Lesson Plan School: E.S.T. 28 EMMA NAVA Rodríguez Zone 5 School Code: 29DST0028T Location: San Pablo Apetatitlán, Tlaxcala

SECRETARÍA DE EDUCACIÓN PÚBLICA
PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

DEPARTAMENTO DE EDUCACIÓN SECUNDARIA TÉCNICA
Lesson Plan
School: E.S.T. 28 EMMA NAVA Zone 5 School Code: 29DST0028T Location: San Pablo Apetatitlán, Tlaxcala
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: August 25th- 29th 2014,
school September 1st- 5th 2014.
Unit 1 Product: Didactic Strategy/ies: Period:

Social practice: Environment:
Specific competency:
Achievement: Achievement: Achievement:
Doing Doing Doing
Knowing Knowing Knowing
Being Being Being
Product Product Product
Lesson 1 (Initial stage) Lesson 2 (Initial stage) Lesson 2 (Initial stage)

Activities T Activities T Activities T
REVIEW OF THE TOPICS OF THE REVIEW OF THE TOPICS OF THE DIAGNOSTIC REVIEW OF THE TOPICS OF THE
DIAGNOSTIC EXAM EXAM DIAGNOSTIC EXAM
Assessment (Standards) Assessment (Standards) Assessment (Standards)
Material: Material: Material:

Elaborated by: SOCORRO VELÁZQUEZ M. Authorised by: Coordinator:Alberto Sánchez Grande
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 3rd Grade Secondary School year 2014-2015 Date: August 18th – August 22nd
school
Unit 1 Product: Didactic Strategy/ies: Integration Period: August- September-October

activities; diagnostic exam and
learning style test.
Doing Doing Doing
Being Being Being

Opening Opening Opening

TEACHER WILL PRESENT HERSELF AND DIAGNOSTIC EXAM LEARNING STYLE TEST
SHE WILL EXPLAIN THE WAY OF WORK Development
(ASSESSMENT ASPECTS). Development EXAM CORRECTIONS
Development Closing TEACHER WILL REVIEW WITH THE
SS. WILL PRESENT THEMSELVES STUDENTS THE WRONG ANSWERS
SAYING NAME AND AGE. FROM THE DIAGNOSTIC EXAM.
Closing
Closing
ACTIVITY: STUDENTS WILL MAKE A
CIRCLE AND THEY WILL SAY THE
NAME OF ALL THE STUDENTS AND
THEY WILL SAY SOMETHING NICE
ABOUT A PARTNER THROWING A BALL.
IT CAN BE A PHYSICAL TRAIT OR A
PERSONALITY TRAIT.
Material: Notebook Material: Photocopies Material: Photocopies

Elaborated by: SOCORRO VELÁZQUEZ M. Authorised by: Coordinator Alberto Sánchez Grande
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: August 25th- 29th 2014,
school September 1st- 5th 2014.
Unit 1 Product: Didactic Strategy/ies: Different Period:

exercises to check the contents in
cycle 3.
Doing Doing Doing
Being Being Being

REVIEW OF THE TOPICS OF THE REVIEW OF THE TOPICS OF THE DIAGNOSTIC REVIEW OF THE TOPICS OF THE
DIAGNOSTIC EXAM: THE ALPHABET. EXAM: VERB TO BE DIAGNOSTIC EXAM: ACTION VERBS
Material: Material: Material:

Elaborated by: SOCORRO VELÁZQUEZ M. Authorised by: Coordinator:Alberto Sánchez G.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: August 18th – August 22nd
school
Unit 1 Product: Didactic Strategy/ies: Integration Period: August- September-October

activities; diagnostic exam and
learning style test.
Doing Doing Doing
Being Being Being


TEACHER WILL PRESENT HERSELF AND DIAGNOSTIC EXAM LEARNING STYLE TEST
SHE WILL EXPLAIN THE WAY OF WORK Development
(ASSESSMENT ASPECTS). Development EXAM CORRECTIONS
Development Closing TEACHER WILL REVIEW WITH THE
SS. WILL PRESENT THEMSELVES STUDENTS THE WRONG ANSWERS
SAYING NAME AND AGE. FROM THE DIAGNOSTIC EXAM.
Closing
Closing
ACTIVITY: STUDENTS WILL MAKE A
CIRCLE AND THEY WILL SAY THE
NAME OF ALL THE STUDENTS AND
THEY WILL SAY SOMETHING NICE
ABOUT A PARTNER THROWING A BALL.
IT CAN BE A PHYSICAL TRAIT OR A
PERSONALITY TRAIT.
Material: Notebook Material: Photocopies Material: Photocopies

Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: September 8th to 12th
school
Unit 1 Product: Telephonic complaint voice mail Didactic Strategy/ies: Through Period: August- September- October
videos, forms and dialogues
students will learn to make a
complaint.
Social practice: Understand and express information related to goods and services Environment: Familiar and community
Specific competency: Give and receive information for performing community service
Achievement: Predicts the general meaning from words Achievement: Predicts the general meaning from words and Achievement:
and expressions similar to those of the mother tongue. expressions similar to those of the mother tongue.
Doing Listen and check a dialogue about the Doing. Find out the meaning of words. Doing Clarify meaning of words.
performance of community service:
-Recognize topic and purpose.
Knowing Topic, purpose, and intended audience. Knowing Repertoire of words necessary for this social practice Knowing Contextual clues.
of the language
Being Participate appropriately during oral exchanges. Being Participate appropriately during oral exchanges. Being
Product Activate previous knowledge. Product Activate previous knowledge. Product ––Select and consult information to make a
complaint.


1. Brainstorming the words related to PLACES. Students will look up in the dictionary one action they Teacher will write sentences with Can,
Then, they will get 5 words related to each can do in several places. referring to the activities that can be made in
place. The work will be divided by pairs. Development different places. Students will have to guess
Development which place it is.
2. Students copy the word webs of each place. Ss. will write the action verb next to the place in a Development and closing
Closing photocopy given by the teacher and they will match Now students will have to write a sentence
3. Students will listen to an audio and they will each place with the proper picture. with CAN and they will have to read it aloud
identify all the places named in the Closing and the rest of the class have to guess it.
conversation. Ss. will practice the proper pronunciation of the list
FILE: Brainwave places word and the action verbs.
Assessment (Standards) : 2.2.7 Assessment (Standards) 2.2.1 Assessment (Standards) 1.1.1, 1.1.4, 2.2.1
Material: Board, speakers, markers. Material: Board, photocopy. Material: Notebook, board and markers.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: September 15th to 19th
school
Unit 1 Product: Acting out a dialogue Didactic Strategy/ies: Period: August- September- October
Achievement: Produces expressions to provide Achievement: Infers the general meaning from explicit Achievement: Infers the general meaning from
information. information. explicit information.
Doing Predict the general meaning. Doing. Doing Clarify meaning of words.
Knowing Composition of expressions. Knowing Structure of complaints: opening, body, and closure. Knowing Contextual clues.
Being Participate appropriately during oral exchanges Being Being
Product Write sentences to give and receive Product Create the statements to express the complaint. Product ––Select and consult information to make a
information. complaint.
Opening Opening, Development and Closing Opening

Students will watch a video related to a touristic Students will sit by trios and they will create a brochure Students will listen to a dialogue. They will
place. using the material they brought. The brochure will have explain to the teacher the main idea.
SOURCE: goaheadtours.com to contain 8 sentences using CAN or CAN´T. Development
Development Teacher will give them the dialogue script.
Students will answer some questions related to the Students will read it and listen again.
video: Closing
1. Do you like this place?
2. Why is this place interesting?
3. What places can you observe? Students will create a similar dialogue only
4. What can you do in those places? changing the bald words. Students will
5. What can´t you do in those places? practice it. Activity made by pairs.
Students will work by trios.
Closing
Students will agree by trios the material they will
have to bring to make a brochure and they place
they will choose to make it.
MATERIAL: scissors, color papers, glue,
cuttings, etc.
Material: Board, photocopies, marker. Material: Board, notebook. Material: Photocopies, speakers.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: September 22nd to 26th
school
Achievement: Produces expressions to provide Achievement: Produces expressions to provide information. Achievement: Distinguishes expressions in
information. oral exchanges.
Recognizes the composition of expressions
in oral exchanges.
Doing Predict the general meaning. Doing Write sentences. Doing Start a dialogue with the help of written
guidelines
Knowing Composition of expressions. Knowing Sentence types. Knowing Composition of expressions
Being Participate appropriately during oral exchanges Being Foster confidence within interpersonal relationships. Being Foster confidence within interpersonal
relationships.
Product Write sentences to give and receive Product Choose the community service about which Product Decide roles and turns of participation.
information. information is to be exchanged.

Students will watch a video related to a touristic Students will sit by trios and they will create a brochure Students will listen to a dialogue. They will
place. using the material they brought. The brochure will have explain to the teacher the main idea.
SOURCE: goaheadtours.com to contain 8 sentences using CAN or CAN´T. Development
Development Teacher will give them the dialogue script.
Students will answer some questions related to the Students will read it and listen again.
video: Closing
1. Do you like this place? Students will create a similar dialogue only
2. Why is this place interesting? changing the bald words. Students will
3. What places can you observe? practice it. Activity made by pairs.
4. What can you do in those places?
5. What can´t you do in those places?
Students will work by trios.
Closing
Students will agree by trios the material they will
have to bring to make a brochure and they place
they will choose to make it.
MATERIAL: scissors, color papers, glue,
cuttings, etc.
Material: Board, photocopies, marker. Material: Board, notebook. Material: Photocopies, speakers.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: September 29th- October 3rd
school
Achievement: Produces expressions to Achievement: Adjusts volume and speed when constructing Achievement:
provide information. oral texts.
Doing Adjust volume and speed Doing Adjust volume and speed. Doing
Knowing Acoustic features: tone, intonation and Knowing Speech register.. Knowing
pronunciation.
Being Participate appropriately during oral exchanges Being Foster confidence within interpersonal relationships. Being
Product Check that sentences are understood when Product Perform the dialogue Product
spoken and listened to.

Students will finish their dialogues. Teacher will Students will present their dialogues to the class.
check grammar points. Development
Development and closing.
Students will practice the dialogue in their places. Closing
Then, each couple will read their dialogue in front
of the teacher in order to correct their
pronunciation mistakes.
Assessment (Standards) : 2.2.7 Assessment (Standards) 2.2.1 Assessment (Standards)
Material: notebook Material: notebook. Material:

Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: October 6th- October 10th
school
Unit 1B Product: Big Book Didactic Strategy/ies: Period: August- September- October
Social practice: Read and understand different types of literary texts of English- Environment: Literary and ludic
speaking countries
Specific competency: Read classic tales and write a short story based on them
Achievement: Recognizes the general meaning from Achievement: Recognizes the general meaning from some Achievement: Retells events using images.
some details. details.
Doing Activate previous knowledge. Doing Activate previous knowledge. Doing Recognize the general meaning
Knowing Topic, purpose and intended audience. Knowing Topic, purpose and intended audience. Knowing Verb tenses: past.
Being Acknowledge reading as a recreational activity. Being Acknowledge reading as a recreational activity. Being Understand and appropriately contribute in
discussions
Product Select and read a classic story. Product Select and read a classic story. Product Check that the sentences comply with
grammar, spelling and punctuation conventions.

Teacher will ask the students, names of famous Teacher will ask the students the meaning of the words. Teacher will explain the simple past. The use
classic stories. Students will say the names of Development of past and several examples.
different stories: Cinderella, Snow White, Little Students will complete the sentences with one of the Development
Red Riding Hood, Sleepy Beauty, Beauty and the vocabulary words Students will copy a list of verbs used for a
Beast, etc. Closing classic story.
Development Students will read aloud the sentences and check the Closing
Teacher will write the names of the stories on the logic of the sentences. Students will complete sentences with verbs
board. in simple past.
Then, teacher will ask the students to say words
related with those stories.
Closing.
Students will write the words in their notebooks
and they will look up the new words in the
dictionary.
HW: STUDY THE WORDS

Evaluation tool: Evaluation tool:
Material: notebook, dictionary. Material: notebook. Material:
Lesson Plan
RODRÍGUEZ
school
speaking countries
Achievement: Recognizes the general meaning from Achievement: Recognizes the general meaning from some Achievement: Formulates and answers
some details. details. questions in order to locate specific information.
Doing Predict contents based on graphic and text Doing Recognizes the general meaning from some details. Doing Determine number and order of key events.
components.
Knowing Graphic components. Knowing Narrative elements. Knowing Textual components.
Being Acknowledge reading as a recreational activity. Being Understand and appropriately contribute in discussions. Being Acknowledge reading as a recreational activity.
Product Determine which the key events are. Product Determine which the key events are. Product Write and arrange the sentences based on
key events.

Teacher will deliver different papers with Students will work by pairs. They will receive papers Students will translate the text.
illustrations of Cinderella´s story. By pairs with sentences on them. They will have to read it once. Development
students will have to color it. Development After understanding the text, Students will
Development After that, they will have to underline with yellow the have to place the proper texts below the
words that they recognize in the text. Then, with red the pictures.
After that, students will have to observe all the verbs in simple past , with green the character´s names, Closing
illustrations and order them. with orange the places and with blue the words they Students will finish their first big book.
Closing. don´t know.
Students will write below these pictures the main Closing
verb that represents the illustration in simple past. Finally they will write the words in columns in their
notebooks.
Material: paper Material: notebook, photocopy Material: copies.
Lesson Plan
RODRÍGUEZ
school
speaking countries
Achievement: Recognizes the general meaning from Achievement: Recognizes the general meaning from some Achievement: Formulates and answers
some details. details. questions in order to locate specific information.
Doing Predict contents based on graphic and text Doing Recognizes the general meaning from some details. Doing Determine number and order of key events.
components.
Knowing Graphic components. Knowing Narrative elements. Knowing Textual components.
Being Acknowledge reading as a recreational activity. Being Understand and appropriately contribute in discussions. Being Acknowledge reading as a recreational activity.
Product Determine which the key events are. Product Determine which the key events are. Product Write and arrange the sentences based on
key events.

Students will work by trios. They will choose a Students will continue working with the sentences. Students will paste the sentences below the
classic story. Development drawings.
Development When they finished, the teacher will correct them. Development
Then, teacher will deliver the images to make the Closing After that, they will create the covering for
big book. Students will color the images. Finally, for homework they will type the sentences and the Big Book.
Closing. print them to finish the big book. Closing
Students will present the big book.
Students will start to write a sentence that
illustrates the pictures.

Material: papers, colors, dictionary, notebook. Material: notebook, photocopy Material: color papers, copies. Staples.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: November 3rd-November 7th
school
Unit 2 A Product: Instruction manual to learn how to use Didactic Strategy/ies: Use of a Period: October- December
a bilingual dictionary dictionary step by step
Social practice: Understand and write instructions Environment: Academic and Educational
Specific competency: Write instructions to use a bilingual dictionary.

Achievement: Locates and reads the definitions of words both Achievement: Locates and reads the definitions of words both in Achievement: Understands the use of upper case letters,
in English and Spanish. English and Spanish. lower case letters and abbreviations in a dictionary.
Doing Recognize graphic & text components. Doing Point out sections assigned to each language. Doing Understand the use that is given to lower and upper-
• Identify entries and subentries. case letters. Establish type of word from an abbreviation.
• Examine numbers and special characters and determine their use.
Knowing Textual organization patterns: listings. Knowing Typographic signs. Arabic and roman numbers. Knowing Abbreviations: Articles, nouns, adverbs,
adjectives and pronouns.
Being Show curiosity and interest in searching and obtaining Being Show curiosity and interest in searching and obtaining Being Show curiosity and interest in searching and obtaining
information. information. information
Product Select and explore bilingual dictionaries. Product Select and explore bilingual dictionaries. Product Determine the words, definitions and
abbreviations the instruction manual will refer to.
Students will take out their dictionaries and by Answer the page 39 of the book. The activities are Students will answer pages 40 and 41.
pairs, they will write 5 things that bilingual related to the main characteristics of a bilingual Development
dictionaries have in common with a monolingual dictionary. Teacher will explain the meaning of the
Spanish dictionary and 5 differences. Development different speech categories.
Development Students will look up for three words. They will copy Closing
Students will discuss their conclusions about the the whole definition. Students will look for an example of each
similarities and differences. Closing speech category in their dictionaries.
Teacher will explain the way they have to work Students will circle with different colors the
with bilingual dictionaries. abbreviations and the bald words. They will try to
Closing explain the reason of them.
Students will copy the conclusions in their
notebooks and they will have to draw their
dictionaries.
Assessment (Standards) 3.2. Identify differences Assessment (Standards) 2.2.3. Use linguistic strategies to Assessment (Standards) 2.2.7. Manage a repertoire
between graphic and textual symbology of similar organize and highlight information of words and structures with canonical composition
situations. and conventional writing.
Material: Dictionary, book, notebook. Material: Dictionary, book, notebook Material: Dictionary, book, notebook
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: November 10th- November 14th
school

Achievement: Understands the use of upper case letters, Achievement: Completes and writes sentences in order to organize Achievement: Completes and writes sentences in order to
lower case letters and abbreviations in a dictionary. them into a sequence, from a model. organize them into a sequence, from a model.
Doing Understand the use that is given to lower and upper-case Doing: Write a list of textual components. Doing: Write a list of textual components.
letters. Establish type of word from an abbreviation.
Knowing Abbreviations: Articles, nouns, adverbs, adjectives Knowing Declarative Sentences/ Imperative. Knowing Declarative Sentences/ Imperative.
and pronouns.
Being Show curiosity and interest in searching and obtaining Being Favor cooperation and integration in school work. Being Favor cooperation and integration in school work.
information
Product Determine the words, definitions and Product Write instructions. Product Write instructions.
abbreviations the instruction manual will refer to.
Teacher will continue explaining the speech Teacher will make a review of what an affirmative Teacher will explain the purpose of
categories: Noun, Verb, Adjective, Adverb, sentence is, and the order of the words they have to Imperative sentences and how can they make
Pronoun, Preposition, Conjunction, Interjection. follow to create new sentences: subject + verb+ them.
Their purpose and examples. complement. Development
Development Development Students will write the place where they can
Teacher will write 10 known words for the Students will order words to create logic and cohesive read the following imperative sentences:
children; students will work by pairs and they will sentences. Students will work by pairs. a. Close the door!
write the proper speech category for each word. Closing b. Keep silence!
Closing Students will paste the sentences in their notebooks. c. Throw the garbage in the trash can!
Students will answer their books pages 42, 43. d. Pay attention!
e. Don´t shout!
f. Make you bed!
g. Take a shower and brush your
teeth!
Closing
Students will think of 2 imperative sentences
and write them in their notebooks.
Assessment (Standards) Identify the proper speech category. Assessment (Standards) 2.2.3. Use linguistic strategies to organize and Assessment (Standards) 2.2.1. Write short and structured
1.2.3. Identify specific information in written texts of everyday highlight information texts related to familiar topics or personal interest.
use.
Material: Dictionary, book, notebook. Material: photocopy, notebook Material: photocopy, notebook.
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: November 17th- November 21st
school

Achievement: Completes and writes sentences in order to Achievement: Completes and writes sentences in order to organize
organize them into a sequence, from a model. them into a sequence, from a model.
Doing: Write a list of textual components. Doing: Write a list of textual components.
Knowing Connectors. Knowing Declarative Sentences/ Imperative.
Being Favor cooperation and integration in school work. Being Favor cooperation and integration in school work.
Product Write instructions. Product Write instructions.
Lesson 1 (Initial stage) Lesson 2 (Initial stage)

Activities T Activities T T
Opening Opening
Students will have to work by pairs and write at Students will correct or add the instructions they have
least 5 instructions to use a bilingual story. First created after reading the instructions on page 48.
draft. Teacher will check them and they will create a poster
Development with the instructions and some illustrations.
Teacher will check and correct the first draft. Development
Then, teacher will explain the use of Connectors: Students will paste their posters and present them to the
a. After that rest of the class.
b. When Closing
c. Finally
d. Next
e. Then
f. First
Closing
Students will add the connectors to their draft
(second draft) and they will check if these are
similar to the ones in page 48.
Assessment (Standards) 1.2.3. Identify specific information in Assessment (Standards) 2.2.3. Use linguistic strategies to organize and Assessment (Standards)
written texts of everyday use. highlight information
Material: Dictionary, book, notebook. Material: cardboard, dictionary, notebook and markers. Material: photocopy, notebook.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: November 24th- November 29th
school
Unit 2B Product: Plenary Didactic Strategy/ies: Period: October- December

Social practice: Interpret and express information published in diverse media. Environment: Familiar and community.
Specific competency: Exchange opinions regarding the contents of a radio program

Achievement: Identifies words used to link Achievement: Detects speech register Achievement: Detects speech register
ideas.
Doing Establish topic, purpose and intended audience. Doing Differentiate voices, environment sounds and sound Doing Predict the general meaning.
effects.
Knowing Repertoire of words necessary for this social KnowingDifferentiate voices, environment sounds and sound Knowing Speaking turns.
practice of the language. effects.
Being Recognize the influence of media in everyday life. Being Recognize the influence of media in everyday life. Being Recognize the influence of media in everyday
life.
Product Select a radio program. Product Select a radio program. Product Decide on the plenary length.

Students will answer the questions on page 52, -Reflexive video. -Math problem.
exercise 1 of their books. The questions are related -Students will listen to a radio program and they will -Students will think in the different types of
to the use of the radio and the students´ favorite identify specific information asked on page 52. radio programs; make a list (music, news,
stations. Development sports, expressing points of view), are these
Development -Teacher will ask the new vocabulary through a ball programs interactive, do they receive phone
Teacher will choose 20 students. Each one of them game. calls from the audience?
is going to receive a paper with a word. They will Closing Development
have to spell it in front of the class. -Students will complete the sentences with one of the -Students will answer page 57 of their books.
words from the vocabulary. Closing
Students will copy the words and they will look up -Students will share their answers.
the meaning in the dictionary.
Closing
Students will check the meaning and write them in
their notebooks.
Assessment (Standards) 1.1.1. Understand main ideas Assessment (Standards) 1.2.3. Identify specific information in Assessment (Standards) 1.1.5. Identify expressions
in spoken texts of familiar and common matters. written texts of everyday use. independently of the acoustics characteristics they are
transmitted through.
Material: book Material: book, photocopy Material: book

Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: December 1st- December 5th
school
Unit 2B Product: Plenary Didactic Strategy/ies: Period: January- March


Achievement: Detects speech register. Achievement: Writes expressions to produce opinions. Achievement: Answers questions to express opinions or
points of view about the contents of an oral text.
Doing: Determine the relationship between sound effects and Doing Structure, write and read opinions. Doing Answer questions to express opinions.
contents.
Knowing: Speech register. Knowing: Verbs: modals. Knowing Syntactic differences between British and
American varieties:
possessive constructions (e.g., Have you got a notebook?, Do
you
have a notebook?).
Being Recognize the influence of media in everyday life. Being Foster respect and attention towards the opinions of others. Being Foster respect and attention towards the opinions of
others.
Product Structure sentences to express opinions about Product Structure sentences to express opinions about Product Check that sentences are understood when spoken
the radio program. the radio program. and listened to.
Teacher will ask the students why do they think -Reflexive video. -Math problem.
ads are important? Students will say diverse -Students will listen to the opinions expressed by -Teacher will write the WH question words
opinions. Teacher will write the opinions on the different people about a radio program. Book page 59 on the board. Through examples, students
board. Development will deduce the meaning of them.
Development -Teacher will ask the students to identify the following Development
phrases: I like, I didn´t like, I think, I believe, In my
Teacher will reproduce a radio commercial related opinion. And they will write examples in their --Students will match the questions to the
to a Furniture store. Students will listen to the ad. notebooks. answers. Book page 60.
They will guess what the ad is about. Then, she Closing -Students will check answers.
will deliver the ad transcription. They will read it Difference between should, might and could. Closing
and listen again. -Students will complete the questions with
Closing the proper question word.
Students will draw in their notebooks a poster with
the products announced in the ad and the
company´s name.
Assessment (Standards) 1.1.1. Understand main ideas Assessment (Standards) 2.2.1. Write short and structured texts Assessment (Standards) 2.2.7. Manage a repertoire of
in spoken texts of familiar and common matters. related to familiar topics or personal interest. words and structures with canonical composition and
conventional writing.
Material: book Material: book Material: book
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: December 8th- December 12th
school
Unit 2B Product: Plenary Didactic Strategy/ies: Period: January- March


Achievement: Expands main ideas in an oral exchange. Achievement: Expands main ideas in an oral exchange. Achievement: Expands main ideas in an oral exchange.
Doing: Speaking turns. Doing Speaking turns. Doing Speaking turns.
Knowing: Repertoire of words necessary for this social Knowing: Repertoire of words necessary for this social practice of the Knowing: Repertoire of words necessary for this social
practice of the language. language. practice of the language.
Being Foster respect and attention towards the opinions of Being Foster respect and attention towards the opinions of others. Being Foster respect and attention towards the opinions of
others. others.
Product: Check that sentences are understood when spoken Product: Structure sentences to express opinions about Product Establish turns and each participation length.
and listened to. the radio program. Carry out the plenary and pay attention to the
participation of others.
Teacher will complete the chart to create an -Reflexive video. -Math problem.
opinion. Book page 61. -Students will complete an organizer related to the -Students will produce their opinions about
Development elements considered to make a radio program. the radio show they listened to yesterday.
After checking, students will complete a dialogue. Development Development
Closing
Students will practice the dialogue, previously -Then, students will listen to a radio program and they --Students will read their opinions to the rest
completed with a partner. will have to identify the elements asked. Book page 62. of the class.
Closing Closing
Students will share their answers. -Students will identify the partners with the
same likes or dislikes.
Assessment (Standards) 1.1.1. Understand main ideas Assessment (Standards) 2.2.1. Write short and structured texts Assessment (Standards) 2.1.1. Participate in
in spoken texts of familiar and common matters. related to familiar topics or personal interest. exchanges on everyday topics and familiar
environments.
Material: book Material: book Material: book

Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: April 13-17 2015
school
Unit 4 Product: Interview Didactic Strategy/ies: Period: April- June

Social practice: Understand and produce oral exchanges related to leisure Environment: Familiar and community environment.
situations
Specific competency: Exchange likes and dislikes in a dialogue.
Achievement: Recognizes the speakers and listeners Achievement: Requests clarifications Achievement: Requests clarifications
behavior that supports the construction of meaning.
Doing Anticipate the general meaning. Doing Write sentences. Doing Write sentences.
Knowing Topic, purpose and intended audience. Knowing Repertoire of words necessary for this social practice Knowing Repertoire of words necessary for this social
of the language. practice of the language.
Being Use language to Exchange common interests. Being Use language to Exchange common interests Being Use language to Exchange common interests
Product Select a leisure activity. Product Structure questions about likes and dislikes. Product Structure questions about likes and dislikes.

1. Review of body organs. 1. Students will match sentences of likes and 1. Students will listen to the likes and
2. Some students will spell the new dislikes using action verbs. dislikes of three celebrities. Then
vocabulary. Enjoy, Like, Dislike 2. Teacher will explain the use of two verbs with they will match them with the
–ing or infintive form. Students will complete proper artist. Page 104.
Hate, Love, Free, Magazine, Knit, the sentences with the proper verb form. 2. Students will complete the
Hike, Shop, Hang out. 3. Answer the worksheet to express likes and sentences with BUT and AND.
dislikes.
3. Then, students will look up the words in 3. Students will complete the exercise
the dictionary. HW: Answer the book page 102. It is a quiz about 11, page 101 related to AND or
4. Students will practice the pronunciation personal likes and dislikes. BUT.
of the new vocabulary.
5. Students will answer page 98. This page
is related to quiz and likes and dislikes.
Assessment (Standards) 2.2.7. Manage a repertoire of Assessment (Standards) 1.2.2. Understand texts written in Assessment (Standards) 1.1.2. Understand detailed
words and structures with canonical composition and common and colloquial English. instructions to solve problems related to familiar and
conventional writing. common situations.
Material: Notebook, book, board, dictionary. Material: Notebook, book, board, cd rom, speakers. Material: Notebook, book, board, cd rom, speakers.

Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: April 20- 24 2015
school
Unit 4 Product: Interview Didactic Strategy/ies: Period: April- June

Social practice: Understand and produce oral exchanges related to leisure Environment: Familiar and community environment.
situations
Specific competency: Exchange likes and dislikes in a dialogue.
Achievement: Recognizes the speakers and listeners Achievement: Requests clarifications Achievement: Requests clarifications
behavior that supports the construction of meaning.
Doing Anticipate the general meaning. Doing Write sentences. Doing Write sentences.
Being Use language to Exchange common interests. Being Use language to Exchange common interests Being Use language to Exchange common interests
Product Select a leisure activity. Product Structure questions about likes and dislikes. Product Structure questions about likes and dislikes.

1. Teacher will explain the use of TAG 1. Students will observe different pictures of 1. Students will listen to the
QUESTIONS with the verb to be, activities and they will have to check the ones dialogues again and, by pairs,
simple present, can and should. they like. Then, they will have to explain the they will write a similar
2. Students will answer the exercises reasons they enjoy doing the activity. (p.100, dialogue expressing likes and
related to the tag questions. ex 1). Students will use the word BECAUSE. dislikes.
3. Students will answer page 107 (ex. 8), 2. Students will listen to different conversations 2. Teacher will check the
page 108 (ex. 12, 13). expressing likes and dislikes. productions, students will
correct and they will present it
to the class.
3. Exam
Assessment (Standards) 2.2.2. Give some details to Assessment (Standards) 2.1.5. Join short structures and Assessment (Standards) 2.1.5. Join short structures and
complement the text. expressions together to form sequences of ideas. expressions together to form sequences of ideas.
Material: notebook, book Material: book, notebook, speakers. Material: worksheet

Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: April-May 2015
school
Unit 4b Product: Recital Didactic Strategy/ies: Period: April- June

Social practice: understand and express differences and similarities between cultural Environment: Literary and ludic
aspects from mexico and english-speaking countries
Specific competency: Read and sing songs in order to identify human values in English-speaking countries and Mexico
Achievement: Recognizes main ideas in songs. Achievement: Requests clarifications Achievement: Requests clarifications
Doing Clarify meaning of words. Doing Write sentences. Doing Write sentences.
Being Show interest in other peoples and cultures Being Use language to Exchange common interests Being Use language to Exchange common interests
Product Product Structure questions about likes and dislikes. Product Structure questions about likes and dislikes.

1. Students will look the new vocabulary Students will listen to the song “don`t
1. 1. Teacher will explain the PAST
up in their dictionaries: keyboard, flute, you worry child” after they will PROGRESSIVE. Students will
tuba, drums, trumpet, drum, violin, complete the missing words. make 3 sentences in this tense.
guitar, mission, file, close in, approach, 2. Students will identify 10 verbs in simple 2. Students will listen an extract from
trench coat, spy, pull off, put in motion, past. the song “Call me maybe”, they
get in touch, sly, disguise, joy, anger, 3. Then, they will identify the regular and will identify the 4 verbs in past
happiness, boredom, fear, sadness, the irregular verb. progressive tense.
feelings, angry, happy, glad, sad. HW: Book, page 115, ex. 9 3. At the end they will identify the
2. With the meanings, students will answer parts of a song: TITLE, CHORUS
page 112. AND VERSES.
HW: Book, page 116, ex. 13
Material: notebook, book Material: book, notebook, speakers. Material: worksheet

Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date: April-May 2015
school
Unit 4b Product: Recital Didactic Strategy/ies: Period: April- June

Social practice: understand and express differences and similarities between cultural Environment: Literary and ludic
aspects from Mexico and english-speaking countries
Specific competency: Read and sing songs in order to identify human values in English-speaking countries and Mexico
Achievement: Compares information using known Achievement: Compares information using known expressions. Achievement: Sings verses and choruses of songs.
expressions.
Doing Identify explicit and implicit information. Doing Distinguish language features. Doing Follow the chorus and recite the lyrics. • Write
down verses and/or chorus.
Sing songs with and without the help of written lyrics
Knowing. Repertoire of words necessary for this Knowing Nouns: singular/plural, compound. Knowing
social practice of the language
Being Appreciate songs as a reflection of emotions, Being Use language to Exchange common interests Being Use language to Exchange common interests
feelings and nature
Product Locate key words in verses and chorus. Product Structure questions about likes and dislikes. Product Structure questions about likes and dislikes.

1. They will rehearse it and present to
1. Students will listen to different musical 1. Students will form compound words the class.
genres and they will number them in matching the columns.
their books. Page 118, ex. 1. 2. Students will work by lines, they will choose
2. Students will complete a song with the a song.
proper feeling. Page 188, ex. 2 and 4.
3. Students will decide from the songs
listened before, what did they make
them feel, sing the feelings previously
studied.
Material: notebook, book Material: book, notebook, speakers, tape recorder. Material: tape recorder, speakers.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date:
school
Unit 5a Product: Exhibition about a science project Didactic Strategy/ies: Period: June
Social practice: produce texts to participate in academic events Environment: academic and educational
Specific competency: Rewrite information to explain a graphic exhibition

Achievement: Identifies and distinguishes types of Achievement: Identifies and distinguishes types of sentences Achievement: Selects information in order to rewrite
sentences that express main ideas within paragraphs, that express main ideas within paragraphs, using previously and paraphrase sentences.
using previously established goals. established goals.
Doing Identify topic, purpose and intended audience. Doing Read texts from diverse sources.Anticipate the general Doing Add information to key ideas of sentences to
meaning exemplify, support or enrich them.
Identify key ideas in paragraphs
Knowing Repertoire of words necessary for this social Knowing Repertoire of words necessary for this social practice Knowing Relative pronouns (e.g., who, that, which).
practice of the language. of the language.
Being Show willingness to learn to learn. Being Show willingness to learn to learn. Being Show willingness to learn to learn.
Product –Read texts and classify the information. Product –Read texts and classify the information. Product Read texts and classify the information.

Students will ask The students to color a Darwin. Students will review the new vocabulary.completing Teacher will explain the use of the relative
Then, They will explain What is The drawing sentences with the proper words. pronouns. After doing examples together,
about? Development Development
Development Students will answer page 128 exercises 1,2 and 3. teacher will ask the students to answer page
Teacher will present the new vocabulary related 130, exercise 9 and page 129 exercise 7.
to pollution: smoke, factory, waste, crop, Hw: answer page 129, exercise 5.
atmosphere, main idea, pollution, dama he, HW: JOIN THE SENTENCES USING
destruye, release, Who, that, which, wipe, look RELATIVE PRONOUNS.
after, garbage, burn, therefore, so, because,
harmful, pollute.
Closing
Students will look up for the new vocabulary.
Students will practice vocabulary pronunciation.

1.1.3. Understand some expressions and words .1.3. Understand some expressions and words related to 2.1.5. Join short structures and expressions
related to specialized areas of knowledge. specialized areas of knowledge. together to form sequences of ideas.
Material: Photocopy, notebook, dictionary Material: book, notebook Material: book, photocopy.
Lesson Plan
RODRÍGUEZ
Subject: English Cycle: 4 Grade: 1st Grade Secondary School year 2014-2015 Date:
school
Unit 5a Product: Exhibition about a science project Didactic Strategy/ies: Period: June
Social practice: produce texts to participate in academic events Environment: academic and educational
Specific competency: Rewrite information to explain a graphic exhibition

Achievement: Uses various strategies in order to point Achievement: Selects information in order to rewrite and Achievement: Selects information in order to rewrite
out relevant information. paraphrase sentences. and paraphrase sentences.
Doing Examine graphic and text components. Doing Distinguish the types of sentences used to express key Doing Add information to key ideas of sentences to
Recognize textual organization. ideas and back-up information. exemplify, support or enrich them.
Knowing Verbs: modals, phrasal Knowing Verbs: modals, phrasal. Knowing Relative pronouns (e.g., who, that, which).
Being Make efforts and dialogue to reach common Being Show willingness to learn to learn. Being Show willingness to learn to learn.
goals.
Product –Read texts and classify the information. Product –Rewrite the classified information to make notes for Product Read texts and classify the information.
the presentation.
Activities T Activities T Activities
Opening Opening
Students will analyze the reading Teacher will explain what a phrasal verb is. She will Students will check the homework.
GARBAGE: REUSE, REDUCE, RECYCLE write some examples.
found in book page 133, and exercise 18. They Then she will help students, giving examples of the Development
will observe the title and the images, before phrasal verbs on page 131, exercise 13 and 14
reading. Then, they will identify the main idea of HW: ANSWER PAGE 132, EXERCISE 15 RELATED Then, they will rewrite the sentences on the
each paragraph. TO RELATIVE PRONOUNS. same page using relative pronouns.
Development
Students by lines, will read again one of The Closing
paragraphs of The text. Then, They will explain it
to The class. Underline the relative pronouns page 135,
Closing
paragraph exercise 5 ( then part)
Students will Take notes of The main ideas.
Material: Photocopy, notebook, dictionary Material: book, notebook Material: book, photocopy.

Lesson Plan School: E.S.T. 28 EMMA NAVA Rodríguez Zone 5 School Code: 29DST0028T Location: San Pablo Apetatitlán, Tlaxcala

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Lesson Plan School: E.S.T. 28 EMMA NAVA Rodríguez Zone 5 School Code: 29DST0028T Location: San Pablo Apetatitlán, Tlaxcala

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SECRETARÍA DE EDUCACIÓN PÚBLICA

PROGRAMA NACIONAL DE INGLÉS EN EDUCACIÓN BÁSICA

Unit 1 Product: Didactic Strategy/ies: Period:

Doing Doing Doing

Knowing Knowing Knowing

Being Being Being

Product Product Product

Lesson 1 (Initial stage) Lesson 2 (Initial stage) Lesson 2 (Initial stage)

Assessment (Standards) Assessment (Standards) Assessment (Standards)

Material: Material: Material:

Unit 1 Product: Didactic Strategy/ies: Integration Period: August- September-October

Knowing Knowing Knowing

Being Being Being

Product Product Product

Lesson 1 (Initial stage) Lesson 2 (Initial stage) Lesson 2 (Initial stage)

Opening Opening Opening

Material: Notebook Material: Photocopies Material: Photocopies

Unit 1 Product: Didactic Strategy/ies: Different Period:

Being Being Being

Product Product Product

Assessment (Standards) Assessment (Standards) Assessment (Standards)

Material: Material: Material:

Unit 1 Product: Didactic Strategy/ies: Integration Period: August- September-October

Knowing Knowing Knowing

Being Being Being

Product Product Product

Lesson 1 (Initial stage) Lesson 2 (Initial stage) Lesson 2 (Initial stage)

Opening Opening Opening

Material: Notebook Material: Photocopies Material: Photocopies

DEPARTAMENTO DE EDUCACIÓN SECUNDARIA TÉCNICA

Lesson 1 (Initial stage) Lesson 2 (Initial stage) Lesson 2 (Initial stage)

Opening Opening Opening

Being Participate appropriately during oral exchanges Being Being

Opening Opening, Development and Closing Opening

Opening Opening, Development and Closing Opening

Opening Opening, Development and Closing Opening

Assessment (Standards) : 2.2.7 Assessment (Standards) 2.2.1 Assessment (Standards)

Material: notebook Material: notebook. Material:

Opening Opening Opening

HW: STUDY THE WORDS

Opening Opening Opening

Opening Opening Opening

Assessment (Standards) : 2.2.7 Assessment (Standards) 2.2.1 Assessment (Standards)

Specific competency: Write instructions to use a bilingual dictionary.

Specific competency: Write instructions to use a bilingual dictionary.

Specific competency: Write instructions to use a bilingual dictionary.

Knowing Connectors. Knowing Declarative Sentences/ Imperative.

Product Write instructions. Product Write instructions.

Lesson 1 (Initial stage) Lesson 2 (Initial stage)

Unit 2B Product: Plenary Didactic Strategy/ies: Period: October- December

Specific competency: Exchange opinions regarding the contents of a radio program

Lesson 1 (Initial stage) Lesson 2 (Initial stage) Lesson 2 (Initial stage)

Material: book Material: book, photocopy Material: book

Unit 2B Product: Plenary Didactic Strategy/ies: Period: January- March

Specific competency: Exchange opinions regarding the contents of a radio program

Unit 2B Product: Plenary Didactic Strategy/ies: Period: January- March

Specific competency: Exchange opinions regarding the contents of a radio program

Doing: Speaking turns. Doing Speaking turns. Doing Speaking turns.

Material: book Material: book Material: book

Unit 4 Product: Interview Didactic Strategy/ies: Period: April- June

Lesson 1 (Initial stage) Lesson 2 (Initial stage) Lesson 2 (Initial stage)

Elaborated by: SOCORRO VELÁZQUEZ M. Authorised by: Coordinator:Alberto Sánchez Grande

Unit 4 Product: Interview Didactic Strategy/ies: Period: April- June