ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB (ESPAM-MFL) ENGLISH INSTITUTE

DAILY LESSON PLANS

DATE: Monday, May 21
th
2012 CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 7
BOOK: Touchstone one LESSON: A NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Out and about NAME OF LESSON: Away for the weekend
OBJECTIVE: Students will be able to use the present continuous and talk about the weather.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Getting started
To introduce the target
language (away for the
weekend)
A and B:
To develop Ss listening skills
and to figure it out the target
language
2.- Grammar
To raise Ss language
awareness
Form:
To increase Ss comprehension
about (present continuous
tense)
Im calling from home?
Shes skiing with a friend?
Were swimming in the
ocean?
Structure patterns and
responses
A and B:
To sharp the Sss listening
skills, and to produce the
target language
3.- Talk about it
To discuss in groups using the
target language in
contemporary topics
A and B:
To produce the target
language talking about
weather
Open class



T Ss
Pairs






T Ss








SS
individually
Pairs



T - Ss




Groups

Teacher sets the scene, explaining what away for the
weekend means.
Teacher asks a few questions about the first picture,
and asks Ss to read the Anitas information aloud.
Have Ss to predict the remaining messages.
Teacher plays the recording, and Ss listen what is the
weather like in each place.
Teacher says, Find the sentences with verbs ending
in-ing. What do you notice about these verbs?
Teacher reads the instructions aloud, and Ss complete
the sentences.



Teacher plays the recording. Ss listen and repeat.
Teacher writes on the board the pattern for present
continuous affirmative and negative statements.
Subject + be + (verb) ing
Subject + be + not + (verb) ing
Teacher explains when we use present continuous.
Teacher presents the contractions and in conversation
Teacher presents spelling.
Teacher reads the instructions and the example aloud.
Have Ss complete the phone messages.
Teacher reads the part B instructions. Have Ss to
prepare and presents their phone messages.


Teacher reads the instructions aloud and models the
task using his own information.
Have Ss in each group take turns talking about their
perfect day.

RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB (ESPAM-MFL) ENGLISH INSTITUTE
DAILY LESSON PLANS

DATE: Tuesday, May 22
th
2012 CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 7
BOOK: Touchstone one LESSON: B NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Out and about NAME OF LESSON: Sports and exercise
OBJECTIVE: Students will be able to use present continuous yes/no and information questions and to
talk about sports and exercise.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Building vocabulary
Visually presents new words
(sports and exercise)
A and B:
To deduce new vocabulary
through a listening activity, and
to help Ss to organize new
vocabulary in meaningful ways

2.- Building language
Builds on the grammar of lesson
A, presenting new language in
different style from the previous
lesson
A and B:
To sharp Sss listening skills, and
to help Ss notice the forms and
uses of the new structure
3.- Grammar
Provide a clear presentation of
new structure.
A and B:
To give Ss controlled and freer
practice with the new structure,
and to exchange personal
information
4.-Speaking naturally
Helps Ss understand and use
natural pronunciation and
intonation
A, B and C:
Provides communicative and use
natural pronunciation and
intonation, and covers the key
areas of linking and reduction.
5.- Vocabulary notebook:
Provides a page of enjoyable
tasks at the end of every unit
to help Ss organize and write
down new vocabulary.
Open class


T Ss
Pairs
Ss
Individually


T Ss
Pairs
Ss
Individually





T-SS
individually
Pairs





T - Ss
Pairs
Whole class



Ss
Ss
individually
Teacher sets the scene What sports and exercise do you
know?, and writes the answers on the board.
Teacher does a choral drill with the pictures on the book
Teacher reads the instructions and plays the recording.
Ss listen and check their answers.
In part B, teacher explains when to use play, go and do.
Have Ss to complete the chart, and check their answers.

Teacher sets the scene. This is Carls dad. Is he happy?
Is Carl studying hard this semester? What is he doing now?
Close your books and listen for the answers
Teacher plays the recording.
Ss listen and write their answers, and then they open their
books and check their answers.
Ss practice the conversation in pairs.
Teacher asks Ss that underline the present continuous in the
conversation. Have Ss to complete the question, using the
conversation for help.
Teacher does a choral drill with the grammar chart.
Teacher writes the present continuous patterns on the board.
[Question word + be + subject + (verb)ing] Inf. Questions
[be + subject + (verb)ing] yes/no questions
Teacher presents time expressions and reads the instructions
Have Ss to complete the questions, and then check the answers
Have Ss to ask and answer the questions in pairs.
Teacher previews the task, explaining what stress and
intonation means, and then he plays the recording.
Teacher reads the instructions aloud and plays the recording
pausing after each pair of questions. Ss listen and repeat.
Teacher reads the instructions aloud. Have a pair of Ss read the
example conversation and model the activity.
Have Ss to go around the class and ask three or four Ss the
three pair of questions.
When Ss finish, have them to look for the most popular answer.
Teacher presents learning tip. to remember new vocabulary
use words in true answers.
Teacher presents Its cold outside.
Teacher explains the instructions aloud.
Have Ss to complete the tasks.
Teacher presents on your own.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB (ESPAM-MFL) ENGLISH INSTITUTE
DAILY LESSON PLANS



DATE: Wednesday, May 23
th
2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second
TIME: 19:10 - 20:40
PLACE: Classroom UNIT: 7
BOOK: Touchstone one LESSON: C NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Out and about NAME OF LESSON: Hows it going?
OBJECTIVE: Students will be able to ask follow up questions to be friendly and to use expressions like thats great! and thats too bad!
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Conversation strategy
Teaches Ss techniques for managing
conversations more effectively in
English

A and B:
To cover follow up questions
techniques, to think about the
concept and then to listen and
understand a conversation
To notice the strategy and find more
examples
To use the strategy in interactive and
personalized practice

2.- Strategy plus
To teach conversation management
expressions Thats great! thats too
bad!

A and B:
To extend and reinforce the
conversation strategy

3.- Listening and speaking
To cover these important,
complementary skills in the same
section

A, B and C:
To present conversations and extracts
all based on real life language.
To include a new type of task that
mirrors real communication by
teaching SS to react with interest and
respond in ways that keep a
conversation going

5.- Free talk:
To encourage Ss to use the new
language in meaningful interaction
with their classmates, it presents a
creative and varied range of task
types.






Open class
T Ss
Ss
Individually
Pairs





T Ss
Ss
Individually
Pairs




T-SS
Ss
individually
Pairs











T - Ss
Ss Individually

Teacher explains why ask a follow up question, and then sets the scene.
Look at the picture, think of a question to ask about it
Tell Ss to read the A/B conversation and add a follow up question, and
then write their questions on the board.
Tell Ss to practice the conversations in pairs, changing roles.
Say look at the picture. The mans name is Ray. The womens names are
Tina and Kate. Whats Kate doing this week?.
Teacher plays the recording. Have Ss to write and check answers
Teacher presents notice. Have Ss to practice the conversation
Say Ray and Kate continue their conversation. Complete the
conversation with the three follow up questions
Ss complete the conversations, and then think of three more follow up
questions, finally have Ss to practice the conversation.


Teacher explains Why use Thats + adjective, presents strategy plus
and in conversation.
Teacher previews the task. What topic are all the statements about,
then he reads the instructions aloud.
Have Ss to complete the conversations, a few of them have to share their
answers. Have Ss to practice the conversations in pairs.



Teacher reads the instructions aloud. youre going to hear good and bad
news.
Teacher plays the recording, pausing after each item.
Teacher plays the recording again. Have Ss to check their answers with
the class.
Teacher writes on the board [What are you doing these days].
Have Ss to write three things, and share their ideas.
Teacher reads the instructions aloud. Have two Ss to read the example
conversation aloud.
Have partners take turns presenting their news and responding.
Ss share something interesting about their partners with the class.


Teacher explains and models the activity.
Have groups fill in their charts. When groups finish, have them to
compare their answers with another group by asking and answering the
questions.
A few groups share their answers with the class.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB MANUEL FLIX LPEZ (ESPAM-MFL) ENGLISH
INSTITUTE DAILY LESSON PLANS

DATE: Thursday, May 24
th
2012 CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 7
BOOK: Touchstone one LESSON: D NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Out and about NAME OF LESSON: Staying in shape
OBJECTIVE: Students will be able to use imperatives for advices, and read an article about benefits of walking
for exercise
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Reading
To provide comprehensive pre,
and post reading skills
A, B, C and D:
To offer high real interest texts,
to increase vocabulary and to
check comprehension


2.-Listening: Do you enjoy it?
To cover this important skill
A, B and C:
To present conversations and
extracts that are all based on real
life situation, to keep a
conversation going using Choose
a good response task.

3.- Writing
To develop real-world writing
tasks such as: e-mails, letters,
short articles, etc.
A and B:
Moves from simple sentences to
paragraphs, supporting the
presentations with models both
in the reading text and sample
student writing
To linking ideas and to produce
the language accurately


Open class
Teacher-Ss
Pairs
Ss individually







Teacher-Ss
Ss-Individually










Teacher-Ss
Ss individually
Groups
What does stay in shape mean? Write the ideas on the board
Teacher previews the task, and reads the instructions aloud.
Have Ss to check true or false.
Teacher reads the article and instructions aloud.
Have Ss to read the article and circle the reasons.
Teacher reads the instructions aloud.
Ss add the remaining sentences to the appropriate paragraphs.
What are the three best reasons the author gives?
Have Ss to work in pairs to answer the questions.

Teacher sets the scene and reads the instructions aloud.
Teacher plays the recording, and Ss write their answers.
Why do people enjoy their exercise? Write one reason below
each picture
Teacher plays the recording and models the first conversation.
Teacher plays the remaining conversations. Ss can write the
answers.
Check answers with the class: Write the correct answers on the
board.

Say Think of an exercise you enjoy and why you enjoy it
Teacher reads the instructions aloud.
Teacher presents help note

Imperatives for advice
Find A fun teacher
Make new friends
Dont be shy

Have Ss write the article. As they write, walk around the class
and help Ss as needed.
Have Ss form groups and read one anothers articles, Have
groups decide on the exercise that sounds like the most fun.
Ask a S in each group to report the to the class.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano





ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB MANUEL FLIX LPEZ (ESPAM-MFL) ENGLISH
INSTITUTE DAILY LESSON PLANS

DATE: Monday, May 28
th
2012 CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 7
BOOK: Touchstone one QUIZ: 7 NUMBER OF LESSONS: 4 PARTICIPANTS: Ss individually
NAME OF UNIT: Out and about NAME OF LESSON: A-D
OBJECTIVE: To evaluate Ss progress
RESOURCES: Written, oral quizzes and oral quiz assessment Sheets
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Group 1
To evaluate a group of Sss
progress related to the units
knowledge, listening, writing
and reading skills.

2.- Group 2
To evaluate the remaining Sss
progress related to the units
knowledge, listening, writing
and reading skills.

3.- Oral quiz
To evaluate Sss oral skills
related to the unit.


Teacher-students
Ss individually




Teacher-students
Ss individually



Teacher-students
Ss individually
Teacher explains the instructions for the quiz.
Teacher chooses a group of Ss to stay in the
classroom.
Have Ss to complete the quiz in 30.
At the end teacher collects the quizzes and
shares the oral quiz sheets.

Teacher calls the remaining Ss, and repeats
the groups one procedure.


Teacher explains the instructions for the quiz.
Have Ss to ask and answer the five questions
using the conversation strategy.
Teacher grades the speaking on the oral quiz
assessment sheets.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano











ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB MANUEL FLIX LPEZ (ESPAM-MFL) ENGLISH
INSTITUTE DAILY LESSON PLANS

DATE: Tuesday, May 29th 2012
CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 8
BOOK: Touchstone one LESSON: A NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Shopping NAME OF LESSON: Clothes
OBJECTIVE: Students will be able to use correctly need to, have to, like to, want to & other
words.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- CONTEXT SETTING
Engage the student and to
introduce the target language

2.- TASK
To introduce the target
language

3.- TASK
To introduce the target
language

4.- LANGUAGE FOCUS
to raise Ss language
awareness

LISTENING
To rise the Ss understanding
of the language

LISTENING
To rise the Ss understanding
of the language

SPEAKING
To help the students with
pronunciation of the target
language

5.-FREE PRACTICE
To provide Ss an opportunity
to apply target language

6.- CONTROLLED PRACTICE
To provide Ss with practice of
the target language
Open class



Open class



Open class



Open class



Open class



T - Ss Ind



T - Ss Ind




Work pairs



T - Ss Ind
The teacher introduce the topic showing them a
power point presentation

T. asks the Ss to listen to the audio script and
talk about What kind of clothes do they like to
wear? .

T. asks the Ss to complete figure out activity on
page 76.


T. explains grammar and asks the Ss to solve the
about you activity A on page 77.


T. asks the Ss to listen and repeat the sentences
to focus on stress and intonation.

T. asks the Ss to listen and repit the questions,
then answer the question about you.


T .asks the Ss to write 10 questions with need
ton want to, have to and like to, then ask a
partner your questions.


T. asks the Ss to prepare a short conversation
using the previous language.

T. asks the Ss to complete unit 8 lesson A in their
workbooks
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB MANUEL FLIX LPEZ (ESPAM-MFL) ENGLISH
INSTITUTE DAILY LESSON PLANS

DATE: wednesday, May 30st 2012
CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 8
BOOK: Touchstone one LESSON: B NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Shopping NAME OF LESSON: Things to buy
OBJECTIVE: Students will be able to use correctly This, That, These &Those.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- CONTEXT SETTING
Engage the student and to
introduce the target language

2.- TASK
To introduce the target
language.

3.- TASK
To introduce the target
language.

3.- TASK
To introduce the target
language.

4.- LANGUAGE FOCUS
to raise Ss language
awareness

WRITING
To help the Ss start using the
language

SPEAKING
To help the students with
pronunciation of the target
language.

5.-FREE PRACTICE
To provide Ss an opportunity
to apply target language

6.- CONTROLLED PRACTICE
To provide Ss with practice of
the target language

Open class



Open class



T - Ss Ind



Open class



Open class



T - Ss Ind



T - Ss Ind




Work pairs



T - Ss Ind
The teacher introduce the topic showing them a
power point presentation

T. asks the Ss look & listen at the pictures to focus
on the new vocabulary and practice it.


T. asks the Ss to complete the word sort activity
& discuss with a partner


T. asks the Ss to listen and practice the
conversation on page 78.

T. explains grammar and asks the Ss to solve
exercise A on page 79.


T. asks the Ss to write about the clothes they are
wearing, How much is it?.

T .asks the Ss to talk about How much these things
cost. Agree on an average price.



T. asks the Ss to solve the Vocabulary Notebook
on page 84.


T. asks the Ss to complete unit 8 lesson B in their
workbooks
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB MANUEL FLIX LPEZ (ESPAM-MFL) ENGLISH
INSTITUTE DAILY LESSON PLANS

DATE: Thursday, May 31
th
2012 CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 8
BOOK: Touchstone one LESSON: C NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Shopping NAME OF LESSON: Can I help you?
OBJECTIVE: Students will be able to use expressions like Lets see, conversation sounds like Uh-
huh.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- CONTEXT SETTING
Engage the student and to
introduce the target language

2.- TASK
To introduce the target
language.

3.- LANGUAGE FOCUS
to raise Ss language
awareness

VOCABULARY
To rise the Ss understanding
of the language

TASK
To rise the Ss awareness of
the language

LISTENING
To rise the Ss understanding
of the language

LISTENING
To rise the Ss understanding
of the language

4 CONTROLLED PRACTICE
To provide Ss with practice so
that they can start using the
target language

6.- FREE PRACTICE
To provide Ss with practice
so that they can start using
the target language
Open class



work pairs



Open class



Open class



T - Ss Ind


Open class



Open class


T - Ss Ind




work pairs



T. introduces the topic showing them a
conversation and asks them to practice it.

T. asks the Ss to complete activity B: You are a
customer and you are shopping. Have a
conversation.

T. asks the Ss to learn it by memory and talk in
public.

T. asks the Ss to look at the activity 2 Strategy
plus on pg. 81 and explain the vocabulary, then ask
them to complete activity A.

T. asks the Ss to complete the About you activity
then practice with a partner.

T. asks the Ss listen to three conversations in a
store & write the prices of each item.

T. asks the Ss listen again and circle the item the
shoppers buy.


T .asks the students to complete Lesson C on their
workbooks.


T. asks Ss to do the Free Talk 8 on page T-84A
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB MANUEL FLIX LPEZ (ESPAM-MFL) ENGLISH
INSTITUTE DAILY LESSON PLANS

DATE: Monday, june 4
th
2012 CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 8
BOOK: Touchstone one LESSON: D NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class
NAME OF UNIT: Shopping NAME OF LESSON: Shop till you drop!
OBJECTIVE: Students will be given chance to practice and use the language theyve learnt.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
3.- LANGUAGE FOCUS
to raise Ss language
awareness

READING
To rise the Ss understanding
of the language

READING
To rise the Ss understanding
of the language

LISTENING
To rise the Ss understanding
of the language

WRITING
To rise the Ss producing of
the language

SPEAKING
To rise the Ss production of
the language

4 CONTROLLED PRACTICE
To provide Ss with practice so
that they can start using the
target language

5.- CONTROLLED PRACTICE
To provide Ss an opportunity
to apply target language
Open class



Open class



work pairs



work pairs


T - Ss Ind


T - Ss Ind



work pairs




Open class

T. shows the Ss the word shopping & ask them to
write in the board as many words they can about
shopping.

T. asks the Ss to read the article Shopping
around the world, ask them to circle the words
they brainstormed.

T. asks the Ss to find the information in activity C
on page 83.


T. asks the Ss to listen to Min Sup talk about
shops & circle the correct information.

T. asks the Ss to write a paragraph about their
favorite store for a shoppers guide.

T. asks the Ss to read the recommendations.


T. asks the Ss to focus on the Talk about it
Activity and practice it on page 83.


T. asks the Ss to complete Unit 8 Lesson D on
their workbooks.

RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano





ESCUELA SUPERIOR POLITCNICA AGROPECUARIA DE MANAB MANUEL FLIX LPEZ (ESPAM-MFL) ENGLISH
INSTITUTE DAILY LESSON PLANS

DATE: Tuesday, June 5
th
2012 CODE: E201 C12
HOURS: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 8
BOOK: Touchstone one QUIZ: 8 NUMBER OF LESSONS: 4 PARTICIPANTS: Ss individually
NAME OF UNIT: Shopping NAME OF LESSON: A-D
OBJECTIVE: To evaluate Ss progress
RESOURCES: Written, oral quizzes and oral quiz assessment Sheets
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Group 1
To evaluate a group of Sss
progress related to the units
knowledge, listening, writing
and reading skills.

2.- Group 2
To evaluate the remaining Sss
progress related to the units
knowledge, listening, writing
and reading skills.

3.- Oral quiz
To evaluate Sss oral skills
related to the unit.


Teacher-students
Ss individually




Teacher-students
Ss individually



Teacher-students
Ss individually
Teacher explains the instructions for the quiz.
Teacher chooses a group of Ss to stay in the
classroom.
Have Ss to complete the quiz in 30.
At the end teacher collects the quizzes and
shares the oral quiz sheets.

Teacher calls the remaining Ss, and repeats
the groups one procedure.


Teacher explains the instructions for the quiz.
Have Ss to ask and answer the five questions
using the conversation strategy.
Teacher grades the speaking on the oral quiz
assessment sheets.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano











DATE: Wednesday, June 6
th
2012
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 9 Lesson: a Number of lessons: 4
Name of unit: A wide World Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Sightseeing
Objective: Ss will be able to use can in statements, questions, and short answers, and talk about things you
can do in your city.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Getting started
To introduce the target language
(Activities you can do)
A, B, and C:
To develop Ss listening skills, to
figure it out, and produce the
target language.

2.- Grammar
To raise Ss language accuracy
Form:
To increase Ss comprehension
about (can and cant)
Structure patterns and
responses






4.- Speaking naturally
Help Ss understand and use
natural pronunciation and
intonation
A and B:
Provides communicative and
personalized practice, and use
natural pronunciation and
intonation, and covers the key
area of can and cant.




Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
"What do visitors like to do in New York?" Get ideas
from the class.
Have Ss work in pairs, discuss the activities they
think are fun, and agree on two of them. Call on
a few pairs to report their ideas.
Books closed, "What do Emma and Ethan decide
to do? Listen for the answer, practice the
conversation

Present the grammar chart, play the
recording.
On the board subject + can + verb (+ st); subject +
can't + verb (- st). Point out that can never has an
-s ending, even with he, she, it, or a singular noun
as a subject. Write the pattern on the board: can
+ subject + verb? (yes/no questions); Yes, subject
+ can; No, subject + can't (short answers).
Ask Ss for the pattern for information
questions. [question word + can + subject +
verb?] Have a few Ss come to the board and
write information questions.

Tell Ss to read through the list of questions
and answers before they do the task. When Ss
finish, check answers with the class; Tell Ss to
ask and answer the questions in pairs, this
time answering with true information.

Preview the task Say, "It's sometimes difficult
in English to hear the difference between can
and can't. Many people don't say the t of
can't clearly, Help with new vocabulary as
needed. Tell Ss to listen and complete the
sentences with can or can't.

Play the recording, Ss listen and complete the
sentences.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Thursday, June 7
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 9 Lesson: b Number of lessons: 4
Name of unit: A wide World Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Countries.
Objective: Ss will be able to talk about countries, languages, nationalities, and international dishes.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Building vocabulary
To increase Ss vocabulary.
A, B and C:
To develop Ss listening skills,
countries and to produce the
target language about them.







2.- Listening and speaking
To cover these important skills in
the same section
A and B:
To present conversations and
extracts that are all based on real
life situation, to keep a
conversation going using a filling
gap activity.

3.- Survey
To know how much the Ss
know about other countries.



4. Vocabulary notebook.
People and nations.
Provides a page of enjoyable
tasks at the end of every unit to
help Ss organize and write down
new vocabulary.


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Put a check on your country. Choose two countries
you really want to visit. Put an X on those countries.
Preview the task Tell Ss to listen and repeat the
place names.
Then read the names of the languages aloud, and
have Ss repeat. Say, "Write the name of each
language. Where do people speak the language?
Present Can for Ability Say, "This is another use for
can." Read the information aloud to check
comprehension, ask several Ss to name the
languages they can and cannot speak. Have Ss
complete the chart with names of languages and
names of countries. Check answers with the class.

Look at the pictures of different foods. Ask, "Do you
like food from other countries? Raise your hands.
Play the recording, listen and check (/) the boxes. Ss
compare answers in pairs. Then check with the class.
Now listen again. Which kind of food are they talking
about?" Ss listen and then call out the answers.
Read the instructions aloud. Listen then read each
example question, and call on different Ss to answer.
Have Ss take turns asking and answering questions
about International foods.

Read the instructions and the example conversation
aloud. Say, "Go around the class, and ask your
classmates yes-no questions. When a classmate
answers yes, write the person's name in
the chart." Have Ss do the task.

Look at the chart of countries and nationalities.
Read the words, and have Ss repeat. Have Ss
complete the chart with fifteen of the nationalities
they would like to learn.
Have Ss complete the chart with countries for each
one of the regions.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Monday, June 11
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 9 Lesson: c Number of lessons: 4
Name of unit: A wide World Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Theyre a kind of candy
Objective: Ss will be able to explain the meaning of a word and use like in different ways.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Conversation Strategy
To teach techniques for
managing conversations more
effectively
A, and B:
To think about the concept, to
listen and understand the
conversation, to notice the
strategy and find more
examples, to use the target
language in interactive and
personalized practice.

2.- Strategy plus Like
To teach conversation
management expressions, and
to extend and reinforce
conversation strategy

3.- Listening and speaking
To cover these important skills in
the same section.
A, B and C:
To present conversations and
extracts that are all based on real
life situation, to keep a
conversation going using a filling
gap activity.

4.- Free talk where in the world
To encourage Ss to use the target
language in a meaningful, and
enjoyable way


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
"What kinds of foods do you _ usually order when
you eat out? Do you ever try foods from other
countries?"
Books closed. Ask, "What is coffee?"
Encourage Ss to try and explain the word coffee.
Write on the board: Coffee is a kind of.
Have Ss complete the sentence and then practice
the conversation in pairs.
Look at the pictures and cover the information at
the right. Ask, "Do you know what the items are?
Can you explain them in English?" Ask Ss for ideas.
Have Ss match the pictures with the explanations.
On the board:
In summer, you can play sports like,..
In Asia I South America, you can visit countries like...
I like to watch TV shows like...

Ask Ss to complete the sentences with their own
ideas.
Read the instructions aloud. Say, "Answer the
questions with two or more examples."

Preview the task Say, "Adam and Yuki are
continuing their conversation. They're talking
about the meaning of some words." Read the
instructions aloud.
Ask Ss for two or three examples of foreign words
that are used in Ss' first language(s) (some words
may be English words).

Call out any vocabulary Item Ss dont know, write
them in the board. Ask the class to help explain
the words. Encourage Ss to use the conversation
strategy.
Have Ss complete the task in pairs.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Tuesday, June 12
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 9 Lesson: d Number of lessons: 4
Name of unit: A wide World Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Exciting destinations.
Objective: Ss will be able to read information about travel guides, and write using comas in lists.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Reading
To provide comprehensive
pre, and post reading skills
A, B, and C:
To offer high real interest texts














2.- Talk about it
To develop speaking skill,
discussing about do you want to
take a trip?


3.- Writing A paragraph for a web
page
To develop writing skills
A and B:
To link ideas using commas in lists, to
check comprehension and to produce
the target language


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Set the scene, Read the title aloud. Say, Destinations
are places like cities or countries to which people
travel. What are some exciting destinations you
want to visit?
On the board
Tokyo Rome San Francisco London
"What countries are these cities in, then ask, "What
do you know about them? What can you do in each
place?"
Preview and do the reading Ask, "Do you ever use
the Web for travel Information?
Read the instructions aloud. Say, "Look at the
information about the cities on the Webpage. Read
about each city. Circle those ideas."
Teacher introduces the culture note.
Preview the task. Read the instructions aloud. Ask
different Ss to each read an item in the bulleted list
aloud. Make sure Ss understand what Information
they are looking for.

Read the instructions aloud. Call on different Ss to
read the questions aloud. Then have three Ss read
the example conversation. Ask a few Ss questions.
Have Ss work in groups, discuss their ideas, and make
notes of the answers they agree on.

Read the instructions aloud. Ask, "What is a place - a
city or a country - you like and know well?"
Present the Help Note Cali on a S to read the
information aloud. Point out the use of commas for
lists with three or more Items
Have Ss write their paragraphs. As they write, walk
around the class and help as needed.
Read the instructions. Have Ss put their paragraphs-
on their desks or chairs. Tell Ss to move around the
class and read at least five other Ss' paragraphs.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Wednesday, June 13
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 9 Lesson: A-D Number of lessons: 4
Name of unit: A wide World Participants: Teacher-Students Teacher: Hctor Zambrano
Name of activity: Written and oral quizzes
Objective: To evaluate Ss progress.
RESOURCES: Written, oral quizzes and oral quiz assessment Sheets.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Group 1
To evaluate a group of Sss
progress related to the units
knowledge, listening, writing
and reading skills.

2.- Group 2
To evaluate the remaining Sss
progress related to the units
knowledge, listening, writing
and reading skills.

3.- Oral quiz
To evaluate Sss oral skills
related to the unit.


Teacher-students
Ss individually




Teacher-students
Ss individually



Teacher-students
Ss individually
Teacher explains the instructions for the quiz.
Teacher chooses a group of Ss to stay in the
classroom.
Have Ss to complete the quiz in 30.
At the end teacher collects the quizzes and
shares the oral quiz sheets.

Teacher calls the remaining Ss, and repeats
the groups one procedures.


Teacher explains the instructions for the quiz.
Have Ss to ask and answer the five questions
using the conversation strategy.
Teacher grades the speaking on the oral quiz
assessment sheets.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano











DATE: Thursday, June 14
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 10 Lesson: a Number of lessons: 4
Name of unit: Busy lives Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: A night at home
Objective: Ss will be able to use the simple past of regulars verbs, and talk about things they did last night
and last week.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Unit Opener
Sets the scene for the unit
topic (busy lives), introduces
the unit aims, and has a
before you begin task.

2.- Getting started
To introduce the target language
(past statements)
A, B, and C:
To develop Ss listening skills, to
figure it out, and produce the
target language.

3.- Grammar
To raise Ss language accuracy
Form:
To increase Ss comprehension
about (Simple past
statements-regular verbs)
Structure patterns and
responses.

4.- Speaking naturally
Help Ss understand and use
natural pronunciation and
intonation







Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Read the title of the unit aloud. Ask a few Ss, "Do you
have a busy life? What do you usually do during the day?
Call on individual Ss to each read a unit aim aloud.
"What are the people doing?" Ss call out the answers, and
ask individual Ss to write them on the board.

Preview the task Ask Ss to read the information out
about Josh in Part A. Say, "Find and underline three verbs
that say what Josh did last night. Have Ss call them out,
and write them on the board. What do you notice about
the endings of the verbs (they end in ed). Have Ss
complete the remaining sentences.

Present the grammar chart Play the recording. Ss listen
and repeat. Write the patterns on the board.
Read the information aloud. Ask a few Ss to give examples
of sentences with verbs in the simple present and the
simple past.
Preview and do the ask Read the instructions and the
example aloud. Have Ss complete the sentences with true
information.

Preview the task Say, "The -ed ending for simple past
verbs is pronounced three ways. Ss listen and repeat
listening carefully to the -ed endings.
Preview the task Read the instructions aloud. Tell Ss to
look at the sentences and underline the verbs. Ask Ss to
work in pairs and predict the pronunciation of each verb
ending. Play the recording Ss listen and check (/) the
correct column. Have Ss compare their answers with a
partner.
Preview and do the task Read the example aloud.
Have Ss each write five true sentences about what they
did last night.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano



DATE: Monday, June 18
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 10 Lesson: b Number of lessons: 4
Name of unit: Busy lives Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: A busy week
Objective: Ss will be able to use the simple past of irregulars verbs, and form yes/no questions.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Building vocabulary
To increase Ss vocabulary
A and B:
To develop Ss listening skills,
simple past irregular verbs
and to produce the target
language about them.

2.- Building Language
To introduce the target
language (simple past yes/no
questions)
A and B:
To develop Ss listening skills,
to figure it out, and use the
target language.

3.- Grammar
To raise Ss language accuracy
Form:
To increase Ss comprehension
about
Structure patterns and
responses





5. Vocabulary notebook.
Ways with verbs.
To study verbs with the words
that go after them


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Answer the question What did you do last week?" Ss
work in pairs and say three things they did.
Ask Ss to say the sentences in their negative form.
Remind Ss that the negative form is didn't + verb.
Preview the task tell Ss to look at the chart. Read the
example in the chart aloud. Say, "Write three things
you did last Sunday, three things you did last Friday,
and three things you did any day last week."

Preview the task Read the instructions aloud. Tell Ss
to look at the questions in the chart Play the
recording again Ss listen and check (/) the answer that
is true for them for each question.
Preview and do the task Read the instructions aloud.
Ask two Ss to read the example conversation. Have
pairs take turns asking and answering the questions.

Present the grammar chart Play the recording. Ss
listen and repeat. Write the pattern on the board: Did
+ subject + verb? Remind Ss that the past form of the
verb is never used after did.
Present Past Time Expressions. Look at the chart.
Read each expression aloud, and have Ss repeat
Do the task Books open. Have Ss complete the task.
Check answers with the class.
Ss to read the example conversation aloud. Have pairs
find a new partner, who asks about their first partner.

Present learning tip, Read the information aloud.
Say, "There are a number of forms for you to
remember for each verb you study, call on individual
Ss to each write the base form and the past form of
a verb on the board. Tell Ss to complete the chart
from memory.
Read the instructions aloud. Say, "The base form of
ate is eat. For the base form, write the simple
present form." Have Ss complete the chart.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Tuesday, June 19
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 10 Lesson: C Number of lessons: 4
Name of unit: Busy lives Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Im exhausted.
Objective: Ss will be able to use expressions like congratulations and good luck to react to news.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Conversation Strategy
To teach techniques for
managing conversations more
effectively.










2.- Strategy plus you did?
To teach conversation
management expressions, and
to extend and reinforce
conversation strategy.

3.-LISTENING
To rise the Ss understanding
of the language.


4.- Free talk Yesterday
To encourage Ss to use the target
language in a meaningful, and
enjoyable way.


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups

Ss individually
Ask Ss to look at the A/B conversations. Read the
four responses in the box aloud, and have Ss
repeat. Say, "Complete each conversation with an
expression from the box."
Say, "Close your books, and listen to Eve and Mark's
conversation. Why is Eve so exhausted?" Books
closed. Ss listen for the answer. Check the answer
with the class.
Tell Ss to quickly read the conversation and highlight
any words they do not understand. Explain the new
words. s to practice the conversation in pairs, taking
turns playing each role.
Do the task. Have Ss decide on the appropriate
responses. Check answers with the class.

Present Strategy Plus Tell Ss to look back at the
conversation on p. 102 and find an example of You
did? Ask, "Why did Mark use You did? as a
response?" [He's surprised. / He's interested.]
Preview and do the task Read the instructions aloud.
Have Ss complete the conversations with You did?
and a question.

Ss listen for answers to this question: What did each
person do this week? After the recording is played,
ask Ss questions about what each person says.

Pairs work together. First, they look at the 10A
picture and make a complete list of the things A did
yesterday. Then Ss do the same for the 10B picture.
Check answers with the class.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano





DATE: Wednesday, June 20
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 10 Lesson: d Number of lessons: 4
Name of unit: Busy lives Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: A journal
Objective: Ss will be able to order evens with before, after, then, and when.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Reading
To provide comprehensive
pre, and post reading skills
A, B, and C:
To offer high real interest texts





2.- Writing A journal
To develop writing skills
A and B:
To link ideas using commas in lists, to
check comprehension and to produce
the target language.










3.- Listening and speaking
To cover these important skills in
the same section.
A, B, and C:
To present conversations and
extracts that are all based on real
life situation, to keep a
conversation going using a filling
gap activity.




Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups

Ss individually
Preview and do the task Read the instructions aloud.
Ask, "Do you or your friends keep a Journal?" Have
Ss raise their hands if they do. Ask a few Ss who
raised their hands, "Why do you keep a Journal? How
often do you write in your Journal?" Ask a few Ss
who do not raise their hands, "You don't keep a
Journal. Why not?"
Have Ss work in pairs and list topics that people write
about in journals. Do the reading Ss read the journal
and write a list of topics.
Have Ss look in the journal for information to support
their answers and circle it. Have Ss check (/) Agree or
Disagree for the remaining statements and circle
information in the journal to support each answer.

Read the instructions aloud. Tell Ss to read the
example Journal entry.
Read the Information aloud. Call on Ss to read the
example sentences. Say, "In sentences, one event or
action happens first, and the other happens second.
Explain that the part starting with before, after, or
when can come first in the sentence.
Have Ss write the two Journal entries. Tell them to
use the ideas they wrote down about their activities
last week and the Journal topics they brainstormed.
Tell them to use the ideas they wrote down about
their activities last week and the Journal topics they
brainstormed.

Books closed. Ask, "How do you remember things
you have to do? For example, how do you remember
your homework assignments? How do you
remember what things you need to buy at the
grocery store?" Write Ss' ideas on the board.
Preview the task Read the instructions aloud. Have Ss
read the things people do to remember.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Thursday, June 21
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 10 Lesson: A-D Number of lessons: 4
Name of unit: busy lives Participants: Teacher-Students Teacher: Hctor Zambrano
Name of activity: Written and oral quizzes
Objective: To evaluate Ss progress.
RESOURCES: Written, oral quizzes and oral quiz assessment Sheets.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Group 1
To evaluate a group of Sss
progress related to the units
knowledge, listening, writing
and reading skills.

2.- Group 2
To evaluate the remaining Sss
progress related to the units
knowledge, listening, writing
and reading skills.

3.- Oral quiz
To evaluate Sss oral skills
related to the unit.


Teacher-students
Ss individually




Teacher-students
Ss individually



Teacher-students
Ss individually
Teacher explains the instructions for the quiz.
Teacher chooses a group of Ss to stay in the
classroom.
Have Ss to complete the quiz in 30.
At the end teacher collects the quizzes and
shares the oral quiz sheets.

Teacher calls the remaining Ss, and repeats the
group one procedures.


Teacher explains the instructions for the quiz.
Have Ss to ask and answer the five questions
using the conversation strategy.
Teacher grades the speaking on the oral quiz
assessment sheets.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano











DATE: Monday, June 25
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 11 Lesson: a Number of lessons: 4
Name of unit: Looking back Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: My first
Objective: Ss will be able to use the past of be and to talk about past experiences.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Unit Opener
T Sets the scene for the unit
topic (Looking back),
introduces the unit aims, and
has a before you begin task.


2.- Getting started
To introduce the target language
(past of be)
A and B:
To develop Ss listening skills, to
figure it out, and produce the
target language.



3.- Grammar
To raise Ss language accuracy
Form:
To increase Ss comprehension
about (past of be, affirmative,
negative statements, yes/no
questions and short answers)
Structure patterns and
responses.




4.- Speaking naturally
Help Ss understand and use
natural pronunciation and
intonation


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Read the unit title aloud. Say, "When you remember
or think about past events or activities, you are
looking back. Tell something that happened when
you were five years old.
Read the aims aloud.
What do you remember about this things? have Ss
complete the before you begin task.

Tell Ss to look at the two large pictures. What
questions can you ask about their first days?" Read
the instructions aloud. Play the recording, Books
closed. Ss listen and write the answers. Tell Ss to
show their answers to a partner.
Do the task, Have Ss complete the remaining
conversations using Jeff's and Rosa's stories for help.
Have Ss compare their answers with a partner. Check
answers with the class: call on pairs of Ss to each
read a conversation.

Understand the grammar Books closed. Write on the
board: I , they, he, we, you, it, she, Mari, the students
in one column and was, were in another. Have Ss
copy the words and draw lines from the subjects to
the correct verb. [I, he, it, she, Mari - was; they, we,
you, the students - were].
Books open. Ask Ss to complete the patterns for
negative statements. Write on the board:
subject (I, he, she, it, or a singular noun) +[wasn't]
subject (you, we, they, or a plural noun) + [weren't]
Preview and do the task Read the instructions aloud.
Have Ss complete the setences. Ss compare their
answers with a partner. Check answers with the
class.

Preview the task Read the instructions and the
example questions aloud. Say, "Remember, the most
important word in a sentence is stressed, or said
louder, in a yes-no question, the voice starts to rise
on the stressed word." Ss listen and repeat the info.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Tuesday, June 26
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 11 Lesson: b Number of lessons: 4
Name of unit: Looking back Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Vacations
Objective: Ss will be able to ask simple past information questions and to use expressions with go and get.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Building Language
To introduce the target
language (simple past
information questions)
A, B, and C:
To develop Ss listening skills,
to figure it out, and use the
target language.

2.- Grammar
To raise Ss language accuracy
Form:
To increase Ss comprehension
about structure patterns and
responses.







3.- Building vocabulary
To increase Ss vocabulary
A, B, and C:
To develop Ss listening skills,
Go/Get and to produce the
target language about them.

5. Vocabulary notebook.
Ways with verbs.
To study verbs with the words
that go after them


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs



Groups
Ss individually
Set the scene Read the title aloud. Write a chart on
the board with the following headings:
Relaxing Fun Exciting
Ask, "What kind of vacation do you want to go on?"
Call out each heading, and have Ss raise their hands.
Ask a few Ss, "Where can you go for a relaxing
vacation?" Continue by asking the question for Fun
and Exciting. Tell Ss to work in pairs and copy and
complete the chart with their own ideas of vacation
destinations.

Present the grammar chart. Play the recording. Ss
listen and repeat. understand the grammar. Tell Ss to
look at the chart. Write on the board:
was I were, question word, subject? did, verb,
subject, question word?
Ask Ss to put each in order to give the patterns for
information questions in the past.
[question word + was I were + subject + ?;
question word + did +subject + verb?]
Explain that the verb in questions with did never has
an ending. Preview and do the task Tell Ss to look at
the list of answers. Say, "Write. a question for each
of these .answers."

Set the scene Tell Ss to cover the boxes and look at
the vacation pictures. Have Ss work in pairs and
write a sentence about each picture. Ask several pairs
to read their sentences aloud.
Play the recording Ss listen and number the pictures.
Check answers with the class: point to each picture,
and ask a S to read the sentence that goes with the
picture aloud.

Tell Ss to read the instructions. Read the example
aloud. Have Ss complete the chart. Remind Ss that
they can use a verb more than once.
Read the instructions aloud. Have Ss make a time
chart about their own past experiences.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Wednesday, June 27
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 11 Lesson: c Number of lessons: 4
Name of unit: Looking back Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: How was your weekend
Objective: Ss will be able to show interest in other people and to use anyway to change the topic or end a
conversation.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Conversation Strategy
To teach techniques for
managing conversations more
effectively.








2.- Strategy plus Anyway?
To teach conversation
management expressions, and
to extend and reinforce
conversation strategy.

3.- Listening and speaking
To cover these important skills in
the same section
A, B, and C:
To present conversations and
extracts that are all based on real
life situation, to keep a
conversation going using a filling
gap activity.

4.- Free talk Guess where I went
on vacation
To encourage Ss to use the target
language in a meaningful, and
enjoyable way.


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Read the lesson title aloud. Ask, "Do you ever ask
your friends or classmates that question?" Ask Ss to
raise their hands.
Tell Ss they are going to hear a conversation about
Jessica's and Ben's weekends. Tell Ss to listen and
answer the questions How was Jessicas weekend
and How was Ben's weekend?
Play the recording Books closed. Ss listen and write
their answers. Ask Ss to compare their answers with
a partner.
Preview and do the task Books open. Read the
instructions aloud. Have Ss complete the
conversations, first write the answer to each question
then writing a similar question to ask.

Present Strategy Plus. Tell Ss to look at the
conversation on p. 112 and circle the two examples
of anyway.
Preview and do the task Read the instructions aloud.
Have Ss read the four conversations and circle a or b
for each. Check answers with the class.

Tell Ss to look at the five topics. Say, "Two friends
are talking about their weekends. First, just listen for
the topics they talk about."
Play the recording. Ss listen for the topics.
Play the recording again Say, "This time, circle the
topics you hear." Check answers with the class.
Preview the task Read the instructions aloud. Tell Ss
to read the four questions.

Choose a beautiful or exciting city or country, and
imagine you went there on vacation.
Try to guess where each person went on vacation.
Ask questions like the ones above (but don't ask
Where did you go?). How many questions do you
need to ask before you guess the city or country?
Anticipated problems:
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Thursday, June 28
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 11 Lesson: d Number of lessons: 4
Name of unit: Looking back Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: A funny thing happened
Objective: Ss will be able to read and write about funny articles using punctuation with speech.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Reading
To provide comprehensive
pre, and post reading skills
A, B, and C:
To offer high real interest texts











2.- Writing He said, she said
To develop writing skills
A and B:
To link ideas using commas in lists, to
check comprehension and to produce
the target language.

3.- Listening and speaking
To cover these important skills in
the same section
A, B, and C:
To present conversations and
extracts that are all based on real
life situation, to keep a
conversation going using a filling
gap activity.



Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups



Ss individually
Read the title of the lesson aloud and then the title of
the reading. Say, "This is a page from a magazine.
It's a letter from a reader with a story. What kind of
story do you think the letter is about?" [a funny
story]
Read the instructions aloud. Ask, "Do you read
letters in magazines? What topics do people write
about?" Have Ss work in pairs and make a list of
topics that people write about in letters to magazines.
Say, "Now read the letter. What's it about? What
happened to Alexa? As you read; Underline the main
events in the story."
Preview the task. Read the instructions aloud. Model
the task by reading the two parts of the example
sentence.
Do the task. Have Ss match the parts of the
remaining sentences.

Give the information of quotation marks. Call on Ss
to read the sentences they find with quotations.
Do the task. Have Ss Write a funny thing that
happened to them.

Preview the task Read the title aloud. Call on Ss to
read the captions under Miranda's and John's names.
Ask, "Did you ever do something really
embarrassing? Did you ever say something funny to
a dinner guest?" Ask Ss to share their stories with the
class. Read the instructions aloud.
Play the recording. Pause after each story to give Ss
time to circle the correct information.
Preview the task. Read the instructions aloud. Have
Ss read the different endings for each story and
choose the best ending for a funny story.
Play the recording Ss listen and check their guesses.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano




DATE: Monday, July 2
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 11 Lesson: A-D Number of lessons: 4
Name of unit: Looking back Participants: Teacher-Students Teacher: Hctor Zambrano
Name of activity: Written and oral quizzes
Objective: To evaluate Ss progress.
RESOURCES: Written, oral quizzes and oral quiz assessment Sheets.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Group 1
To evaluate a group of Sss
progress related to the units
knowledge, listening, writing
and reading skills.

2.- Group 2
To evaluate the remaining Sss
progress related to the units
knowledge, listening, writing
and reading skills.

3.- Oral quiz
To evaluate Sss oral skills
related to the unit.


Teacher-students
Ss individually




Teacher-students
Ss individually



Teacher-students
Ss individually
Teacher explains the instructions for the quiz.
Teacher chooses a group of Ss to stay in the
classroom.
Have Ss to complete the quiz in 30.
At the end teacher collects the quizzes and
shares the oral quiz sheets.

Teacher calls the remaining Ss, and repeats the
group one procedures.


Teacher explains the instructions for the quiz.
Have Ss to ask and answer the five questions
using the conversation strategy.
Teacher grades the speaking on the oral quiz
assessment sheets.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano











DATE: Tuesday, July 3
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 12 Lesson: a Number of lessons: 4
Name of unit: Fabulous food Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Eating habits
Objective: Ss will be able to use many and much with countable and uncountable nouns and talk about
favorite foods and eating habits.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Unit Opener
T Sets the scene for the unit
topic (Fabulous food),
introduces the unit aims, and
does before you begin task.



2.- Getting started
To introduce the target language
(many and much)
A, B, and C:
To develop Ss listening skills, to
figure it out, and produce the
target language.




3.- Grammar
To raise Ss language accuracy
Form:
To increase Ss comprehension
about (countable and
uncountable nouns)
Structure patterns and
responses.



4.- Talk about it
To develop speaking skill,
discussing about Whats your
daily diet?


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Introduce the theme of the unit Read the unit title
aloud. Have Ss call out any food words they already
know in English, and write them on the board.
Read the unit aims aloud. Tell Ss to listen and read
along.
Ask Ss to check (/) the boxes next to the words for
the foods they ate yesterday.

Say, "Look at the picture. Kayla is calling her
parents. What is Kayla's problem? Listen the answer.
Look back Kaylas message, what are singular?
What are plural? How do you know? Have Ss
complete the chart.
Focus on the form Say, "Most nouns in English have
both singular and plural forms. The nouns that you
wrote in the Singular part of the chart are not usually
used in the plural.
Do the task Have pairs discuss their food likes and
dislikes.

"Things you can count are countable nouns, they also
have singular forms. The singular nouns can have a
or an before them. Things you can't are uncountable
dont use plural s or a or an.
Say, "Look at the chart. Which do you use with
countable nouns?" [How many] "Which do you use
with uncountable nouns?" [How much].
Say, "Look at the answers to the questions with many
and much. With affirmative statements such as / eat,
use a lot of. For negative statements such as I don't
eat, you can use a lot o/for all nouns, or you can use
many for countable nouns and much for uncountable
nouns."

Have Ss then ask and answer the questions in their
groups. When Ss finish, call on a few Ss to tell the
class something interesting about a group member.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Wednesday, July 4
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 12 Lesson: b Number of lessons: 4
Name of unit: Fabulous food Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Whats for dinner?
Objective: Ss will be able to use some and any in statements and questions and would like for offers and
requests.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Building vocabulary
To increase Ss vocabulary
A, and B:
To develop Ss listening skills,
Foods and to produce the
target language about them.


2.- Building Language
To introduce the target
language (some and any)

3.- Grammar
To raise Ss language accuracy
Form:
To increase Ss comprehension
about (Would like; some and
any) Structure patterns and
responses.




4.- Speaking naturally
Help Ss understand and use
natural pronunciation and
intonation.

5. Vocabulary notebook.
Ways with verbs.
To study verbs with the words
that go after them


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Books closed. Write a chart on the board with the
following headings, and ask Ss to copy it: vegetables,
fruit, drinks, snack food, desserts, meat and seafood.
Say, "Listen. Check the foods you like, and put an X
next to the foods you don't like."
Do the task. Have Ss complete the chart. Tell Ss to
check answers with a partner. Check answers with
the class.

Tell Ss they are going to hear the conversation
between a husband and wife, Kathy and Dan. They
are talking about dinner. Say, "Listen for the answer
to the question What does Dan want for dinner?"

Tell Ss to think of questions with nouns and to +
verbs (e.g., Would you like some coffee? I some
cookies? Would you like to watch TV? to rent a
video?. Call on a few Ss, and write their questions on
the board.
Direct Ss' attention to the second column in the chart.
Say, "Look for some and any. Which is used in the
questions?" [any] "Which is used in the affirmative
statements?" [some] "Which is used in the negative
statements?" [any]. Have Ss complete the questions
and answers with some or any.

Ss listen and repeat. Remind Ss to listen carefully to
the pronunciation of would you. Tell Ss to read the
five incomplete questions. Tell Ss to listen and
complete the questions with what they hear.

Briefly present the learning tip and the task direction.
Make sure Ss understand what they need to do. Have
Ss use the words in the list to complete the word
webs. In number 2 you dont just to say vegetables,
you have to name the vegetable. Have Ss complete
the chart.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano



DATE: Thursday, July 5
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 12 Lesson: c Number of lessons: 4
Name of unit: Fabulous food Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Lets take a break for lunch.
Objective:.Ss will be able to use or something, or anything, and add orto yes no questions.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Conversation Strategy
or something or anything
To teach techniques for
managing conversations more
effectively.








2.- Strategy plus or?
To teach conversation
management expressions, and
to extend and reinforce
conversation strategy.

3.- Listening and speaking
To cover these important skills in
the same section
A, B, and C:
To present conversations and
extracts that are all based on real
life situation, to keep a
conversation going using a filling
gap activity.

4.- Free talk Lunchtime
To encourage Ss to use the target
language in a meaningful, and
enjoyable way.


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups




Ss individually
Set the scene Read the title aloud. Explain that take a
break means "to stop working for a short time."
Introduce the topic of lunch by asking a few Ss
questions such as Where do you go for lunch? Who
do you usually go with ? Do you go to different
places on different days?
Tell Ss to look at the picture. Say, "Emily and Matt
are at work. Emily is asking Matt about lunch. What
do they decide to do for lunch? Listen for the
answer."
Read the instructions aloud. Have Ss complete the
questions and answers. Have Ss compare answers
with a partner. Check answers with the class: have
pairs of Ss stand up and each read one of the
conversations aloud.

Read the information aloud. Ask a pair of Ss to read
Matt's and Emily's parts. Say, "Notice how Matt uses
or . . . ? at the end of his yes-no question. The or
makes the question less direct and more open-ended
and easier for Emily to answer."

"Preview the task Tell Ss to read the items in Part A.
Say, "Listen to the four conversations. Match the
people's names with the rest of the sentences."
Tell Ss to listen again. Say, "This time, listen very
carefully to the last thing each person says in the
conversation. Think about it, and circle either / agree
or / don't agree. Then complete the sentence with
your own opinion."

Tell ss to read the chart and to ask about any words
the dont know. Ask Ss to call out the questions they
need to ask for each item in the list. Have Ss ask
classmates the questions, find classmates with yes
answers, and write their names in the chart. Remind
Ss to write one more piece of information for each
classmate. Give Ss 10 min to complete the activity.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano


DATE: Monday, July 9
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 12 Lesson: d Number of lessons: 4
Name of unit: Fabulous food Participants: Teacher-Students Teacher: Hctor Zambrano
Name of lesson: Great places to eat.
Objective: Ss will be able to read and write restaurant guides.
RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Reading
To provide comprehensive
pre, and post reading skills
A, B, and C:
To offer high real interest texts









2.- Listening and writing
To cover these important skills in
the same section
A and B:
To present conversations and
extracts that are all based on real
life situation, to present the help
note, and to write a review of a
restaurant.


3.- Talk about it
To develop speaking skill,
discussing about do you want to
take a trip?


Teacher- students
Pairs


Teacher-students
Ss individually


Teacher-students
Pairs
Whole class






Teacher-students
Ss individually
Pairs




Groups
Read the title of the lesson aloud. Ask, "Who has a
favorite place to eat?" Have Ss to raise their hands.
Ask a few Ss with raised hands, "What's the name of
your favorite restaurant? Why is it your favorite
restaurant?" Continue the discussion by asking,
"How do you choose restaurants? What's important
to you?" Get ideas from Ss.
Ask different Ss to read the six statements beginning
with A good restaurant has...
Have Ss check (/) the three most important things.
Read the instructions aloud. Say, "Look at the end of
the description of each restaurant. What things are
used to give the guide's opinion of a restaurant?"
Have Ss answer the questions and then compare their
answers with a partner.

Read the instructions aloud. Have Ss read through
the seven sentences. Help with new vocabulary as
needed.
Ss listen and circle their answers. Check answers
with the class.
Read the instructions aloud. Tell Ss to look at the
example review for The Garlic Pot. Have them read
it and think of one or two more sentences to
complete the paragraph.
Have Ss write a review of a restaurant or caf. Walk
around the class, and help Ss as needed.

Read the instructions aloud. To model the activity,
have a S ask you two of the questions.
Have Ss take turns asking and answering the
questions in their groups. Have Ss make notes of the
answers. Encourage Ss to use English only.
Have groups review the answers and see for which
questions they have similar opinions. Have groups
report something interesting they found out.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano




DATE: Tuesday, July 10
th
2012
Institutes Headmaster: Ing. Luis Ortega Arcia.
CODE: E201 C12 Hours: 1:30 STUDENTS: 19
MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom
BOOK: Touchstone one Unit: 12 Lesson: A-D Number of lessons: 4
Name of unit: Fabulous food Participants: Teacher-Students Teacher: Hctor Zambrano
Name of activity: Written and oral quizzes
Objective: To evaluate Ss progress.
RESOURCES: Written, oral quizzes and oral quiz assessment Sheets.
STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE
1.- Group 1
To evaluate a group of Sss
progress related to the units
knowledge, listening, writing
and reading skills.

2.- Group 2
To evaluate the remaining Sss
progress related to the units
knowledge, listening, writing
and reading skills.

3.- Oral quiz
To evaluate Sss oral skills
related to the unit.


Teacher-students
Ss individually




Teacher-students
Ss individually



Teacher-students
Ss individually
Teacher explains the instructions for the quiz.
Teacher chooses a group of Ss to stay in the
classroom.
Have Ss to complete the quiz in 30.
At the end teacher collects the quizzes and
shares the oral quiz sheets.

Teacher calls the remaining Ss, and repeats the
group one procedures.


Teacher explains the instructions for the quiz.
Have Ss to ask and answer the five questions
using the conversation strategy.
Teacher grades the speaking on the oral quiz
assessment sheets.
RESPONSABLES: FIRMAS:
Institutes Headmaster: Ing. Luis Ortega Arcia.


Teacher: Hctor Zambrano