Ingles III

C CO OL ES ST CIIE TE EC LE TU EN CN EG UD NT NO GIIO DIIO TF OL L OD OS FIIC G SC GIIC DE CO EE OS CO SY OS S YT D ES ST TA AB TA BA AD AS DO SC OD CO O DE ET DE EL LE
DIRECCION ACADEMICA
LESSON PLANS
ENGLISH III
2006- 2007
F-DA-03
Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Organismo Descentralizado
DIRECTORIO
General Director Academic Director Programs and Plans Department Done by M.V.Z Fernando Oropeza Corea M.E. Patricia Mendoza Cruz Lic. Ma. De la Paz Sarmiento del Angel Lic. Maria Elena Avendao Martinez Lic. Betsaida Oln Castro Lic. Jos Helderman Mndez Lpez Lic. Alma Beatriz Galmiche Herrera Lic. Judith de los ngeles Morales Nieto Lic. Laura Isabel Prez Lpez Profa. Maricela Morales Hernndez Lic. Marina Garca Crdova Lic. Myriam Guadalupe Gmez Hernndez Lic. ngel Bernardo Lpez Rivera Lic. Santiago Laparra torres Lic. Larissa Arellano Castellanos Lic. Perla del Carmen Gil Ramrez Lic. Nadia Hernndez Prez Profa. urea Catalina Conde Rincn Lic. Nelly Carrasco Osorio Lic. Luz Irene Hernndez Garca Lic. Gilberto Snchez Vera Lic. Claudia Velsquez Velsquez Lic. Gonzalo Cupil Gonzlez Profa. Irma valos valos Design
Subject: ENGLISH III
Semester: THIRD
Este material es vigente a partir del 14 de agosto del 2006 Se autoriza su reproduccin parcial o total, previa Autorizacin por escrito del CECyTE Tabasco.
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INITIAL REFLEXION
Compromise to myself I can be the best in my activity because I was created with the abilities to be better every single day.
I will fight to keep the best purpose and a big mental attitude each moment of my life; because I am sure it is the only way to get the happiness. I will live intensively for today, that it is the most important and I will never forget the bitterness lived yesterday and the uncertainty to live for tomorrow. I will adopt in my mind the idea of I can and I will try the impossible, which are the Gods privileges. I will be able to pay the price in order to see that most impossible dream become real. In fact, today I am compromised with all the power inside of my soul in order to practice these philosophies with myself, my family, my friends, and all around me. It is a big challenge and I know that I will keep it up. I am the best.
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INTRODUCTION
Globalization is the common Word which is listened around the advances of the technology World. The economical, social and cultural situations lived today in Mexico have force Mexicans on learning the English language.
If students do not acquire and learn English takes them in a disadvantage position for making their life in a go of in general.
On the other hand, experts and experiences have taught us the importance to learn a second language. So, it is the only way to make our lives count every single day. The instructor is the person who must help his/her knowledge in the Didactic science, in order to adapt the methodological and theoretical tools to make the education meaningful. The role must based on teaching meaningful learning through the self learning, it means, to provide the necessary elements in order to make students aware of their own learning. So, the target consists of teaching to learn without to forget that a tutor is hardly to reinforce learning. It is never a simple action to transmit information for creating dependence.
By the way, the role of the instructor takes by itself a series of task to develop:
To create a reliable atmosphere in order to allow the meaningful self learning.
- To suggest strategies to face the self learning up. - To indicate for the students activities of learning, this could open possibilities to get objectives proposed at the beginning of the course.
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SYLLABUS
|
ENGLISH III
Unit I. FUTURE PLANS 1.1. PERSONAL ITEMS 1.2. WHAT WILL HAPPEN?
Unit II. PLANNING AND PREDICTING THE FUTURE 2.1. WHAT ARE YOU GOING TO DO? 2.2 WHAT WILL (SHE) DO IF?
Unit III. THE WORLD AROUND US 3.1. FROM HOUSE TO SCHOOL 3.2. THE CIRCUS 3.3. TALKING ABOUT HEALTH
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MARCO CONCEPTUAL
SUBJECTS PURPOSE
The main purpose of English III is to learn how to Express future intentions and plans, as well as give advices, and express obligations and abilities.
LEARNING OBJECTIVE
The students will apply all the knowledge learned through the course to predict future events.
GOAL
We pretend, students use the language in a correct way in order to develop the tour skills working with meaningful activities where the students have contact with the real world and can show the progress learning based on previous knowledge.
METHODOLOGY
The English course will be taught three hours per week, from Augost 14 to December 1 2006. We will design activities in order to encourage the development and practice of the four skills based on the lesson plan, with these activities teacher will evaluate daily in class.
ASSESMENT
EVIDENCES Performance Product Knowledge Actitud Total
PARTIAL I 25% 30% 25% 20% 100%
PRTIAL II 25% 30% 25% 20% 100%
PARTIAL III 25% 30% 25% 20% 100%
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SUGGESTION FOR THE MANAGE OF THE SUBJECT
This Syllabus contains he subject, purpose, expected product and also the methodology and its evaluation criteria. The lesson plan is divided in different parts: A. Heading: This is to specify the subject, the name of the facilitator, the unit, topic and subtopic to talk about B. Motivation: Activities that must be done by the facilitator for making the Ss. are interested on the topic. C. Warm-up: This is the beginning of the lesson plan in a way to explore about how much the Ss. know about the theme is going to be taught. D. While: Activities which allow and facilitate the learning of the subject and its units. E. Wrap-up: Activities which are used to conclude each lesson. F. Methodology and teaching techniques: Teaching-learning activities used in the classroom to make easier the process of learning G. Material and didactic equipment: the material sources which are used for the development of activity. H. Previous activities for students: Activities which are done before know the whole unit and its content I. Facilitators activity: Activities which are develop by the monitor for the performance of the lesson plan.
J. Bibliography: All sources where the facilitator and the students can find the information they are using in the subject.
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LESSONS SYLLABUS SCHEME

LESSON Sesiones correspondientes a ____ __________________ Del ___ de __________ al ___ de _____________ del 200__. Evaluacin del 1er parcial del ___ al ___ de ____________ de 200__ Periodo de Recuperacin: __ al ___ de ________ del 200__ CONTAINS ACTIVITIES * Presentation of the topic Showing pictures Description of images and pictures Possesive pronouns Future simple (will) * Role play Introduction of picnic vocabulary Description of abilities * Brain storm Dialogue Horas: ____ Hrs. Sesiones correspondientes a ____ __________________ Del ___ de __________ al ___ de _____________ del 200__. Evaluacin del 2 parcial del ___ al ___ de ____________ de 200__ Periodo de Recuperacin: __ al ___ de ________ del 200__ Idiomatic future (going to) First conditional
* Presentation of the topic Showing pictures Description of images and pictures * Role play Introduction of picnic vocabulary Description of abilities * Brain storm Dialogue
Horas: ____ Hrs. Sesiones correspondientes a ____ __________________ Del ___ de __________ al ___ de _____________ del 200__. Evaluacin del 3 parcial del ___ al ___ de ____________ de 200__ Periodo de Recuperacin: __ al ___ de ________ del 200__
er
Have to and must
* Presentation of the topic Showing pictures Description of images and pictures * Role play Introduction of people from a circus Description of abilities * Brain storm Role play talking about medicine Dialogue
Be able to
Should
Horas: ____ Hrs.
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UNIT I
FUTURE PLANS
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Subject: Instructor:
English III
Aim:
Identify the possessive adjectives in order to relate them with the possessive pronouns. Personal items
Topic:
Grammar point
Possessive pronouns
Time
3 hours
Lesson plan 1 ACTIVITY DEVELOPMENT The teacher will show a cartoon in order to introduce the topic. (Page. 16 Virginia, Evans. Round up 3). Teacher will ask some questions about the cartoon to identify the possessive adjectives. Examples: What is happening in the cartoon? Are they discussing? Why?
1.- Motivation
2.- Warm up
Teacher will stick a chart on the board with some sentences to analyse the possessive pronouns, comparing them with the possessive adjectives. Page 110. (Lindsay Brown. Think in English I)
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ACTIVITY
DEVELOPMENT Students will have to complete a table based on the previous one activity. (same book above page 110). Teacher will bring a photocopy with some exercises that students have to do to reinforce the possessive pronouns (task from the same book above, page 111 10b and 11).
3.-While activity
According to the last task teacher will ask inferring questions Such as: What do you think is the use of the possessive pronouns? When do you use them? Taking into account the students possible answers teacher will explain the right use of the grammar point.
4.- Wrap up
5. Expansion
Students Draw A cartoon similar that the teacher showed at the beginning of the class, using the possessive pronouns.
Meethodology Interactions teachers-students and students-students Motivation Individual activity Pair activity Group activity
Method and teaching techniques
Material and didactic resources
Markers, flashcards, photocopies, bond paper, supporting cards, exams, &c.
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Previous activity for student
Previous knowledge about possessive adjectives
Teachers activities
Eliciting Motivation Monitory Explanation
Bibliography
Brown Lindsay. Think in English I Evans Virginia. Round up III H.Q. Mitchell. Channel your English. Preintermediate
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Subject: Instructor:
English III
Aim:
Students will be able to express future events
Topic:
What will happen? Future (will)
Grammar point
Time
3 hours
Lesson plan 2 ACTIVITY DEVELOPMENT
Teacher will ask students to imagine about what will happen in our planet in the future. 1.- Motivation Examples: What do you think will happen in the year 2100? HOW DO YOU IMAGINE THE WORLD AT THAT TIME? What do you think life will be like in 2100?
2.- Warm up
Teacher will introduce some vocabulary about the earth according to the students answers.
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ACTIVITY
DEVELOPMENT Teacher will give a reading about the life in the year 2100. (page 52 channel your English H. Q. Mitchell). Teacher will give students an exercise about T (true) or F(false) statements related to the article.
Mark the sentences T (true) or F(false) according to the text. 1. - We have destroyed more than a half of our natural world. 2. - All people will be rich. 3. - Environmental problem will disappear in the future. 4. - Pollution will change the earths climate. 5. - All scientists are pessimistic. 6. - We will use up all the earths natural resources. 7. - Families will have one child. 8. - The ice at the North and South pole will melt. ( ( ( ( ( ( ( ( ) ) ) ) ) ) ) )
3.-While activity
4.- Wrap up
Students will underline the structure of will in the reading. Based on that, teacher will explain the grammar rules in all forms (aff., neg., and int.)
5. Expansion
Students will complete some exercises in order to reinforce the structure Grammar Spectrum 1. page. 32.
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METODOLOGY Interactions teachers-students and students-students Motivation Individual activity Pair activity Group activity Brainstorm
Method and teaching techniques
Material and didactic resources
Markers, photocopies, supporting cards, exams, &c.
Previous activity for student
Previous knowledge about base form of the verbs.
Teachers activities
Eliciting Motivation Monitory Explanation
Bibliography
H.Q. Mitchell. Channel your English. Preintermediate Flores Paula. English 2. Cultural Publications. Paterson Ken. Grammar Spectrum 1.
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ASSESSMENT CRITERIA UNIT I

CRITERIA PRODUCT PERCENTAGE 30
PERFORMANCE
25
KONWLEDGE
25
ATTITUDE
20
TOTAL
100%
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APPENDIX
Possessive Adjectives My Your His Her Its Our Their
Possesssive Pronouns Mine Yours His Hers Ours Theirs
Noun/Pronoun + will I will/IShall You will He will She will It will We will They will John will Women will When will
Contracted form Ill Youll Hell Shell Itll Well Theyll Johnll Womenll whenll
Example Ill go to college Youll buy a new car Hell study for the exam Shell bring her dictionary Itll be an easy exam Well graduate next June Theyll celebrate their graduation Johnll take a the test on Friday Womenlll study on some fields once dominated by men whenll your dad leave?
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Vocabulary
Verbs Be Come back Distroy Increase Oblige Produce Reduce Rise Sink Cause Change Get Believe Disappear Save See Help Have Melt Find Leave Pollute Meet Make Cat Jacket Shirt Sweater Pen Bag Cassette Energy Planet Law Water Plant Prediction Resources Science Scientist Source Species Temperatura
Nouns Yellow Red Black White Good Natural Huge Optimistic Pessimistic Strict
Adjectives
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UNIDAD II
PLANNING AND PREDICTING THE FUTURE.
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Subject: Aim: General topic: Grammar point: Topic: Vocabulary: Lesson plan 3 ACTIVITY
ENGLISH III Students will be able to express future plans. Future plans Idiomatic future (going to) What are you going to do? Verbs, picnic vocabulary
DEVELOPMENT
1.- warm- up
Students will identify verbs through flashcards.
2.-lead- in
Teacher will present picnic vocabulary using flashcards.
ACTIVITY
WHILE Teacher will provide students some cards with words to form affirmative, negative, and interrogative sentences. Theyll work in 3 groups LUIS GOING TO THEY ? SWIM WORK TRAVEL AM I IS
ARENOT
3.- PRESENTATION Example With the cards provided students will form sentences such as: they are going to work. They are not going to swim. Are you going to study English ? Teacher will provoke competition. Teacher will ask students to place the sentences they form on the board. Teacher will drill each sentence individual, boys/girls, each group, the whole class. Students will find out the grammar point and how to form affirmative, negative, and interrogative form. Teacher will explain the grammar point usage.
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4.- PRACTICE
Students will practice the grammar point by answering exercises (affirmative, negative and interrogative sentences) Page. 53, 54, 55 elementary language practice, Michael Vince, Mcmillan.
5. WRAP UP
Working in team, students will plan a picnic. They will write sentences using the grammar point. Examples. We are going to travel by bus. We are going to go to the Yumka. Homework: students will rewrite the sentences they wrote in the wrap up activity into negative and interrogative form.
METHODOLOGY METHODS AND TEACHING TECHNIQUES Interaction: teacher students, students-students and students teacher Teacher explanation.
MATERIAL AND DIDACTIC RESOURCES
Markers Flashcards Photocopies Bond paper Cards White sheet of paper
STUDENTS PREVIOUS ACTIVITIES.
Review of the previous topic.
TEACHERS ACTIVITIES
Students interaction Monitoring - encouraging goals Motivation Topics presentation Grammar explanation.
Bibliography
Vince, Michael. Elementary Language practice. Mcmillan Villafuerte, Jose Manuel. Checkmate 3.
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Subject: Aim: General topic: Grammar point: Topic: Vocabulary: Time:
ENGLISH III Students will be able to predict future events or situations Predicting future events First Conditional What will ( she ) do if .? Verbs, predicting situations 3 hours Lesson plan 4
ACTIVITY
DEVELOPMENT Students will review some verbs by playing bingo. They will work in teams of 6. Then, each student will choose a verb from the team card in order to form a sentence in present simple tense.
1.- warm- up
Activity
WHILE Teacher will PRESENT flash cards to make students develop predicting sentences from the pictures. Examples: If you smoke a lot, you will get sick. You will get sick if you smoke. Teacher will do a match activity on the board where teacher will give students sentence chart with the if clause and the main clause in order to combined them and form the whole structure. Examples: If it rains I will take my umbrella with me If it rains I wont go out
3.- PRESENTATION
Students will work in groups to create predicted events, using the three types of sentences (aff., neg., and interrogative). Students will deduce the grammar point and the grammar rules.
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4.- PRACTICE
Teacher will give students a photocopy where they are going to answer exercises about first conditional. Page 69. Vince, Michael. Elementary language practice. Mcmillan
Teacher will ask students to produce sentences about warming, what to do in different places. Examples: In classroom, in the forest, in the kitchen, in the bank. 5. WRAP UP Students will use a bond paper to write their sentence4s on it. Examples: In classroom: If you dont speak English, you will pay a peso. In the bank: If you dont turn your cell phone off the guard will ask you to go out.
METHODOLOGY
METHODS AND TEACHING TECHNIQUES
Interaction: teacher students, students-students and students teacher Teacher explanation.
MATERIAL AND DIDACTIC RESOURCES
Markers Flashcards Photocopies Bond paper Cards White sheet of paper
STUDENTS PREVIOUS ACTIVITIES.
Review of the previous topic.
TEACHERS ACTIVITIES
Provoke interaction Monitoring{encouraging goals Motivation Topics presentation Grammar explanation.
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Bibliography
Vince, Michael. Elementary Language practice. Mcmillan Villafuerte, Jose Manuel. Checkmate 3.
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APPENDIX GOING TO AFFIRMATIVE I AM GOING TO YOU/WE/THEY ARE GOING TO HE/SHE/IT IS GOING TO INTERROGATIVE AM I GOING TO? ARE YOU/WE/THEY GOING TO? IS HE/SHE/IT GOING TO? NEGATIVE I AM NO GOING TO YOU/WE/THEY ARE NOT GOING TO HE/SHE/IT IS NOT GOING TO
IF CLAUSE IF + PRESENT SIMPLE, IF I WORK , .
FIRST CONDITIONAL MAIN CLAUSE FUTURE WILL I WILL HAVE MONEY
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ASSESSMENT CRITERIA UNIT II

CRITERIA PRODUCT PERCENTAGE 30 %
PERFORMANCE
25%
KNOWLEDGE
25%
ATTITUDE
20%
TOTAL
100%
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VOCABULARY PICNIC AREA Grill Picnic basket Termo Picnic table Table cloth Fork Spoon Knife Paper cup napkin FISHING Stream Fishing rod Fishing line Waders Fishing nets
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UNIT III
THE WORLD AROUND US
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Subject: Topic:
English III From House to School
Aim:
The SS will be able to understand their environment through their obligations
Lesson Plan 5 ACTIVITY DEVELOPMENT Teacher shows a disordered room and asks the SS what they can see there. When they answer T. writes the next questions on the blackboard: What do you have to do? What must you do? Remarking HAVE TO and MUST saying that they must use them in their answers as follows: I have to clean the room I must wash my tennis-shoes. I have to I must T. writes on the blackboard the next uncompleted sentences: 1. I have to I must 2. they dont have to you musnt 3. Do we have to? Must she? 2.-While Ss. recognise the different forms (Aff. Neg. Int.) and try to use them orally, talking about picture, after the oral activity Ss. write some sentences about their own rooms if they share it and they have to say what their obligations are at home and in the bedroom
1.- Warm-up
ACTIVITY
DEVELOPMENT
3.- wrap-up
T. chooses some of the Ss and they read their sentences, a Ss is writing on the blackboard some sentences that he understands. (aff. Neg. Int) but using other personal pronouns. FOR EXAMPLE: a student reads I have to clean my room and the Student who is at the blackboard writes you have to clean your room. (This last exercise is orally)
4.- Expansion
T. gives some photocopies that Ss must answer as HW
Nombre de la materia
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SUGERENCIAS METODOLGICAS
Methodology and teaching techniques
Pre-reading of the grammar, brain storm.
Didactic material
Photocopies, blackboard, paper
Previous activities for students
Research of grammar.
Teachers activities
Introduction of the topic, Explanation of the picture, &c.
Bibliography
English III, Paula Flores Kastanis. Grupo Patria Cultural, 2005 Think in English II, Lindsay Brown et Al. MacMillan de Mexico S. A. de C. V. 1990
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Subject: Tepic:
English III The Circus!!!!!
Aim:
The SS will be able to understand their environment through their obligations
Lesson Plan 6 ACTIVITY DEVELOPMENT Teacher asks students to imagine that theyre in a circus. Then T. gives some papers with personages of a circus like: Rubberman, clown, lion trainer, acrobat, beared woman, riders, elephants dancers, monkeys, ticket seller, tigers, dogs, balancer, &c. and the T. is the announcer. T. writes on the blackboard what are you able to do? Then T. says Im the announcer and Im able to introduce the crew in the circus. After this, the T. names the crew one by one, so they introduce themselves and say what they are able to do as the Teacher did before.
1.- Warm-up
2.-While
T. introduces the abilities he or she cant do using Im not able to : Im not able to train tigers OR Im not able to put my head in the lions jaw Then, the T. asks Ss what they are not able to do.
ACTIVITY
DEVELOPMENT
3.- wrap-up
T. gives Ss a figure where they have to describe what the people on the figure are able to do using the structures they were given before.
4.- Expansion
Make a description of a busy person and use able to for talking about his/her abilities (60 words)
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METHODOLOGY
Brain store,
Didactic material
Previous activities for students
Research of grammar
Teachers activities
Papers with names of the crew in the circus. Get picture of busies people
Bibliography
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Subject: Tepic:
English III Talking about health
Aim:
Students will be able to give advises or suggestions
Lesson Plan 7 ACTIVITY DEVELOPMENT T. asks Ss if they had been sick lately and what the doctor told them to do writing on the blackboard all the Ss say, using SHOULD in a way the Ss recognize this part. Then, the T. introduces the structures:
+ SHOULD + VERB +COMPLEMENT 1.- Warm-up
(AFFIRMATIVE)
+ SHOULD NOT (SHOULDNT) + VERB +COMPLEMENT
(NEGATIVE)
SHOULD +
+ VERB +COMPLEMENT
(INTERROGATIVE)
2.-While
They must say what they would tell if they were doctors, using the last structure but the T. presents illnesses or symptoms vocabulary in a way they can develop this activity and giving them some examples at first
ACTIVITY
DEVELOPMENT
3.- wrap-up
Teacher asks students to make a dialogue talking about illnesses and giving some directions to solve the health problems. subsequently, theyve to act it out in front of the rest of the group as a role play
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4.- HW
Illnesses collage and with prescriptions using should.
METHODOLOGY
Teachers presentation and brain storm
Didactic material
Actividades previas para el alumno
Research of grammar
Actividades del maestro
Preparing class for introducing as in traditional way. Investigate illnesses and symptoms vocabulary
Bibliografa
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APPENDIX
MUST
All subjects
OBLIGATORY I must do it
PROHIBITED I musnt do it
INTERROGATIVE Must I do it?
HAVE TO
I / you / we / they He / she / it
OBLIGATORY we have to do it He has to do it
PROHIBITED We dont have to do it She hasnt to do it
INTERROGATIVE Do we have to do it? Does it have to do it?
BE ABLE
I He / she / it You / We / They
AFFIRMATIVE I am able to do it He is able to do it You are able to do it
NEGATIVE Im not able to do it She isnt able to do it We arent able to do it
INTERROGATIVE Am I able to do it? Is it able to do it? Are they able to do it?
SHOULD
All subjects
RECOMMENDED They should do it
NOT ADVISABLE We shouldnt do it
INTERROGATIVE Should he do it?
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ASSESSMENT CRITERIA UNIT III

CRITERIA PRODUCT PERCENTAGE 30
PERFORMANCE
25
KNOWLEDGE
25
ATTITUDE
20
TOTAL
100%
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VOCABULARY House / school Bedroom Tennis-shoes T-shirt Shirt Blouse Skirt Bed Vet Obligation Suggestion Classroom Rubber Chairs Board Pencil Pen Bag pack School bag Closet Shoes Tie Belt Socks Pants Trouser Suit Order Disorder Notebook Book Eraser Clean Wash Computer Have Must Fan Sunglasses Glasses Clothes
Circus Clown Rubber man Elephant Bearded woman Giraffe Lion trainer Acrobat Horse Lion Tiger The announcer The rider Scenery Dancers Monkeys Ticket seller Crew Jaw Training Cage
Health Cold Flue Fever Malaria Headache Stomachache Toothache Sore throat Medical prescription Medicament Doctor Nurse Surgery Surgeon Injection Cotton Band aids Ill Sick
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First partial exam

I.- Choose the correct Word/phrase a, b, c, .
1.-Is this Kates violin? Yes, its _________. a) Her b) Her c) Shes
2.- Dianes nephew is three years old. __________ name is Charlie. a) Her 3.- Is that__________ dog? a) Ana and Toms b) Anns and Tom c)Anns and Toms b) Your c) His
4.- Give_____ that book. Its no yours. a) My b) Me c) Mine
5.- Your kites nice, but___________ is nicer. a) Us b) Its c) Ours
II.- Fill in the blanks with the simple future of the verbs in brackets. Use shall in the first person for requests. 6.- I __________ out on Saturday. (to go) 7.- Joshua and I _____________ you at the library . (to meet) 8.- ______________ you ____________ me your car? (to lend) 9.- The boy scouts ______expeditions. (to enjoy) 10.- I __________ my way. (not/ to lose)
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SECOND PARTIAL EXAM

I.- INSTRUCTIONS: COMPLETE THESE SENTENCES USING THE CORRECT FORM OF THE VERB TO BE. (am, is, are ) + GOING TO AND THE VERB IN BRACKETS.
Example:
I keep sneezing. I am going to get (get) a bad cold.
1.- Some of my friends _______________(have ) a party next week. 2.- I ____________(not/play) this afternoon. 3.- We _____________(move) to a different area of the town. 4.- ______ you ________(open) a window? 5.- They __________(not/phone) Tom at 6 oclock. 6.- ______she _____ (watch) TV tonight?
II INSTRUCTIONS: COMPLETE WITH THE CORRECT FORM OF THE VERB IN BRACKETS Example: If you take an aspirin, you headache will go away (Take) (go)
1. John can_____________ a lot of money if he _________________ a taxi driver (earn) (become) 2. we ________________ when you ______________ready (leave) (be) 3. If you ___________________ well, you _________________ enough energy (not / eat) (not / have) 4. They __________________ to France if they _______________ the contest (go) (win) 5. I he __________________ a lot of beer, he _______________ a headache (drink) (have)
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THIRD PARTIAL EXAM

i. a) b) c) d) e) Complete the next sentences using HAVE TO or MUST She ______________ to clean her room! Does he ___________ wash his tennis-shoes? I _____________ call her tonight. They _____________ fight between themselves (neg.) Do you ____________ do your homework?
ii. a) b) c) d) e)
Match the Column A to the Column B (Be able) I She is able to put They are Are you My mother is 1. not able to inject me, she feels bad 2. able to keep your secret, dont worry!, they are good men 3. her feet behind her ears 4. am able to run faster than you. 5. able to crash an egg on your neighbours door?
iii.
SHOULD . Choose the correct word.
1) I ________________ call the doctor! a) should b) shouldnt 2) You ___________ know this topic! a) should b) should not 3) They should ______________ for us! a) dream b) Sleep 4) What ________________ see there? a) should I b) You should 5) You _____________ the Pyramid of the Sun a) Shouldnt b) Should they
c) not should
c) should is
c) wait
c) shouldnt
c) Should miss
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Ingles III

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C CO OL ES ST CIIE TE EC LE TU EN CN EG UD NT NO GIIO DIIO TF OL L OD OS FIIC G SC GIIC DE CO EE OS CO SY OS S YT D ES ST TA AB TA BA AD AS DO SC OD CO O DE ET DE EL LE

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Subject: ENGLISH III

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

To create a reliable atmosphere in order to allow the meaningful self learning.

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

EVIDENCES Performance Product Knowledge Actitud Total

PARTIAL I 25% 30% 25% 20% 100%

PRTIAL II 25% 30% 25% 20% 100%

PARTIAL III 25% 30% 25% 20% 100%

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

SUGGESTION FOR THE MANAGE OF THE SUBJECT

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

LESSONS SYLLABUS SCHEME

Have to and must

Horas: ____ Hrs.

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Method and teaching techniques

Material and didactic resources

Markers, flashcards, photocopies, bond paper, supporting cards, exams, &c.

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Previous activity for student

Previous knowledge about possessive adjectives

Eliciting Motivation Monitory Explanation

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Students will be able to express future events

What will happen? Future (will)

Lesson plan 2 ACTIVITY DEVELOPMENT

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Method and teaching techniques

Material and didactic resources

Markers, photocopies, supporting cards, exams, &c.

Previous activity for student

Previous knowledge about base form of the verbs.

Eliciting Motivation Monitory Explanation

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

ASSESSMENT CRITERIA UNIT I

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Possessive Adjectives My Your His Her Its Our Their

Possesssive Pronouns Mine Yours His Hers Ours Theirs

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Students will identify verbs through flashcards.

Teacher will present picnic vocabulary using flashcards.

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

MATERIAL AND DIDACTIC RESOURCES

Markers Flashcards Photocopies Bond paper Cards White sheet of paper

STUDENTS PREVIOUS ACTIVITIES.

Review of the previous topic.

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

Subject: Aim: General topic: Grammar point: Topic: Vocabulary: Time:

Colegio de Estudios Cientficos y Tecnolgicos del Estado de Tabasco

METHODS AND TEACHING TECHNIQUES

Interaction: teacher students, students-students and students teacher Teacher explanation.

MATERIAL AND DIDACTIC RESOURCES

Markers Flashcards Photocopies Bond paper Cards White sheet of paper

STUDENTS PREVIOUS ACTIVITIES.