom
1- Tony loves biking ………… Biking discussions
2- Do you enjoy doing exercise?_________________ related to the
3- My hobby is playing the guitar________________ description of a
4- Stamp collecting is my favorite hobby__________ perfect day.
5- Would you like to go fishing with me? __________ (6.11) Narrates
6- My sister plays video games everyday__________ an exciting
7- Mom, I want to go swimming this afternoon_________ experience in the
8- Reading is considering the number one hobby in Europe past ,using the
_________________ correct form of
9- I like to listen to music______________________ the most common
10- I enjoy dancing on Saturdays_________________ regular and
irregular verbs
and the right
T-S. intonation to
PRACTICE: Progressive. S-T. V-A-K. communicate
T. Introduce the simple past by using WH questions such Write a paragraph S-S. meaning.
as_ What did you do yesterday? using 150 words.
Vocabulary.
When did you buy your video games? Content. (6.12) Correctly
Where did you go on Saturday? pronounces the
 Why did you prefer go to the beach in the night? phonemes /T/ /D/
Give students a vocabulary than can use with the past /ED/ of the
tense. regular past
In the morning, afternoon, at night, evening, noon, tense.
midnight, two days ago, yesterday , last Monday
Last year, and others. (6.13)
Incorporates the
Teacher, present a reading and students in small groups will work auxiliary “did” in
in the reading and will underline all the verbs in past tense and negatives and
circle the unknown words. interrogatives
T. explain to students that there are Regular verbs (We form by statements of the
adding D or ED. Example: work=Worked. past tense.
And irregular verbs they are different in the past tense , they have
to learn by heart, example: Write=wrote) (6.14)
Successfully
A PERFECT DAY (READING) reads vocabulary
What wonderful day we had on Sunday! After working hard for classified by
the whole week, in the morning at school, in the afternoon at the categories,
office, and doing the gardening on Saturday, I was very tired, My related to daily
son said that I was exhausted and I needed to relax. My wife said activities, hobbies
that she would like to go swimming. I took that suggestion as a and
hint to go to the beach. I wanted to please my son and my wife, so entertainments.
I invited them to go to El Espino Beach.

From early in the morning. We were lucky because the sky was
clear and the weather was sunny and warm. We left home at 6:30
a.m. and we arrived at 8:30. We stayed at a beach house and had
breakfast as soon as we got there. After breakfast, my son went
fishing for an hour.
He does not like to eat fish, but he likes to catch them .He threw
his fish hook into the water again until finally, he caught two big
fish and four small ones. Half a dozen fish was was a good catch
for the day and he was very excited. My wife decided to pick up
some seashells.
She likes to collect big and small seashells. That is one of favorite
hobbies. In the mean time, I was walking along the seashore. I like
to walk, but walking is not my favorite hobby. I love to go
jogging, so I went jogging right before lunch.

The weather was sunny and hot I It was a perfect day to be at the
beach. The beach was clean. The water was clear and warm. We
were swimming in the morning and in the afternoon.
At about 5:30, we saw the beautiful sunset. It was very excited to
be there, but we had to go back home. We took a nice slow drive
home. We had dinner in a restaurant on the way home.
On that day, we were happy because everything was comfortable
and the food was delicious.
I went to bed at a “normal time”. Everything was quiet. I read an
English lesson in peace, all relaxed and calm. Then sleep.
“Mmmm” What a nice dream on a perfect day!

-Teacher ask each group past in front and write on the board at
least five verbs from the first paragraph , then second paragraph
until finish the reading.
Then check the verbs, pronounce them and ask for unknown
words (practice the phonemes /T/ , / D/, /ED/.
If students don´t know or don´t find the meaning of unknown Summative.
words explain them with examples, mimics or others. Oral activities and
the paragraph.
- Teacher asks students complete the sentences with the
information from the reading.

1- The ______was sunny and hot.

2- They_______the beautiful sunset.
3- Mr. Aquino did_____________on Saturday
4- Mar likes to collect big and small ________
5- ________is not Mr. Aquino´s favorite_______
COMPRENHENSION QUESTIONS.

1-Where did the family go? S-S. V-A-K-T.

2- What did they see at 5:30?
3- How was the weather?
4- What´s her favorite hobby?
6- Does his son like to eat fish?
7- How many fish did the boy catch?
8- Where did they eat dinner? V-A.
9- How long did they stay at El Espino Beach?
10- There are six hobbies in this reading, what are they?
T-S
USE: S-S.
Ask students talk about his/ her personal hobbies, and
then in groups write a paragraph using at least one
 hundred and fifty words.

-Afterwards students will read the paragraph a part each

student in front of the class.

-WRAP UP:
T-S

Teacher brings visual aids and each students will say a sentence
In past tense with the material that is in the classroom. V-A-K.
EVALUATION:

Teacher will evaluate the paragraph, the reading paragraph and

oral sentences in past tense