Professor: Jonatan Gonzalez Bejarano LESSON PLAN PNIEB

Social Practice: Participate in language games to work with specific linguistic aspects Unit: One Grade: 2nd Date: 22-26 Ago

Environment: Literary and ludic Product:

Specific Competence: Achievements:

Knowing about the language:

Doing with the language:

Day 1 Day 2 Day 3

Diagnostic exercise! Diagnostic exercise! Diagnostic exercise!

Being through the language:

Materials and resources:

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Professor: Jonatan Gonzalez Bejarano LESSON PLAN PNIEB
Social Practice: Participate in language games to work with specific linguistic aspects Unit: One Grade: 2nd Date: 29 Ago-02 Sep

Environment: Literary and ludic Product:

Specific Competence: Achievements:

Knowing about the language:

Doing with the language:

Day 1 Day 2 Day 3

Working with previous knowledge! Working with previous knowledge! Working with previous knowledge!

Being through the language:

Materials and resources:

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Professor: Jonatan Gonzalez Bejarano LESSON PLAN PNIEB
Social Practice: Participate in language games to work with specific linguistic aspects Unit: 1 Grade: 2 Date: 5-9 Sep
Environment: Literary and ludic Product: Memory game
Product stage:
Specific Competence: Participate in language games to comprehend and write irregular verb forms – Make a memory game.

Knowing about the language: • Verb tenses: present perfect, past perfect, future perfect and simple past. • Similarities Achievements:
between words. - Compares sentences with and without irregular verb
Doing with the language: • Identify names of games that are suitable to work on irregular verb forms.
forms (e.g.: memory game and lottery). • Identify topic, purpose, and intended audience.
Day 1 Day 2 Day 3
Warm up: Organize the group in pairs and ask them to make a Warm up: Ask Ss if they know the game Lottery and tell Warm up: Organize a brief discussion on the different typical
list of all the different word games they know. (2min) them to explain how it is played and tell them to discuss games played in the student´s community.
 T explains to Ss that “word games” may have an educational about the language use that game. (5min)
purpose. Tell them to look at the pictures and match each  Ss have to read the words in the box. Use those  In order to improve your fluency, it is essential to be able to
name with the corresponding game. (10min) words to fill in the blanks in the text and use verbs correctly. T asks the Ss to answer the questions
 Read each description and match it to the appropriate game complete it. (15min) individually; monitor to check that everybody reads. As
as in the example. Organize the group into pairs and ask  After that, T and Ss will play a Lottery in class soon as they finish, they get a partner to discuss the
them to match each description with the corresponding trying to use the language of this particular answer in detail.
game. (20min) game. (15min)
Closing: T asks Ss Whats your favorite board name? T make a Closing: As homework, Ss have to choose a typical  Closing: each pair will share their opinions with the rest of
brainstorm of a list of games and write it in the white board. game in your community and discuss its rules whit your the group.
Tell Ss to choose their favorite one and describe it in their classmates. How many players can participate? What
notebooks. (13min) materials are needed to play this game? What are the
preparation and rules? How do you win the game?
(5min)

Being through the language: • Understand language games as recreational activities. • Foster patience in task performance. • Create environments that foster participation in ludic
activities.
Materials and resources: Book, Board Games, Markers, Whiteboard and Speakers.

______________________________ _______________________________
Cordinator Signature Teacher Signature
Professor: Jonatan Gonzalez Bejarano LESSON PLAN PNIEB
Social Practice: Participate in language games to work with specific linguistic aspects Unit: 1 Grade: 2 Date: 12-16 Sep
Environment: Literary and ludic Product: Memory game
Product stage:
Specific Competence: Participate in language games to comprehend and write irregular verb forms - Identify irregular verbs in past simple, present perfect,
past perfect, and future perfect.

Knowing about the language: • Verb tenses: present perfect, past perfect, future perfect and simple past. • Similarities Achievements:
between words. - Uses perfect tenses and simple past in sentences
Doing with the language: • Identify names of games that are suitable to work on irregular verb and texts. Classifies sentences according to their
forms (e.g.: memory game and lottery). • Identify topic, purpose, and intended audience. verb tense.

Day 1 Day 2 Day 3

Warm up: The actions in texts are expressed with verbs. T go
through each picture with ss. T asks them to describe each
situation in detail, and then to match it with the corresponding
verb. (10min)
 Students read the first part of the “Emperor´s New Clothes”
as they listen. Underline the sentences with the actions in
the box. Play track 34, then T asks them to rad it again
scanning the text, in order to find the verbs from the box in
past tense form. (25min)
Closing: In pairs Ss share their opinion and answer about the
paragraph.
Warm up: Play “Spelling Bee” with the words from this
unit you consider to be the most difficult for Ss to write
correctly.(5min)
 Students read and underline the past tense and the
past participle forms of the irregular verbs in the last
part of “The emperor´s New Clothes”. T plays Track 35
once for Ss to follow the reading. (10min)
 Play track again and ask Ss to scan the text, this time
looking for verbs in past tense and past participle.
(15min)
 Students write the verbs that they underline in activity
1, next to corresponding present tense form and under
the right category (regular or irregular). Activity 2.
(6min)
Warm up: Play with a soft ball in order to review the verbs;
you may form a big circle with Ss and throw the ball randomly
saying a verb. (5min)
 T will paste two flashcards in the front of the Ss with the
past tense of verbs regular and irregular.
 T will paste a flashcard with the rules about the end in some
verbs (for example: like-liked, study-studied, and stop-
stopped.)
 T will explain the topic using the flashcards and question to
the some students about of the topic.
 T pastes ten sentences in the blackboard and the Ss going
to answer these.
 Ss will have homework is they not finish the activity.

Closing: Ss share and compare theirs answers. (4min)

Being through the language: • Understand language games as recreational activities. • Foster patience in task performance. • Create environments that foster participation in ludic
activities.
Materials and resources: Book, Board Games, Markers, Whiteboard and Speakers.

______________________________ _______________________________
Cordinator Signature Teacher Signature
Professor: Jonatan Gonzalez Bejarano LESSON PLAN PNIEB
Social Practice: Participate in language games to work with specific linguistic aspects Unit: 1 Grade: 2nd Date: 19-23 Sep
Environment: Literary and ludic Product: Memory game
Product stage:
Specific Competence: Participate in language games to comprehend and write irregular verb forms - Identify irregular verbs in past simple, present perfect,
past perfect, and future perfect.

Knowing about the language: • Verb tenses: present perfect, past perfect, future perfect and simple past. • Similarities Achievements:
between words. - Uses perfect tenses and simple past in sentences
Doing with the language: •Determine simple past, present perfect, past perfect and future perfect in sentences. and texts. Classifies sentences according to their
•Classify sentences in simple past, present perfect, past perfect, and future perfect. verb tense.

Day 1 Day 2 Day 3

Warm up: T writes 2050 on the whiteboard, and encourage Ss
to brainstorm how they imagine life in the future. Encourage
the use of future perfect.(7min)
 Students look at the picture of the teenager and read about
his life before high school, his life now his life in his possible
future. After that, Ss will have answered two questions.
(13min)
 Ss fill the blanks with the phrases from the box to complete
the paragraphs about mark. T go through the illustrations
with Ss establishing the differences between them.(20min)
Closing: In pairs Ss share their opinions and answers about
the exercise. (5min)
Warm up: T asks Ss about how to use future perfect, Warm up: T and Ss play a match game in the whiteboard,
they try brainstorm. only using future perfect. Like a review.
 T gives to Ss a worksheet; Ss have to read a story two
times, first to try to understand and the second one  T explains to Ss rules and story about past perfect.
identifying the actions in future perfect.
 Ss have to answer some questions about it.  T gives to Ss a worksheet where they have to read a story
two times, firstly to understand and secondly to identify the
Story. Brett is in the army. Tomorrow, he will leave home
to join his troops overseas for 18 months. He will have actions in past perfect.
trained for 8 months by the time he leaves. He will have
worked very hard by the time he comes home. By the  After that Ss in pairs with the teacher support have to write
time he returns, he is going to have been gone for 18 on a flip chart seven sentences using past perfect tense.
months. His wife will have worried about him all that
time. They will have written many letters by the time he
Closing: Students share their work and correct some mistakes
comes home. She will be happy when he safely returns.
(if is necessary)
For how many months will Brett have trained by the time
he leaves to go overseas? By the time he returns, for how
long is he going to have been gone? What will they have
written by the time Brett comes home?

Being through the language: • Understand language games as recreational activities. • Foster patience in task performance. • Create environments that foster participation in ludic
activities.
Materials and resources: Book, Board Games, Markers, Whiteboard and speakers.

______________________________ _______________________________
Cordinator Signature Teacher Signature
Professor: Jonatan Gonzalez Bejarano LESSON PLAN PNIEB
Social Practice: Participate in language games to work with specific linguistic aspects Unit: 1 Grade: 2nd Date: 26-30 Sep
Environment: Literary and ludic Product: Memory game
Product stage:
Specific Competence: Participate in language games to comprehend and write irregular verb forms - Identify irregular verbs in past simple, present perfect,
past perfect, and future perfect.

Knowing about the language: • Verb tenses: present perfect, past perfect, future perfect and simple past. • Similarities Achievements:
between words. - Uses perfect tenses and simple past in sentences
Doing with the language: •Determine simple past, present perfect, past perfect and future perfect in sentences. and texts. Classifies sentences according to their
•Classify sentences in simple past, present perfect, past perfect, and future perfect. verb tense.

Day 1 Day 2 Day 3

Working in the product Working in the product Presenting products!! 

Being through the language: • Understand language games as recreational activities. • Foster patience in task performance. • Create environments that foster participation in ludic
activities.
Materials and resources: Book, Board Games, Markers, Whiteboard and speakers.

______________________________ _______________________________
Cordinator Signature Teacher Signature