The teacher will have students play a game to find classmates with things in common to practice vocabulary related to age, nationality, and family. Students will then practice asking and answering questions about age by filling out sentences with numbers. To wrap up, students will discuss their favorite activities in groups.

1. LESSON PLAN FORMAT
Name: _____________________________________________ Date: ________________________ Time:_________________________ Grade: SEVENTH GRADE
Unit: 3 my family is from El Salvador Topic: Expressions for self-identification
Learning Objective: Students will be able to identify information about oneself and others to respect themselves, applying appropriate expressions.
Time
estimate
Stage/Activity Procedure/Steps Include what both the Students
AND the Teacher will/might do/say. Be sure to
include your own instructions.
Teacher’s Evaluation
Focus St-St
Teacher-St
St-Teacher
Materials/Aids
Visual, Auditory,
Kinesthetic,
Tactile
ACHIEVEMENT INDICATORS
5 Min
20 Min
Introduction,
(Warm up):
Development:
T gives to Sts a word search puzzle to find
out words related with physical
appearance. They must work in voluntary
pairs.
***T makes word search puzzle, with the
following words: tall, beautiful,
handsome, blond, brunette, chubby, short,
angry, happy, thin.
T introduces the topic “Expressions for
self-identification”. T asks Sts to join in
triads to develop activity: Sts are named
A-B-C. St A turns his/her back and B and
C talk about good qualities and
appearance, then they take turns.
Example: He/She is tall and very kind…
T gives a list of words they need for self-
identification.
-shy -sad
-tall -good shape
- short -slim
-good-looking -brown eyes
-chubby -curly
-ugly
-polite
Diagnostic
-cooperation
-brainstorming
-respect
Progressive
-participation
-vocabulary
T-S
S-S
T-S
S-S
S-S
S-S
V-A-K-T
crossword
A-V
A-K
A-V
BOARD
- Identify him/herself with
appropriate vocabulary.
- Exchanges information
about oneself and others
using accurate vocabulary
and pronunciation.

2. 10 Min
10 Min
Practice:
Wrap up:
-impolite
-smart
-thin
-skinny
T shows Sts some pictures presenting
different appearances. They have to say
what they see in the pictures and say
what he or she identifies with.
Use:
Sts (voluntary) pass in front of the class
and make a self-description using
positive qualities.
Sts choose a partner he/she wants to
describe orally taking turns and
showing respect.
Evaluation:
T assigns some homework: Sts write a
short paragraph describing a family
relative.
Summative
-presentation
-cooperation
-clarity
-neat
-responsibility
T-S
S-S
S-S
S-S
T-S
V-A-K
V-A-K
VAKT
- Reads his/her classmate’s
description of physical appearance
at a sentence level.

3. LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: SEVENTH GRADE
Unit: 3 My family is from El Salvador. Topic: Family Members
Learning Objective:
Time
estimate
Stage/Activity Procedure/Steps Include what both the Students
AND the Teacher will/might do/say. Be sure to
include your own instructions.
Teacher’s Evaluation
Focus St-St
Teacher-St
St-Teacher
Materials/Aids
Visual, Auditory,
Kinesthetic,
Tactile
ACHIEVEMENT INDICATORS
5 Min
15 Min
10 Min
Introduction,
(Warm up):
Development:
Practice:
T asks Sts if they know how to say some
family members in English.
Teacher presents the vocabulary and a
short conversation.
Lisa: Who’s that/
Jane: That’s my brother, Don.
Lisa: How old is he?
Jane: Twenty- four years old.
Lisa: Is he a cowboy?
Jane: No, he is an actor!
Lisa: He’s very good-looking. Is he your
only brother?
Jane: No, I have two brothers and a sister.
We’re a big family.
Sts listen and practice with a partner.
**You can use cassettes or CD’s related to
family members.
Practice:
T asks Sts some questions:
-Is your family big or small?
-How old id your sister?
Diagnostic
-simple questions
-eliciting
vocabulary
T-S
T-S
S-S
S-S
S-S
V-A
A-V
A-V
S-S
- Correctly identifies family ties.
- Uses the correct word to
identify family members.
-Writes a list of the 7 most
important family members.

4. 10 Min
5 Min
(Wrap up):
Assessment:
-How many brother and sisters do you
have?
**Pair work: Sts ask each other about
his/her family.
T asks Sts if they have relatives:
-What are their names?
-Where do they live?
Use:
Sts draw his/her own family tree and list
family members,
Write about your family.
Example:
There are five people in my family. I have
an older brother and a younger sister, my
brother lives in Vancouver. He sells cars.
And my sister…
Students talk about photos of family
members.
Evaluation:
Sts complete sentences with these words:
aunt, cousin, father, grand-mother, grand-
father, niece, sister-in-law.
a. My uncle’s son is my________.
b. My brother’s daughter is my
______.
c. My brother’s wife is my ______.
d. My father’s sister is my ______.
e. My father’s parents are my _____.
f. My mother’s husband is my
______.
My mother’s mother is my ______.
Progressive:
- grammar
structure
- participati
on
- vocabular
y
Summative:
-writing and
pronunciation
T-S
T-S
S-S
S-S
V-AK
AKT
VAK
VKT
- Writes a short paragraph about
physical description pf family
members with no or few
grammatical mistakes.

5. LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: Seventh grade
Unit: 3 My family lives in El Salvador Topic: moods, emotions, and physical descriptions
Learning Objective: Students will be able to express moods, emotions and physical descriptions by describing their feelings when they are in any situation of their lives.
Time
estimate
Stage/Activity Procedure/Steps Include what both the Students
AND the Teacher will/might do/say. Be sure to
include your own instructions.
Teacher’s Evaluation
Focus St-St
Teacher-St
St-Teacher
Materials/Aids
Visual, Auditory,
Kinesthetic,
Tactile
ACHIEVEMENT INDICATORS
5 Min
15 Min
10 Min
Introduction,
(Warm up):
Development:
Practice:
T greets Sts and asks them how they are
feeling.
How are you feeling today?
Presentation:
Teacher presents a description:
I’m patient, I’m tolerant, I’m serious,
I’m quiet; I’m funny, etc…
T presents the feeling that goes with that
description:
-When do you feel happy?
-When do you feel nervous?
-When do you feel scared?
T sticks a piece of paper on the back of
each St and they talk amongst each other
and each one is going to write some
emotions or feelings about each one
observe from the other in the paper in
back.
Sts make a comparison of themselves with
other classmates and find differences and
similarities in their emotions in the same
situation when they are in love.
Diagnostic
- simple
questions
- eliciting
vocabular
y
-grammar
structure
-participation
-vocabulary
T-S
T-S
S-S
S-S
S-S
V-A
A-V
A-V
S-S
Describes someone’s moods with
respect.
Avoids using pejorative language to
describe someone’s appearance in
oral and written texts.

6. 10 Min
5 Min
Closure,
(Wrap up):
Assessment:
Venn Diagram
Use:
T writes a question
If I am smiling, what emotion do I
express?
Sts divide the different feelings and
classify in which mood they are in.
Participation
Pronunciation
Writing
S-S V-A

7. LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: Seventh Grade
Unit: 3 My family is from El Salvador Topic: Countries, nationalities and languages.
Learning Objective: Students will be able to list names of countries, nationalities and languages. Say nationalities by hearing name of countries. Ask and answer about
some body else’s nationality.
Time
estimate
Stage/Activity Procedure/Steps Include what both the Students
AND the Teacher will/might do/say. Be sure to
include your own instructions.
Teacher’s Evaluation
Focus St-St
Teacher-St
St-Teacher
Materials/Aids
Visual, Auditory,
Kinesthetic,
Tactile
ACHIEVEMENT INDICATORS
5 Min
15 Min
10 Min
Introduction,
(Warm up):
Development:
“Guessing the country” T shows a flash
card containing some specific places of a
country, Sts identify what country it
belongs to.
Presentation:
Teacher presents a world map with some
pictures of famous people and pinpointing
what country they are from.
Example: picture of Shakira:
Shakira is from Colombia
Where is Shakira from?
What is her nationality?
Sts participate in oral exercises.
T presents a chart to learn about:
Countries Nationalities Languages
- Italy
- Argentina
- France
- Italian
- Argentine
an
- French
- Italian
- Spanish
- French
Sts repeat the names of countries,
nationalities, and languages.
Practice:
Diagnostic
Guess countries
Questions and
answers
Eliciting
vocabulary
Progressive
Participation
Vocabulary
Grammar
structure
T-S
T-S
S-S
S-S
S-S
V-A
A-V
A-V
S-S
Correctly identifies someone’s
country, nationality, and language.
Tell family members nationality.
Writes a list of the most important
country and nationality around the
world.

8. 10 Min
5 Min
Practice:
Closure,
(Wrap up):
Assessment:
Students choose on country and its
corresponding nationality, and language to
carry out an oral pair-work exercise.
Example:
A: Hi, I’m from Mexico!
B: Oh, you are Mexican!
A: That’s right! Where is your father
from?
B: He is from Brazil.
A: What language does he speak?
B: He speaks Portuguese.
Use:
1. Students copy the countries, nationality
and language presented in the chart of the
activity.
2. Sts listen, read and work in pairs: “A
letter from Abroad”. Then answer 5
questions about the letter (page, 49, book:
Welcome to English Language by R.
Aquino).
T dictates 5 names of countries and their
corresponding nationalities, and have the
Sts write meaningful sentences using these
names: Costa Rica/ Costa Rican
Pronunciation and writing of countries,
nationality, and languages as well as
answers to all the questions.
Summative
Use the
appropriate words
Presentation
S-S V-A

9. LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: Seventh Grade
Unit: 3 My family is from El Salvador Topic: Jobs and occupations
Learning Objective: Students will be able to express in oral and written form about jobs and occupations.
Time
estimate
Stage/Activity Procedure/Steps Include what both the Students
AND the Teacher will/might do/say. Be sure to
include your own instructions.
Teacher’s Evaluation
Focus St-
St
Teacher-St
St-Teacher
Materials/Aids
Visual, Auditory,
Kinesthetic,
Tactile
ACHIEVEMENT INDICATORS
10 Min
10 Min
10 Min
Introduction,
(Warm up):
Development:
Practice:
Greet sts
T asks sts about different jobs and occupations.
Presentation
Present in a chart jobs and occupations.
Using different flash card to teach jobs and
occupations.
Make the differences between jobs and occupations.
Jobs Occupations
Mechanic
Carpenter
Mason
Painter
Lawyer
Doctor
Teacher
Engineer
Practice:
Make sts practice the short conversation about jobs
and occupations.
Sts describe relatives’ jobs and occupations.
Use:
Allows sts to match the jobs and occupations.
Diagnostic
Simple
questions
Eliciting
Vocabulary
Pronunciati
on
T-S
T-S
S-S
S-S
S-S
V-A
VA
AV
VA
Matches words from audio input
with pictures of occupations.
Accurately pronouns the phonemes
/s/, /z/ of the genitive case.
Correctly incorporates the auxiliary
do/does in negative and affirmative
way.
Exchanges information about
oneself and other using accurate
vocabulary pronunciations.

10. 10 Min
5 Min
Closure,
(Wrap up):
Assessment:
Wrap up:
Discuss in groups of work about their favorite job
and occupation.
Evaluation:
Participation
Pronunciation
Vocabulary
S-S

11. LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: Seventh Grade
Unit: 3 My family is from El Salvador Topic: Numbers from 91 to 200
Learning Objective: Students will be able to identify numbers from 91 to 200 in oral and written form.
Time
estimate
Stage/Activity Procedure/Steps Include what both the Students
AND the Teacher will/might do/say. Be sure to
include your own instructions.
Teacher’s Evaluation
Focus St-
St
Teacher-St
St-Teacher
Materials/Aids
Visual, Auditory,
Kinesthetic,
Tactile
ACHIEVEMENT INDICATORS
10 Min
10 Min
10 Min
Introduction,
(Warm up):
Development:
Practice:
Greet sts
T asks sts about different jobs and occupations.
Presentation
Present in a chart jobs and occupations.
Using different flash card to teach jobs and
occupations.
Make the differences between jobs and occupations.
Jobs Occupations
Mechanic
Carpenter
Mason
Painter
Lawyer
Doctor
Teacher
Engineer
Make sts practice the short conversation about jobs
and occupations.
Sts describe relatives’ jobs and occupations.
Use:
Allows sts to match the jobs and occupations.
Diagnostic
Simple
questions
Eliciting
Vocabulary
Pronunciati
on
T-S
T-S
S-S
S-S
S-S
V-A
VA
AV
VA
Matches words from audio input
with pictures of occupations.
Accurately pronouns the phonemes
/s/, /z/ of the genitive case.
Correctly incorporates the auxiliary
do/does in negative and affirmative
way.
Exchanges information about
oneself and other using accurate
vocabulary pronunciations.

12. 10 Min
5 Min
Closure,
(Wrap up):
Assessment:
Discuss in groups of work about their favorite job
and occupation.
Participation
Pronunciation
Vocabulary
S-S

13. Name: _____________________________________________ Date:________________________ Time:_________________________ Grade: Seventh Grade
Unit: My family is from El Salvador Topic: Age
Learning Objective: Students will be able to use vocabulary related to family ties, language and nationalities in both oral and written discourse in order to
give general information pertaining to age, nationality, number of family members, job, occupation and language.
Time
estimate
Stage/Activity Procedure/Steps Include what both the Students
AND the Teacher will/might do/say. Be sure to
include your own instructions.
Teacher’s Evaluation
Focus St-
St
Teacher-St
St-Teacher
Materials/Aids
Visual, Auditory,
Kinesthetic,
Tactile
ACHIEVEMENT INDICATORS
10 Min
10 Min
Introduction,
(Warm up):
Development:
* T. Greet the students by saying the daily greeting
while writing the date.
* T. Have Students play the game Find someone
who they will have five minutes to find at least one
person who has three things in common from a list
of 7 requirements inside of the classroom for
example:
He/She was born in the same month as you
He/She was born in the same year as you.
He/She has the same brother or sister as you
He/She has the same pet as you.
He/She has the same favourite color as you
He/She has at least one hobby as you.
He/She has the same favourite subject.
The first student who found that person. Go in front
of the rest of the class and report the requirements
and he/she win the game.
The teacher presents a series of questions based on
the number of the age of things or people and
students will have to fill out for example:
1. This school is__________ years old.
2. The oldest person in this community is
Diagnostic
Simple
questions
Eliciting
Vocabulary
Pronunciati
on
Progressive
Participatio
n
Interaction
T-S
S-S
T-S
ORAL
EXPRES
SION
Book: Five
minutes
activities.
Exchanges information about
oneself and others, by using
accurate vocabulary and
pronunciation.
Correctly identifies family ties,
people’s nationalities, language
and age based in the interaction
with others.

14. 10 Min
10 Min
5 Min
Practice:
Closure,
(Wrap up):
Assessment:
_______________ years old.
3. The Principal is _____________ years old.
4. The country is ______________ years old of
independent life.
5. My little brother is ____________ years old.
Note: Explain the students that the to be verb is
used for talking about ages and to have when we
have other situations for examples diseases,
belongings, etc.
INTERACTING: Make the following chain drill
with the question: How old are you?
Ask the students write down on their notebook’s
questions about their relatives’ ages for example:
How old is your mother?
How old is your father?
How old is your brother?
How old is your sister?
How old is your grandfather? etc.
Have the students answer questions about ages of
different things and persons.
Assign a homework about a short composition that
includes the age of some things, like that:
My Grandmother’s house.
My grandmother’s house is small, but it’s nice there
are many ancient things: A mirror that is 60 years
old. An old car that is 65 years 0ld, this belonged to
my great grandfather, a beautiful gold-plated watch
from my grandmother……
Summative:
-
Cooperative
T-S
S-S
Notebooks
Pens
Board
Markers
Writes a list of the seven most
important family members.