English Lesson Plan - Eighth E.G.B

ENGLISH PLANNING SESSION
GENERAL INFORMATION
THEME: Review. GROUP: 8° “A,B”. PERIODS: Five STARTING DATE: 14- 09- 2015 ENDING DATE: 18 – 09 – 2015
LEARNING GOALS
To become familiar with classroom language and vocabulary.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Recognizes the
Skills PRESENTATION: PRESENTATION: Student´s book New words.
-The topic Follow Teacher instructions Student´s workbook -Identifies the
-Introduce the goal of the week. Listen and look at the goal. Dictionary verbs.
-Task Setting: Vocabulary. Listen the essential vocabulary White board markers
PRACTICE: PRACTICE Notebook EVALUATION
-Present the new English book -Open their books and listen to it. Pictures
-Show what it contains: -Follow along in their books. Cards TECHNIQUE
.(units, lessons, project, comic and game page, quiz, -Read aloud and guess the meaning in Cardboard Oral exercises
glossary, test training, gap activities, glossary activities context. Adhesive tape
for each unit, the student´s workbook) -Listen to and repeat the pronunciation Tape recorder and INSTRUMENT
-Point to the instructions after the audio. CD. -Rubric
-Read the instructions and check understanding. -Repeat after the teacher.
-Play the audio as many times as necessary -Look at and guess what words are
-Read the words -Continue practicing until they
-Mine the words. appropriate.
-Ask for a student comes to the front of the classroom in -Do the activity.
order to mine. -Ask questions if they need help.
-Read the next instructions and check understanding. -Go to the board and
-Individual work -Act it out with the teacher.
-Monitor and help if necessary. APPLICATION
-Check the information on the board. -Form pairs to work
APPLICATION: -Model it for the class.
-Assign pairs, indicating which student is A and B -Continue demonstrating this for the
-Model performing the activity with a student. class.
-Call on a pair to stand to continue practicing. -Act out without materials.
-Switch the roles.
-Close their books to practice the activity.
ADDITIONAL POSIBILITIES:
At the end of the teaching learning process, teacher should communicate what students should reinforce the knowledge in extra classes.
HOMEWORK /FURTHER WORK.
Study the words
Practice the words at home.
Mgs. Teresa Anchali Prof. Ximena Valencia Pro. William Saa
TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

GENERAL INFORMATION
THEME: Review unit. GROUP: 8th “A , B” PERIODS: Five STARTING DATE: 21- 09- 2015 ENDING DATE: 25 – 09 – 2015
LEARNING GOALS
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes the
Skills PRESENTATION: PRESENTATION: Student´s book Alphabet and
-The topic Listen to the teacher about the topic. Student´s workbook spells words.
-Introduce the objective of the class. Talk about objective Dictionary - Identifies
-Task Setting: the alphabet Listen to the alphabet White board markers
cardinal numbers
PRACTICE: PRACTICE Notebook
and uses them to
-Point to the instructions -Open their books. Pictures
-Read the instructions and check understanding. -Follow along in their books Fashcards count and add.
-Show the alphabet -Read aloud and guess the meaning in Adhesive tape
-Ask about letters, vowels and consonants. context. Tape recorder and EVALUATION
-Explain the uses of the English alphabet. -Look at the alphabet. CD
-Explain the next activity -Look at the letters. Cards with letters of TECHNIQUE:
-Play the audio -Listen and answer the question the alphabet. Oral and written
-Play again as many times as necessary. -Listen carefully. exercises.
-Write the alphabet on the board. -Do chorally and individually drills or
-Encourage them to learn it by heart by dividing it into exercises. INSTRUMENT
the six letters. -Look at the letters on the board -Some exercises
-Challenge them to say the complete alphabet. -Pronounce the letters and learn by
-Invite to play with the letters of the alphabet heart.
-Play the audio for the next activity. -Say the alphabet
-Repeat playing again as many times as necessary. -Order the alphabet on the board
-Encourage students to complete missing information. -Listen to the information and complete
-Invite them to practice spelling their names. the names they listen to.
-Group work to work -Practice the alphabet in group
-Monitor and help if necessary. -Ask each other to spell their names
-Ask students to look at the numbers and look at the -Look at the next activity about
corresponding word in English. numbers
-Play the audio twice to practice the numbers. -Look at the words too and listen at the
-Read the second part of the instructions and play the information.
audio for the third time. -Do choral and individual repetitions.
-Help if necessary. -Listen, circle the numbers and spell
APPLICATION: some of them.
- Center students’ attention on the pictures. APPLICATION
-Make them realize about singular and plural forms. -Pay attention on the pictures
-Direct their attention to the examples. Demonstrate by -Concentrate in the information giving
pointing at them -Look at the examples.
-Expand the exercise by giving examples. -Look at the irregular forms.
-Draw their attention to the irregular nouns. -Read aloud and guess the meaning in
-Read the instructions. context.
-Remind them they need to spell the numbers correctly -Spell the numbers and write them on
to write the result. the board.
-Encourage them to cross-check their answers with -Compare their responses each other.
another pair of students before socializing them as a -Write their answers in order to review
group on the board. on the board.
Do exercises from 1 to 3 on page 116 and 117.
Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa
GENERAL INFORMATION
THEME: Review Unit GROUP: 8th “A, B. PERIODS: Five STARTING DATE: 28- 09- 2015 ENDING DATE: 02 – 10 – 2015
LEARNING GOALS

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book Practicing
Skills PRESENTATION: PRESENTATION: Student´s book classroom language
-The topic Listen to the teacher about the topic. Student´s workbook and vocabulary
-Introduce the objective of the class. Read and talk about objective Dictionary
-Task Setting: How many boys……..? Listen to the questions and answer? White board markers TECHNIQUE:
PRACTICE: PRACTICE Notebook Oral and written
-Point to the instructions -Open their books. Pictures exercises.
-Read the instructions and check understanding. -Follow along in their books Cards Test
- Draw students’ attention to the Word Bank. -Read silently and guess the meaning in Adhesive tape
-Read the words. context. CD and tape recorder INSTRUMENT
-Ask them to apply the Vocabulary Strategy learned in the -Do some choral individual drills of the School tools -Rubric
second exercise of this review unit. verbs. -Some exercises
-Challenge some volunteers to come up to the board, -Mime the verbs. -Questionnaire
stand in front of the class and mimic any of the three -Remember the other verbs and mime
verbs for the class to guess. too, and the rest of the class students
-Play the audio twice for them to do the exercise say the words.
individually. -Listen to the information and complete
-Invite them to compare their answers with the classmate the conversation.
sitting next to them. -Sit near your classmate and share
-Play the audio for the third time to confirm answers information.
before socializing them as a class. -Listen again and check the information
-Monitor and help if necessary. in pairs.
-Have students do some choral and individual drills of the -Write the answers on the board.
questions. -Pronounce the words.
-Invite students to work with a partner. Ask some -Read the next activity and practice as
volunteers to choose one of the pictures and say the teacher says.
numbers given below the picture. -Answer the respective questions and
-Ask questions and accept the words in Spanish. Read the repeat after the teacher
instruction. -Refer to the code and say the number
-Explain about the code. Name some students randomly and the corresponding letter.
to read the number and the corresponding letter. -Listen carefully the instruction and use
-Tell them to discover the names of the school supplies by the numbers to complete the words
using the code. Go around the class to provide help and under each picture.
guidance if necessary. -Ask questions if they need it.
-Invite some pairs of students to socialize the words by -Go to the board and read the words
saying the name of the supplies and spelling. that they have written.
APPLICATION APPLICATION
-Divide the class into four groups and have them organize -Form groups and mention the school
a Classroom Tool Show in which they include other school tools using the plural form, and spell
tools. them.
-Keep their motivation up reward students with a warm -Applause themselves.
round of applause.
Do activities in their notebook, pages 116 and 117
GENERAL INFORMATION
THEME: People GROUP: 8° “A,B”. PERIODS: Five STARTING DATE: 05- 10- 2015 ENDING DATE: 08 – 10 – 2015
Around Us
LEARNING GOAL
Introduce themselves and give personal information.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATOR

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Greets formally
Skills PRESENTATION: PRESENTATION: Student´s book and informally.
-The topic for lesson 1 Listen to the theme Student´s workbook
-Introduce the goal of the week. Listen to and read the goal. Dictionary
-Task Setting: Hello/Hi/Good morning Look at the words and pronounce. White board markers
PRACTICE: PRACTICE Notebook EVALUATION
-Point to the instructions. -Open their books. Pictures
-Read the instructions and check understanding. -Follow along in their books Cards TECHNIQUE:
-Draw students’ attention to the pictures. Describe the -Say them after the teacher. Adhesive tape Oral and written
number of people and the surroundings. -Guess the meaning in context. CD and tape recorder exercises.
-Play each conversation as many times as necessary -Look at and describe the pictures Cardboard -Slides
-Match” means “connect” to make sure they understand -Listen to and follow the conversations Glue
the instructions. in the book by using their fingers. Scissors INSTRUMENT
-Get students familiar with the information by asking -Repeat aloud to correct pronunciation. Internet -Grid
volunteers to read the two columns aloud. Tell students -Read the information and repeat to be -Some exercises
to read the questions individually and use exercise 1 as a appropriate the questions and answers. -Directory
model. -Look at the example and work with -Slides
-Compare with a partner. Then monitor as the students his/her friend, matching the questions
work. with the answers.
-Direct students’ attention to the Speaking Strategy and -Pay attention to the explanation and
model the activity using your information. Encourage the modeling.
them to replace the information in the caption to put the -Listen and follow models to make
strategy into practice. presentations.
-Encourage them to give each other feedback on - Exchange their (personal) information
pronunciation. Remind students that practicing with with a partner.
others helps them enhance oral skills. -Listen carefully to recommendations.
-Motivate them to complete the reflect on grammar and -Complete missing on grammar chart
Useful Expressions charts. - Share their answers.
-Ask them to draw conclusions about the use of the verb -Go in front of the class and give
to be: to talk about name, age, country and phone information about themselves.
number. -Read the questions from the chart and
-Refer students to the Pronunciation box and choose correct pronunciation.
volunteers to pronounce. Emphasize the use of -Pay attention in the contractions and
contractions. the uses.
-Write the following synonyms on the board to help -Complete the conversation with what
students understand the dialogue: hey = listen; right = they learned exercise 4.
correct; curious = interested; sure= OK. -Pay attention to key words like
-Play the audio as many times as necessary nationality, country, city and numbers to
-Help if necessary find out the questions.
APPLICATION -Listen and check the correct option.
-Motivate them to make their first project- APPLICATION
-Explain how to make it. -Divide into groups.
-Call on volunteers to read the three steps. Give them Listen to the information
time to form their groups. Advise them on the group’s -Practice personal information and keep
name. Help them with things like e-mail characters used the group’s data for the development of
to write e-mail addresses: @ = at, . = dot, _ = underscore, the project.
- = hyphen. -Make posters with your own
information.
Do the activities on page 118 and 119
GENERAL INFORMATION
THEME: Friends GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 12- 10- 2016 ENDING DATE: 16 – 10 – 2015
Around the World
LAEARNING GOALS
Talk about countries, nationalities and how to introduce other people.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Use countries
Skills PRESENTATION: PRESENTATION: Student´s book and nationalities
-The topic Follow Teacher instructions Student´s workbook appropriately.
-Introduce: the Listening Strategy. Listen to the teacher about the topic. Dictionary -Introduce other
-Task Setting: Unkwon words Look at the vocabulary and compare White board markers people.
PRACTICE: their answers with a partner. Notebook -Give personal
-Point to the instructions PRACTICE Pictures information about
-Read the instructions and check understanding. -Open their books. Cards famous people.
-Play the audio many times to confirm the correct options -Follow along in their books Adhesive tape
and check with the whole class. -Say them after the teacher. Copies EVALUATION
-Get them familiar with the flags by asking about colors -Listen to the audio and correct
and the number of stripes. mistakes. TECHNIQUE:
-Call on a volunteer to read the instructions and the -Go back to the text and read
example. --Give them a few minutes to answer. instructions after the teacher. Written evaluation
- Check answers with the whole class. -Respond the questions. Written exercises
-Activate prior knowledge, writing on the board some -Take part in the classroom according
words. the topic given. INSTRUMENT
-Draw students’ attention to the photos and ask -Look at the board to the photos and -Testing
volunteers to read the names. Ask them to match those words. Questionnaires
celebrities with the words on the board. -Listen and do as the teacher say, -some exercises
-Encourage learners to predict the nationality of these sticking the words on the board.
famous people. Have volunteers read the sentences -Predict nationalities of famous people.
and ask them to predict if the statement is true or false. -Read and write next to the information
-Play the audio many times if necessary, check answers True or False.
and compare them with their predictions. -Listen to the audio and check
-Read the information from the nationality chart aloud information with their predictions.
APPLICATION: -Look at the chart and read the
-Point to the photo and model an example with a student. sentences after the teacher
-Assign pairs, to practice about celebrities. -Listen to and repeat to correct
pronunciation.
APPLICATION
-Talk about people in the pictures.
Write extra exercises
GENERAL INFORMATION
THEME: Get touch GROUP: 8° “A,B”. PERIODS: 5 per parallel STARTING DATE: 19- 10- 2014 ENDING DATE: 23 – 10 – 2014
with a VIP
To read and write personal profiles.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Identifies specific
Skills PRESENTATION: PRESENTATION: Student´s book information from a
-The topic Follow Teacher instructions Student´s workbook text.
-Introduce the objective of the week. Listen to the teacher about the topic. Dictionary -Use capitalization.
-Task Setting: Vocabulary Strategy Look at the pictures and associate with White board markers -Write personal
PRACTICE the meaning. Notebook profiles of famous
-Read the instructions and check understanding. PRACTICE Pictures people.
-Elicit to work in individual form. -Open their books. Cards
-Ask students to read about 3 VIPs. Call on a volunteer to -Follow along in their books Adhesive tape
read the names. -Read the instructions aloud. Tape recorder and EVALUATION
-Refer students to the photos in exercise 3, show -Match the words with the pictures. CD.
and point to each picture and ask about their names. Ask -Read the names in exercise two. TECHNIQUE:
them about their countries of origin and write them on -Look at the pictures again and answer
the board (France, USA, Argentina). Invite them to go this time using countries and then go to Written exercises
over the instructions and give them some time to answer. the board and write.
-Check after reading the text. -Read and match with the pictures. INSTRUMENT
-Correct pronunciation and explain likely unknown words -Listen the explanation about the new
-Play the audio and tell them to read aloud after words. -Some exercises
listening. -Listen to the audio and repeat the
-Refer students to the Reading Strategy and advise them reading aloud after the audio to correct
to underline the correct facts to support their answers. pronunciation and intonation.
-Use the first exercise as a model. -Look at the information in the reading
-Correct answers with the class. strategy and underline facts.
-Have students read the words and explain the meaning -Check answers with a partner.
of beginning and abbreviation. --Ask them to give you -Look at the words and listen the
examples of the following categories: names, last names, explanation from the teacher.
countries, cities, nationalities and abbreviations. Write -Identify the rules for capitalization,
the word Capitalization on the board and explain its using the information in the box.
correct use by taking into account the previous -Complete the chart.
brainstorming. -Compare and read their answers.
-Invite them to write the profile individually. -Read the ID card and write the profile.
-Monitor and help if necessary -If have questions ask them to the
APPLICATION: teacher.
- Explain that they have to follow these steps to organize APPICATION
their presentation. Advise learners to practice these steps -In pairs, create three profiles with the
in advance and tell them to give feedback to each other. information of stage two.
-Ask students to include the Useful Expressions in their -Listen to the teacher and do the
presentation. activity.
Do exercises on page 122 and 123.
GENERAL INFORMATION
THEME: The World GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 26- 10- 2015 ENDING DATE: 30 – 10 – 2015
We Live In
LEARNING GOALS
To talk about continents, countries and nationalities.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book
Skills PRESENTATION: PRESENTATION: Student´s book -Match vocabulary
-The topic Look at the topic and tell ideas Student´s workbook with the
-Introduce the objective for the week. Read the objective Dictionary corresponding
-Task Setting: Word Bank Look at the picture and the vocabulary White board markers pictures.-
PRACTICE PRACTICE Notebook -Identify continents
-Read the instructions -Open their books. Adhesive tape and nationalities.
-Read after the students and check understanding. -Follow along in their books Tape recorder and -Use country and
-Have a volunteer read the continents aloud and -Read the instructions aloud. CD. nationality idioms
take advantage to correct pronunciation and intonation. -Look at the graphic and read the new Cardboard. to complete
-Correct answers with the class. words correcting pronunciation. Scissors. conversations and
-Call on volunteers to read the sentences. -Do matching in pairs. express opinions.
-Encourage students to fill in the blanks with the correct -Go to the board and write the answers.
continent and nationality. -Read the next instructions and fill with
-Use the first exercise as a model. the respective nationality and
-Socialize their work. continent.
-Ask volunteers to read the expressions on the right. -Look at the first example and continue EVALUATION
-Contextualize the conversations by drawing students’ doing in the same way.
attention to the photos before they listen. -Share their work with the class. TECHNIQUE:
-Explain each picture has a relevant clue: the money, the -Look at the expressions, and the
secret and the confusion. pictures. Oral production
-Play the audio, correct answers and have volunteers read -Listen to the audio and complete the Written exercises
aloud. conversations.
-Invite students to look at the pictures and listen to the -Listen to again and correct information. INSTRUMENT
situations again. Stop the audio after each conversation, -Read with the missing information.
have them read the options and choose an answer to -Look at the expressions, pictures and -Some exercises
infer the meaning. listen again. Read after the audio and -Project
-Encourage them to pay attention to the details of the select the answer.
illustrations to make the inference (money and -Pay attention to the details, making
people’s gestures). Use body language and examples in inferences.
case they do not understand. -Read again and circle the correct
APPLICATION: meaning.
-In pairs and go to pages 87 and 90. Have APPLICATION
them read the instructions. -In pairs, read the Test training and
-Ask personal questions, in the order stated on the form. reach instruction.
-Provide them with help. -Talk to their partner and answer the
-Model the exercise if necessary to assure comprehension questions.
go over the Useful language. -If need more information ask the
-Model the activity teacher questions.
-Walk and help only when students ask. -In pairs, practice the test training.
Do exercises on page 125.
GENERAL INFORMATION
THEME: Unit one - GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 04- 11- 2015 ENDING DATE: 06 – 11 – 2015
People Around Us
LEARNING GOALS
To review the different topics studied and feedback their learning.
IntegratedWARM UP: each class Student interacts with the teacher. Teacher´s book Reminds them to
Skills PRESENTATION: PRESENTATION: Student´s book be as honest as
-The topic Follow Teacher instructions Student´s workbook possible when
-Introduce the objective of the class. Listen to the teacher about the Dictionary answering the Self-
-Task Setting: A comic reading objective. White board markers Evaluation.
PRACTICE Read the reading in pairs. Notebook
-Read the instructions and check understanding. PRACTICE Pictures
-Draw students’ attention to the title of the comic. Write -Open their books. Cards
it on the board and ask what they understand by a -Follow along in their books Adhesive tape EVALUATION
Magical Book. Accept as many ideas as they come up -Read the instructions aloud. Tape recorder and TECHNIQUE:
with and write them on the board. -Repeat after the audio. CD. -Written evaluation
-Invite the students to read the comic strip silently and -Take turns reading each role. Copies -written exercises.
individually. Remind them to look at the pictures carefully -Give ideas about what the reading is
for a better understanding of the comic. Recommend that happening. INSTRUMENT
students read the whole story without stopping to look -Read in silently and looking to the -Testing
up new words. If the context and the visual clues are not pictures in order to understand. Questionnaires
enough for them to understand those unknown words, -Look for the new vocabulary in the -Some exercises
tell them you will discuss them the second time they read whole story.
the comic strip. -Discuss ideas as they read.
-Let students preview the comic strip and encourage -Guess if the story book is real
them to guess what it is about. After listening to their -In pairs, answer the questions giving for
guesses, have students work in pairs to answer these the teacher.
questions: -Go to reading again and check their
-Tell students to go back to the comic strip and confirm information.
their answers. -Go to the quiz time and work in
-Encourage to the quiz time in order to do the exercises individually form.
studied in the unit. Feedback the different topics from -Listen to the audio and check the
unit one. correct answer. Then match the
-Play the audio to listen to the information to check. columns.
-Monitor and help if necessary. -Do the exercises in groups of four.
APPLICATION: APPLICATION
-Form groups to work in the activities given. -In groups, develop the most relevant
-Monitor the activity. activities studied in the unit.
If they haven´t done the activities of unit one, the y have to work them and practice.
GENERAL INFORMATION
THEME: Unit two GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 09- 11- 2015 ENDING DATE: 13 – 11 – 2015
People I love –This Is
My Family
LEARNING GOALS
To describe physical appearances.
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Asks and answers
Skills PRESENTATION: PRESENTATION: Student´s book questions
-The topic Follow Teacher instructions Student´s workbook about physical
-Introduce the objective of the week. Listen to the teacher about the Dictionary descriptions.
-Task Setting: Picture exploitation. objective White board markers
PRACTICE Look at the picture and answer the Notebook -Describes family
-Read the instructions and check understanding. question. Reflect on the function of Pictures members’ physical
-Get students to work in pairs. Refer them to the Listening adjectives. Cards appearances.
Strategy and challenge them to complete the dialog by PRACTICE Adhesive tape
using the information given in the picture in exercise 1. -Follow along in their books Tape recorder and
-Play the audio as many times as necessary to confirm -Read the instructions aloud. CD.
their answers or write the correct information. -In pairs, complete the conversation. Cardboard,
-Ask them to compare answers with their partner before -Look at the information in the magazines
socializing them as a whole class. rectangle about listening strategy and
-Refer students to the Key Expressions boxes and give write the missing information. EVALUATION
Examples relevant to their context. -Listen to the audio and correct the
-Have them quickly find those expressions in the dialog information completed before listening. TECHNIQUE:
(line 1, and line 14). -Check information with their partner.
-Call on volunteers to read the statements aloud while -Look at the information in the key Written and oral
the rest of the class pays attention and answers aloud yes boxes and practice using those production
or no, based on what they recall from the dialog. expressions. Go through to the dialog
-Remind them of the singular subject pronouns. Have and find the words. INSTRUMENT
them observe and read the plural subject pronouns and -Go back to the conversation and
their conjugations aloud. answer Yes or No to complete the -Rubrick
-Challenge students to find them in the dialog. Write grammar chart. -Some exercises
examples relevant to students’ real context on the board. -Review the personal pronouns for third
-Ask them to read the short forms to check singular person and pay attention to the
pronunciation. plural subject pronouns.
-Reflect on the second grammar chart. -Find them on the dialog and practice
-Ask them to find adjectives and explain basic questions with examples given from the teacher.
and short answers with the verb to be. -Practice pronunciation.
-Ask them to read both affirmative and negative examples -Look at grammar chart and try to look
and have to find the answers in the dialog. up de adjectives in the text.
-Draw students’ attention to the Pronunciation box to -Listen to the explanation carefully.
explain intonation. -Read the statements and localize the
-Play the audio as many times as necessary and do some responses in the conversation.
choral and individual drills. -Listen to the pronunciation, especially
-Call on a volunteer to read the instructions and do some intonation.
picture exploitation; for picture 1. -Listen to the audio and repeat and
-Have students complete the sentences. Allow complete information.
enough time for the completion of the task and then have -Read the instructions aloud and
them cross check their answers before socializing them as describe the picture.
a whole class. -Complete and check their work
-Monitor and help if necessary. themselves.
APPLICATION: -Ask questions if necessary.
-Get them to work individually to organize APPICATION
the questions. -In individually form, read the chart
-Get them to work in pairs to answer the questions. Have presented and ask questions for the
them cross check answers with other pairs of students information written.
before socializing them as a whole class. -Work in pairs to answer the questions.
-Praise them for their work. -Cross check information with the rest
of the class.
Create a family scrapbook to being creative and use recycled or nonexpensive materials.
GENERAL INFORMATION
THEME: We are all GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 16- 11- 2015 ENDING DATE: 20 – 11 – 2015
different
LEARNING GOALS
To identify details as regards people’s physical appearance.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES EVALUATION

Skills PRESENTATION: PRESENTATION: Student´s book INDICATORS
-The topic Follow Teacher instructions Student´s workbook
-Introduce the objective for the week. Listen to the teacher about the Dictionary -Asks and answers
-Task Setting: Useful Expressions objective White board markers questions about
PRACTICE Complete information according the Notebook people’s physical
-Point to the picture and describe each girl. Model by adjectives. Pictures descriptions.
Saying the nouns and adjectives PRACTICE Cards
-Write it on the board. -Open their books. Adhesive tape
-Encourage students to describe the other two girls and -Look at the photos and give opinions Tape recorder and
EVALUATION
write their predictions on the board. about them. CD.
-Direct their attention to the speech bubble with the -Follow along in their books Internet
names of the girls and read them aloud. Pay attention to the examples. TECHNIQUE:
-Tell students they will listen to the physical descriptions -Go to the board and -and write the -Written evaluation
of these three girls to identify their names. information. Written exercises
-Play the audio three times. Check answers as a whole -Look at the bubble and repeat after the
class. teacher. INSTRUMENT
-Go back to their predictions, check and give each -Listen to the audio an identify people. -Rubric
description the right name. -Listen again and correct the -Some exercises
-Motivate students to pay special attention to the girls’ information.
ages, height and weight so they can complete the chart. -Give information to the partners.
-Play the audio. Prior to checking the answers as a whole -Look at the information and write
class, have them compare their answers with another completing the table.
pair next to them. -Listen to the audio and answer the
-Praise them for their good listening skills. questions and check information with
-Draw their attention to the reflect grammar box and their classmate.
make them aware of the use of possessive adjectives to -Listen to the new instruction and Have
express possession. them notice that each subject pronoun
. -Invite students to refer to the picture. has its corresponding possessive
-Have students work in pairs to complete the description adjective
and have them compare their answers before having -Look at the picture and give ideas.
them listen to the audio. -In pairs, complete and check
-Play and check information. information after listening to the audio.
-Monitor and help -Listen to the audio and check
APPLICATION: information.
-Work in pairs to ask and answer each other questions APPLICATION
about other people in the picture. -In pairs, talk about the picture and
respond the questions.
Continue working on their scrapbooks, describing their families. It allows them to work at their own pace and enhance their individual styles and talents.
GENERAL INFORMATION
THEME: We are all GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 23- 11- 2015 ENDING DATE: 27 – 11 – 2015
different
LEARNING GOALS
To identify details as regards people’s physical appearance.
SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES EVALUATION

Skills PRESENTATION: PRESENTATION: Student´s book INDICATORS
-Introduce the objective for the week. Listen to the teacher about the Dictionary -Asks and answers
-Task Setting: Adjectives objective White board markers questions about
PRACTICE Identify adjectives in the pictures and Notebook people’s physical
-Read each instruction and check understanding. write under one. Pictures, magazines, descriptions.
-Write it on the board. PRACTICE newspaper
-Draw their attention to the reflect grammar box and -Open their books. Cards
make them aware of the use of possessive adjectives to -Follow along in their books Adhesive tape
EVALUATION
express possession. -Read after the teacher. Tape recorder and
-Have them notice that each subject pronoun has its -Pay attention to the chart on grammar CD.
corresponding possessive adjective. -Go to the board and show the Internet TECHNIQUE:
-Invite students to go back to exercise 1 of the lesson, possessive adjectives. -Written evaluation
and have them identify the possessive adjectives. -Look at the subjects and each -Written exercises
-Call on a volunteer to read the instructions and the Word possessive adjective, too.
Bank. -Pronounce the information after the INSTRUMENT
-Refer students to the picture, and ask them to guess the teacher. -Rubric
family members (an uncle and three sisters) -Read next instruction in the Word -Scrapbook
-Have students work in pairs to complete the description Bank.
and have them compare their answers before having -Look at the photo and identify the
them listen to the audio. family members.
-Play the audio as many times as needed for them to -In pairs, complete missing information
confirm answers before socializing them as a whole class. -Listen to the audio and check
-Check on the board. information. Listen to the audio an
-Refer students to the Pronunciation box and read the identify people. Listen again and correct
words for them. the information.
-Play the recording for them to listen and repeat the -Listen to the words and read after the
words. Explain to students about position of the tongue, teacher.
showing it a little bit and allowing the air to pass through. -Listen to the instructions about the
Ask them to place the tips of their throat. sounds.
-Practice with the students. -Practice them with the teacher and
-Monitor and help classmates.
-Work in pairs to ask and answer each other questions -In pairs, talk about the picture and
about other people in the picture. respond the questions.
Continue working on their scrapbooks, describing their families. It allows them to work at their own pace and enhance their individual styles and talents.
GENERAL INFORMATION
THEME: Diverse GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 30- 11- 2015 ENDING DATE: 04 – 12 – 2015
Famiies
LEARNING GOALS
To identify specific information in texts dealing with familiar issues.
Skills PRESENTATION: PRESENTATION: Student´s book -Identifies specific
-The topic Follow Teacher instructions Student´s workbook information
-Introduce the objective for the week. Listen to the teacher about the Dictionary in a text.
-Task Setting: Scramble sentences objective White board markers -Writes a physical
PRACTICE Order the sentences. Notebook description guided
-Read each instruction and check understanding. PRACTICE Pictures, magazines, by prompts.
- Invite students to do some picture exploitation by asking -Open their books. newspaper
questions. -Follow along in their books Cards
-Get students to work in pairs to write the members for -Read after the teacher. Adhesive tape
each family without listening to the audio. -Listen to the questions and look at the Tape recorder and EVALUATION
-Invite them to cross-check their guesses with other pair pictures in order to answer them. CD.
of students before having them listen to confirm their -In pairs, share your guesses. Internet TECHNIQUE:
guesses or to fill in the blanks with the correct -Listen to the information to confirm -Written evaluation
information before socializing what they wrote as a whole their guesses. -Written exercises
class. -Write in the blanks to complete the
- Go over the Reading Strategy and explain about it. information. INSTRUMENT
-Let it using different colors to sign different categories of -Look at the reading strategy carefully. -Rubric
work. -Underline to identify specific -Cover for the
-Get students to work individually and read and listen to information according the categories. scrapbook
the text for the first time to identify members of the -Work individually read and listen to
family based on the descriptions given. find details.
-Play the audio for the second time to identify specific -Listen again and correct mistakes on
information. the board.
-Explain about physical differences and similarities about -Listen to the explanation given by the
people in the pictures. teacher and according to the photos.
- Focus students’ attention on the Writing Strategy and -Look at the writing strategy and pay
explain about use of conjunction and. attention about use of and.
-Ask a volunteer to read the instructions and the -Go to the board and read instructions.
example. Model and demonstrate by saying and writing -Look at and listen to the model in order
on the board some similar examples. to write examples.
-Encourage them to do the exercise individually. -Work in individually form.
-Have them compare their answers with their classmates. -Check information with their friends.
-Socialize the answers by calling on four volunteers to -Go to the board and write sentences on
write the sentences on the board. it.
APPLICATION: APLICATION
-Work in pairs and choose a member of their family in -In pairs, select a special ´person in their
order to draw their physical characteristic and describe family, draw and write about a member
him/her. of their family.
Continue working on their scrapbooks before sharing with the whole class.
GENERAL INFORMATION
THEME: Keep An Eye GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 07- 12- 2015 ENDING DATE: 11 – 12 – 2015
On
LEARNING GOALS
To use idioms and colloquial expressions in informal conversations

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Uses contextual
Skills PRESENTATION: PRESENTATION: Student´s book clues to guess the
-The topic Follow Teacher instructions Student´s workbook meaning of
-Introduce the objective for the week. Listen to the teacher about the Dictionary colloquial
-Task Setting: parts of the body objective White board markers expresiones.
PRACTICE Relate expressions with parts of the Notebook
-Ask a student to read the instructions and challenge body. Pictures, magazines,
everyone to deduce the answers individually. PRACTICE newspaper EVALUATION
-Play the audio once or twice for them to confirm -Open their books. Cards
predictions. -Follow along in their books Adhesive tape TECHNIQUE:
-Do choral and individual drills. -Read after the teacher and guess the Tape recorder and -Self-Evaluation
-Advise students to pay attention to context clues to get answers. CD. -Test
the meaning of the expressions. -Listen to the information and confirm Internet -Project
-Invite them to work before socializing them as a whole their answers.
class. -Read the exercises aloud.
- Draw students’ attention to the words in parentheses -Pay attention and try to obtain the INSTRUMENT
next to each expression. meaning of the phrases. -Questionnarie
-Invite students to complete the exercise and then to -Work individually first, and then in - Scrapbook
share with a partner. pairs to cross-check answers.
-Go around the classroom to check if there is difficulty in -Look at the words in brackets and write
the completion the exercise and take advantage to check sentences and share with their partners.
pronunciation, too. -Practice pronunciation.
-Invite to check on values -Reflect on values
-In pairs make a scrapbook -Share their project
Do exercise on page 133.

GENERAL INFORMATION
THEME: What’s on at GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 14- 12- 2015 ENDING DATE: 23 – 12 – 2015
the Cinema?
LEARNING GOALS
To talk about types of movies.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Asks and answers
Skills PRESENTATION: PRESENTATION: Student´s book questions about
-The topic Follow Teacher instructions Student´s workbook schedules.
-Introduce the objective for the week. Listen to the teacher about the Dictionary -Asks for and gives
-Task Setting: Movies genres objective White board markers dates and the time.
PRACTICE Tell them about movies Notebook -Identifies the
-Ask a student to read the instructions. PRACTICE Cards genre, date and
-Invite to look at the example and encourage students to -Open their books. Follow along in their Adhesive tape time of movies.
work in pairs and do the written exercise. Allow enough books. Read after the teacher Tape recorder and
time for the completion of the task. -In pairs, practice the time. CD.
-Have them cross-check their answers before socializing -Answer the questions. Internet
them as a whole class. -Check their answers before sharing
EVALUATION
-Go around the classroom and monitor. with their classmates.
-Check pronunciation telling the time. -Practice pronunciation and the time.
-Draw students’ attention to the Key Expressions. -Look at the key expressions. TECHNIQUE:
-Invite to practice -Practice the two expressions Written and oral
-Look for and underline the expressions on the text. -Listen to and do that the teacher says. production
-Have them do choral and individual repetitions of the -Repeat the words chorally and
expressions given. Praise them verbally to keep their individually.
motivation up. Play the audio once or twice of them to -Listen to the audio and practice the
listen to and practice. conversation. INSTRUMENT
-Go around the classroom and check pronunciation if -If necessary ask questions to the -Rubric
needed. teacher. -Written exercises
-Focus students’ attention on the Pronunciation box and -Listen to the pronunciation and listen
make them notice the falling intonation of the wh- to the falling intonation of the Wh-
questions by having them listen and do some choral and questions. Practice the questions in
individual drills. group and in individually form.
-Refer students to reflect on grammar box and call on two -Look at the grammar box and go to the
volunteers to ask and answer the questions. board to pronounce the questions and
-Make them notice the prepositions of time (at, on). answers.
-Ask students to circle the correct preposition. -Circle the prepositions of time.
-Ask students to continue working in pairs and call on a -Read the instructions and continue
volunteer to read the instructions. Challenge them to doing the exercises.
identify the genres of the movies in the schedule. Go -Look at the schedules and write the
around the classroom and provide help. Ask them to questions and answers.
cross-check answers, and close the activity by checking -If have questions, ask them to the
answers as a whole class. teacher.
-Ask them to carefully read the information given in -Read carefully the instructions in the
the charts, on their own. Then, play the audio as many charts.
times as necessary for the completion of the task and -Listen to the audio in order to complete
have them cross-check answers with their partners missing information and check with
before socializing them as a whole class. their partner.
Do exercise on page 134 and 135.
GENERAL INFORMATION
the Cinema?
LEARNING GOALS
To talk about a cultural program of festivals and art events.

-The topic Follow Teacher instructions Student´s workbook the date and
-Introduce the objective for the week. Listen to the teacher about the Dictionary time.
-Task Setting: Months of the year. objective White board markers
PRACTICE Answer about cultural program Notebook
-Draw students’ attention to both the Useful and Key PRACTICE Cards
Expressions.. Give examples relevant to their context. -Look at the expressions. Repeat after Adhesive tape
Invite pupils to take a look at the ordinal numbers, the teacher. Tape recorder and
compare them to the cardinal ones and play the audio for -Look at the ordinal numbers and CD.
them to listen to and repeat. cardinal. Listen to the audio and Internet
-Call on a volunteer to read the instructions. Ask learners practice the pronunciation after
EVALUATION
to do a quick search for the Key and Useful Expressions in listening.
the dialog. Ask them what Amy, Ben and Tom are -Look at the key and expressions in the
planning to celebrate and to name the leisure or cultural dialog and answer to the questions. TECHNIQUE:
activities suggested. about Amy, Tom and Ben. Oral production
-Read the dialog in pairs and organize the rest of -Pair work to practice reading.
the conversation. Play the audio as many times as -Listen to the audio and answer the
necessary. questions.
-Compare their answers with another pair next to them . -Work in pairs to share answers. INSTRUMENT
-Pay special attention to dates and times helps them -Listen to the explanation about dates -Rubric
correctly identify detailed information. and times carefully.
-Draw students’ attention to the reflect on grammar chart -Go to the exercise reflecting on
and ask them to work individually to draw conclusions on grammar chart.
the use of time prepositions by going back to the -Work in individually form and read the
conversation. use of prepositions of time and mark
-Encourage them to cross-check answers before them into the conversation.
socializing them as a whole class. -Work in pairs and share their own
APPLICATION information.
Form pairs to ask each other questions about the time. APPLICATION
- Pair work to practice the time.
GENERAL INFORMATION
the Cinema?
LEARNING GOALS
To talk about a cultural program of festivals and art events.

-The topic Follow Teacher instructions Student´s workbook the date and
-Introduce the objective for the week. Listen to the teacher about the Dictionary time of festival
-Task Setting: The time objective White board markers and cultural
PRACTICE Remember the time in pairs Notebook events.
-Read the instructions aloud and guess the meaning in PRACTICE Cards
context. -Listen to the instructions and repeat Adhesive tape
-Form pairs to ask each other questions about the time. after teacher. Tape recorder and
-Invite students to look at the Pronunciation box and read -Work in pairs and practice the time. CD.
the words three and the. -Look at the pronunciation and read the Internet
-Play the audio for them to listen to and do choral and words given.
individual drills. -Listen to the audio and do the
-Practice the word and pronunciation. activities.
EVALUATION
-Play the audio as many times as needed for them to -In pairs, practice the words and the
check the corresponding sound and again, do some pronunciation.
choral and individual drills after socializing answers with -Listen to the audio in order to TECHNIQUE:
the whole class. Praise them for their good listening skills. recognize the corresponding sounds Written and oral
-Invite learners to come up with a definition of the word and do the exercises. production
flyer. Go to the glossary page on 46 to check. Center -Listen to and try with the definition.
students’ attention on the heading, and let them know -Look up the page 46 and check it.
we use it to ask about cultural events that are happening -Listen to the explanation and pay
or will happen in the city. Get students to work in pairs to attention about the use and answer the INSTRUMENT
talk about their favorite cultural event. questions. -Rubric
-Have them complete the sentences in pairs. -In pairs talk about the cultural event. -Some exercises
-Go around the class see if they have any difficulty in -Write the missing information with
using prepositions of time and provide help when their partner
necessary. -If they have questions ask to the
-Ask students to cross-check answers before socializing teacher.
them as a whole class. Congratulate them by saying: Check each other the respective
That’s Great! or Perfect! to keep students motivated. questions.
- Get them to work in pairs. Model an example with a Work in pairs
volunteer Look at the example and practice asking
-Go asking and answering questions, and check each other questions and answers.
pronunciation if necessary. Practice pronunciation, too.
GENERAL INFORMATION
THEME: Review unit GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 18- 01- 2016 ENDING DATE: 22 – 01 – 2016
one
LEARNING GOALS
To feedback their learning.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Practices the
Skills PRESENTATION: PRESENTATION: Student´s book topics of unit one
-Introduce the objective for the week. Listen to the teacher about the Dictionary
-Task Setting: Unit 0ne objective White board markers
PRACTICE: Review Nationalities, countries, Notebook
-Get to join groups of four students colloquial expressions and a profile. Cards
-Design a leader of the group. PRACTICE: Adhesive tape
-Invite to talk about experiences of nationalities and -Form working group affinity Tape recorder and
EVALUATION
countries in context -Listen to the instructions CD.
-Give cards to each group and match nationalities with -Leader organizes their classmates. Internet
the countries. -Use cards and begin the work, Map TECHNIQUE:
-Get to underline the nationalities and countries with matching and underlining the Written production
different colors nationalities and countries, helping each
-Write words according to the definitions. other.
-Play words ordering and practicing the new vocabulary -Participate in the group writing
-Share their work. definitions INSTRUMENT
-Go each group and stick the words on the wall. -In each group play with words, ordering
-Have them read and pronouncing them. -Some exercises
-Invite to practice pronunciation. -Once they played with words, go to the
-Classify the nationalities for the countries using the place showing to stick and read them.
words given. -Practice repeating the pronunciation
-Replace the underlined words with the respected option -Form two columns and classify the
-Match colloquial expressions with their meanings. words.
-Ask and answer personal information questions -Look at the words and decide which
-Say countries and nationalities word in the correct.
-Introduce each other to the rest of the group. -Review the expressions and the
-Monitor and help each group. meanings and underlined in the
APPLICATION: conversations.
Form groups of work to write their own profile -Answer personal information, with the
words given
-Share with the group.
APPLICATION
Write a short paragraph about
themselves
Practice exercises
GENERAL INFORMATION
THEME: Review unit GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 25- 01- 2016 ENDING DATE: 29 – 01 – 2016
two
LEARNING GOALS
To feedback their learning.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Practices the
Skills PRESENTATION: PRESENTATION: Student´s book topics of unit two
-Task Setting: Unit two objective White board markers
PRACTICE: Review Nationalities, countries, Notebook
-Invite to join groups of four students colloquial expressions and a profile. Cards
-Design a leader of the group. PRACTICE: Adhesive tape
-Get to identify what the antonyms are. -Form working group affinity Tape recorder and
EVALUATION
-Give cards to each group and practice adjectives. -Listen to the instructions CD.
-Invite to separate into two columns adjectives and -Leader organizes their classmates. Internet
antonyms -Identify the adjectives Pictures TECHNIQUE:
-Organize and practice several times the adjectives and -Use cards and share them in the work Written production
antonyms. to practice antonyms and adjectives
-Write practicing them with short sentences -Participate in the group writing the
-Give cards to find members of family and practice words.
pronunciation -In each group play with words, ordering INSTRUMENT
-Play words spelling them according to the family tree.
-Share their work to the rest of the class. -Once they played with words, go to the -Graphic organizers
-Go each group and stick the words on the wall. place showing to stick and read them.
-Have them read -Practice repeating the pronunciation
-Invite to practice pronunciation. -Form two columns and classify the
-Classify the verbs using the words given. words and read.
-Match the verbs with their definition and practice. -Look at the words and decide which
-Label pictures using a group of words and place under words the verbs are
each picture. -Look up the verbs in the unscramble
-Share with their classmates words
-Complete sentences using the colloquial expressions. -Read the sentences with the respective
Practice the information expressions and complete the blanks.
-Get to practice colors and adjectives hair-related -Share with the group.
-Monitor and help each group. -Pronounce colors and adjectives
Form groups to talk about physical descriptions In group help each other to describe
their families.
Practice the activities
GENERAL INFORMATION
THEME: Exam for the GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 01- 02- 2016 ENDING DATE: 05 – 02 – 2016
Quimestre
LEARNING GOALS
To know weaknesses and strengths in their learning.

Integrated WARM UP: each class Student interacts with the teacher. Copies - Answers to the
Skills PRESENTATION: PRESENTATION: Dictionary questionnaire
-Introduce the objective for the exam. Listen to the teacher about the Pictures and photos
TASK SETTING: Invite to reflect about the importance of objective of the exam White board markers
the evaluation Reflect about how important is an Tape recorder and EVALUATION
PRACTICE: evaluation CD.
-Explain what the type of exam is. PRACTICE: TECHNIQUE:
-Refer the length of the evaluation, and how it is -Listen carefully Oral and Written
structured. -Ask questions to the teacher if they production
-Make known what the score is for each question. considered necessary.
-Remind the materials that the student s must have for
the English exam. APPLICATION
APPLICATION: Answer the questions in the INSTRUMENT
Give each one copies questionnaire
-Rubric
-Questionnaire
At the end of the exam, teacher should explain question by question to their students, and correct together, exchanging it.

SEGUNDO
QUIMESTRE
GENERAL INFORMATION
THEME: Cultural GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 15- 02- 2016 ENDING DATE: 19 – 02 – 2016
Events
LEARNING GOALS
To talk about a cultural program of festivals and art events .

-The topic Follow Teacher instructions Student´s workbook the date and time
-Introduce the objective for the week. Listen to the teacher about the Dictionary of festival and
-Task Setting: Picture exploitation of the cultural program objective White board markers cultural events.
PRACTICE: Work in groups and take part in a Notebook
-Draw students’ attention to both the Useful and Key competitions Cards
Expressions. Give examples relevant to their context. PRACTICE: Adhesive tape
-Invite pupils to take a look at the ordinal numbers, -Look at key expressions and useful Tape recorder and
compare them to the cardinal ones and play the audio for ones. Listen carefully to the examples CD.
them to listen to and repeat. Call on a volunteer to read -Remind the cardinal numbers and Internet
EVALUATION
the instructions. listen to the information, listen and Cardboard
-Ask learners to do a quick search for the Key and Useful pronounce. Pictures
Expressions in the dialog. Ask questions. Stress that the -Look for searching for the key and TECHNIQUE:
first part of the dialog. useful expression in the dialog. Written production
-Challenge them to read the dialog in pairs and organize -Listen and answer to the questions
the rest of the conversation. -Pronounce with intonation.
-Play the audio as many times as many times as necessary -Read the dialog in pairs and organize it.
to confirm their arrangement or to -Listen to the audio and confirm their INSTRUMENT
organize the conversation. Prior to checking the answers arrangement.
as a whole class, have them compare their answers with -Check their answers with the class. -Flyer
another pair next to them. -Check their answers in pairs.
-Pay special attention to dates and times helps them -Pay attention to the dates and times
correctly identify detailed information. Get them into and identify specific information.
pairs and ask them to go over the exercise. -Form pairs and do the exercise
-Reflect on grammar chart and work individually to draw -Look at the grammar chart and work in
conclusions on the use of time prepositions by going back individually form drawing conclusions,
to the conversation. using prepositions and looking to the
-Encourage them to cross-check answers before information
socializing them as a whole class. -Socialize cross-checking the answers
-Look at the Pronunciation box and read the words three -Repeat after the teacher the words and
and the. practice pronunciation.
-Get students to work in pairs to talk about their favorite -Form pairs of work to talk about
cultural event. Have them complete the sentences in cultural event.
pairs. -In pairs, complete the sentences and
APPLICATION: ask questions if there is problem.
-Center students attention on speaking strategy . Model APPLICATION
an example with a volunteer. Get them to work in pairs . In pairs ask a partner about events.
Do 10% of the project, stage 2 at home.
GENERAL INFORMATION
THEME: Famous Fests GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 22- 02- 2016 ENDING DATE: 26 – 02 – 2016
LEARNING GOALS
To understand and remember details in texts dealing with famous.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book .Recognizes names,
Skills PRESENTATION: PRESENTATION: Student´s book dates, time,
-The topic Follow Teacher instructions Student´s workbook activities, and
-Introduce the objective for the week. Listen to the teacher about the Dictionary places where
-Task Setting: Challenge them to tell you what people do objective White board markers people
in those festivals. Look at the pictures and describe about Notebook celebrate cultural
PRACTICE: the festivals Cards events.
- Read the Reading Strategy PRACTICE: Adhesive tape -Distinguishes true,
-Get them do some picture exploration and see if they -Read the information in the strategy Tape recorder and false and
can come up with the name of the three festivals. -Look at the picture to get ideas about CD. nonmentioned
.Ask them to label the pictures without reading. what the names of the festivals Internet information.
-Ask them to carefully look at the pictures on the right -Decide the corresponding picture Cardboard -Completes
side and challenge them to describe a parade -Look at the pictures and describe Pictures paragraphs using
-Play the audio and have them read and listen to the -Listen to the audio and confirm their mind maps and
passage to confirm their initial predictions or write the predictions and write the information prompts.
name of the festival under the correct picture. below the picture
-Socialize the answers as a class and praise them -Listen to the explanation of the next
As the purpose of the exercise is to have students identify exercise.
false and true statements -Read the text quickly and underlined
-Tell them that they need to scan the text specific details.
- Let them decide if the statement is true or false. -Write F for false and T for true next to
EVALUATION
-Ask them to work individually to read each statement the sentences.
one at a time, and then go back to the reading to look for -Work in individually form, looking up
the information. information. TECHNIQUE:
-Go around the class to see if they have any problems and -Ask questions to the teacher if they Written production
provide guidance if needed. have difficulties.
-Have them compare with their partners and finish by -Check information and share in front of
socializing as a whole class. the classroom.
-Focus students’ attention on the Writing Strategy. -Look at the information on the Writing INSTRUMENT
-Get them to brainstorm some characteristics of mind Strategy.
maps: the principal concept is in the center; branches -Listen to the explanation about mind -Mind maps
connect the themes; the themes are key words. maps.
-Have them observe the mind map on page 41 and -Look at the mind maps and identify the
identify the characteristics. characteristics.
-Have them to work individually, allowing enough time for -Complete the task in individually form
the completion of the task If they need help, ask to their teacher
-Go around the classroom, check if they have difficulty to APPLICATION
identify the aspects, and provide guidance if necessary. In pairs, complete the missing
APPLICATION: information using mind maps in the
-In group, invite to complete the paragraph by using the exercise before.
mind maps they did in the previous exercise
Do 10% of the project, stage 3 at home.
GENERAL INFORMATION
THEME: Are you a GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 29- 02- 2016 ENDING DATE: 04 – 03 – 2016
Culture Vulture
LEARNING GOALS
To use idioms in informal conversations about cultural events.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Recognizes and
Skills PRESENTATION: PRESENTATION: Student´s book uses informal
-The topic Follow Teacher instructions Student´s workbook language to
-Introduce the objective for the week. Listen to the teacher about the Dictionary describe culture
-Task Setting: Are you fond of Art? What’s your favorite objective White board markers related topics.
festival? Answer the questions. Notebook
PRACTICE: PRACTICE: Cards
- Do picture exploitation by asking questions: -Look at the pictures and think of what Adhesive tape EVALUATION
-Call on a volunteer to read the Word Bank and give hints they observe to answer the questions. Tape recorder and
to help deduce the meaning of the expressions. -Go to front of the class to read the CD. TECHNIQUE:
-Encourage them to complete the conversations words and say the meaning of the Internet Written and oral
individually without listening to the recording, while you expressions. Cardboard production
provide help if necessary. -Read and complete the missing Pictures
-Have them listen to the audio to confirm their answers information
or to fill in the blanks with the correct expression. -Listen to the audio and check their
-Socialize the answers as a class and have them do some information. INSTRUMENT
choral and individual drills of the three idioms. -Share their information with the others
-Get students work in groups of four and tell them they classmates -Flyer
will participate in a competition in order to develop the -Form groups of work to take part in a
task. competition to do the activity.
-Let them know that you will count to ten while they -Listen to the instructions for the game
quickly complete the task. To help students internalize and complete the missing information.
the expressions, do choral and individual repetitions of -Repeat the expressions after the
the expressions given. teacher.
-Advise pupils to look for partners who they do not often -Listen to the recommendations, given
work with. Allow enough time for them to survey three by the teacher and survey three
classmates. classmates.
-Invite the class to socialize their findings as the teacher -Share their answers with the whole
write them on the board to find out who in the classroom, while the teacher write the
classroom is the life of the party, who is a culture vulture, information on the board about life of
and who is the flavor of the month. the party.
-Report as soon as finish -Listen to the report.
-Reflect on values -Do the activity on values
-Do gap activity. -Practice the exercises on gap activity
-In group, invite to share their project, discussing their In group, show and discuss about their
experience, label the characteristics of the flyer and give project.
their presentation. -Present their flyer.
Do exercises on the student´s workbook.
GENERAL INFORMATION
THEME: What are you GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 07- 03- 2016 ENDING DATE: 11 – 03 – 2016
doing?
LEARNING GOALS
To talk about what people are doing at the moment of speaking.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Identifies and
Skills PRESENTATION: PRESENTATION: Student´s book expresses actions
-The topic Follow Teacher instructions Student´s workbook that people are
-Introduce the objective for the week. Listen to the teacher about the Dictionary doing at the
-Task Setting: Identify pictures objective White board markers moment of
PRACTICE: Look at the pictures and compare the Notebook speaking.
-Do some exploitation, asking questions. actions. Cards
-Call a volunteer to read the instructions. Make sure they PRACTICE: Adhesive tape
understand the idea of the task. -Look at the picture and answer the Tape recorder and
-Play the audio as many times as necessary to identify the EVALUATION
questions. CD.
characters in the picture.
-Read the instructions and guess the Internet
-Reflect on grammar chart and explain about it
meaning in context. Cardboard TECHNIQUE:
Direct students’ attention to the dialog on the previous page.
-Get them to identify the actions and provide models. -Look at the dialog and listen to the Pictures Written and oral
-Have students the statements individually. audio and identify people. production
-Center students’ attention on the Wh-questions and make -Look at the grammar chart and listen to
them the use of what and where. the explanation.
-Encourage students to go back to the dialogs to questions. -Identify the actions and tell them
-Draw students’ attention to the spelling box and explain the examples. INSTRUMENT
different rules.
-Look at the wh-questions and listen.
-Call a volunteer to read the instructions and do -Project stage 1
-Look at the spelling and listen.
exploitation picture. -Go the front of the class and tell about
-Form pairs of work and complete the e-mail without the picture.
listening to the audio. -In pairs, complete the e-mail
-Allow enough time to completion of the task while I go -Do the activity and ask questions to the
around the classroom to provide guidance. teacher if necessary
-Check spelling pronunciation as needed. -Read the words
-Refer to listen to the Listening Strategy and explain about -Listen the strategy and the explanation
that strategy. of the teacher
-Ask students to close their eyes and image some -Close their eyes and image situations as
situations that the teacher read. the teacher read
-Play the audio as many times as necessary and identify -Listen to the information and write the
the activities activities
APPLICATION: -APPLICATION
-In group, invite to socialize the actions.
In group, Share their information
Do tasks on the student´s workbook.
GENERAL INFORMATION
THEME: What are you GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 14- 03- 2016 ENDING DATE: 22 – 03 – 2016
doing’
LEARNING GOALS
To feedback the use of ING.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Identifies and
Skills PRESENTATION: PRESENTATION: Student´s book expresses actions
-The topic Follow Teacher instructions Student´s workbook that people are
-Introduce the objective for the week. Listen to the teacher about the Dictionary doing at the
-Task Setting: Mind map objective White board markers moment of
PRACTICE: Look at their mind map Notebook speaking.
-Invite students to remind about the uses of ING PRACTICE: Cards
- Apply the technique of affinities -Think of the topic studied Adhesive tape
-Name a leader in each group -Form groups of four Internet
- Work completing the mind map EVALUATION
-Listen to the explanation and complete Cardboard
-Give pictures to each group
the mind map Pictures
-Write sentences about each picture using present progressive
-Receive the pictures and look at them TECHNIQUE:
-Have them to read the examples and write on the board
-Stick the pictures on the board and ask questions -Think of sentences with ING Written production
-Get them together to answer -Go the board and write on the board
-Form groups again -Look at the teacher says and look at
-Give cards to them and pictures carefully
-Have them to look at and read in order to match each pictures -Answer the question INSTRUMENT
-Monitor and help -In groups again receive cards and
-Go to the wall and board to stick them -Questionnaire
pictures
-Check information together
-Match each one and go the board and
APPLICATION:
stick
-In group, invite to mime an activity and other group go
-Check information
to the board and write the sentences.
APPLICATION
-Help if necessary
In group, Look at and write information

GENERAL INFORMATION
THEME: Street GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 28- 03- 2016 ENDING DATE: 01 – 04 – 2016
Fashion
LEARNING GOALS
To describe what people are wearing.
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Describes clothes
Skills PRESENTATION: PRESENTATION: Student´s book using
-The topic Follow Teacher instructions Student´s workbook demonstrative
-Introduce the objective for the week. Listen to the teacher about the Dictionary pronouns
-Task Setting: New vocabulary objective White board markers
PRACTICE: -Look at the pictures and organize them Notebook
- Have students identify the clothes PRACTICE: Cards
-Play the audio and invite the students to do some drills of -Learn the new words Adhesive tape
clothes. APPLICATION Internet EVALUATION
-Center their attention on the listening strategy
In group, write names under each Cardboard
-Get students to work in pairs and ask them to complete the
picture Pictures TECHNIQUE:
chart with singular and plural nouns of clothing items.
-Draw student’s attention on grammar Strategy -Listen to the audio and do some Written production
-Continue highlighting answering the questions exercises
-Invite them to work first and then compare descriptions -Look at listening strategy and answer
-Ask them to describe the people in the picture and the clothes the questions
they are wearing. -Work in pairs and share information INSTRUMENT
-Play the audio as many times as necessary for students to -Talk about people and their clothes
complete the dialog. -Listen to the audio and fill in the dialog -Project- stage 2
-Ask students to cross-check their answers with their
-Verify their answers in pairs before
classmate before socializing.
telling about them
-Invite learners to take look at the picture and explain
- Refer pupils to the reflect on grammar box. -Listen to the next explanation
-Help them to identify the use of the demonstrative adjective -Look at the grammar chart and reflect
-Help them discover the singular and plural changes on it
-Direct student’s attention to the examples yes/No questions -Practice the use of demonstrative
-Ask them to do some choral and individual drills of examples adjective
given. -Use singular and plural in examples
-Center their attention on the interrogative statements and -Do some exercises using demonstrative
call on a volunteer to read aloud the examples.
-Look at the questions and read them
-Have the students do some choral and individual drills
-Do the drills in individual form
-Encourage them to underline the demonstrative pronouns
-Ask students to cross-check answer with another pair of -Share information each other
students before socializing -Practice pronunciation after the audio
-Guide students’ attention to the pronunciation box and the teacher
-In group, invite students’ to look at the picture and identify Look at the picture and write the names
clothes. Ask them to describe clothes by saying the color of the clothes, including the color
-Read the questions and complete the exercises and socialize -In groups, complete the information
answers as a whole class and share with the whole classroom.
GENERAL INFORMATION
THEME: What’s the GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 04- 04- 2016 ENDING DATE: 08 – 04 – 2016
weather like?
LEARNING GOALS
To identify and classify specific information in descriptive texts.
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Recognizes seasons,
Skills PRESENTATION: PRESENTATION: Student´s book clothes, and
-The topic Follow Teacher instructions Student´s workbook activities on the
street, and famous
places
-Task Setting: New vocabulary- seasons objective White board markers -Classify clothes
PRACTICE: -Look at the words and make a mind Notebook according to the
-Invite students to come up to the board, and write the words map Cards seasons-
related to the weather. PRACTICE: Adhesive tape
-Look at the illustrations and answer to the questions -Learn the new words Internet
-Get students work in pairs and practice the words in the Word
-Go to the board and write information Cardboard
Bank
about weather Pictures
-Monitor and help
-Encourage students to name the clothes people are wearing -Look at the pictures and practice the
-Play the game “Search, Find and Say it Aloud!” new vocabulary EVALUATION
-Invite students to read the instructions and play the audio -Look at their pictures and practice
-Cross-check the answers with their partners. talking about people are wearing TECHNIQUE:
-Refer students to the Reading Strategy -Listen to the teacher and play a game Written production
-Invite them classify information under different categories -Read the information aloud and listen
-Have them compare with their partners and socialize the -Verify the answers
answers.
-Pay attention to the Reading Strategy
-Direct attention to the Writing Strategy
-Classify information in the chart INSTRUMENT
-Call on a volunteer to read the instructions
-Get them work in pairs and allow enough time for the -In pairs, share information with the
completion of the task whole class -Project- stage 3
- Invite students to start completing the paragraph by -Read and pay attention to the Writing
following the prompts underneath the blanks Strategy
-Go around the classroom and provide help and guidance if -Read the information aloud
necessary and check spelling -In pairs, do the exercise
-Call some volunteers to read the paragraphs -Match the information
-Congratulate them for their effort
-Complete the information about their
APPLICATION: neighborhood.
-In group, invite students’ to look cut out pictures and stick to
APPLICATION
make a collage
-Prepare the description of their collage
GENERAL INFORMATION
THEME: Are you GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 11- 04- 2016 ENDING DATE: 15 – 04 – 2016
working hand in
glove?
LEARNING GOALS
To recognize and deduce meaning of idioms in informal conversations.
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes
Skills PRESENTATION: PRESENTATION: Student´s book informal languages
-The topic Follow Teacher instructions Student´s workbook to describe the
-Introduce the objective for the week. Listen to the teacher about the Dictionary popular/ trendy
-Task Setting: Recycled vocabulary objective White board markers clothing items,
PRACTICE -Make a mind map Notebook collaborative work
-Invite students to associate the pictures to the words PRACTICE: Cards and admiration/
-Call on a volunteer to read the instructions and -Relate pictures with the words Adhesive tape respect.
expressions on the word Bank -Go to the board and read the Internet
-Make students note that visual images give clues. information Cardboard
-Get them to work individually and allow enough time for -Look at the pictures and practice the Pictures
the completion of the task new vocabulary Tape-recorded
-Have them cross.-check their answers with their -Do the task
partners’ before socializing then with the class. -Verify sharing information
-Call on a volunteer to read the instructions and the -Read the information in the Word Bank EVALUATION
words in the Word Bank from the previous exercise -Complete the missing information with
-Invite students to complete the conversation individually listening TECHNIQUE:
without listening to the audio -Provide help if necessary Written production
-Go around the audio to provide help -Listen to the audio in order to confirm
-Play the audio for students to confirm their predictions their predictions or information
or to fill in the blanks with the correct expressions -Practice doing some exercises
-Do choral and individual drills -Complete with the correct information INSTRUMENT
-Call on some volunteers or read the instructions and the -Go to the board and read the
survey. information given -Project
-Answer it individually -Respond in individually form
-Allow enough time to do it -Look at the questions and listen to their
-Go over the three questions in the survey and listen to partner
students’ choice - Do the activity
-In group, invite students’ to be as honest as possible -Form groups to work the information
when reflecting on values down the page, giving opinions
GENERAL INFORMATION
THEME: Share their GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 18- 04- 2016 ENDING DATE: 22 – 04 – 2016
project
LEARNING GOALS
To give opinions about the project
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes
Skills PRESENTATION: PRESENTATION: Student´s book informal languages
-The topic Follow Teacher instructions Student´s workbook to describe the
-Introduce the objective for the week. Listen to the teacher about the Dictionary popular/ trendy
-Task Setting: Discuss their opinion objective White board markers clothing items,
PRACTICE - Give opinions Notebook collaborative work
- Each member contributes based on their individual PRACTICE: Cards and admiration/
strengths and talents for the benefit of the whole group. - Work in groups to gain- gain situation Adhesive tape respect.
- Prepare students for the reading by brainstorming and because of the development of both the Internet
writing the ideas they have about clothing the whole intrapersonal and interpersonal Cardboard
group. intelligences. Pictures
-Pay special meanings about clothing -Read and write ideas in order to share Tape-recorded
-Get students to work in pairs and pay attention to the with the whole class.
first part of the recording once for them to identify the -Read once and once about clothing .
topic. Listen to the information and identify EVALUATION
-Play the audio for the second time and have them the topic.
identify the name off the clothing. Listen again and answer the questions TECHNIQUE:
Play again and identify the people involved in the -Identify the people who are involved in Written production
clothing. the clothing group
-Monitor and help If need help, tell to the teacher
- In Groups, invite to discuss their project. - In groups, share their project using INSTRUMENT
-Tell about clothing useful expressions
-Help if necessary Help if necessary -Project

GENERAL INFORMATION
THEME: Exploring the GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 25- 04- 2016 ENDING DATE: 29 – 04 – 2016
city
LEARNING GOALS
To talk about places in the city.
Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book Identifies places in
Skills PRESENTATION: PRESENTATION: Student´s book the city.
-The topic Follow Teacher instructions Student´s workbook Asks for and gives
information about
the location of
-Task Setting: New vocabulary objective White board markers places.
PRACTICE - Familiarize new vocabulary Notebook
-Invite students to look at the map in their book and get PRACTICE: Cards
them -Look at the map and indicate the Adhesive tape
to point at the streets, the avenues and some places. different places. Internet
-Repeat all the places’ names and focus students’ - Pronounce the name of the places. Cardboard EVALUATION
attention on the Word Bank and have them repeat the -Look at the Word Bank and practice Pictures
prepositions. Make them notice the location of the ball in the location of the object and Tape-recorded TECHNIQUE:
relation to the box, to understand the meaning of each understand the prepositions. Written production
preposition. Have them work in groups of four to - Complete the information without the
represent the prepositions with real school objects/ tools. audio.
Challenge them to complete the conversation without -Listen to the conversation and
listening to the audio. Play the audio for them to complete, using the word Bank. INSTRUMENT
complete. -In pairs, verify the responses and on
-Invite them to cross-check their answers before the board. -Some exercises
socializing them as a class. -Look at the map and complete the
-Ask them to do next exercise in pairs, have them cross- missing information using the correct
check answers with another pair. preposition.
-Ask them to complete the chart using TO BE. Make them -Complete the chart.
realize the word order for questions by answering. -Do the activity using the Key
-Asking students to do the exercise, refer them to the Expressions
Key Expressions box. Mention the places, write them on -Practice the conversation and verify
the board. answers.
-Invite to practice or rehearse the conversation. Ask them -Listen to the explanation and do the
to cross-check answers with another pair of students. exercise.
- Inform students the purpose of the listening exercise is -Read the statements and listen to the
to audio
identify true and false statements. -Share information with their partners.
-Ask them to read the statements before having them APPLICATION
actually listen to the audio. Play the audio as many times Work in pairs and talk about places.
as necessary, and ask them to check answers with their Asking and answering questions.
classmates before socializing them as a class.
APPLICATION:
Get them work in pairs to ask each other questions about
the location of the places in the city. Go around the
classroom to provide guidance if needed.
GENERAL INFORMATION
THEME: How can I get GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 02- 05- 2016 ENDING DATE: 06– 05 – 2016
to……?
LEARNING GOALS
To talk about tourist places in the city.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Asks for and gives
Skills PRESENTATION: PRESENTATION: Student´s book information
-The topic Follow Teacher instructions Student´s workbook about the location
-Introduce the objective for the week. Listen to the teacher about the Dictionary of tourist
-Task Setting: New vocabulary objective White board markers places in the city.
PRACTICE - Familiarize with new vocabulary Notebook -Gives and follows
-Invite students to answer the questions PRACTICE: Cards instructions to get
-Draw students’ attention to the Vocabulary Strategy. Call -Listen to the questions and answer Adhesive tape to a place by using
on a volunteer to read the instructions and get them to them. Internet city maps.
work in pairs. -Look at the Vocabulary Strategy and Cardboard
-Socialize answer in the class and have them do choral work in pairs. Pictures
and individual repetitions of the jobs. -Practice orally the exercises Tape-recorded
-Encourage them to continue working in pairs and take - Look at the explanation and listen to
turns saying the job, and then spelling it. the audio to circle the correct EVALUATION
-Do some choral and individual drills. Play the audio as information.
many times as necessary for students to circle the correct -Verify checking each other their TECHNIQUE:
direction. Encourage students to cross-check their answers, before share with the class. Written production
answers with their classmates, before socializing them as -Pay attention on the grammar chart
a class. and read the information.
-Center student’s attention on reflect on grammar box -Represent directions and warnings
and have them read the directions and warnings. Ask using gestures. INSTRUMENT
them to think of possible ways of representing them by -Model directions and warnings to the
using body language or gestures. Call on volunteers to rest of the class. -Project- stage 2
model the sign (direction or warning) and have the rest of - Practice comparatives asking questions
the class guess either the direction or the warning. Make and answers in pairs.
students realize the use of imperatives by asking and -Go to the board and read the
answer questions. instructions.
- Call on a volunteer to read the instructions. Get students -Listen to the explanation and look at
to observe and analyze the map on the previous page. the map.
-Play the audio as many times as necessary to confirm -Read the imperatives on reflect
their answers. grammar.
-Challenge them to guess when they use certain -Listen to the information and complete.
expressions -Answer to the teacher’s questions
-Focus their attention on the Useful Expressions box. -Look at useful expressions and
-Encourage them to identify the expressions of gratitude underline in the conversation.
in the conversation. -Listen carefully the next exercise.
-Play the next activity and cross check answers with -Verify their responses with their
another pair of students. partner.
In groups, use imperative to give directions in oral and in Write some examples using imperatives
written form. and practice them.
GENERAL INFORMATION
THEME: The future GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 09- 05- 2016 ENDING DATE: 13– 05 – 2016
city
LEARNING GOALS
To identify specific information in informative texts dealing with tourist places .

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Recognizes details
Skills PRESENTATION: PRESENTATION: Student´s book about the weather,
-The topic Follow Teacher instructions Student´s workbook buildings/
-Introduce the objective for the week. Listen to the teacher about the Dictionary architecture and
-Task Setting: New vocabulary objective White board markers the transportation
PRACTICE - Familiarize with new vocabulary Notebook system in tourist
- Focus their attention on the three pictures. Ask PRACTICE: Cards places.
questions. -Look at the pictures and answer to the Adhesive tape Relates headings
-Play the audio for students to get familiar with the text. questions. Internet to paragraphs
-Play the audio for the second time and ask them to -Listen to the audio and read the text- Cardboard dealing with tourist
underline the location of Dubai, its weather, its buildings, -Listen again and underline the Pictures places.
and its main means of transportation. information that the teacher explains. Tape-recorded
-Invite students to read the three headings and give -Practice given examples according to
examples of each heading. the heading.
-Get students to work in pairs and challenge them to read -In pairs, read the headlines and write in
and put the previous headings into the correct the corresponding blanks. EVALUATION
paragraphs. Encourage them to cross-check answers with -Verify the answers with their partners
another pair of students. before share with the class. TECHNIQUE:
-Go around the classroom to provide help and guidance. -Ask questions if necessary. Written production
-Invite to read and to deduce the meaning of words, -Read the next paragraph and guess the
directing students’ attention. meaning of the new words.
-Challenge them to go back to the texts and circle the -Look at the paragraph again and circle
meaning of the words in red. Have them compare the meaning. Share answers with their INSTRUMENT
answers with their partners- partners.
- Draw students’ attention to the Writing Strategy. Invite -Look at the information on the Strategy -Project- stage 3
students to go back to the reading to identify and analyze Chart and practice some sentences
sentences with the word but. using the word but.
-Call on a volunteer to read the instructions, get them to -Go to the front of the class and read
work in pairs and allow enough time for the completion next exercise and complete with missing
of the task. information.
-Encourage students to cross-check answers with another -Verify the answers on the board with
pair of students before socializing them as a class. their partners.
- Prior to the activity, ask students to bring newspaper or -Look at the pictures and draw a city
magazine cutouts of their city. Have them draw a picture including weather, all about it.
of their city. Have stuck or drawn the pictures, invite them -Complete missing information using
to start completing the paragraph by following the the prompts.
prompts given in front of the lines. -Ask questions if need help
-Get students to work in pairs and take turns showing In pairs, share their pictures in front of
their pictures and reading their descriptions to each the class and the information on the
other. pictures.
GENERAL INFORMATION
THEME: Wonders of GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 16- 05- 2016 ENDING DATE: 20– 05 – 2016
the world
LEARNING GOALS
To use idioms in informal conversations about tourist places.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Deduces
Skills PRESENTATION: PRESENTATION: Student´s book meaning of
-The topic Follow Teacher instructions Student´s workbook informal language
-Introduce the objective for the week. Listen to the teacher about the Dictionary to describe tourist
-Task Setting: Identify the picture objective White board markers places.
PRACTICE - Answer the questions Notebook Uses idioms or
- Challenge students to recall the Seven Modern Wonders PRACTICE: Cards colloquial
by numbering them using ordinal numbers. -Try to answer the questions about the Adhesive tape expressions to
- Encourage students to answer Part B of the quiz in wonders of the World. Internet describe tourist
pairs. -Work with their partner answering the Cardboard places.
- Call on some volunteers to socialize answers as a class. quiz. Pictures
- Call on some volunteers to read the instructions and the -Share their answers with the classmate Tape-recorded
examples given. -Go to the board and read the
-Elicit as many famous tourist places as they can name. instructions and look at the example. EVALUATION
-Get them to work in pairs. -Share information about tourist places
-Suggest that they make first a list of tourist places in the -Work in pairs. TECHNIQUE:
city that they can relate to the expressions learned. -Make a list of places related the words Written production
- Tell students the purpose of the task is writing the studied.
places in the spaces given by asking for and giving -Listen to the explanation about how to
directions. do the activity.
-Refer them to the speech bubbles and encourage them -Look at bubbles and use the INSTRUMENT
to use them as prompts to answer their partner’s information given to answer the
questions. questions. -Evaluation
-Go around the classroom and listen to students’ -Listen the information given by the
questions and answers and take advantage to check teacher and respond. Look at the
sentence structure, spelling and pronunciation if grammar explanation.
necessary. Practice pronunciation.
- Work individually and to be very honest when reflecting -Work alone and reflect on values given
on values. Make them aware of the benefits of visiting in the table.
the tourist places of their city and appreciating the tourist -Listen to the advises given by the
value of their city. teacher.

GENERAL INFORMATION
THEME: A regular Day GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 23- 05- 2016 ENDING DATE: 26– 05 – 2016
LEARNING GOALS
To talk about people’s routines..

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Identifies
Skills PRESENTATION: PRESENTATION: Student´s book people’s
-The topic Follow Teacher instructions Student´s workbook activities.
-Introduce the objective for the week. Listen to the teacher about the Dictionary Asks for and
-Task Setting: Internalize new vocabulary objective White board markers
PRACTICE - Practice the vocabulary Notebook gives information
- Ask students questions PRACTICE: Cards about people’s
- Focus students’ attention on the Useful Expression box. -Answer the questions Adhesive tape daily routines .
-Have students work in pairs and call on a volunteer to -Look at the useful expressions and Internet
read the instructions. Encourage them to do the task work with their partner reading the Cardboard
without listening to the audio. Allow enough time for the expressions. Pictures
completion of the exercise while you go around the -Complete the missing information Tape-recorded EVALUATION
classroom to provide help and guidance if necessary. without audio.
-Play the audio for them to confirm or write the correct -Listen to the audio and confirm TECHNIQUE:
information. information. Written production
-Have students cross-check answers with another pair of -Verify answers and ask help if
students before socializing them. necessary
- Invite students to take a look at the Useful Expression -Look at the Expressions and listen to
box and explain the expressions in the video chat the explanation given by the teacher. INSTRUMENT
-Get students to work in class in pairs and have them fill -In pairs work completing the gaps
in the blanks in the video chat. Allow enough time for the using the information in the video chat. -Project- Stage 1
completion of the task while you monitor their work; - Cross-check by socializing the answers
check spelling and provide help and guidance if as a class.
necessary. Ask them to -Draw students’ attention to the -Look at the information on the
reflect on grammar box. grammar chart and appropriate the
-Make them notice the use of the auxiliary in the yes/no information on it.
questions and the particular word order. Read the -Notice the use of affirmative, negative,
examples given. Refer students to the wh- questions with yes/No questions and Wh-questions in
the auxiliary do and have them read the examples given . examples.
- Center students’ attention on the Speaking Strategy. -Look at the Speaking Strategy and
Ask them to read the example given and they have work listen the explanation given by the
in pairs and invite them to practice following the teacher.
example. -Work in pairs and practice several
-Monitor and help exercises.
APPLICATION APPLICATION
-Form pairs of work and ask questions according to the -In pairs, share information each other
survey. the survey
GENERAL INFORMATION
THEME: Lifestyles GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 30- 05- 2016 ENDING DATE: 03– 06 – 2016
LEARNING GOALS
To talk about people’s lifestyles.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book -Asks for and gives
Skills PRESENTATION: PRESENTATION: Student´s book information about
-The topic Follow Teacher instructions Student´s workbook people’s regular or
-Introduce the objective for the week. Listen to the teacher about the Dictionary common activities.
-Task Setting: Who is the celebrity? objective White board markers -Listens to and
PRACTICE -Answer the question? Notebook classifies verbs
- Invite students to look at the heading: Chat with PRACTICE: Cards according to the
Celebrities. Remind them of the Key Expression VIP and -Look at the information told by the Adhesive tape final sounds.
the celebrities studied in unit 1. Invite students to teacher and listen to the explanation. Internet
mention three celebrities. -Tell names of personalities. Cardboard
-Let students know that as the objective of the exercise is -Pay special attention to both their Pictures
to identify the people and their routines. names and to the activities. Tape-recorded
-Make students realize that even though celebrities have -Listen to the new explanation about EVALUATION
active lifestyles, they also have normal routines and celebrities
spend quality time with their family. Get them to recall -Practice the words written in the family TECHNIQUE:
the family member words. Teach them the use of kids group and listen to the explanation. Written production
-Play the audio twice for students to identify the -Listen to the audio and identify the
information individually. Ask them for the names of missing information.
Juanes’ wife, daughters and son. Check the answers as a -Listen again and again and answer to
group. the questions about Juanes’ wife. INSTRUMENT
-Center students attention on grammar chart and make -Look at the grammar chart and listen to
them aware of the use of Simple Present tense to talk the explanation about the use of Simple -Project- Stage 2
about regular or common activities. Make them notice Present Tense given by the teacher.
the third person singular with the examples given. -Look at the examples written on the
-Emphasize the use of the auxiliary verb for the third board and practice examples relevant to
person singular in negative form. students’ context.
-Invite students to go back to Juanes’ interview and -Come back to Juanes’ interview and tell
identify the activities his family does in the chart. about the activities.
-Ask students to take a look at the pictures. Encourage - Analyze the relationship between the
themselves to describe and to define the relationship pictures.
between both of them. Call on a volunteer to read the -Read the instructions and in pairs
instructions and encourage students to work in pairs to practice the correct conjugation of the
complete the text. verbs in parentheses, as shown in the
-Ask them to compare their answers with another pair of example.
students and finish by socializing them as a class. -Pay attention to the chart where is
-Focus students’ box and make them aware of the use of information about wh-questions and
the auxiliary does in the yes/no and wh- questions, as in listen the information given by the
the examples given, as well as the answers. Write teacher.
examples relevant to students’ context. Explain about -Complete the missing information
stress that for wh- questions, they should give a complete using (s; ies;es) to the verbs.
answer with the verb in the third person singular. -In individually form organizing the
-Encourage students to work individually to organize information with wh-questions and the
the questions and then, to answer them. Allow enough respective answers.
time for the completion of the exercise while you go -Ask for explanation to the teacher if
around the classroom to see if they have any sentence about the structure.
structure or spelling difficulty and provide help. APPLICATION
-APPLICATION -Listen to the audio and do the exercises
- Play the audio once to identify the three final sounds. given by the teacher.
Play it as many times as necessary for students to classify -Practice as many times as necessary.
the verbs according to the final sound. Classify the sound - internalize the sound, have them do
according to the final sound. some choral and individual drills of the
-Help students with the pronunciation as they are whole set of words.
confidential.
GENERAL INFORMATION
THEME: A Hairy GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 06- 06- 2016 ENDING DATE: 10– 06 – 2016
Routine
LEARNING GOALS
To information in texts about personalities and routines.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Identifies context
Skills PRESENTATION: PRESENTATION: Student´s book clues to organize a
-The topic Follow Teacher instructions Student´s workbook text.
-Introduce the objective for the week. Listen to the teacher about the Dictionary -Recognizes specific
-Task Setting: personality adjectives objective White board markers information.
PRACTICE -Match the faces to the adjectives Notebook
-Focus students’ attention on the title of the reading. PRACTICE: Cards
-Use the vocabulary strategy learned in the previous -Look at the headline of the reading and Adhesive tape
exercise to find the definition of the word whisper. the new words. Internet
-Have them read the heading A Hairy Routine and relate it -Emphasize into the word whisper to Cardboard EVALUATION
to the dog whispered. find the definition. Pictures
-Direct their attention to the Reading Strategy. -Look at the topic and try to answer Tape-recorded TECHNIQUE:
-Challenge them to do a quick search to find the their thoughts. Written production
connectors of sequence which are in red and to underline -Read again and share information
the regular activities. about the connectors used in the
-Advise students to pay attention to the order of the reading.
routines to arrange the text correctly. Make them relate -Pay attention about the routines and INSTRUMENT
the connector with the ordinal number that goes at the order the text.
beginning; with the end of a story; then and after that -Listen to the explanation given by the -Project- Stage 3
with a time line where then goes before after that. teacher.
-Get students to work in pairs and call on a volunteer to -Check information on the board.
read the instructions. Play the audio twice and give them -Work in pairs to read instructions.
enough time to complete the task. Encourage students to -Listen to the audio and check
cross-check answers with another pair of students. information and verify answers.
-Scan the text, or read it moving their eyes quickly, paying -Read the text again to find specific
attention to details such as names, family members, information.
places, professions, regular activities, and physical -Emphasize on new structure using the
appearances. Get students to recall the structure of Wh- questions and Yes/ No studied and
yes/no and wh- questions information. Call on some answer.
volunteers to read each sentence. -Practice reading the exercises.
-Call on some volunteers to read the instructions and red -Go to the board and read the new
in the article and challenge students to quickly organize instructions and the words in red and
them. Get them to work in pairs and use the previously order the information.
learned Reading Strategy by challenging them to -Look at the chart and write using own
complete the sentences without going back to the text. information.
-Encourage them to compare their answers with another -Check their information and exchange
pair of students. Call on a volunteer to read the their answers with their partner.
instruction and immediately center students’ attention on -Listen to the explanation given by the
the Writing Strategy. Suggest that they can work in pairs teacher and look at the Writing Strategy
and allow enough time for the completion of the task and complete the information.
while you go around the classroom checking sentence -If need information in order to correct
structure and spelling when necessary. ask to the teacher to help.
-APPLICATION APPLICATION
Invite them to work with a partner and read each other’s Form pair of work to read the activities
routine and correct possible mistakes. Go around the do every day and correct each other.
class listening to their exchanges and express your -Share information with the teacher to
satisfaction at their discipline and good work. correct them.
GENERAL INFORMATION
THEME: Do you sleep GROUP: 8th “A,B”. PERIODS: Five STARTING DATE: 13- 06- 2016 ENDING DATE: 17– 06 – 2016
like a log?
LEARNING GOALS
To use idioms in informal
conversations about routines
on weekends.

Integrated WARM UP: each class Student interacts with the teacher. Teacher´s book - Uses informal
Skills PRESENTATION: PRESENTATION: Student´s book language
-The topic Follow Teacher instructions Student´s workbook to describe
-Introduce the objective for the week. Listen to the teacher about the Dictionary people’s
-Task Setting: New idioms objective White board markers personalities.
PRACTICE -Practice them Notebook
- Call on a volunteer to read the instructions and the PRACTICE: Cards
words in the Word Bank. As they already know the -Go to the front of the class and read Adhesive tape
meaning of the action verbs, divide the class into three the words in the Word Bank and the Internet
groups and assign each one an idiom. Encourage them to instructions. Cardboard EVALUATION
come up with a drawing of the colloquial expression -Answer what they are going to do and Pictures
while you go around helping them if necessary. Ask them learn the new phrases. Tape-recorded TECHNIQUE:
to show the drawing, read the idiom aloud and stick it -Practice the idioms using the drawings Written production
onto the board. Get students to work in pairs and and put on the board. Test
challenge them to complete the conversations without -In pairs complete the missing
listening to the audio. information using the idioms.
-Play the recording as many times as necessary for -Listen to the information and confirm INSTRUMENT
students to confirm their answers. their responses.
-Encourage them to compare their answers with the -Go to the board and check the -Project
drawings of the colloquial expression and have them do expressions with the drawings and -Questionnaire
some choral and individual drills. practice in choral form
- Get students to work in pairs. Call on a volunteer to read -Work in pairs again and one person
the instructions. Invite them to ask each other the goes to the board to read the
questions. Encourage them to discover their lifestyles by instructions.
adding the points. Have them report their classmate’s -Answer the questions and according to
lifestyle (active or relaxed) to the class. the scale value discovers their lifestyle.
-APPLICATION APPLICATION
Get students to work individually and ask them to be very -Work in individually form and reflect on
Honest when reflecting on their values and making the values.
choice among always, sometimes, or never. Highlight the -Read and select the options given on
importance of having an active lifestyle, spending quality the chart.
time with their family, and seeing their parents as role -Share with the whole class.
models.

English Lesson Plan - Eighth E.G.B

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English Lesson Plan - Eighth E.G.B

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ENGLISH PLANNING SESSION

Mgs. Teresa Anchali Prof. Ximena Valencia Pro. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATOR

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES EVALUATION

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES EVALUATION

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

Mgs. Teresa Anchali Prof. Ximena Valencia Prof. William Saa

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION

SKILLS TEACHER ACTIVITY STUDENT ACTIVITY RESOURCES INDICATORS

TEACHER SCHOOL DIRECTOR VICE-PRINCIPAL

ENGLISH PLANNING SESSION