LESSON PLAN, LAE 1. COBATAB 05.

LENGUA ADICIONAL AL ESPAÑOL 1 1
Colegio de Bachilleres de Tabasco
Organismo Descentralizado del Estado
LAE 1
ING. ALMA LETICIA
GUERRERO LEÓN
LENGUA
ADICIONAL
AL ESPAÑOL
1
DIDACTIC SEQUENCES
2014 B

FUNDAMENTACIÓN
SEMESTRE Primero
CAMPO DE CONOCIMIENTO Comunicación
TIEMPO ASIGNADO 48 horas
COMPONENTE DE FORMACIÓN Básica
CRÉDITOS 6.
A partir del Ciclo Escolar 2009-2010 la
Dirección General del Bachillerato incorporó en su plan de estudios los
principios básicos de la Reforma Integral de la Educación Media Superior cuyo
propósito es fortalecer y consolidar la identidad de este nivel educativo, en todas
sus modalidades y subsistemas; proporcionar una educación pertinente y
relevante al estudiante que le permita establecer una relación entre la escuela y su
entorno; y facilitar el tránsito académico de los estudiantes entre los subsistemas y
las escuelas.
La asignatura de Lengua Adicional al Español I se ubica en el primer
semestre y tiene como antecedente la materia de Lengua Extranjera de la
educación básica (secundaria), cuyo propósito es acrecentar y consolidar las
prácticas sociales del lenguaje, es decir, lo que hacen los usuarios expertos del
lenguaje para la interpretación y producción oral y de textos, preservando la
función social de dichos actos. En el caso del Bachillerato General la materia de
Lengua Adicional al Español, conformada por cuatro cursos, rescata este mismo
enfoque sin dejar a un lado las líneas generales de los enfoques precedentes, de los
cuales el comunicativo ha sido el más preponderante. Tomando como referencia lo
anterior, los docentes pueden elegir aquellas propuestas que más se adecuen a su
contexto.
De esta manera, el interés central de la asignatura de Lengua Adicional al
Español I es desarrollar la competencia comunicativa de la y el estudiante en una
segunda lengua, todo ello a través de la práctica de las cuatro habilidades
comunicativas de una lengua: comprensión auditiva y de lectura; producción oral y
escrita.

DISTRIBUCIÓN DE BLOQUES
Para desarrollar las actividades de
aprendizaje, el docente deberá promover el uso
de recursos electrónicos tales como las
plataformas educativas o grupos virtuales, blogs,
portales de videos de tal forma que articulen los
bloques de aprendizaje con los responsables de la
impartición de la asignatura de Informática I.
Asimismo, deberá apostar por la elaboración,
búsqueda y adaptación de material didáctico que
le permita abordar los tópicos planteados con la
pertinencia y requerimientos del tiempo asignado
sobre el uso de libros de texto.
Dentro del currículum
del Bachillerato General se
toma como referencia el Marco
de Referencia Europeo para el
aprendizaje, enseñanza y la
evaluación de lenguas,
desarrollado por el Consejo de
Europa y la Asociación de
Examinadores de Lenguas en
Europa. De acuerdo con lo
anterior, se propone que
durante los dos primeros
cursos (LAE I y II) se recuperen
los aprendizajes más relevantes
de la educación básica
(secundaria) y con esta base,
que en los dos cursos
posteriores las y los estudiantes
logren un nivel de dominio más
avanzado. Usando la
terminología del Marco Común
Europeo, se busca que en el
Bachillerato General consoliden
el nivel A1 durante el primer
año y puedan transitar por el
nivel A2 de manera eficiente,
llegando en algún caso a los
umbrales del B1. Es importante
aclarar que esta propuesta
contempla el nivel de dominio
mínimo trabajo esperado.
evaluar la posibilidad de llegar
a niveles de dominio más altos
de acuerdo a cada contexto.
Este programa de estudios se distribuye de la
siguiente forma:
Bloque I: ¿Quién soy?
El alumnado generará y comprenderá información
personal.
Bloque II: Qué hago y cómo vivo.
En este bloque el alumnado describirá y
comprenderá actividades rutinarias y modos de vida
propios y de terceros.
Bloque III: Describo lo que está pasando.
En el que describirán y comprenderán acciones que
se están realizando en el momento en que se habla.
Bloque IV: Expreso medidas y cantidades.
Mediante el cual el alumnado expresará ideas
relacionadas con cantidades y medidas.

PRIMER SEGUNDO TERCER CUARTO QUINTO SEXTO
SEMESTRE SEMESTRE SEMESTRE SEMESTRE SEMESTRE SEMESTRE
LAE 4
UBICACIÓN DE LA MATERIA Y RELACIÓN CON
LAS ASIGNATURAS EN EL PLAN DE ESTUDIOS
LAE 1
TLR 1
INFORMÁ
TICA 1
LAE 2
TLR 2
INFORMÁ
TICA 2
LAE 3
LITERATU
RA 1
LITERATU
RA 2
FORMA
CIÓN
PROPE
DÉUTICA
FORMA
CIÓN
PROPE
DEÚTICA
TURISMO, PUERICULTURA, CIENCIAS DE LA SALUD
ACTIVIDADES PARAESCOLARES

COMPETENCIAS
GENÉRICAS
Las competencias genéricas son
aquellas que todos los bachilleres deben estar
en la capacidad de desempeñar, y les
permitirán a las y los estudiantes comprender
su entorno (local, regional, nacional o
internacional) e influir en él, contar con
herramientas básicas para continuar
aprendiendo a lo largo de la vida, y practicar
una convivencia adecuada en sus ámbitos
social, profesional, familiar, entre otros. Por lo
anterior estas competencias construyen el
Perfil del Egresado del Sistema Nacional de
Bachillerato. A continuación se enlistan las
competencias genéricas.
genéricas:
1. Se conoce y valora a sí mismo y
aborda problemas y retos teniendo en cuenta
los objetivos que persigue.
2. Es sensible al arte y participa en la
apreciación e interpretación de sus expresiones
en distintos géneros.
3. Elige y practica estilos de vida
saludables.
4. Escucha, interpreta y emite mensajes
pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas
apropiados.
5. Desarrolla innovaciones y propone
soluciones a problemas a partir de métodos
establecidos.
6. Sustenta una postura personal sobre
temas de interés y relevancia general,
considerando otros puntos de vista de manera
crítica y reflexiva.
7. Aprende por iniciativa e
interés propio a lo largo de la vida.
8. Participa y colabora de manera
efectiva en equipos diversos.
9. Participa con una conciencia
cívica y ética en la vida de su
comunidad, región, México y el mundo.
10. Mantiene una actitud
respetuosa hacia la interculturalidad y
la diversidad de creencias, valores, ideas
y prácticas sociales.
11. Contribuye al desarrollo
sustentable de manera crítica, con
acciones responsables.

Learning Objects
Simple present
Physical features
Ethnic and cultural features
Family members
Geographical features
Numbers
Verb to be
Personal pronouns
Impersonal pronouns
Possessive adjectives
Definite articles
Indefinite articles
Student’s
performance at
the end of the
module.
 Use the simple present
when speaking, writing
and reading.
 Understand through
listening and reading the
use of the simple
present.
 Use the verb to be in
different forms
according to the
communicative
intention.
 Introduce oneself and
other people in different
contexts through
conversations and
written activities.

MODULE: 1. Who am I?
SEMESTER 1 HOURS /Module 12 TEACHER’S NAME Ms. Alma Leticia Guerrero León
GROUPS B, C, D, E, F, G. TOPIC What’s your name?
TIME ASSIGNED 150
min.
SESSIONS/D.S. 1 3 Hrs. DATE August 18th –22nd.
COMPETENCE Undestand common greetings and simple introductions when meeting people both orally
and written. .
LEARNING
OBJECTS
 Personal information
 Personal pronouns
 Introductions
 Wh questions
 Greetings
 Possessive adjectives
 To Have
 To Like / Love.
SKILLS  Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE
TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
INSTRUMENT
Factual
Procedura
l
Attitudinal
Introduction to
the course
Teacher introduces
him/herself and the
program to the class.
15
DIDACTIC SEQUENCE 1/5
Ice Breaker

Say Hello Demonstrates
the
vocabulary
learnt at
secondary
school.
Interacts in
English in
simple
situations,
such as
greetings and
meeting
people.
Collaborates
and shows
respect to the
class
Plays a short dialogue
asking for name and
some personal
information.
Students act out a
meeting people
dialogue
15
Vocabulary
Listening and
Pronunciation
Practice
Identifies
general
vocabulary
used in
meetieng
situations.
Expresses
his/her
knowledge
about
vocabulary
used in
meeting
situations.
Value the use
of the language
to meet people.
Collaborates
with
classmates
Plays the dialogue Nice
to Meet You.
www.inglesmundial.com.
Lesson1
Have students practice
among them.
Guides the practice and
help students
understand new
vocabulary.
Listen to the
dialogue
Practice the
dialogue with a
classmate.
In pairs, students
change some
words to play
different forms of
a dialogue in a
meeting situation.
20
Dialogue
Practice
Reading and
Listening
Reminds the
English
alphabet.
Identifies
basic
vocabulary
such as
numbers
Expresses the
words used to
make
questions.
Practices the
alphabet and
word stress.
Make
questions with
the verb To Be.
Collaborates
with his ir her
classmates in a
respectful way.
Ask sthe students to read
and listen to
conversations including
the review vocabulary.
Reads aloud the
dialogue.
Helps and guides
students in the practice
of the dialogue and the
spelling process of the
words.
Read the dialogue.
Students practice
pronunciation of
the dialogue.
Spell the words in
order to practice
the alphabet
pronunciation.
15
Pronunciation
Practice
Checklist A.
DEVELOPMENT

Solving written
exercises.
Recognizes the
vocabulary
used to greet
people.
Recognizes the
vocabulary
used to ask for
personal
information.
Answers
questions with
the correct
answers
according with
the situation.
Shows and
value the
importance of
the language to
meet people.
Reads questions and
answers on page 8 in
the textbook.
Asks students solve
the activities.
Gives the correct
instructions if
students ask for them.
Students solve the
exercises.
Fill out different
application forms.
www.esl-library.
com
Lessons:
a)Filling out an
application.
b)Employment
15
Written
exercises.
Application
Form
CLOSING
Listening for
Comprehension.
Recognizes
vocabulary
learnt during
these first
sessions.
Comprehends
vocabulary
about greeting
and personal
infromation.
Pays attention
to dictation.
Uses her/his
knowledge to
comprehend
the
information
given in the
dictation
Shows
initiative and
interest
towards
collaborative
learning.
Plays an audio with different
sentences.
http://www.ompersonal.com.ar/
omdictation/elementary/dictationA-page1.
htm
Plays another sentences, located in:
http://www.inglesmundial.com
/Ingles_Basico_Leccion1/
Ingles_Basico_Leccion1_
Dictado.html
Asks the students write the
sentences they hear.
In pairs, deduce
the sentences in
the dictation.
10 Written
Sentences
Role Play Expresses
his/her
knowledge
about
expressions in
greeting
situattions.
Interacts with
their
classmates to
write and
practice a
conversation.
Respect the
ideas of the
other
classmates
and
collaborates
actively.
Asks the students to work in groups
of four and ellaborate a dialogue
where stdents greet new friends.
Presents and uses the rubric to
evaluate students’ presentations.
Students write
and role play
their
conversations.
40
Role Play (1) Rubric 1.

SEMESTER 1 HOURS
/Module
12 TEACHER’S NAME Ms. Alma Leticia Guerrero León
GROUPS B, C, D, E, F, G. TOPIC 2. I am your English teacher!
TIME ASSIGNED 150 min. SESSIONS/D.S.
1
3 DATE August 25th-29th.
COMPETENCE Introduce oneself and third people in different contexts through conversations and written activities.
LEARNING
OBJECTS
 Personal information
 Personal pronouns
 Wh questions
 Possessive adjectives
 Verb to be
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Factual Procedural Attitudinal INSTRUMENT
Reading and
listening
Expresses
descriptions.
identifies and
uses
appropiate
forms of
Present of the
verb to be.
Gives personal
information
about his/her
age, phone
number,
address,
nationality and
occupation.
Shows
initiative and
interest to
learn.
Teacher shares personal
information such as
profession, phone
number, date and place
of birth, hobbies, etc.
Students work with a
classmate and make
questions.
Read and listen
information that
expresses descriptions.
Read and listen to
conversations.
20
DI DACTIC SEQUENCE 2/5

DEVELOPMENT
Game Quiz
Exercises
Understands
and uses
vocabulary
related to the
topic of jobs
and
occupations.v
ocabulary
related to the
topic of jobs
and
occupations.
Listens to,
interprets and
give messages
that are
relevant to the
context.
Complete
sentences with
the correct
form of the
verb to be, in
the textbook.
Participates
and
collaborates
effectively in
groups.
Teacher divides the class
into groups of five
students.
Plays an audio about the
verb to be.
www.ompersonal.com.ar
/ELEMENTARY/unit1/pa
ge2.htm
Gives a printable
material about Olympic
Games.
http://www.teachervisio
n.fen.com/tv/printables/
Olympics2012-
Quiz_key.pdf
Asks the students
complete individualy the
exercises in the book.
Students listen to an
audio and practice
pronunciation.
Completes written
exercises with the
different forms of the
verb to be (affirmative,
negative and question)
Guess information to
complete a quiz about
the 2012 Olympic games.
Solve the exercises,
showing the knowledge
taken in the prior
activities.
20
50
30
15
Photocopies
Quiz.
Exercises on
the textbook.
CLOSING
Dialogue Asks the students in
groups of 4, elaborate a
dialogue introducing him
/ herself and other
people.
In groups of 4, students
prepare a dialogue.
They practice the
pronunciation.
15 Role Play (2) Rubric 1.

Gives clear instructions.
Clarifies the doubts
students have.
Make a representation of
the dialogue in the class.

GROUPS B, D, E, F, G. TOPIC 3 This is my family album!
TIME ASSIGNED 150 min. SESSIONS/D.S. 3 3 DATE September 1st-5th.
COMPETENCE  Asks for and exchanges information about family members.
 Uses ict’s to do research, solve problems, produce materiasl and share information.
LEARNING
OBJECTS
 Vocabulary (family
members)
 Verb to be
 Possessive Adjectives
 Possessive Case (‘s)
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Looking at a
family album
Student
identifies
ideas and
vocabulary
related to a
family tree.
Orders and
intreprets
ideas and data
in a graphic
about the
family.
Values the role
of the members
of the family.
Participates
with civic and
ethic values.
Tacher shows a family
album and asks a student
to help her/him to read a
conversation.
Gives the correct
pronunciation of the
vocabulary in the
conversation.
Students look at the
family album.
Listen to the
conversation.
Practice and ask for any
doubt they have a bout
the vocabulary in the
conversation.
20
DEVELOPMENT
Family tree
handout for
students.
Shows an own picture
about her/his family and
asks some students do
the same.Presents the
material: Family from
Individually relates the
new vocabulary to the
image it correponds.
Listens to and practices
20

Vocabulary
Development.
Conversation
Practice.
Vocabulary
Review.
Pair Work Info
Gap.
Expresses
her/his
knoledge
about family
vocabulary.
Identifies and
correlates
information.
Shows what
she/he knows
about family
vocabulary.
Expresses the
vocabulary
learnt in this
lesson.
Values the
importance of
share data
about family
members in a
second
language.
Participates
effectively.
Participates
and
http://esl-library.
com/pdf/lessons/
136.type1.pdf to know
new vocabulary related
to a family tree.
Elicits as much
vocabulary as possible
from the students by
putting a chart on the
board with three
columns, male,
female, and either
sex.Explains the meaning
of new vocabulary and
gives the students the
pronunciation of them.
Asks one of the students
questions about their
families.
Asks the students walk
around the class and ask
the same questions to
three of their classmates.
Gives intructions to
complete some sentences
to check the vocabulary
reviewed.
Have the students work
individually on the
worksheet while
circulates and monitors
their work.
Corrects orally with the
class as a whole.
Have students alternate
giving the answers.
Breaks the class into
pairs. Gives one student
the pronunciation.
Reads the vocabulary.
Practices the
pronunciation and they
ask for the meaning of
the words they don’t
know.
Asks and answers to the
question to complete the
Chart about their
families.
Answers the questions
and completes the
sentences.
Completes individually
the sentences using
information given in the
list of family vocabulary.
Listens carefully to the
instructions given by the
10
20
20
20
Converstion
Practice
Chart.
Vocabulary
Review
Form.
Oral
Practice
Checklist A

Reading and
Discussion.
Identifies the
main ideas
form a text
Reads and
discusses about
family
members
nowdays.
collaborates
effectively in
pairs.
Respects
cultural
diversity,
beliefs, values,
ideas and social
practices.
Sheet A and the other B..
Reminds the students
that this is an oral
exercise.
Encourages them to
begin by asking, “What
do you know about
Alfred’s family?
When all the pairs have
completed the tree,
reviews together as a
class.
Have students take turns
reading the passage
aloud and monitors
pronunciation. Checks
for comprehension, by
asking questions.
Again, divides the class
into groups of three or
four.
Have the students
discuss the questions in
their groups.
When the group work is
completed, shares some
of the information with
the class as a whole.
teacher.
Asks orally her/his
partner for the
information they are
missing.
Shares orally
informations with
her/his partner.
Reads the passage aloud
in the class.
Reads and answers the
questions below the
passage.
25
CLOSING
Group
Interaction.
Shows the
knowledge
acquired.
Orders ans
interprets
ideas in
relation to a
Collaborates
effectevily in
pairs and
groups
Distributes a worksheet.
Have the students write
the questions before they
Reads carefully the
worsheet given by the
teacher.
15

My Family.
family tree. activities. begin the oral practice
and review the questions
together.
Have the students
circulate around the class
asking the questions on
the sheet.
Encourages the students
to engage in real
conversation during this
activity.
Shares the information
with the whole class.
Asks the students to
make a presentation of
their family trees giving
the names of each family
member in Power Point.
Writes the answers of
the questions provided.
Circulates around the
class asking orally the
questions.
Scan the photos of their
families and ellaborate a
presentation in power
point.
Writes the sentences
about each of their
family members. Ex:
Silvia is my sister.
Presentation
in Power
Point.
Rubric 2.

GROUPS B, D, E, F, G. TOPIC 4 My brother is tall!
TIME ASSIGNED 150 min. SESSIONS/D.S. 4 3 DATE September 8th-12th.
COMPETENCE Describe oneself and others using the verb to be in simple present and adjectives both
orally and written.
LEARNING
OBJECTS
 Descriptions with the
verb to be.
 Adjectives
 Verb to have.
 Physical Characteristics
 Ethnic Characteristics
 Cultural Characteristics
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Describing
people.
Identifies
vocabulary to
describe
people.
Name words
that describe
people.
Has initiative
and interest to
learn about
adjectives used
to describe
people.
Asks the students all the
words they know to
describe people.
Writes the words on the
blackboard trying to put
the words in two
columns (opposites)
Reminds and says all the
words he/she learned
before about people
descriptions.
10
Written
Exercises.
Organizes the class in
groups of 4 and asks the
students to complete
activities.
Works in groups
completing the
information requested
by the teacher.
10 Written
exercises
DEVELOPMENT
Vocabulary
Identifies known
vocabulary about
Practices the
vocabulary
Collaborates
effectively in
Shares the vocabulary list
People, from
Pays attention to the
30

people
descriptions.
the class. http://www.inglesmundi
al.com/Ingles_Basico_Lec
cion3/Ingles_Basico_Lecc
ion3_Vocabulario.html
Gives the pronunciation
of each adjective, making
sure the student hear
clearly.
With the words on the
whiteboard makes
students relate the
adjectives with their
opposites.
organize the vocabulary
into these categories:
age, personality, hair,
face, body, color.
words and repeats
carefully.
Identifies the opposites.
Clasifies the vocabulary
into several categories.
Grammar Expresses and
identifies the
different forms
of the verb to be
Selects the
appropiate way
to conjugate
the verb to be.
Value the
importance of
the use of the
verb to be.
Makes a review of the
verbs To Be and To Have
by asking ths students
what are the different
forms they present.
Shows the chart about
when to use be and when
have to describe people..
choose the correct word
to describe people.
Explains the different
forms the verbs be and
have conjugate,
according to the subject.
Practices grammar by
completing sentences
given by the teacher.
20
Oral
Comprehen
sion.
Identifies oral
information
about people
descriptions.
Pays attention
to what he/she
hears.
Participates
effectively in
the class.
Gives instructions about
the activity.
Shows a chart containing
information about 4
people. (brothers and
Reads a comparative
chart about brotehrs and
sisters.
Listens to the audio
carefully and select the
10 Audio and
Chart
Brothers and
sisters.

sisters)
Asks students to listen to
an audio carefully and
then select the correct
options according to the
audio.
Plays the audio, making
sure all the students can
hear.
After the students
finished, checks as a
whole class.
correct options .
Dialogue identifies known
vocabulary.
Practices
pronunciation.
Collaborates
effectively in
pair work.
Plays the dialogue (used
in the prior activity) and
practices the
pronunciation with the
students.
practice the dialogue in
pairs.
Asks 3 pairs of students
act out the dialoge.
Writes on the white
board some sentences in
disorder, asks the
students to order them.
Listens to and repeats
the dialogue.
Orders correctly the
words on the
whiteboard.
15
Listening
and
Reading
Comprehen
sion
Shows the keywords of a
reading.
Gives the pronunciation
and the meaning of some
key words.
Plays an audio and asks
the students work in
pairs and pay attention
Listens to and practices
the pronunciation of new
vocabulary.
Working in pairs pays
attention and identifies
specific information.
Both students read
carefully the questions
20

to identify what’s
happening .
Writes on the whiteboard
three question sentences
and asks the students to
choose the correct
options to answer them.
on the whiteboard and
select the correct
options.
Pronunciati
on Practice
Repeats the
pronunciation
of the
vocabulary.
Pays attention
and repeats
properly.
Teacher explains the
difference between the
pronunciation of sh and
ch.
Practices pronunciation. 10
CLOSING
Game:
Word
Search.
Online
Homework.
Gives a photocopy with a
word search.
identify the opposites.
Asks for homework.
http://www.english-
4u.de/am_is_are.html
Reads carefully and
identify the adjectives
and their opposites.
Completes exercises.
10 Photocopy.

GROUPS B, C, D, E, F, G. TOPIC 5 Let’s count!
TIME ASSIGNED 100 min. SESSIONS/D.S. 5 2 DATE September 15th-19th.
COMPETENCE Asks and gives personal information using personal data
LEARNING
OBJECTS
 Numbers
 Alphabet
 What time is it?
 Artículo Determinado
 Artículos Indeterminados
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Reviewing
numbers and
letters of the
alphabet
Reminds the
numbers and
the
pronunciatio
ns of the
letters of the
alphabet.
Expresses what
she/he knows
about numbers
and spelling
words.
Participates
activelly in the
individual, pair
and group
activities.
With a ball made of paper
starts counting….. then
lets the students
continue until one
hundred.
check the information on
pages 38-40 of the
textbook.
Ask how they can spell
some names and words
in English.
Recommends students to
search for more
information and practice
pronunciation on
http://www.inglesmundi
al.com/Ingles_Fundamen
Continues with the
numbers in English.
Repeat the numbers and
write them correctly.
Spell the words and
numbers in English.
20

tal/Letras_en_Ingles.html
and
al.com/Ingles_Fundamen
tal/Numeros_en_Ingles.ht
ml
DEVELOPMENT
Vocabulary
identifies
vocabulary
related to
school and
subjects.
Repeats and
expresses the
correct way to
identify objects
in the school.
Shows interest
of learning
vocabulary
related to
school,
numbers,
alphabet and
articles.
Practices vocabulary
related to school,
numbers and articles.
Repeats and practices
pronunciation.
10
Grammar Explains the uses of the
Indefinite Articles (a. an)
ion2_Gramatica.html
complete some sentences
with the correct article.
Gives information about
using The.
http://www.edufind.com
/english/grammar/defini
te_article.php
and:
http://www.edufind.com
/english/grammar/defini
te_article_exceptions.php
Chooses the correct
indefinite article to
complete short
sentences.
20
Personal
Information
Provides information
and asks the students to
read a dialogue and
practice with a partner.
http://esl-
Completes exercises
about personal
information.
15

library.com/pdf/lessons/
920.type1.pdf
Presents a Sentence
Building exercise to
students.
Monitors the students
write correctly each
sentence.
Answers the questions or
complete the questions
with the correct words.
Pronunciation
Practice
Reads pair wors and asks
the students to circle the
word they hear.
Makes students work
with a partner
Practices with students a
contraction activity. (‘s)
Circles the words he/she
hears.
Works with a partner
and point the words they
hear.
15
Asking for the
time
Identifies and
reminds the
different
orms to give
the time.
Participates
giving the time.
Shows interest
for
participating
and resolving
the exercises.
Asks for the time.
Gives different examples
of times and asks the
students with the typical
question:
What time is it?
Answers any doubt the
students can have.
Answers the question
about the time.
In pairs, complete and
practices a dialogue.
Says the correct time
15
CLOSING
Coclusions Asks students to write a
text giving personal
information.
Gives instructions for the
work..
Writes a text giving
personal infromation
including vocabulary and
grammar learnt so far.
5

FINAL PRODUCT OF MODULE 1.
VIDEO. WHO AM I?
Students integrate groups of 4 or 5 and record a video about themselves giving and asking personal information, using the simple present tense and the
vocabulary reviewed in this module. Rubric 3.
BIBLIOGRAPHY
BASIC
A.- Textbook:
1. MATÍAS, Gudelia. My Life 1, con enfoque en competencias. Edit. Book Mart. México. 2011.
B.- Websites:
1. www.ESLLibrary.com
2. www.inglesmundial.com
3. www.ompersonal.com.ar
4. www.cobachsonora.edu.mx
5. www.teachervision.fen.com
6. www.theenglishvocabulary.com
COMPLEMENTARY
A.- Books:
1. ANZALDÚA, Josué. Building Competences. English One. Editores GES. México. 2009.
2. ARIZABALO, Armando. Great Life (special) 1. Editorial Progreso. México. 2010.
3. BREWSTER, Simon. Skyline 1. MacMillan. Oxford. 2001.
4. CASTINEIRA, Teresa. Inglés 1. Santillana. México. 2006.
5. FOLEY, Barbara. English in Action 1. THOMSON. México. 2006.
6. GONTOW, Cris. English EXPRESS 1ª. Richmond Publishing. Brasil.2005.
7. ZAMARRÓN, Francisco. Focus on English. Student’s Book 1. GES/ELT. México. 2004.
B. Websites:
1. www.english-4u.de
2. www.shertonenglish.com
3. www.livemocha.com
4. www.busuu.com

Learning Objects
Simple present
Working activities
Leisure activities
Sports activities
Community activities
Means of transportation
Public places
Frequency adverbs
Third person of singular
“Wh” questions
Student’s
performance at
the end of the
module.
 Use the simple present in
different forms to
describe everyday
activities, lifestyle as
well as other people
when they speak or
when they write simple
texts.
 Understand through
listening and reading the
use of the simple present
in its different forms.

MODULE: 2. What I do and how I live.
GROUPS B, D, E, F, G. TOPIC 1 A Normal Day in My Life.
TIME ASSIGNED 100 min. SESSIONS/D.S. 1 2 DATE September 22nd-26th.
COMPETENCE Communicates a normal day in her/his life in a second language in spoken or written
discourse.
LEARNING
OBJECTS
 Simple Present
 Vocabulary (daily
activities)
 This/That
 Third Singular Person.
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Identifying
Daily Routines
Identifies the
main actions
in her/his
life.
Recognizes
the structure
of the Simple
Present.
Describes her /
his daily
routines in a
second
language.
Values the
actions of
her/his
classmates and
participates
effectively in
the pair or
group
activities.
Uses the flashcards to
elicit and teach the new
vocabulary, then to elicit
the grammar structure.
What tine do you…?
http://esl-library.
com/pdf/lessons/
433.type1.pdf
Student writes each
word below the
corresponding image on
their page.
Writes them on the
board and copies them
on their page.
20
DEVELOPMENT
Pair Work. Identifies the
actions in a
normal day in
her/his life.
Asks and
answers
questions
correctly.
Collaborates
effectively in a
pair work.
Respects the
Puts his/her students in
groups and have them
ask each other questions
about the missing
information.
Asks and answers
questions about daily
routines using the simple
present structure and
the basic question: What
10

information
given by
her/his
classmate.
Values the help
her/his
classmate can
give.
are using the correct
question: What time do
you…..?
Corrects when it is
necessary.
time do you….?
Individual
Work
When they are finished
the pair work, makes
have your students try
the follow-up activity to
review their writing
skills for this structure
Writes her/his own
schedule in the empty
box.
10
Listening Makes statements to the
class and have them fill in
the clocks.
Writes the correct time
in the clocks.
10
Group Work Have her/his students
choose three verbs from
the lesson or use other
verbs if they’d like.
Makes the students walk
seven students what time
they do these things
every day.
have her/his students
write full sentences
about their findings
Student writes the verbs
in the three columns at
the top, then walk
seven students what
time they do these things
every day.
15
CLOSING
Review and
Fun
Have students practice
writing the verbs from
today’s lesson using the
different personal and
possessive pronouns.
Student draws a line
from the words to the
correct picture.
15
EXPOSITION Shows all the
knowledge
acquired
Expresses in
oral and
written
Values the
inportance to
interact and
Teacher presents to the
class the best 5 works
students handed in ;
Pay attention to the
projected works in the
class.
20 Video.

during the
first module
of the
program.
discourse the
vocabulary and
grammar
structures
needed to
introduce one
self and third
people,
describe and
talk about daily
activities.
Uses ict’s to
express ideas.
speak in
another
language.
Respects
her/his
classmates’s
work.
Participates
with ethic
values.
which was explained in
advance, at the beginning
of the course.
Checks the works have
all the information
required.
Corrects the mistakes
they can have.
Explains the students the
importance of the
missing information.
Recognizes the mistakes
the works can have.
Asks questions to the
teacher to clarify any
doubt she/he can have.
HOMEWORK: Ellaborate a pictionary with vocabulary about Recreation and Hobbies and Sport Activities for next clase (20 items each one).
http://www.theenglishvocabulary.com/categorytopic.php?lang=3

GROUPS B, D, E, F, G. TOPIC 2. My Daily Activities.
TIME ASSIGNED 150 min. SESSIONS/D.S. 2 3 DATE September 29th- October 3rd.
COMPETENCE Use the simple present in different forms to describe everyday activities, lifestyle when they speak or when they write
simple texts.
LEARNING
OBJECTS
 Simple present
 Leisure activities
 Sport activities
 Community activities
 Third person of singular
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Brainstorm. Identifies the
main actions
in her/his
life.
Shares the
vocabulary
she/he knows
about daily
activities.
Pays attention
and
participates
effectively
during the class
respecting
her/his
classmates
opinions.
write on the whiteboard
all the actions they
usually do.
Prepares a chart with
two columns on the
whiteboard: Leisure and
sport activities.
Thinks about the
information the teacher
is asking for.
Writes them on the
whiteboard acccording
to the topic: Leisure or
Sport.
10
DEVELOPMENT
Group work Have the students talk
about actions.
Students tell each other
what actions are
common in their lives.
5
Pronunciatio
n practice
Identifies the
vocabulary
known and
Practices
pronunciation
of the
Participates
actively and
paying
Gives the correct
vocabulary.
pronunciation given by
the teacher.
10

learnt at
secondary
school.
vocabulary. attention to the
teacher.
Makes sure all the
students are repeating
properly.
Asks some students
repeat the words.
Asks for the meaning of
the vocabulary she/he
doesn’t know.
Conversation
Asks the students work
with a partner and read
the conversations.
In pairs, student listens
to and reads the
conversation paying
attention to the
unknown vocabulary.
Asks to the teacher for
the doubts she/he can
have.
Circles sentences that
expresses habits or
routines and write them
on the ir textbook.
20
Grammar Asks the students figure
out the grammar
structure they are using
to express habits or
routines and write it on
the whiteboard.
Explainsthe grammar
structure necessary for
the simple present.
Pays attention and ask if
she/he has any question.
5
Homework: Print a photograph of themselves and another one of a relative or a person they admire and bring them to the next class.
Individual
work
Makes students complete
activities, paying
attention to the present
time expressions.
After they finish, asks
them for the answers as a
whole class.
teacher explanations and
complete the activities.
Compares her/his
answers with her/his
partner.
Makes corrections if are
necessary.
15 Written
exercises.
Reading
Comprehensi
on
Identifies the
main ideas in a
text.
Clasifies
information
from a text
Value the
importance of
reading in a
Shares the material
http://esl-library.
com/pdf/lessons/
Reads carefully to
answers correctly all the
questions.
20 Photocopies

according to
what she/he
needs to know.
second
language.
Pays attention
to the
instructions or
recommendatio
ns given by the
teacher.
282.type1.pdf
Reads aloud the first
story, making the
students pay attention.
answers all the
questions.
Asks the students to do
the same with the other
five stories, noting the
difference in the second
and third one about the
use of the auxiliary verb
in the third singular
person.
difference when a third
singular person is the
subject in a sentence.
Writing
practice
Describes
her/himself
and thrid
people.
Writes
different
descriptions
using the
simple present
in a second
language.
Participates
and
collaborates
effectively.
Asks students to do a
pair activities. One with
the own photograph and
the other one to create a
story.
Student pays attention to
the instructions given by
the teacher.
about her/himself.
Prepares her/his own
story.
15
Homework Find out from different resources all about three of the people showed on page 63 of the textbook.
Grammar:
Thid singular
person.
Describes a
third person
using simple
present tense.
Makes a
description in
oral and written
forms.
Collaborates
effectively.
Makes the students read
texts.
Asks the students shares
and compares her/his
answers to the class.
Explains the grammar
structure for a third
singular person.
Completes all the
activities requested by
the teacher.
20
CLOSING
Team
Practice
Makes students form
teams of four to describe
and give common
Has to guess who the
person her/his
classmates are
30

routines of a famous
people.
Lets students talk as
much as they can.
Monitors and helps
students to say the
correct words.
describing is.
GROUPS B, D, E, F, G. TOPIC 3. My best friend.
TIME ASSIGNED 150 min. SESSIONS/D.S. 3 3 DATE October 6th-10th.
COMPETENCE Use the simple present in different forms to describe everyday activities, lifestyle of her/his best friend in written and oral
way.
LEARNING
OBJECTS
 Do and Does
 Working activities
 Third person of
singular.
 Public places
 Means of transportation
 Ordinal numbers
 Vocabulary (days of the
week, months)
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Making
descriptions of
my best friend.
Identifies
ideas and
data to
describe
her/his best
friend.
Makes a
description
using a second
language.
Values the
aptitudes
her/his best
friend has.
Gives some minutes to
the students and makes
them to think in her/his
best friend. They
describe them giving 5 or
more sentences.
Thinks about her/his
best friend.
Describes the best friend
using the grammar
studied so far.
10 Oral
description

DEVELOPMENT
Do you like
music?
Have students read and
listen to conversations.
Asks some students for
what they comprehend in
the grammar focus.
Students follow carefully
the instructions given by
the teacher.
15
Pair work Identifies
when to use
do and does
to make
questions.
Practices with
a classmate
showing the
correct use of
auxiliary verbs
such as: Do and
does.
Participates
actively in a
pair activity
showing
interest in
her/his
classmate
information.
Makes ths studenst work
in pairs asking and giving
information about
routines of different
people.
Makes sure the class
understands all the
vocabulary given.
Writes a list on the
whiteboard with the
information given by the
students about the
necessary verbs to make
the questions.
Works with a classmate.
Practices by asking and
giving information about
routines or personal
information of different
people.
15 Written card Checklist C
Team practice Make students form
groups of three people
and do some activities.
Writes on the whiteboard
differnt possible short
answers.
Practices in small groups,
enphasizying the use of
short answers. Yes, she
does-No, she doesn’t, etc.
10
Pair work Shows the
correct use to
make
questions in
simple
present.
Asks and
answers about
descriptions
and
occupations to
guess who the
person is.
Listens to and
value the
questions
her/his
classmates ask
her/him.
Makes students work
with a classmate to make
questions in order to
guess the occupation of a
member of her/his
family.
Makes sure the students
are asking and answering
using correctly the
auxilary verb do.
Works in pairs asking
and giving information
about a family member
in order to guess her/his
occupation.
Uses the auxiliary verb
do in the correct form
according to the person
they are talking about.
15

Pre-Reading Recognizes
her/his father
routine
identifying
the necessary
vocabulary to
do it.
Think about
her/his father
routine.
Interprets the
information
from a text.
Collaborates
and respects
her/his
classmates
participations.
Have students work with
a classmate to anser a
pair of questions.
activity in order to check
or correct any mistake.
Completes the activities
given.
10
Reading Makes students read the
text and underline the
activivtes which are
similar to her/his father’s
routine.
After students finished,
ask sthe whole class for
the correct sentences.
Reads carefully and pays
attention to the grammar
structure used to express
routines.
5
Pictionary
game
Ordinal
numbers
Vocabulary
(days of the
week and the
months of the
year).
Identifies the
numbers
used to order
things.
Selects the
correct
numbers to
order.
Shares the Vocabulary
list of this lesson:
www.inglesmundial.com
/Ingles_Basico_Leccion4/
Ingles_Basico_Leccion4_V
ocabulario.html
Makes students draw a
picture on the board that
represents one of the
jobs.
Have the students
physically get in order by
birthday not year.
Points to one end of the
room and explains that
January 1 starts
there. December 31
would be at the other end
of the room.
Once they've gotten
themselves in order
starts with the beginning
Students guess what the
job is.
10

of the year and have
them call out their
birthdays one by one in
order. If some students
are not in order stop and
have them rearrange
themselves. Then have
them say the ordinal
number of their position
in the line (first, second,
third, etc.).
Act out Plays charades with the
verbs from the
vocabulary list.
A student acts out one of
the words and the others
quess what the verb is.
Practices completing the
sentecnes with the
correct verb.
10 Role play
Grammar Shows the grammar
chart and asks for help to
the students to complete
it.
Checks the exercise out
in the class.
Student helps the teacher
to complete the chart.
Completes the exercises.
15 Exercises
Listening Plays the audio and asks
the students to choose
the correct option.
Chooses the right option. 10
Reading Have students read the
dialog in pairs and/or act
it out.
After reading the 4 jobs,
students interview one
another (in small
groups) to find out each
other's jobs and what
they do. Write a
sentence (or more)
about each student. (eg.
Mario is an architect. He
designs buildings.)
10
Pronunciation Practices the
words given in the
lesson.
Pays attention and
repeats carefully.
5

CLOSING
Dictation Have the students write
any words they
misspelled from the
dictation five times to
practice spelling it.
Listents to the sentence
and write on her/his
notebook.
Corrects any error.
10

GROUPS B, C, D, E, F, G. TOPIC 4 What time do you go to school?
TIME ASSIGNED 150 min. SESSIONS/D.S. 4 3 DATE October 13th-17th
COMPETENCE Asks and gives information about daily routins and the frequency these are done using the
ict’s to express the ideas.
LEARNING
OBJECTS
 Wh Questions
 Frequency adverbs
 Third sungular person SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Review:
What time do
you….?
Identifies the
expressons
used to talk
about
frequency.
Uses the
expressions
learnt so far.
Shows interest
and respect the
classmates’
opinios.
Asks the students look at
the pictures about
routines.
Listens and repeats the
information the teacher
says.
5
DEVELOPMENT
Pair work Collaborates
efectively in
pair and group
activities.
Organizes students in
pairs and makes
questions to complete
activities.
After students finish,
makes them to compare
their answers to the rest
of the class.
Reads and completes the
activities.
10
Group work Expresses the
correct use of
the frequency
Uses the
correct
frequency
Participales
actively.
Makes students
interview three of
her/his classmates using
Works in pairs and
makes an interview.
10 Written
exercises

adverbs adversb
according to
the situation
the information given in
the table in the textbook.
Reads the conversations
making the students
write and answer the
sentences required.
Listens and reads a
conversation.
Write the sentences
required in the exercises.
Vocabulary Shares the Vocabulary
list and material
provided on:
al.com/Ingles_Intermedi
o_Leccion3/Ingles_Inter
medio_Leccion3_Vocabul
ario.html
Have students write
descriptions of the
people in the "More
Practice" activity.,
avoiding negative
adjectives sucah as: fat or
lazy.
Students write a
description of an
unidentified student in
the classroom. The
students take turns
reading their description
and guessing who it is.
15
Grammar Have students use
questions from first
practice exercise on the
Grammar page to
interview a classmate.
10
Writes questions of the
second exercise on the
whiteboard and makes
students answer them
with personal
information.
Have students select a
topic (food, movies,
family, etc.) and make
survey of questions with
how often (eg. How often
do you eat pizza?). Then
have them use their
survey questions to
Makes a survey of
questions with: How
often.
Presents survey work to
the whole class.
Solves the section: Find a
mistake.
10
10
10

interview their
classmates and present
survey results to the
class.
Listening/Dial
ogo
Identifies
vocabulary
related to
descriptions.
Act a dialogue
out and
expresses good
pronuncuation.
Participates
effectively in
pair activities
Have students read the
dialog in pairs and/or act
it out.
Corrects pronunciation
of the words if it is
necessary.
Writes the 5 disorder
questions on the
whiteboard and asks
students to order the
words.
After they finish, check
them as a whole class.
10
10
Reading Writes the sentences on
the whiteboard.
Selects true or false
accordingto the
poster.
10
Spelling Describe
some rules of
pronunciatio
n.
Shows correct
pronunciations.
Pays attention
to some
pronunciation
rules and
participates
actively.
Draws three columns on
the board with headings
"ie", "ei (before c)", "ei
with long a sound", and
"irregulars." Have
students think of more
"ie" or "ei" words. Put
them in the column of the
rule they follow.
rules and completes the
exercise.
10
Dictation Have students write any
words they misspelled in
the dictation in their
notebook five times to
practice spelling it.
Writes in her/his
notebook the sentences
they hear.
5

CLOSING
Game:
Identify the
criminal.
Identifies
vocabulary
related to
descriptions.
Parucupates
efectively
helping and
discussing
about the
information
they have.
Forms 8 teams and gives
pictures to the students
with the information
about some criminals.
Discusses in groups
about the information
given to describe the
criminal in each group of
pictures.
10
Writing Makes students to
ellaborate a wanted
poster for an imaginary
criminal.
Describe the criminal.
Writing as many
sentences as she/he can.
15
FINAL PRODUCT OF MODULE 2.
BLOG. Students create a blog to describe her/his everyday activities, lifestyle as well as other people by using different forms of the Simple Present Tense and all the
vocabulary reviewed in the module. Rubric 2.
BIBLIOGRAPHY
BASIC
A.- Textbook:
B.- Websites:
COMPLEMENTARY
A.- Books:

B. Websites:
4. www.busuu.com

Learning Objects
Present Progressive
Verbs
Simple Present
Student’s
performance at
the end of the
module.
 Use the simple present
progressive in its
different forms through
dialogues and simple
texts to describe
activities that are in
progress at the moment
of the speech or actions
that will take place in the
future .

MODULE: 3. I describe what is happening.
GROUPS B, C, D, E, F, G. TOPIC 1. Watch this!
TIME ASSIGNED 150 min. SESSIONS/D.S. 1 3 DATE October 20th-24th.
COMPETENCE
LEARNING
 Ending ing  Present Progressive
OBJECTS
(affirmative from)
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Vocabulary Recognizes
actions to
express what
is happening
right now
Listens to and
look at pictures
to make
descriptions
about actions.
Pays attention
and cooperates
with all the
activities.
the students to recognize
and match actions with
their corresponding
pictures.
Listens to the audio and
paying attention match
actions to pictures.
5
DEVELOPMENT
Reviewing
actions
Describe
actions
Expresses the
known
vocabulary
about actions.
Participates
with repect in
the pair
activity.
Makes students work in
pairs and complete
activities of the textbook.
are working correctly
and clarifies any doubt
they can have.
After finishing, check the
works as a whole class.
Works in pairs solving all
the activities on pages of
the textbook.
20 Writen
exercises.
Grammar
Focus
Identifies the
grammar
structure
Describe
actions which
are happening.
Pays attention
to the new
rules and
Asks the students to pay
attention to the grammar
focus and explain what it
Identifies and explains
the grammar focus given
in the textbook.
25

used to
desccribe
actions which
are
happening at
the moment.
collaborates
efectively.
is about.
Clarifies the doubts and
answers questions of the
students.
Check their answers by
asking some students for
them.
Compares her/his
answers with her/his
classmates.
A written
record
What are you
doing?
Guesses
actions.
Analyzes the
actions and
describe them.
Praticipates
actively.
As a warm up, asks one
of the students to come
up to the front of the
class.
Shows the student a
flashcard with one of the
action verbs, and asks
them to mime the card.
Then asks the other
students what he/she is
doing.
Have a few different
students come up and try
different verbs.
Puts all the flashcards up
on the board, and write
names under each card
(Ben, Amy, Pierre, Kenji,
etc…) Asks her/his
students what some of
them are doing. “What’s
Ben doing?” etc.
Re-elicits the question
and have the students
listen and repeat a few
times.
asked for the teacher.
Copies the words
beneath each image on
their sheet. Then re-elicit
the target
structures and write
them on the board as
well. Students should
copy them in the note
space provided at the
bottom.
20

Finally, hands out page 1
to the students so they
can begin writing the
new language down.
Puts all the flashcards the
right way on the board,
and writes the
corresponding word
under each.
Material given in:
http://esl-library.
com/pdf/lessons/
420.type1.pdf
Pair work Have students work in
pairs to complete the
information gap. (Give
one student sheet A and
the other sheet B.)
When they are finished
the pair work, have
her/his students try the
follow up activity to
review their writing
skills for this structure.
Works in pairs to
complete the
information gap.
Makes a review of
her/his writing skills.
20
Listening Calls out an action for
each person and have the
students draw a line from
the names to the correct
verbs. (Jim is singing a
song. etc… )
As a follow up, asks
students what each
person is doing, or have
them write sentences in
their notebooks. You
could also have them
Listens to her/his
teacher describe what
some people are doing.
Draws a line from
their names to the
correct verbs.
15

draw each person doing
their action.
Board Game
(Group
Activity)
Puts students in groups
of 2, 3, or 4. Have them
use a coin to determine
how many spaces to
move.
is doing.
Have the other student
ask the question each
time. (What is she doing?
etc…)
Students land on a space
and say what the person
in the picture is doing.
20
CLOSING
Review and
Fun
Have students write the
present progressive form
of each verb.
Have students write the
correct form of the Be
verb.
Have students complete
the word search.
Makes a review of the
Present Progressive by
completing
15

MODULE: 3. I descrbe what is happening.
GROUPS B, C, D, E, F, G. TOPIC 2. Is Jorge sleeping?
TIME ASSIGNED 150 min. SESSIONS/D.S. 2 3 DATE October 27th-31st.
COMPETENCE Describes what is happening at the moment she / he is speaking both orally and written.
LEARNING
 Present Continuous
OBJECTS
(question form)
 Short/long answers SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Conversation Identifies
questions in
Present
continuous/p
rogressive.
Underlines
sentences
using the
ending …ing.
Values the
importance of
the use of the
present
coninuous.
Makes the students to
listen to the conversation
and underline verbs.
conversation.
Identifies the actions
with the ending …ing.
Underline the sentences
he/has chosen.
10
DEVELOPMENT
Writing Asks the students to
write and complete all
the activities requested.
Solves all the activities
paying atention to the
instructions given by the
teacher.
15
Where are you
going?
Identifies the
new grammar
structure in
question
Makes different
questions
about the
actions are in
Analyze and
value the new
information.
Writes Saturday and
Sunday up on the board.
Elicits the word weekend
and writes it above
Material: http://esl-library.
com/pdf/lessons
/421.type1.pdf
25

form. Present
Progressive.
Saturday & Sunday.
Draws a person on the
board, and then puts the
beach flashcards next to
it.
Asks the students where
he’s going, eliciting the
phrase: ‘He’s going to the
beach’.
Below, draws another
person and repeats as
above using one of the
other location cards as
well.
Changes the location
cards and asks the
questions again.
Have a couple of students
ask each other across the
class to check their
ability to use the
structure.
Adds a transportation
card to the board next to
each character and ask,
‘How is he getting there?’
Does the same with the
other two characters.
And then have a few
students ask each other
across the class.
Finally, repeats the same
process again adding a
day and time to the
made by the teacher.

board. (Friday night,
Saturday morning,
Sunday afternoon, etc…)
Ask: When is he/she
going?
Hands out sheet one. Re-elicits
all of the new
vocabulary. Goes over
pronunciation and
intonation a few times
having her/his students
listen and repeat, then
writes the words on the
board.
Have students copy the
words onto their sheets.
Re-elicits each of the
questions and answers.
Goes over pronunciation
a few times, then writes
the phrases on the board.
Copies the new
sentences in the note
section at the bottom of
page 1.
Where is he going this
weekend? He is going to
a concert.
How is he getting there?
He is going by bike
When is he going? He is
going on Friday night.
Pair work
Gets students to work in
pairs. Gives Sheet A
(Page 2) to one student,
and sheet B (page 3) to
the other.
Have them ask and
answer questions using
the target language to
complete the information
gap.
Asks students to work
Asks your partner about
the missing information.
15

alone to complete the
questions about the
information gap.
below about the
information above.
Listening Reads these sentences to
the class. Have them
circle the correct
illustration for each one.
Then as a follow up, asks
students to fill in the
blanks in each sentence.
1. Ben is going to a movie
by bike on Friday.
2. Amy is going to New
York by plane on
Saturday afternoon.
3. Dave and Ben are
going to the beach by
bike on Sunday morning
Listen to your teacher
and circle the correct
boxes. Then fill in the
blanks below.
Fills in the blanks.
10
Group work Identifies
information
and the
necessary
prepositions
to chhise the
correct
options.
Chooses
correct options.
Participates
and respect the
activities in a
group work.
Have students fill out the
information about
themselves. They can
make it up if they like.
Gets the students to walk
5 other students where
they are going this
weekend.
As a follow up activity,
asks the students to
report to the class what
their classmates are
doing this weekend.
Fills in the answers
about yourself.
Then ask
five other students about
their plans for the
weekend.
15
Review Shows what
he/she has
learnt so far.
Demonstrates
what he/she
knows by
unscrambling
questions and
Works actively. Asks the students to
unscrambe the questions
and then writes the
answers.
Unscrambles the
questions and then
writes the answers.
10

answering
them.
Vocabulary
Sports.
Remembers
and identifies
vocabulary
about sports
Describe the
use of verb like
using the
structure of the
present
progressive.
Colllaborates
effectively
constructing
her/his own
knowledge.
Writes the names of the
sports on little cards.
Shares a list of
vocabulary and practices
pronunciation.
In small groups makes
the students take turns
drawing a card and
acting it out in front of
their group. The other
students guess what the
sport is.
Material:
ion9_Vocabulario.html
Draws and act out sports.
Guesses the sports
her/his classmates are
referring to.
15
Grammar
Makes
questions to
her/his
classmates.
Participates
actively.
Prints out the bingo card.
Have each student write
(eg. running, swimming,
playing baseball, etc.).
When she/he says "Go!"
the (eg. Do you like
swimming?). If the
student says "Yes," they
write that student's name
on that square. When
they get students' names
on five squares in a row
(horizontally, diagonally,
or vertically) they yell
"Bingo."
When the first student
finishes all of the
students sit down and
Writes verbs in the -ing
form in each of the
squares of the Bingo
card.
Walks around the room
and ask other students if
they like activities on
their Bingo card.
15

the teacher verifies the
winner's answers by
asking the students
whose names are on the
winner's card "Do you
like _____?"
Listening
Plays an audio which a
sports commentator
describes a triathlon.
Listens to the dialogue
and answers the
questions.
Orders the words to
make sentences.
10
CLOSING
Reading Sporting event schedule.
Reads and answers the
questions.
10

GROUPS B, C, D, E, F, G. TOPIC 3. What are you doing?
TIME ASSIGNED 100 min. SESSIONS/D.S. 3 2 DATE November, 03rd-07th.
COMPETENCE
LEARNING
OBJECTS
 Simple present
 Question words
 Verbs
 Present progressive SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Grammar
practice
Describes the
correct forms
of Simple
present and
Present
progressive
Writes and
complete
sentences in
simple present
or present
progressive,
according to
the situation.
Works
efficiently,
respecting
her/his
classmates
works and
opinions.
Hands out sheet one of
the following material:
http://esl-library.
com/pdf/lessons/
581.type1.pdf
Gets the studnets choose
the correct form from a
list to complete the
sentences.
Uses the correct form of
the simple preent tense.
Makes negative
sentences using the
correct verbs.
10
DEVELOPMENT
Making
questions
Makes the students
practice making
questions and giving
short answers in simple
present tense.
Asks and answers
questions using the
correct form of the
simple present tense.
15

Information
questions
Gets the students use the
correct question word to
make information
questions.
Makes informaton
questions using the
correct form of the
simple present.
5
Writing Makes the students
choose the correct form
of the verbs to complete
the sentences in simple
present or present
progressive.
Uses the correct form of
the grammar structure
as well as the frequency
adevrbs.
20
Grammar
focus
Asks the students to look
for information about
grammar.
in pairs to solve some
activities about grammar.
Works in pairs and
complete the activities.
10 Written
exercises.
Checklist D.
Review Identifies the
different
forms of the
grammar
structures:
present
simple and
present
progressive.
Completes
sentences
using the
correct forms
of the present
tenses studied
in this lesson.
Collaborates
effectively.
Gets students work alone
and solve all the
activities presented in:
http://esl-library.
com/pdf/lessons/
582.type1.pdf
Completes question
sentences using the
correct form of the verb
in simple present and
present progressive.
Uses appropiate
frequency adverbs to
complete sentences.
Completes sentences
making difference on
when to use simple
present vs present
progressive.
25
CLOSING
Find someone
who…
Makes students walk
around and ask questions
to find classmates who
correspond to the
different descriptions.
Walks around and
completes the form with
the names of her/his
classmates who
correspond to the
descriptions.
15

GROUPS B, C, D, E, F, G. TOPIC 4. Let’s Sing!
TIME ASSIGNED 150 min. SESSIONS/D.S. 4 3 DATE November 10th-14th.
COMPETENCE
LEARNING
 Present simple  Present progressive SKILLS
OBJECTS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Listening
exercise.
Identifies
simple
present and
present
progressive
in songs.
Expresses
feelings
according what
she/he hears
from a song.
Participates
actively,
respecting the
ideas, opinions
and culture of
others.
Form groups of four.
Plays a song and asks the
students to pay attention
to the lyrics to identify all
the words they can.
Asks them to write the
words on their
notebooks.
Pays attentionto the song
and try to guess the
meaning.
Writes as many words as
she/he can hear.
15
DEVELOPMENT
Singing Hands out a copy of the
song:
http://youtu.be/SmiEgk
MAnI0
30
Photocopy of
the song
Checklist E

Plays the song again and
asks the students to
complete with the
missing words.
Makes them to check in
groups with the lyrics
they have on page 106 of
the textbook.
practice pronunciation
by singing the song.
Fills in the missing
words.
Sings the song.
10
Review Identifies the
correct use of
the grammar
structures:
simple
present and
present
progressive.
Decides what
is the correct
structure to
complete
sentences
according to
the situation.
Values the
importance of
learning a
second
language.
Participates
actively.
choose the correct option
(3 exercises) to complete
sentences on this site:
www.englisch-hilfen.
de/en/exercises/t
enses/simple_present_pr
ogressive.htm
Monitors and answers
the doubts the students
can have.
After they are finished,
checks the answers as a
whole class.
30
20
CLOSING
Test Identifies all
the
vocabulary
and grammar
structuires
learnt in the
three
modules.
Answers
effectively all
the answers
given in the
test.
Shows a
respectful
attitude to the
test.
Gives a test sheet each
one and explains the
general instructions.
Focuses on answering
the test.
50

BIBLIOGRAPHY
BASIC
A.- Textbook:
B.- Websites:
4. www.saberingles.com.ar/songs/exercises/62.html
6. www.englisch-hilfen.de/en/exercises/tenses/simple_present_progressive.htm
COMPLEMENTARY
A.- Books:
B. Websites:
4. www.busuu.com

Learning Objects
Countable nouns
Uncountable nouns
Quantifiers: how much, how many,
some,
any, few, little
There is
There are
Student’s
performance at
the end of the
module.
 Use countable and
uncountable nouns
as well as quantifiers
when speaking and
writing simple texts.
 Understand the use
of countable nouns as
well as quantifiers
when listening and
reading.

MODULE: 4. I express lenghts and quantities.
GROUPS B, C, D, E, F, G. TOPIC 1. A carton of milk, please!
TIME ASSIGNED 150 min. SESSIONS/D.S. 1 3 DATE November 17th-21st.
COMPETENCE
LEARNING
OBJECTS
 Measure units
 Plurals
 Countable nouns
 Uncountable nouns
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Brainstorm Identifies
vocabulary
about food.
Expresses
different
vocabulary
about food and
shares her/his
preferences
about food.
Participates
actively,
respecting
others
preferences.
Makes the students think
about her/his favorite
fruit / vegetable by
asking the questions:
What’s your favorite….?
What ingredients does it
have?
Makes a list on the
whiteboard writing the
students comments.
Gives information about
her/his favorite food or
dish.
10
DEVELOPMENT
Writing Have students to list the
ingredients of her/his
favorite dish.
Monitors and answers
the students questions to
Lists the ingredients of
her/his favorite dish.
Can select items from the
whiteboard.
5

share more vocabulary. Asks the teacher if
she/he doesn’t know the
translation of any word.
Pair work Makes the students work
in pairs in order to make
questions each other to
find about her/his
favorite dish.
Makes questions and
completes the missing
information chart about
her/his favorite dish.
10
Listening Plays the audio to get the
students write the names
of the food they hear in
the box.
complete activities
Listens to the audio
carefully and complete
the box with the words
she/he hears.
5
10
Team practice Have the students form
groups of four to plan a
healthy diet and present
it in the next class orally.
10 Healthy Diet
Plan.
Presentation Show the
knowledge
she/he has
about a
healthy diet.
Describes a
healty diet.
Participates
actively in
her/his
presentation,
respecting the
ideas of others.
Asks the students for the
written work about the
healthy diet.
Chooses 5 of the works
and makes the students
present their ideas.
Makes the presentation
(if it is selected) of
her/his work to the class.
Votes for the menu you
like.
30 Oral
Presentation
Rubric 4
Reading Makes the students to
read and complete the
activities about
quantities.
Reads and completes
activities.
20
Homework. Makes students work on
the web site :

medio_Leccion7_Vocabul
ario.html
and work with all the
activities, except
Irregular verbs section.
Pair work Have students to work in
pairs and work on all the
activities.
Writes arrows to
describe the
demonstrative
adjectives: this, that,
these, those.
Works in pairs and
completes all the
activities asked by the
teacher.
25
Grammar Writes information on
the whiteboiard about
the rules of countable
and uncountable nouns.
medio_Leccion7_Gramati
ca.html
There is / are.
(affirmative and question
forms)
teacher explanations.
15
CLOSING
Written
practice
Have students practices
the rules by answering
questions about
quantities.
Puts the pictures on the
whiteboard and write the
questions.
Look at the pictures and
answers the questions by
selecting the correct
options.
10 Written
exercises

MODULE: 4. I express lenghts and quantities.
GROUPS B, C, D, E, F, G. TOPIC 2. There is a library near here!
TIME ASSIGNED 100 min. SESSIONS/D.S. 2 2 DATE November 24th-28th
COMPETENCE
LEARNING
 There is / are  Cuantificadores: how
OBJECTS
much, how many, some, any,
few, little.
SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
The Grocery
List.
Recognizes
vocabulary
about
quantities
and food.
Listens to and
describes
vocabulary
about food and
quantities.
Value the
importance on
participating
actively and
use the ict’s
Writes on the board a
Grocery List.
medio_Leccion7_Compre
nsionOral.html
the students select the
items they have to buy
from the grocery list.
audio and selects the
correct items from th
grocery list.
10
DEVELOPMENT
Listening and
reading
Shares a sheet with the
dialogue and asks the
students to listen again
to the audio, rad and
finally order the words to
Read carefully the
dialogue and then orders
some words to write
correctly the sentences
given by the teacher.
10

make correct sentences.
Reading
comprehensio
n
Writes on the bard the
key words.
Gets the students to work
in pairs, read the text
“What’s on your plate?”
and answer the
questions.
Check the answrs as a
whole class.
Reads carefully and
answers the questions
with: true or false.
Compares their results
with the other students.
15
Dictation Dictates 5 sentences to
the students .
Listens to the teacher
and write the sentences
she/he hears on the
board.
10
Game
What’s on my
plate?
Copies a picture on the
board about the
Choosemyplate and asks
the students to place the
items in the correct
category.
www.inglesmundial.com
/Ingles_Intermedio_Lecci
on7/Ingles_Intermedio_L
eccion7_Juego.html
Look at the picture.
Selects the item and puts
it in the correct group.
5
New
vocabulary.
discuss the information
gIven.
Reads the new
vocabulary and makes
the students to repeat
and practice
pronunciation.
Participates working
with a group of friends.
Listens to and match the
new vocabulary to the
pictures.
10
Listening and
reading
Have the students to read
and listen to
descriptions.
Reads and listens to the
description and does the
activities requested by
the teacher.
20

Conversation
practice
Asks for a pair of
students who act the
dialogue out. The rest of
the class listen to and
repeat the conversations.
Corrects any mispelled
word.
Asks the students work
individually and
complete activities.
Listens to and repeats
the conversations.
Asks for questions if
she/he has.
Complete the activities of
the textbook.
15
CLOSING
After they are finished,
check the exercises as a
whole class.
Corrects any mistake. 5

MODULE: 4. I express lenghts and quantities..
GROUPS D, E. TOPIC 3. How much milk is there?
TIME ASSIGNED 150 min. SESSIONS/D.S. 3 3 DATE December 1st.-05th.
COMPETENCE
LEARNING
 There is /are
OBJECTS
(question forms)
 Quantifiers. SKILLS
 Listening
 Reading
 Speaking
 Writing
WARM UP
ACTIVITIES
KNOWLEDGE TEACHING
STRATEGIES
LEARNING
STRATEGIES
TIME
(min.)
PRODUCT
EVALUATION
Discussion Identifies
vocabulary
related to
food and
shopping.
Describes
quantities
using How
much and How
many.
Participates
actively and
with a positive
attitude.
Makes the students work
in groups of four and
discuss the information
given.
Answers the questions in
groups of four.
10
DEVELOPMENT
Reading and
listening
Asks some pairs of
students to act the
conversation out.
Monitors the students to
check the work they are
doing.
Corrects any mistake the
students have.
Wor in pairs.
Reads and listens to
conversations.
Completes all the
activities.
30
Review After they are finished,
check the answers by a
whole class.
Compares your results
with your classmates.
10

For next class, the
students form groups of
four and makes a
representation (role
play). They choos one of
three options.
Homework ROLE PLAY.
Situtions:
1.- Preparing My Favorite Dish.
2.- The Shopping List.
3.- An Ideal Store.
Grammar
Focus
Makes a review about the
grammar of the quantity
words.
in pairs and complete all
the activities.
Helps the students to
correct the mistakes.
Checks the grammar
focus section in the book.
Works in pairs and does
activities.
Corrects any mistake she
/he can have.
10
Role Play Makes the students make
their presentations,
giving information about
all the points which will
be evaluated.
Acts it out with a group
of classmates, according
to the situation choosen
previously.
40 Role Play Rubric 1.
CLOSING
Evaluation. Identifies
information,
voacbulary
and the
grammar
structures
learnt in the
second
partial
Expresses what
she/he learnt
during the
second partial.
alues the level
of English
acquired and
Evaluates the
performance students
acquired during the
second partial.
Complete the test in
order to demonstrate the
knowledge and level of
English gotten during the
second partial.
50 TEST

BIBLIOGRAPHY
BASIC
A.- Textbook:
B.- Websites:
COMPLEMENTARY
A.- Books:
B. Websites:
4. www.busuu.com

EVALUATION
TOOLS

CHECKLIST A.
Pronunciation Practice
SUBJECT CLASS
ENGLISH 1
TEACHER’S NAME MODULE
STUDENT’S NAME DATE SCORE
INSTRUCTIONS: Rate learner’s speech by placing X at appropriate column on the continuums
below.
The rating system can be used and interpreted as follows:
yes = whenever appropriate
not yet = this is an area that may need special attention
n/a = not applicable, or not available at this time
No. Indicator Applied Comments
YES
(3)
NOT
YET
(2)
N/A
(1)
1 Speaks with acceptable
volume.
2 Reads with the appropiate
intonation.
3 Acceptable body language.
4 Adequate word stress
5 Appropiate word linking
Scale:
13-15 Excellent
10-12 Good
07-09 Needs Improvement
05-06 Not Appropriate
__________________________________
Evaluator Signature.

CHECKLIST B.
Reading Practice
SUBJECT CLASS
ENGLISH 1
INSTRUCTIONS: Rate learner’s speech by placing X at appropriate column on the continuums
below.
The rating system can be used and interpreted as follows:
yes = whenever appropriate
not yet = this is an area that may need special attention
n/a = not applicable, or not available at this time
YES
(3)
NOT
YET
(2)
N/A
(1)
1 Reads all the words in the
sentences.
2 Speaks with acceptable
volume.
3 Respects puntuaction signs.
4 Reads with appropiate
intonation.
5 Adequate word stress
6 Appropiate word linking
Scale:
17-18 Excellent
15-16 Good
11-14 Needs Some Improvement
09-10 Needs Much Improvement
06-08 No Appropiate
__________________________________

CHECKLIST C. Written Card
SUBJECT CLASS
ENGLISH 1
INSTRUCTIONS: Rate your partner’s job by placing X at appropriate column on the continuums
below.
YES
(2)
NOT
(1)
1 Makes all the questions.
2 Answers all the questions.
3 Uses “do” correctly.
4 Uses “Does” correctly.
Scale:
07-08 Good
__________________________________
CHECKLIST C. Written Card
SUBJECT CLASS
ENGLISH 1
below.
YES
(2)
NOT
(1)
1 Makes all the questions.
2 Answers all the questions.
3 Uses “do” correctly.
4 Uses “Does” correctly.
Scale:
07-08 Good
__________________________________

CHECKLIST D. Written Practice
SUBJECT CLASS
ENGLISH 1
below.
No Indicator Applied Comments
YES
(2)
NOT
(1)
1 Writes all the statements.
2 The statements are according to the pictures.
3 Uses simple present correctly.
4 Uses present progressive correctly.
Scale:
07-08 Good
__________________________________
CHECKLIST D. Written Practice
SUBJECT CLASS
ENGLISH 1
below.
No Indicator Applied Comments
YES
(2)
NOT
(1)
1 Writes all the statements.
2 The statements are according to the pictures.
3 Uses simple present correctly.
4 Uses present progressive correctly.
Scale:
07-08 Good
__________________________________

CHECKLIST E.
Song Lyrics
SUBJECT CLASS
ENGLISH 1
INSTRUCTIONS: pay attention to the audio and complete with the missing words.
EVEN AN ANGEL CAN END UP FALLING
Even an angel can end up falling
_____ you cry, because you're crawling
Start again, it's a beautiful morning
For satellite
Well they said, It was time for changing
Rise and shine, everybody is making it but
you
And _______ told you to trust your dreaming
But it's hard to believe a feeling, that you just
don't know
Don't you cry, because you're crawling
Start again, it's a _________ morning
For satellite
For satellite
You can try and ________ on water
At the end everybody walks all over you
Now you don't like the sight of mirrors
Cause your scared that the face you'll see
will look just like before
Don't you cry, ___________ you're crawling
For satellite
Start again, it's a beautiful ____________
For satellite
All I want is ______
Let me take it back where you ones belonged
All I want is you
He will be allright if you come along
You where _______ gone
_______ again, it's a beautiful morning
For satellite
For satellite
Don't you _____, because you're crawling
For satellite
For satellite.

RUBRIC 1. ROLE PLAY
SUBJECT CLASS
ENGLISH 1
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited
Participation in
Preparation and
Presentation
Always willing
and
focused during
group work and
presentation.
☐
Usually willing and
focused during
group work and
presentation.
☐
Sometimes willing
and focused
during group work
and presentation.
☐
Rarely willing and
focused during
group work and
presentation.
☐
Presentation of
Character
Convincing
communication
of character’s
feelings, situation
and motives.
☐
Competent
communication of
character’s
feelings, situation
and motives.
☐
Adequate
communication of
character’s
feelings, situation
and motives.
☐
Limited
communication of
character’s
feelings, situation
and motives.
☐
Grammar
Impressive use of
the grammar
rules.
☐
Good use of the
grammar rules.
☐
Satisfactory use of
the grammar rules.
☐
Limited use of the
grammar rules.
☐
Vocabulary Impressive
variety of
vocabulary used
according to the
situation.
☐
Good variety of
vocabulary used
according to the
situation.
☐
Satisfactory variety
of vocabulary used
according to the
situation.
☐
Limited variety of
vocabulary used
according to the
situation.
☐
Use of Non-Verbal
Cues (voice,
gestures, eye
contact, props,
costumes)
Impressive
variety
of non-verbal
cues are used in
an exemplary
way.
☐
Good variety
of non-verbal cues
are used in an
exemplary way.
☐
of non-verbal cues
are used in an
exemplary way.
☐
Limited variety
of non-verbal cues
are used in an
exemplary way.
☐
Imagination and
Creativity
Choices
demonstrate
insight and
powerfully
enhance role
play.
☐
Choices
demonstrate
thoughtfulness and
completely
enhance role play.
☐
Choices
demonstrate
awareness and
developing
acceptably
enhance role play.
☐
Choices
demonstrate
little awareness
and do little to
enhance role play.
☐
Scale: 22-24 Excellent
18-21 Good

06-
09 No Appropiate
RUBRIC 2. ELECTRONIC PRESENTATION.
SUBJECT CLASS
ENGLISH 1
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited
Details and
Information
Comprehensive
information and
specific, relevant
details.
☐
Substantial
information and
carefully chosen,
relevant details.
☐
General
information and
ssimplistic,
underdeveloped
details.
☐
Unclear
information and
irrelevant details.
☐
Spelling and
Grammar
Presentation has
no misspellings
or grammatical
errors.
☐
Presentation has 1-2
misspellings, but no
grammatical errors.
☐
Presentation has 1-2
grammatical errors
but no misspellings.
☐
Presentation has
more than 2
grammatical
and/or spelling
errors.
☐
Vocabulary Impressive
variety of
vocabulary used
according to the
situation.
☐
Good variety of
vocabulary used
according to the
situation.
☐
of vocabulary used
according to the
situation.
☐
Limited variety of
vocabulary used
according to the
situation.
☐
Use of Graphics
All graphics are
attractive (size
and colors) and
support the topic
of the
presentation.
☐
A few graphics are
not attractive but all
support the topic of
the presentation.
☐
All graphics are
attractive but a few
do not support the
topic of the
presentation.
☐
Several graphics
are unattractive
AND detract from
the content of the
presentation.
☐
Imagination and
Creativity
Choices
demonstrate
insight and
powerfully
enhance role
play.
☐
Choices
demonstrate
thoughtfulness and
completely
enhance role play.
☐
Choices
demonstrate
awareness and
developing
acceptably
enhance role play.
☐
Choices
demonstrate
little awareness
and do little to
enhance role play.
☐
Scale:
18-20 Excellent
15-17 Good
05-08 No Appropiate

LESSON PLAN, LAE 1. COBATAB 05.

LESSON PLAN, LAE 1. COBATAB 05.

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