Planeacion didactica_ingles_primero.docx

LESSON PLANS
ENGLISH I
FIRST GRADE
PURPOSES
1. Analyze some elements to improve intercultural understanding.
2. Use some strategies to face the challenges of learning a second language.
3. Transfer some strategies to face different situations related to a second language learning.
4. Use a simple but broad linguistic repertoire in different familiar and contemporary situations.
5. Exchange information about contemporary topics.
6. Use a neutral register in social exchanges related to different situations.
SOCIAL ENVIRONMENT OF LEARNING: FAMILY AND COMMUNITY
COMMUNICATION ACTIVITY: EXCHANGE OF INFORMATION WITH SPECIFIC PURPOSES
SOCIAL PRACTICE OF LANGUAGE: TO EXCHANGE POINTS OF VIEW ABOUT COMMUNITY SERVICE
EXPECTED LEARNING OUTCOMES
Students:
 Listen some dialogues about community services.
 Understand general and main ideas.
 Exchange information about community
Lesson 1
SUGGESTED ACTIVITIES SUGGESTED
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
School name: ________________________________________________________________
School code: __________________________ Cycle: _________________________________
Shift: _____________________________ Group: _________________________________
Subject. English I
Teacher: ____________________________________________________________________

Introduction
Ask students to explain what they know about
community services and elaborate a cognitive
map with the vocabulary they use to express their
ideas. If necessary, add some useful words for a
conversation related to the topic.
Practice and collaboration
Ask students to read aloud a dialogue about
community service in pairs and act-out the
situation. Then, request them to answer the
questions about the dialogue and underline the
words they consider useful to talk about the topic.
Finally, invite them to share their answers with
the class as well as the new vocabulary they found
in the dialogue. Include those words in the map.
Closure
Ask students to reflect what is community service
and its importance in the social and personal life.
 Simple present
 Wh-questions
structure
 Yes, English flows 1
book
 Whiteboard
 Whiteboard marker
 Highlighter pencil
8-9 Based on a rubric,
identify the students’
strengths and
weaknesses about
language structures,
pronunciation and
vocabulary.
Lesson 2
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what they learned last
class about community service. Then, request
them to explain the activities that can be carried
out as community service.
 Simple present  Yes, English flows 1
book
 Whiteboard
 Computers
 Internet
 Notebook
 Pen or pencil
10 Based on a rubric,
verify that students
integrate some words
of the vocabulary
related to the topic.

Divide the class in teams. Propose them to visit
the website suggested on the book to learn more
about these kinds of activities. Explain them that
it is important to take some notes of the main
information. Then, request them to match the
projects and activities of the book, and to discuss
about the questions at the bottom of the same
page. Finally, invite them to share their
conclusions with the class.
Closure
Ask students to summarize the project and
activities they found and importance of them.
Lesson 3
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
class about the activities related to community
service. Then, request them to express some
reasons to volunteer.
Invite the students to watch the video about
volunteering, let them know that they can
activate the subtitles and modify the video’s
speed to understand better. After that, ask them
to discuss in pairs the reasons of Olivia to
volunteer and the activities she does, the
activities they are interested in as well as their
 Simple present  Whiteboard
 Computers
 Internet
 Video Young volunteer
of the Year Award 2013
https://www.bing.com/vi
deos/search?q=young+vol
unteer&&view=detail&mi
d=E25783BE506653BC698
8E25783BE506653BC6988
&&FORM=VDRVRV
N/A Based on a rubric,
integrate some words
of the vocabulary
related to the topic,
and understand the
main idea of the video
and the dialogue with
their classmates.

own reasons to volunteer in Mexico. Finally, invite
them to share their conclusions with the class.
Closure
Reflect with the students about the possibilities
and the importance of volunteering in Mexico.
Lesson 4
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
week about community service, as well as the
vocabulary and tenses they used to express
themselves.
Divide the class in small teams and invite them to
search information about celebrities that
volunteer in their countries. Explain them that
they should find relevant information like
nationality, country of residence, reasons to
volunteer and activities they do. Suggest them to
organize the information in a charter.
Closure
Reflect with the students about the new
vocabulary and expressions they discovered.
 Computers
 Internet
 Notebook
 Pen or pencil
Based on a rubric
understand the main
idea of the
information they read
and exchange their
ideas with their
classmates.
Lesson 5
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT

Introduction
Ask students to mention the new vocabulary and
expressions they got last class. Then, request
them to say some expressions they can use to
carry out an interview and write them on the
board.
Invite students to come back to their teams and
write some questions to interview the celebrities
they found last class. Then, ask them to choose
two members of the team, one of them will be
the interviewer and the other one the celebrity.
Finally, invite them to make the interview in
front of the class.
Closure
Reflect with the students about the vocabulary
and expressions they used to make the
interview.
 Simple present
 Wh questions
 Whiteboard
 Notebook
 Pen or pencil
N/A Based on a rubric
verify the usage of the
tenses, expressions,
integration of the
vocabulary spelling
and pronunciation.
Lesson 6
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Request students to express what is the
importance of volunteering according to what
they have learned during the last sessions.
Invite students to write on a post it the
community service activities that are more
 Post-it
 Computer
 Internet
 Notebook
 Pen or pencil
N/A Verify that students
get relevant
information, organize
it and write correctly.

interesting for them. Then, paste them on the
board and organize them based on their
similarities. Divide the class according to these
similarities and ask them to search one or two
organizations that do the same activities they
would like to do. Suggest them to find and
organize in a charter some relevant information
like name, logo, objectives, programs and
activities.
Closure
and expressions they discovered to explain what
the organization does.
Lesson 7
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to mention the expressions,
vocabulary and tenses they have used to talk
about community service. Then, request them to
express how an organization of community
service is created and how it works.
Explain to students that they will create their
own organization, so they must create its name,
logo, objectives, programs and activities. They
can take some information from the organization
they discovered last class, but it cannot be the
same. Then, invite them to write this information
 Computer
 Software to elaborate
presentations and
drawing
 Internet
 Notebook
 Pen or pencil
verify the usage of
simple present, the
correct description of
the objectives and
activities of the
organization, the
integration of
vocabulary related to
the topic, and
spelling.

in a digital presentation and draw their logo by
hand or whit digital tools. Finally, ask them to
send them to you.
Closure
and expressions they used to describe their
organization.
Lesson 8
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Invite the students to share their experience in
creating their organization. Ask them to mention
the differences between give some information
about their organization by writing and speaking.
Request the students to do the exercise of the
book about giving information. Then invite them
to act out a phone call from a member of a
different team related to information about
organization. Explain them that they should use
the expressions the learned from the book.
Closure
Reflect with the students about the differences
and similarities of the expressions they use to
give information by writing and speaking.
 Simple present  Yes, English flows 1
book
 Whiteboard
 Pen or pencil
11 Based on a rubric
verify the usage of
simple present, the
correct description of
the objectives and
activities of the
organization, the
integration of
the topic,
pronunciation and
spelling.
Lesson 9

LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to mention the most useful
expressions they have learned to talk about
community service.
Invite the students to present their organization
and answer some questions about it.
Closure
Reflect with the students about their strengths
and weaknesses about language structures,
writing, listening, reading and speaking skills. Give
them a general feedback about it.
 Computer
 Projector
 Digital presentation
verify the usage of
simple present, the
presentation of the
objectives and
activities of the
organization, the
integration of
the topic,
pronunciation and
spelling.
COMMUNICATION ACTIVITY: EXCHANGES RELATED TO SOCIAL MEDIA
SOCIAL PRACTICE OF LANGUAGE: TO CREATE SILENT SHORT-FILM DIALOGUES
Students:
 Watch silent short-films.
 Understand the general and main ideas.
 Create dialogues.
Lesson 10
LANGUAGE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT

STRUCTURE AND
EXPRESSIONS
Introduction
Ask students to mention how they can express
their emotions without speaking.
Divide the class in teams and ask them to think
about the name of different movies. Explain to
the students that a member will try to express the
name of a movie without speaking or writing.
Each team will have the opportunity to guess the
name, if it cannot do it, another team will have
the same opportunity and so on.
Closure
Reflect with students about the importance of
body language to express their ideas.
 Simple present
 Order of the
sentences
 Nouns
 Articles
 Adjectives
 Adverbs
 Whiteboard
N/A Verify the order of the
words and
pronunciation of the
movies’ name.
Lesson 11
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to explain what silent short-films are
and express their opinion about them.
Explain to the class that they will watch a silent
short-film, or the first fifteen minutes of the silent
movie Nosferatu and you will stop it before they
can read the dialogues. They should guess every
dialogue and explain the emotions that are
 Simple present
 I guess…, She or
he may/might…
 Nouns
 Articles
 Adjectives
 Adverbs
 Whiteboard
 Computer
 Projector
 Internet
 Notebook
 Pen or pencil
 Silent short-film or
silent movie Nosferatu
https://www.youtube.c
verify the order of the
sentences, the
appropriated usage of
the tenses and
expressions as well as
spelling.

expressed by the actors. Suggest them to write
them on their notebooks. Finally, ask them how
many dialogues they guessed.
Closure
Reflect with students about the strategies they
follow to guess the dialogues and how the
importance of body language in this kind of films.
om/watch?v=FC6jFoYm
3xs
Lesson 12
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Invite students to express their opinion about the
differences between silent short-films with and
without the dialogues.
Ask the students to search one silent short film
with dialogues and another without them. Once
they have found them, request them to discuss
how they feel with each one, what is the purpose
of including dialogues or not and how the
dialogues are created. Invite them to share their
Closure
Reflect with students about the importance of the
dialogues and the body language in this kind of
films.
 Simple present
 I think…, In my
opinion…, I
agree…, I
disagree…
 Whiteboard
 Computers
 Internet
sentences, the
the tenses and
expressions as well as
pronunciation.
Lesson 13

LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to explain how the stories of the
films were created and how they are related
with the context of the producers.
Request the students to watch again one the
short-film and discuss about the relationship
between the story and the producers’ context.
Then, divide the class in small teams and invite
them to create a story for their own short-film.
Help them to evaluate if their story is suitable for
a silent short-film.
Closure
Reflect with the students about how their stories
are related to their own context and the
characteristics they should have.
 Simple present
 Simple past
opinion…, I
agree…, I
disagree…
 Nouns
 Articles
 Adjectives
 Adverbs
 Whiteboard
 Computers
 Internet
 Notebook
 Pen or pencil
sentences, the
the tenses,
pronunciation and
spelling.
Lesson 14
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to explain how they can create each
scene of the short-film and what tenses and
expressions they may use in their dialogues.
 Simple present
 Simple past
opinion…, I
agree…, I
disagree…
 Nouns
 Whiteboard
 Computers
 Internet
 Notebook
 Pen or pencil
sentences, the
the tenses, and
spelling.

Invite students to draw or describe by writing the
scenes of their short-film and write the
dialogues. Explain them that they can search
information and expressions on Internet, but
also ask you for help to use sentences in past and
present.
Closure
Reflect with the students about the sentences
and expressions they used for the dialogues.
 Articles
 Adjectives
 Adverbs
Lesson 15
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask them to mention the characteristics that
their short-film should have, based on what they
have learned.
Invite the class to create a rubric to evaluate the
short-films they are making. They can see an
example of rubric and propose some criteria for
the evaluation. In this way, they will have the
opportunity to modify their script if necessary.
Lead the creation of the rubric by moderating
the discussion and writing the definitive version
on the board.
Closure
 Simple present
 Simple past
opinion…, I
agree…, I
disagree…, It
might/may…
 Whiteboard
 Post-it
 Computer
 Internet
 Notebook
 Pen or pencil
 Example of rubric for
evaluating a short film
http://www.fhsdrama.
net/uploads/6/8/2/4/6
824132/1_short_film_b
allot.
sentences, the
the tenses,
expressions,
pronunciation and
spelling.

Reflect with the students about the
characteristics of the short-film and the rubric
they created.
Lesson 16
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to propose some ways of
recording their short-films, it may include some
suggestions about the apps they can use it as
well as which functions of their mobiles they can
use.
Invite students to watch the video How to make
a short film using your mobile phone to get some
ideas about what they need to do. Then, ask
them to record their short-film as many times as
they need to do it. Finally, request them to edit it
at home to present it next class.
Closure
Reflect with students about the challenges of
recording their short-film and the expressions
and tenses they used to communicate with their
classmates.
 Simple present
 Simple past
 Whiteboard
 Computer
 Software or apps to
create films, like Movie
maker
 Internet
 Notebook
 Pen or pencil
 Video How to make a
short film using your
mobile phone
om/watch?v=fxKwy_NL
WpU
sentences, the
the tenses,
expressions, and
pronunciation.
Lesson 17
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT

Introduction
Ask the students to mention the challenges they
face to edit the short film and how they used
some expressions and tenses to communicate
their ideas.
Invite the students to give to their classmates
their dialogues fragmented in sentences to put
them in the right order. Then, each team should
share its short film and their classmates should
verify the order of the sentences. Finally, invite
students to watch all the short films together to
enjoy them.
Closure
Reflect with the students about the challenges to
make short-films and to guess the dialogues.
 Simple present
 Simple past
 Computer
 Projector
 Short-films
 Fragmented dialogues
N/A Based on the rubric
you have created with
the students, evaluate
the short-films from
the language
perspective.
Lesson 18
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to express how they felt during
the process of making the short-film and sharing
with their classmates.
Invite students to evaluate their own and their
others’ short-film based on the rubric that they
have created. Explain to them that they can
watch the short-film if they need to do it and
 Simple present
 Simple past
 Whiteboard
 Computer
 Internet
 Notebook
 Pen or pencil
 Short-films
 Rubric
sentences, the
the tenses,
pronunciation and
spelling.

that they should be honest but very assertive to
express their opinion. Finally, ask them to share
with the class some general ideas about the
evaluation.
Closure
Reflect with the students about their strategies
to combined body language with the dialogues,
as well as the expressions, tenses and vocabulary
they used in the dialogues and during the
process of creating the film. Give them a general
feedback about their strengths and weaknesses
related to language structures, speaking and
writing.
COMMUNICATION ACTIVITY: EXCHANGES RELATED TO INFORMATION ABOUT ONESELF AND THE OTHERS
SOCIAL PRACTICE OF LANGUAGE: TO EXCHANGE CUMPLIMENTS, LIKES AND DISLIKES IN AN INTERVIEW
Students:
 Listen to some interviews about likes and dislikes.
 Understand the general and main ideas in dialogues.
 Express compliments, likes and dislikes in written dialogues.
 Express compliments, likes and dislikes in dialogues
Lesson 19
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction  Simple present  Whiteboard N/A Based on a rubric

Ask students to mention in which situations they
express their likes and dislikes. Invite them to
share some examples.
Explain to the students that you are going to give
them some sentences about likes and dislikes.
They should look for someone in the classroom
that likes or dislikes what is stated in the sentence
and write his or her name. After that, each one
should share with the class their findings adding
the name of their classmates to the sentence.
Write the sentences on the board.
Closure
knowing how to express their likes and dislikes.
 I like…/I don’t
like… /She or he
likes…/She or
he doesn’t like…
 Sentences about likes
and dislikes
sentences and
subject-verb
agreement.
Lesson 20
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Invite students to share what kind of food they
like or dislike and why.
Ask the class to do the exercise about going to a
restaurant in pairs. Then, request them to
exchange their likes and dislikes about the food in
the menu. Finally, invite them to choose a role,
waiter/waitress or customer, create a dialogue
and act as it they were in the restaurant. They
 Order of the
sentences
 Simple present
like…
 I would
like…/Would you
like…?
book
 Whiteboard
 Computer
 Internet
12-13 Based on a rubric
sentences, the
the expressions,
subject-verb
agreement,
intonation and
pronunciation

should use the expressions of the book or in the
video suggested on the book and say what they
like or dislike.
Closure
Reflect with students about the differences and
similarities between sharing their likes and
dislikes with their friends and expressing them in
a restaurant.
Lesson 21
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Invite students to mention the name of the places
where they usually buy their favorite food, books,
clothes, etc. Organize the name of the places in a
cognitive map.
Ask students to do the exercises of the book
about stores. Then, invite them to share their
preferences about the stores in pairs. Finally,
request them to imagine a dialogue in the store
they like the most, write it on the book and act-
out it.
Closure
Reflect with students about the differences and
similarities between expressing their likes and
dislikes in a store and in a restaurant.
 Simple present
like…
 I would
like…/Would you
like…?
 What store do you
prefer? / What is
your
favorite/favorite
store?
 My
favorite/favorite
store is…/I
prefer…
book
 Whiteboard
sentences, the
the expressions,
subject-verb
agreement,
intonation and
pronunciation.
Lesson 22

LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Request students to mention other expressions
to nuance their likes and dislikes, and the
importance of the intonation when speaking.
Invite students to watch a video about some
expressions related to likes and dislikes. Stop the
video to do the exercises suggested in the video
about writing some sentences and dialogues.
Help them to notice about the differences
between American and British accent and
spelling. Finally, ask students to create a dialogue
in pairs using the sentences they wrote.
Closure
Reflect with the students about the new
expressions they learned and how they help
them to share their feelings more accurately.
 Simple present
like…
 What do you
prefer? / What is
your
favorite/favorite
…?
 What about you?
 My
favorite/favorite
… is…/I prefer…
 I am a big fan of/I
am keen on/I
really like/I love/I
really enjoy/What
make me happy is
 I quite like/It’s
alright/It’s not
bad
 I hate/I can’t
stand
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Video Talking about
likes and dislikes in
English
om/watch?v=Da6MVH
pabQY
sentences, the
the expressions,
subject-verb
agreement, spelling,
intonation and
pronunciation.
Lesson 23
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction  Simple present
like…
 Whiteboard
 Computer
sentences, the

Request students to mention how they can ask
people they do not know about their likes and
dislikes.
Ask the students to watch a video about asking
people about the music and movies they like and
write some of the questions and answers. Then,
they should share them with the class and
analyze together their order and structure.
Finally, invite them to ask their classmates about
their likes and dislikes using the expressions they
learned last class.
Closure
and similarities between these questions and
those that the made last week in the restaurant
and store.
 What kind of… do
you like?
 Do you like…?
am keen on/I
really enjoy/What
make me happy is
alright/It’s not
bad
stand
 Internet
 Projector
 Notebook
 Pen or pencil
 Video Music Likes and
Dislikes
https://www.youtube.co
m/watch?v=Y1KadXQzOO
U
the expressions,
subject-verb
intonation,
pronunciation and
general
understanding of the
dialogue.
Lesson 24
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention some expressions they
would use to invite others to share their likes
and dislikes or confirming the information they
give to them.
Invite the class to watch a video about tag
questions. Ask them to take some notes and
 Simple present
 Tag questions
 I/You/We like…
 I/You/We don’t
like…
 She/He likes
 She/He doesn’t
like
book
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
74 (do this
exercise
based on
the reading
of the page
72)
Based on a rubric
sentences, the
the expressions,
subject-verb
intonation and
pronunciation.

repeat with you the examples. Then, divide the
class in teams and request them to do the
exercise of the book about these questions and
create a dialogue about their likes and dislikes
using tag questions. Finally, invite them to act-
out the dialogue in front of the class.
Closure
Reflect with the students about the importance
of tag questions in a conversation and the
appropriated intonation.
 What kind of… do
you like?
 Do you like…?
am keen on/I
really enjoy/What
make me happy is
alright/It’s not
bad
stand
 Video Tag questions.
English Grammar
om/watch?v=5LVXzsNu
mOI
Lesson 25
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to explain the differences and
similarities between the dialogues they have
been listened and created for an interview.
Invite the students to watch a video where a
woman interviews an Indian actress called
Aakanksha Singh. Request them to write what
they can understand about her likes and dislikes.
Explain to them that English is spoken in India
too. Then, give them the transcription of the
interview and ask them to work in pairs to
compare what they understood and what the
 Simple present
like…
 Do you like…?
 I love/I hate
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Transcription of the
interview
 Video Likes and dislikes.
Aakanksha Singh the
versatile person.
sentences, the
the tenses,
expressions, and
general
interview.

actress said. Finally, give them some minutes to
discuss what kind of questions the interviewer
made and what the different parts of the
interview are.
Closure
Reflect with students about the differences
between the American, British and Indian accent,
the structure of an interview and the questions
they can make.
om/watch?v=1U7MsFe
RJmQ
Lesson 26
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to explain the difference
between a police interrogation and an interview.
Invite the students to watch a video about a
police interrogation and write the questions and
answers they listen. Then, ask them to discuss in
pairs the questions and answers they wrote, the
body language of the police officers and Harry
Potter, and the difference between a police
interrogation and an interview.
Closure
they found.
 Order of the
sentences
 Simple present
 What is…? /Do
you…? /Can
you…?
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Video Harry Potter and
the police interrogation
om/watch?v=-
d1KqtkmnoY
sentences, the
the tenses,
expressions, spelling
and general
dialogue.
Lesson 27

LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to share what celebrities or kind of
people they would like to interview.
Request students to do the exercises of the book
about interviewing people and to visit the
suggested website. Then, invite them to write on
the board some recommendations they learned
from the exercises to interview a celebrity, a
classmate and an unknown person.
Closure
Reflect with students about the suitability of their
recommendations and the differences they need
to consider when interviewing different kind of
people.
 Simple present
like… /She or he
likes…/She or
he doesn’t like…
 Do you like…?
Does she/he
like…?
 I love/I hate
 Yes, English
flows 1 book
 Whiteboard
 Whiteboard
marker
 Computers
 Internet
 Projector
 Notebook
 Pen or pencil
sentences, the
the tenses,
and general
readings.
Lesson 28
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Invite students to share their opinion about how
they can design their own interviews.
Ask the class to choose a classmate to do the
exercises of the book about the song of Old
MacDonald and invite them to listen it. Then, ask
 Simple present
like… /He
likes…/He
doesn’t like…
 Do you like…?
 Yes, English
flows 1 book
 Whiteboard
 Whiteboard
marker
 Computers
 Internet
 Projector
sentences, the
the tenses,
expressions, spelling,
pronunciation,
intonation, general

them to write some questions to interview Old
MacDonald about his likes and dislikes. Finally,
request them to act-out the interview.
Closure
Reflect with students about the
recommendations they followed and their
experience as interviewers.
 I am a big fan
of/I am keen
on/I really like/I
love/I really
enjoy/What
make me happy
is
alright/It’s not
bad
stand
 Notebook
 Pen or pencil
readings and
dialogues.
Lesson 29
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to mention some strategies to
create short interviews about topics they do not
know very well.
Divide the class in pairs. Provide the students with
pieces of paper with different topics and names of
famous celebrities, let them choose one of them.
Give them just five minutes to write some
questions for the interview; then, ash them to
conduct it and change the roll. They should record
their interviews to observe them and analyse
their strengthens and weakness as interviewers
and interviewees.
 Simple present
like… /He
likes…/He
doesn’t like…
 Do you like…?
 I am a big fan
of/I am keen
on/I really like/I
love/I really
enjoy/What
make me happy
is
 Pieces of paper with
topics and names of
celebrities
 Mobile phone and
software or app to
record video or voice
sentences, the
the tenses,
expressions, spelling,
pronunciation,
intonation, general
dialogue.

Closure
Reflect with students about their strengthens and
weakness as interviewers and interviewees. Give
them some feedback about it.
alright/It’s not
bad
stand
COMMUNICATION ACTIVITY: EXCHANGES RELATED TO SOCIAL ENVIRONMENT
SOCIAL PRACTICE OF LANGUAGE: TO MAKE AGREEMENTS WITH OTHERS TO PLAN A TRIP
Students:
 Search information.
 Compare pros and cons and different options.
 Construct arguments to defend their ideas.
 Listen to the others’ opinions about pros and cons and make agreements.
Lesson 30
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Request students to mention the countries where
English is spoken as a first language and show
them their location in a big map.
Ask students to express their preferences about
visiting those countries and divide the class in
teams according to the preferences. Invite the
teams to explain why they are interested in
visiting that country and what they like the most.
 Simple present
 I like…
 I would like to…
because/since…
 I am a big fan
of/I am keen
on/I really like/I
love/I really
enjoy/What
make me happy
is
 Whiteboard
 Notebook
 Pen or pencil
 Big world map
N/A Based on a rubric,
strengths and
weaknesses about
language structures,
expressions
pronunciation and
vocabulary.

Then, request them elaborate a diagram about
the tasks they need to do to plan their trip.
Closure
Reflect with them about the reasons to visit those
countries and the main tasks they must do to plan
a trip.
alright/It’s not
bad
Lesson 31
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to mention some strategies to
search some information about the places they
can visit in a country.
Invite the students to search information about
two or three cities they would like to visit in the
country. Ask them to organize it in a comparative
table that includes the name of the city, the places
they can visit, the reasons to do it and the
distances among the cities as well as between the
places and the downtown.
Closure
followed to make an agreement about the cities
as well as to find, select and organize the
information.
 Simple present
 Tag questions
like…
 I would
like…/Would you
like…?
 I prefer...
because/since…
 We may/can…
 Do you agree? /I
agree with…/I
don’t agree with…
 Whiteboard
 Computers
 Software to create a
comparative table
 Internet
sentences, the
the expressions,
subject-verb
intonation and
pronunciation.
Lesson 32

LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Request students to calculate the amount of
money they think they can spend in their trip per
person. Write it on board.
Invite students to watch a video about the
vocabulary they need to plan their trip. Then,
they should search the prices of: visa (if
necessary), flight ticket from Mexico to each city,
transport from the airport to the downtown,
flight, train or bus ticket from one city to
another, accommodation in each city, public
transport in each city, the tickets to visit the
places they included in their table and food in
each city. Ask them to add all the information to
their table and evaluate the convenience of each
place from the economic perspective.
Closure
followed to find, select and organize the
information, the new vocabulary they found and
which cities are more convenient.
 Simple present
 Tag questions
 How much
are/is…? It
is…/They are…
 It’s cheaper
than…/It’s more
expensive than…
 I think that…
 We definitely
should…
agree with…/I
 Whiteboard
 Computers
 Projector
comparative table
 Internet
 Video English Travel
Vocabulary: planning a
trip
om/watch?v=VfG7A3A
SblU
sentences, the
the expressions,
subject-verb
intonation and
pronunciation
Lesson 33
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT

Introduction
Ask the students to mention what other
information they need to search to make a good
decision.
Invite students to search more information
about the cities before deciding. It may be about
weather, local food, customs and traditions,
festivals, etc. Request them to add this
information to their comparative table and
exchange some comments with the members of
the team.
Closure
Reflect with the students about how all the
information they have collected will help them
to make a good decision.
 Simple present
 The
weather/culture
is…/ The
traditions are…
 Whiteboard
 Computers
comparative table
 Internet
sentences, the
the expressions,
subject-verb
and pronunciation
Lesson 34
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Request students to mention the expressions
they can use to compare the cities and places
that they want to visit.
Invite the students to watch a video about
comparatives and superlatives and to take some
notes about how they can use them. Explain
them difference in pronunciation between
 Simple present
 Comparatives and
superlatives
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Video Grammar: how to
use comparatives and
superlatives
sentences, the
the expressions,
subject-verb
agreement,
intonation,
pronunciation and
general

American and British English. Then, ask them to
give some examples and come back to their
teams to compare the cities and places they
want to visit. They should use comparative and
superlatives just to compare them, they do not
need to decide yet.
Closure
Reflect with the students about how they used
comparatives and superlatives to evaluate the
places together.
m/watch?v=U2DxNgQqDg
Q
dialogue.
Lesson 35
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the criteria that should
be considered to decide what is the best place to
go.
Invite the class to watch the video about
planning a trip and making a decision. Ask them
to write the expressions they listened and pay
attention to the intonation. Then, request them
to discuss their options and decide where they
will go. They should use different expressions to
describe the place, argument and convince their
classmates about their ideas.
Closure
 Simple present
 Tag questions
 Comparative and
superlatives
 There is…? It
is…/There are…
 I think that…
 We definitely
should…/We
shouldn’t…
agree with…/I
 I strongly
recommend…
 I am looking
forward to…
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Video Learn English
conversation. Unit 10
Planning a trip
om/watch?v=MhAaiam
abQo
sentences, the
the expressions,
subject-verb
agreement,
intonation and
pronunciation.

Reflect with the students about the expressions
they use to discuss, the place they decided to go
and the reasons to do it.
 It’s sounds
fantastic/terrific/
boring/dangerous
Lesson 36
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to explain what kind of
information they can share about the place they
chose to convince their classmates that it is the
best place to go.
Explain to the students that they will create a
video to convince the class to go to the place
they chose. Then, request them to come back to
their teams to select images, music and relevant
information about the place. Finally, invite them
to make agreements about the video they will
record and write a brief script.
Closure
Reflect with students about the information and
expressions they need to convince the others.
 Simple present
 Tag questions
Comparative and
superlatives
 There is…? It
is…/There are…
 We definitely
should…/We
shouldn’t…
 We strongly
recommend…
 It’s
fantastic/terrific
 Whiteboard
 Computer
 Internet
 Notebook
 Pen or pencil
sentences, the
the tenses and
expressions.
Lesson 37
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
 Tag questions
 Whiteboard

Ask the students to share some apps or software
they use to record videos and some
recommendations based on what they learned
when recording short-films and interviews.
Invite the students to review their script with
you and rehearse the dialogue before recording.
Then, ask them to record the videos and help
them with their pronunciation and intonation.
Closure
Reflect with the students the challenges to make
a video to convince the others of visiting the
same place they chose.
 Comparative and
superlatives
 There is…? It
is…/There are…
 We definitely
should…/We
shouldn’t…
 We strongly
recommend…
 It’s
fantastic/terrific
 Computer
 Internet
 Notebook
 Pen or pencil
 Mobile phone
 Software or app to
create videos like Movie
maker
sentences, the
the tenses,
expressions,
intonation and
pronunciation.
Lesson 38
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to explain how they combine their
videos with some explanations to convince their
classmates.
Divide the class in teams trying that at least one
member of the last teams is included in the new
one. Ask students to send their video to the new
team on WhatsApp and take turns to present the
place they chose by showing the video and
explain them the reasons to go there. Finally,
 Order of the
sentences
 Tag questions
 Simple present
 Comparative and
superlatives
 There is…? It
is…/There are…
 We definitely
should…/We
shouldn’t…
 We strongly
recommend…
 Whiteboard
 Internet
 Mobile phone
sentences, the
the tenses,
expressions,
intonation and
pronunciation.
Ask the students to
create an e-portfolio
in Schoology or
Edmodo. They should

invite them to choose only one place per team
and explain their reasons.
Closure
Reflect with students about the dialogue they had
in the teams. Give them a general feedback about
their strengths and weaknesses about language
structures, listening, speaking and writing skills.
 It’s
fantastic/terrific
add the digital
presentation of their
organization, the
short-film, the
interview and the
video about the trip.
Each assignment
should have some
notes about their
experience and their
self-assessment.
Estimated learning time
38 lessons
Suggested literature
British Council. Teaching teams. Retrieved from https://www.teachingenglish.org.uk/teaching-teens
Rubric maker http://rubric-maker.com/
Swan, M. and Walter, C. (2013) Oxford English grammar course. Basic Level. Teacher’s guide. Retrieved from
https://elt.oup.com/student/oegcteachersguides/basic?cc=global&selLanguage=en
Swan, M. and Walter, C. (2013) Oxford English grammar course. Intermediate Level. Teacher’s guide. Retrieved from
https://elt.oup.com/student/oegcteachersguides/intermediate?cc=global&selLanguage=en
The University of New South Wales. (2012) Assessing with e-Portfolio. Retrieved from
https://portfolio.canberra.edu.au/artefact/file/download.php?file=37283&view=2822
FIRST GRADE
PURPOSES

SOCIAL ENVIRONMENT OF LEARNING: LUDIC AND LITERARY
COMMUNICATION ACTIVITY: LITERARY EXPRESSIONS
SOCIAL PRACTICE OF LANGUAGE: TO READ CLASSIC STORIES
Students:
 Select and read classic stories.
 Understand general and main ideas of the classic stories.
 Compare differences between pronunciation and writing.
 Express key events by speaking.
 Rewrite key events.
Lesson 1
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the strategies they know
to read in English and which elements they need
to consider when reading.
Invite students to organize in pairs to do the
exercises of the book about strategies to read.
Then, ask them to visit the suggested website and
try to use the same strategies to read one of the
short stories. Finally, request them to share the
general ideas of their story with their pair.
Closure
Reflect with students about how they used the
strategies and how they help them to understand
the stories.
 Simple present
 Simple past
 The story is about…
book
 Whiteboard
 Computers
 Internet
 Pen or pencil
strengths and
weaknesses about
reading strategies,
understanding
general ideas and
expressing them.

Lesson 2
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to share the different kind of
readings they know and have read.
Divide the class in pairs to do the exercises of the
book about reading poems. Then, ask them to
discuss the differences between this reading and
the one they read the last session. Finally, request
them to share with the class their conclusions and
to express how the they felt when reading the
story and the poem.
Closure
between the purposes and the structure of each
reading.
 Simple present
 Simple past
 Comparative and
superlatives
 I think…/From my
point of view
 I felt…/I liked…/I
didn’t like…
book
 Whiteboard
 Computers
 Internet
 Pen or pencil
sentences, the
the tenses,
expressions,
intonation,
pronunciation and
general
poem.
Lesson 3
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to look at the readings they have
read on the book and mention what differences
and similarities they found between the
sentences in present and past.
 Simple past
(affirmative, negative
and interrogative
form)
book
 Whiteboard
 Computers
 Internet
 Projector
sentences, the
the simple past tense,
spelling and
pronunciation.

Invite the class to watch two videos about simple
past tense and do the exercises together. Then,
ask them to look again their readings, underline
all the sentences that are in past and comment
what it is their function in the text. Finally, request
them to rewrite them by modifying some names
and actions.
Closure
Reflect with the students about the function and
structure of simple past, as well as the challenges
they faced to understand and write it.
 Pen or pencil
 Video Simple past tense
Part 1
m/watch?v=J5E9SWg6_fw
&&FORM=VDRVRV Video
 Simple past tense Part
2
https://www.youtube.
com/watch?v=ttjAMb
3II_Q
Lesson 4
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the differences
between writing and pronounce some words
that they remember.
Divide the class in pairs and ask them to do the
exercises of the book about a story in past tense.
Then, invite them to underline the words that
are more different regarding their writing and
pronunciation.
Closure
Reflect with the students about the function and
structure of simple past, as well as the
 Simple past
and interrogative
form)
book
 Whiteboard
 Pen or pencil
sentences, the
the simple past tense,
spelling and
pronunciation.

importance of keeping in mind the differences
between pronunciation and writing.
Lesson 5
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what the antonyms are
and why it could be useful to identify when
reading.
exercises of the book about reading and
rewriting a story with antonyms. Then, invite
them to play with antonyms on the site
suggested on the book.
Closure
of the antonyms to understand better the stories
and how they were useful to rewrite the story
 Simple present
 Simple past
and interrogative
form)
book
 Whiteboard
 Computers
 Internet
 Pen or pencil
sentences, the
the simple past tense
as well as antonyms,
and spelling.
Lesson 6
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Invite the students to share how many times in
their life they have wanted to change the end of
a story and to give some examples about what
changes they would do.
 Simple present
continuous
 Simple past
and interrogative
form)
book
 Whiteboard
 Notebook
 Pen or pencil
sentences, the
the tenses and
spelling.

Divide the class in pairs and request them to
choose one the readings of the book. Ask them
to rewrite the end trying to keep the main idea
of the rest of the story. Invite them to read their
stories aloud.
Closure
Reflect with the students about the challenges
and achievements that they had in rewriting the
story.
Lesson 7
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students if they know how they can write
the sounds to pronounce the English words or
how they think it is possible to do it.
Divide the class in teams and request them to
write in a table of two columns, all the words
they have found on the readings similar to
Spanish and those that have been hard to
pronounce. Then, invite them to watch a video
about pronouncing difficult words. Finally, ask
them to write some words of the table with the
phonetic alphabet and pronounce them while
writing.
Closure
N/A  Yes, English flows 1
book
 Whiteboard
 Computer
 Internet
 Projector
 Pen or pencil
 Video Pronouncing
difficult words
m/watch?time_continue=
374&v=1iSUPybNEkwVide
o
verify the spelling,
pronunciation and
usage of the phonetic
alphabet.

and similarities between some sounds in Spanish
and English. Highlight that to read the symbols
can help them to pronounce correctly.
Lesson 8
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to mention some of the
differences between the American and British
pronunciation.
Invite students to choose a classmate to read
and listen a classic story together. Request them
to visit the site Agenda Web and read while
listening one of the short stories. Then, ask them
to talk about the general ideas of the story and
to write some words that they associate more
with the British pronunciation and share them
with the class.
Closure
Reflect with the students about some sounds
that belong to the British pronunciation.
 Simple present
continuous
 Simple past
 Whiteboard
 Computer
 Internet
 Notebook
 Pen or pencil
 Site Agenda Web
https://agendaweb.org
/listening/audio-
books.html
verify the spelling,
pronunciation and
general
story.
Lesson 9
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
continuous
 Whiteboard
verify pronunciation

Ask the students to mention some of the sounds
that belong to the American pronunciation.
Invite students to choose a classmate to read
and listen a classic story together. Request them
to visit the site Agenda Web again and read
while listening one of the short stories narrated
with the American pronunciation. Then, ask
them to talk about the general ideas of the story
and write some words that they associate more
with the American pronunciation and share them
with the class.
Closure
Reflect with the students about some sounds
that belong to the American pronunciation.
 Simple past  Computers
 Internet
 Notebook
 Pen or pencil
 Site Agenda Web
/listening/audio-
books.html
and general
story.
Lesson 10
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the general differences
they have found between British and American
pronunciation.
Invite students to watch the video about the
differences in the pronunciation. Then, ask them
to write a short story in teams and read it aloud
with either American or British pronunciation,
without mixing them.
 Simple present
 Simple past
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 British English vs
American English
pronunciation
https://www.espressoe
sentence, the
the tenses, coherence
of the story, spelling
and pronunciation.

Closure
Reflect with students about the challenges they
faced trying to pronounce the words in a British
or American way, as well as their achievements.
nglish.net/british-
english-vs-american-
english-pronunciation/
Lesson 11
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to explain what a podcast is and
how they can create one.
Explain to the class that they will make a
podcast. So, they should choose some of their
classmates to work on it. Ask them to come back
to Agenda Web site and select the story they
liked the most. Then, request them to listen and
read it again, write a summary and their opinion
about it. Invite to highlight the reasons why
everybody should read that story.
Closure
Reflect with students about the tenses and
expressions they used to write their summary
and opinion.
 Simple present
 Simple past
 We think…/From our
point of view…
 It’s an
amazing/terrific/won
derful story because…
 Whiteboard
 Computers
 Internet
 Notebook
 Pen or pencil
 Site Agenda Web
/listening/audio-
books.html
sentence, the
the tenses, spelling,
and general
story.
Lesson 12
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT

Introduction
Ask students to share some apps and software to
create a podcast as well as some
recommendations to do it.
Invite the students to write the script for their
podcast based on what they wrote last class and
rehearse their speech with you before recording
it. Explain to them that they should read their
script with either American or British
pronunciation, without mixing it.
Closure
Reflect with students about the challenges they
faced to do this activity and their achievements.
 Simple present
 Simple past
point of view…
 It’s an
 Whiteboard
 Computers
 Pen or pencil
 Mobile phone
 Software or app to
record voice
sentences, the
the simple tenses,
spelling and
pronunciation.
Lesson 13
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention some of the strategies
they followed to be able to pronounce with the
different accents.
Invite the class to share their podcasts and ask
them to listen carefully to its content and the
accent used to speak. Request them to explain
what differences they noticed in the accent and
to give their opinion about which podcast they
think that was the most convincing and why.
 Simple present
 Simple past
point of view…
 It’s an
 Whiteboard
 Computer
 Students’ pod casts
 Pen or pencil
sentences, the
the simple tenses, and
pronunciation.

Closure
Reflect with students about their strengths and
weaknesses about language structures, listening,
speaking and writing skills. Give them a general
feedback about it.
COMMUNICATION ACTIVITY: LUDIC EXPRESSIONS
SOCIAL PRACTICE OF LANGUAGE: TO MAKE POSITIVE PREDICTIONS ABOUT OTHERS
Students:
 Read some examples of forecasts.
 Identify language structures to express events in the future when listening to them.
 Ask and answer questions to understand forecasts.
 Write sentences in future related to forecasts.
Lesson 14
SUGGESTED ACTIVITIES SUGGESTED LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention in what kind of situations
they try to predict what will happen.
Request students to do the exercises about the
horoscopes in pairs. Then, ask them to search
their current horoscopes on Internet and write
the sentences to express future events.
 Simple present
 Future (Will)
book
 Whiteboard
 Computers
 Internet
 Pen or pencil
strengths and
weaknesses about,
understanding
general ideas in
future.

Closure
Reflect with students about the sentences to
express future events that they found.
Lesson 15
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students if they think forecasts can be true
and why.
Invite the class to watch a video about forecasts,
ask them to write at least three of them that are
interesting. Divide the class in teams and request
them to discuss some of the forecasts: what do
they mean?, are they true?, what are the
implications for our society? Then, ask them to
share the conclusions with the class.
Closure
Reflect with students about the implications of
the forecasts and the sentences to express future
events that they found.
 Simple present
 Future (Will)
 Whiteboard
 Computer
 Internet
 Projector
 Notebooks
 Pen or pencil
 Video The worse
predictions in history
https://www.youtube
.com/watch?v=O0oIff
AjuqI
sentences, the
the tenses,
pronunciation and
general
forecasts.
Lesson 16
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the differences between
the weather forecasts and the horoscope ones.
 Simple present
 Future (Will)
book
 Whiteboard
sentences, the

Divide the class in pairs and request them to do
the exercises of the book about different
forecasts. Then, ask them to search how the
weather forecasts work and what kind
information are based on as well as their function
in society.
Closure
between weather and horoscope forecasts
regarding how they are created and their function
in society.
 Computers
 Internet
 Pen or pencil
the future tense and
spelling.
Lesson 17
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention some of the sentences
they have found to make predictions.
Invite the class to watch a video and do the
exercises about how to write the sentence to
make predictions. Then, request students to look
at the exercises they have done on the book,
select some sentences in future and modify
them. Finally, ask them to share some of their
sentences with the class.
Closure
 Future (Will-
affirmative, negative
and interrogative form)
book
 Whiteboard
 Pen or pencil
 Computer
 Internet
 Projector
 Video Future in
English. How to talk
about the future
(from minute 8:33 to
15:26)
https://www.oxfordo
sentences, the
spelling.

Reflect with the students about the structure of
affirmative, negative and interrogative sentences
in future.
nlineenglish.com/talk
-about-future
Lesson 18
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the name of some
movies that show how the future will be and
what they show.
Invite students to watch the trailer of the movie I
robot and ask them to explain what predictions it
shows. Then, request them to do the exercises
on the book in pairs, to follow the discussion
about predictions. Ask them to explain where
these predictions come from and what kind of
information are based on.
Closure
between these predictions and the others they
have read.
 Simple present
 Future (Will)
 In the future/In the
near future/In…
years/After… years
from now
book
 Whiteboard
 Computer
 Internet
 Projector
 Pen or pencil
 Video I Robot. Official
trailer
https://www.youtube
.com/watch?v=rL6RRI
OZyCM
sentences, the
the future tense,
spelling and
pronunciation.
Lesson 19
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
 Future (Will)
 Whiteboard

Invite the students to share some predictions
about the Mexican society.
Divide the class in pairs and request them to
search at least two short-film or trailers of
movies that show the society in the future. Ask
them to write some sentences that express the
predictions they show. Then, request them to
discuss if they think it will happen in Mexico or
the world and why. Finally, invite them to share
their sentences and conclusions with the class.
Closure
Reflect with the students about the way movies
and short-films show some predictions of the
society’s future and how they analyzed them.
near future/In…
from now
 Computers
 Internet
 Notebook
 Pen or pencil
sentences, the
the future tense,
spelling and
pronunciation.
Lesson 20
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students what a time capsule is and if
they have seen or made one.
Explain to the students that they are going to
create a time capsule that will be opened in 20
years. So, they need to write at least three
predictions about society and school. Then,
invite them to share the sentences with the
 Future (Will)
near future/In…
from now
 Whiteboard
 Pieces of paper
 Pen or pencil
 A big can
sentences, the
the future tense,
spelling and
pronunciation.

class, put them in a big can and bury it in a
specific place of the school.
Closure
Reflect with the students about how they did the
predictions they wrote and what they think
people will say after reading their predictions.
Lesson 21
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students if they would like to know how
their lives will be and why.
Invite students to watch some scenes of the
movie Back to the future 2 and ask them to write
the predictions it show about Jennifer’s life. Ask
them to express their opinion about the
possibility of getting this kind of prediction.
Then, request them to do the exercises of the
book about predictions.
Closure
Reflect with the students about how the
predictions about personal life can be connected
with the social ones.
 Simple present
 Future (Will)
near future/In…
from now
 I think…/In my opinion…
book
 Whiteboard
 Computer
 Internet
 Projector
 Pen or pencil
 Video Back to the
future Part 2
https://www.youtube
.com/watch?v=59BW
CEaowC4
sentences, the
spelling.
Lesson 22
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT

Introduction
Ask the students if they know who a fortune
teller is and how she or he makes predictions.
listen to a song about a fortune teller. Play the
video and ask them to write the expressions in
future they hear. Then, give them the lyrics of
this song and request them to think about what
is saying about the fortune teller and why the
singer says that he is not a fortune teller. Finally,
invite them to share their answers and sing
together.
Closure
Reflect with the students about the
pronunciation of the sentence to express the
events in the future.
 Simple present
 Future (Will)
 In think…/In my
opinion…
 Whiteboard
 Computer
 Internet
 Projector
 Pen or pencil
 Lyrics of this song
 Video Maroon 5.
Fortune teller
https://www.youtube
.com/watch?v=IfRSef
wEF6Q
sentences, the
the future tense,
spelling and
pronunciation.
Lesson 23
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what the difference is
between predictions and plans.
Invite students to watch the video and do the
exercises about the sentences to express plans or
activities in the future. Then, ask them to work in
pairs to act-out a dialogue between a fortune
 Simple present
 Future (Will/Going to-
 I think so/I don’t think
so
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Video Future in
English. How to talk
sentences, the
the future tense,
spelling and
pronunciation

teller and a client. The fortune teller should make
some predictions about the personal life of the
client and the client should say if she or he thinks
it is possible according with his or her plans. So,
he or she should say: “yeah, it’s possible because
I am going to…”
Closure
between predictions and plans as well as the
structures they need to use to express them.
about the future
(from the beginning
to 8:33 and from
15:26 to the end)
https://www.oxfordo
nlineenglish.com/talk
-about-future
Lesson 24
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to share some of their plans for
next years and what they need to do to
accomplish them.
Invite the class to watch a video and do the
exercise about the conditions in the present to
accomplish plans in the future. Ask students to
write some conditional sentences related with
their plans for this weekend. Request them to
share their sentences with the class.
Closure
Reflect with students about the structure of the
sentences to express some conditions related to
events in the future.
 Simple present
 Future (Will-
 If…. will…
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Video First
conditional.
Conditional
sentences: I want to
watch Pokemon.
https://www.youtube
.com/watch?v=gTOIL
G_do-E
sentences, the
the first conditional,
spelling and
pronunciation

Lesson 25
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students if they can make some predictions
about their own lives and some plans at the same
time.
Invite the students to write a composition about
some predictions they can do about how their life
will be in five years, some plans and conditions.
Request them to exchange their compositions to
get some feedback from their classmates.
Closure
feedback about it.
 Simple present
 Future: will, going to
 First conditional
near future/In…
from now
 Whiteboard
 Notebook
 Pen or pencil
sentences, the
the structures related
to future, spelling and
pronunciation.
COMMUNICATION ACTIVITY: UNDERSTANDING OF ONESELF AND THE OTHERS
SOCIAL PRACTICE OF LANGUAGE: TO READ COMIC BOOKS TO DISCUSS CULTURAL EXPRESSIONS
Students:
 Read comic books.
 Interpret the content of the comic books.
 Exchange opinions about cultural expressions.

Lesson 26
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students what a comic book is and what their
characteristics are.
Divide the class in pairs and ask them to visit the
Comic Book+ site together. Then, propose them
to choose three different comic books to observe
how it is organized and what kind of dialogues
they use. Finally, invite them to share their
Closure
Reflect with students about the parts of the comic
books and the importance of the dialogues.
 Simple present
 Whiteboard
 Computers
 Internet
 Comic Book+ site
http://comicbookplus
.com/?cid=1507
strengths and
weaknesses about
expressing their ideas.
Lesson 27
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the differences between
comic books and the other texts they have read
on the book.
Divide the class in teams and ask them to look at
their readings they have read the last weeks.
Then, ask them to look again at the comic books
 Simple present
superlatives
 Yes, English flows
1 book
 Whiteboard
 Whiteboard
marker
 Computers
 Software to
create a
16-23,48-
53
Based on a rubric
sentences, the
the structures,
spelling and
pronunciation.

they chose last class. Based on their observation,
request them to elaborate a comparative table
where they state their differences and similarities
about the purpose to write them, the information
they provide, the language they use and what
they make students feel. Finally, invite them to
share the table with the class.
Closure
Reflect with students about the similarities and
differences among those texts and highlight the
purpose of the comic book as an explanation
about its structure.
comparative
table
 Internet
 Comic Book+ site
http://comicbook
plus.com/?cid=15
07
Lesson 28
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to express if they think comic books
can show real situations or just fictitious ones.
Invite the class to watch a video about a comic
book story and write about the main situation
that are showed. Then, ask them to discuss it in
pairs and comment which elements from the
reality were taken to create the story and which
are unreal. Finally, request them to share the
conclusions with the class as well as their opinions
about the story.
Closure
 Simple present
 Tag questions
 I think/From my point
of view
 I liked that…/What I
loved was...
 Whiteboard
 Computer
 Internet
 Projector
 Pen or pencil
 Video Take on me
https://www.youtube
.com/watch?v=djV11
Xbc914
sentences, the
the simple present,
pronunciation and
spelling.

Reflect with the students about the information
provided by a comic book.
Lesson 29
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention if they think there are
differences between creating a story for a comic
book and for other kind of texts.
Give the students different fragments of a comic
book and ask them to find the rest of them to
put them together again. Once the class put
together the pieces of the comic book, invite
them to read and create some ways to change
the story with the same images and some of the
dialogues.
Closure
Reflect with the students about the structure of
the comic book and the strategies they used to
read it.
 Simple present
 Simple past
 Future
 Whiteboard
 Pen or pencil
 Comic book
fragmented
verify the
comic book’s
structure and the
strategies to read this
kind of texts.
Lesson 30
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what elements can help
them to predict the dialogues in a comic book.
 Simple present
 Simple past
 Future (Will)
 May/Might
 Whiteboard
sentences, the

Divide the class in pairs and give them a comic
book without dialogues. Ask them to try to
predict the dialogues and write them. Then,
show them the original comic book and request
them to compare the dialogues they wrote with
the original ones.
Closure
Reflect with the students about the elements
they took into consideration to predict dialogues
and understand better the content.
 Comic book without
dialogues/Original
comic book
 Pen or pencil
the tenses,
expressions and
spelling.
Lesson 31
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students if they think there are some
differences among the comic books from
different countries even if they are written in
English.
Divide the class in pairs and ask them search two
comic books from different countries and written
in English. Then, ask them to compare them and
explain how their content is related to the
culture of each country. Finally, ask them to
share their conclusions with the class.
Closure
 Simple present
 Simple past
 Future (Will)
superlatives
 I guess/May be/Might
be
 Whiteboard
 Computers
 Internet
 Notebook
 Pen or pencil
verify the coherence
of their opinions,
spelling and
pronunciation.

Reflect with the students about the cultural
differences that each comic book can show and
how it is possible to understand the content,
even they do not share the same culture.
Lesson 32
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to mention some bias they have
heard about people who read comic books.
Divide the class in pairs and invite them to
search some examples of stereotypes of people
who like and read comic books. Suggest them to
consider some characters of the TV shows The
Simpsons and Big Bang theory. Invite them to
discuss what their occupations are, how their
personality is, why they love comic books and if
they think all the people who read comic books
might be like them.
Closure
Reflect with the students about how some
activities are associated with specific
stereotypes, but it is not necessarily true.
 Simple present
 I think/From my
point of view…
 It may/It might
 I agree/disagree
 Whiteboard
 Computer
 Internet
sentences, the
the simple present
and pronunciation.
Lesson 33
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT

Introduction
Ask the students to mention what a debate is
and if they have participated in one. If so, invite
them to share their experiences.
prepare a debate about the bias against people
who read comic books and the convenience of
reading comic books for young people. Ask them
to do the exercise of the book about organizing a
debate. Then, invite them to give some ideas
how a debate should be. Finally, request them to
search some opinions about those topics and
write their own point of view.
Closure
of debating ideas to enhance our understanding
about the others.
 Simple present
 Simple past
 Future (will/going
to)
 Tag questions
 What if we…
 Let’s do…
 It would be a good
idea to…
 I think it’s better
to…
 That’s a very
good/excellent/won
derful idea
 Are you with me? /I
am with
you/her/him
 Yes, English
flows 1 book
 Whiteboard
 Whiteboard
marker
 Computer
 Internet
 Pen or pencil
sentences, the
tenses and
pronunciation.
Lesson 34
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention which tasks are
important to prepare a debate.
Explain to the students that they will participate
in teams, so you will divide the class based on
their stance about the mention topics. Give them
 Simple present
 Simple past
 Future (will/going
to)
 Why do you say
that?
 Whiteboard
 Notebook
 Pen or pencil
verify the coherence
of the arguments,
order of the
sentences, the
the tenses,

some minutes to prepare their arguments and
decide the order of their participation. Then,
start the debate, moderate it and ask them to
express their conclusions.
Closure
Reflect with the students about their
experiences related to the debate, their
conclusions about reading comic books as well as
the expressions and tenses their used to discuss.
 Really? Don’t you
think that…?
 Are you with me? /I
am with
you/her/him
 That’s what I think.
What about you?
/We’d love to have
your opinion
 What I mean is…/For
example…/Let me
show you
expressions and
pronunciation.
Lesson 35
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what they know or
imagine about the process of creating a comic
book.
Invite students to watch a video about the comic
book creation process. Ask them to make a
diagram about this process’ steps. Then, request
them to search some tutorials that can be useful
for them to do it. Finally, ask them to take some
notes in their diagrams about what they will do to
create a comic.
Closure
 Simple present
 Simple past
 Future (will, going to)
 Whiteboard
 Computer
 Internet
 Projector
 Notebook
 Pen or pencil
 Video How I make my
comic book stories
https://www.youtube
.com/watch?v=xsFhK
w3g8oQ
sentences, the
the tenses and
spelling.

Reflect with students about the steps of the
process that they found more interesting.
Lesson 36
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to mention the first steps to
create a comic book.
Invite the class to create their own story for their
comic book individually or in teams. Suggest
them to visit the site Agenda Web to read some
comic books to take some ideas. Then, request
them to define the characters and how they will
look like. Finally, invite them to share their
stories with the class.
Closure
Reflect with students about the strategies the
followed to create their stories and how they are
similar or different to those they followed some
weeks ago.
 Simple present
 Simple past
 Future (will, going to)
 Whiteboard
 Notebook
 Pen or pencil
sentences, the
the tenses and
spelling.
Lesson 37
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to share some software or apps that
they can use to create some comic books.
 Simple present
 Simple past
 Future: will, going to
 Whiteboard
 Computers
 Internet
sentences, the

Invite the class to create a digital comic book.
Help them to create the dialogues and to be sure
that their story, dialogues and drawings are
coherent.
Closure
Reflect with students about their experience
creating their own comic book as well as the
tenses and expressions they used in the
dialogues.
 Online tools to create
comic books like
StoryboardThat,
PlayComic or
ToonDoo,
the tenses and
spelling.
Lesson 38
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what they liked most
about creating their comic books.
Invite the students to write on the board the title
of their comic books and some key word related
to the story. Then, each student should select one
or two of them and read it. Finally, request them
to give their opinion about the comic books they
read.
Closure
feedback about it.
 Simple present
 Simple past
 It’s an
awesome/interesting
story
 This a great scene with
so many details/What
kind of details, exactly?
 I think that…/I don’t
think…
 What he/she was trying
to express was…
 I liked/I loved
 Whiteboard
 Computers
 Internet
 Comic books
sentences, the
the tenses,
and pronunciation.
Ask the students to
create an e-portfolio
in Schoology or
Edmodo. They should
add the one the
stories they created,
their podcast, their
predictions for the
capsule time and their

comic book. Each
assignment should
have some notes
about their
experience and their
self-assessment.
Estimated learning time
38 lessons
Suggested literature
BBC. (2018) The sounds of English. Retrieved from http://www.bbc.co.uk/learningenglish/english/features/pronunciation
British Council. Teaching teams. Retrieved from https://www.teachingenglish.org.uk/teaching-teens
Eslbase. (2018) English grammar. Retrieved from http://www.eslbase.com/grammar/
Rubric maker http://rubric-maker.com/
Swan, M. and Walter, C. (2013) Oxford English grammar course. Basic Level. Teacher’s guide. Retrieved from
https://elt.oup.com/student/oegcteachersguides/basic?cc=global&selLanguage=en
Swan, M. and Walter, C. (2013) Oxford English grammar course. Intermediate Level. Teacher’s guide. Retrieved from
https://elt.oup.com/student/oegcteachersguides/intermediate?cc=global&selLanguage=en
FIRST GRADE
PURPOSES
SOCIAL ENVIRONMENT OF LEARNING: ACADEMIC AND EDUCATIONAL
COMMUNICATION ACTIVITY: INTERPRETING AND FOLLOWING INSTRUCTIONS
SOCIAL PRACTICE OF LANGUAGE: TO WRITE INSTRUCTIONS TO USE A BILINGUAL DICTIONARY

Students:
 Select and read bilingual dictionaries.
 Understand the usage of the dictionary’s sections.
 Write instructions.
 Edit instructions.
Lesson 1
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what a bilingual
dictionary is and how it should be used.
Divide the class in pairs to do the exercises of the
book related to the usage of a dictionary. Then,
ask them to compare a Spanish-Spanish
dictionary and Spanish-English-English-Spanish
one. They could be digital or printed. Finally,
invite them to share with the class the differences
and similarities they found.
Closure
Reflect with students about the usage of a
monolingual dictionary and bilingual one.
 Simple present
superlatives
book
 Whiteboard
 Computers
 Internet
 Pen or pencil
 Monolingual and
bilingual dictionaries
strengths and
weaknesses about the
usage of the
dictionary and the
expression of their
ideas.
Lesson 2
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction  Simple present  Yes, English flows 1
book

Ask students to share some recommendations to
use the dictionary that they have heard.
Invite students to work in pairs on the exercises of
the book about tips to use the bilingual dictionary.
Then, ask them to visit the suggested website and
take notes of some recommendations. Finally,
request them to discuss which of those
recommendations currently follow, and which are
new.
Closure
following some recommendations to use a
bilingual dictionary.
 Whiteboard
 Computers
 Internet
 Pen or pencil
sentences, the
simple the simple
present, spelling and
pronunciation.
Lesson 3
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention in which situations they
would need to use a bilingual dictionary.
Invite the class to work in pairs on the exercises of
the book about the types of words they can find
in bilingual dictionary. Then, ask them to discuss
about the importance of knowing what type is the
word that they are looking for. Finally, request
them to look for some words in the dictionary and
say if it is a noun, adjective, etc.
 Simple past  Yes, English flows 1
book
 Whiteboard
 Computers
 Internet
 Pen or pencil
sentences, the
simple present,
spelling,
pronunciation and
strategies to look for
the words in a printed
or digital bilingual
dictionary.

Closure
Reflect with the students about the importance of
taking into consideration this information about
the words they look for in a bilingual dictionary.
Lesson 4
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention what the learned about
nouns, adjectives, etc. last class.
exercises of the book about nouns, verbs and
adjectives. Then, ask them to visit the suggested
site and write at least two examples of verbs that
can become adjectives. Finally, invite them to
write a short dialogue using those verbs as verbs
and adjectives.
Closure
of understanding how the words are classified.
 Simple past
 Verbs, nouns,
pronouns and
adjectives
book
 Whiteboard
 Notebook
 Pen or pencil
 Computers
 Internet
sentences, the
simple past, verbs and
adjectives, as well as
spelling and
pronunciation and
or digital bilingual
dictionary.
Lesson 5
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention the functions of a
 Simple present
 Simple past
 Future (will)
 Whiteboard
 Computers
sentences, the

Explain to students that they will play a game like
Jeopardy. They should choose some of their
classmates to work in teams. Then, you will
project a word and they will have to spell it or
you will say one word to be spelled and written
by them on the blackboard. They will be allowed
to look for one word in a dictionary three times
during the game.
Closure
to look for the words in the dictionary to spell
them correctly.
 Internet
 Projector
 Notebook
 Pen or pencil
 Words and sentences to
be spelled and written
the tenses, spelling
and understanding of
each word as well as
the strategies to look
for the words in a
printed or digital
Lesson 6
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students to write on the board and
define the usages of the dictionary that they
have learned and to mention what expressions
they can use to write instructions.
Invite the class to watch a video about the
imperative forms of the verbs. Then, divide the
class in pairs and request them to do the
exercises of the book about writing instructions
to use a bilingual dictionary. After that, invite
them to create a digital or printed brochure
 Simple present-
Imperative form
 I think/From my point
of view
 It’s very useful/clear
book
 Whiteboard
 Notebook
 Pen or pencil
 Computers
 Internet
 Projector
 Bilingual dictionary
 Video The imperative
mood in English
sentences, the
the imperative form,
spelling, intonation
and pronunciation.

based on the instructions they wrote on the
book. Finally, ask them to share their brochure
with their classmates and listen to their opinions
about it
Closure
of sharing some recommendations to use a
bilingual dictionary and the expressions they
used to write instructions.
om/watch?v=2UzjHbcK
2Wo
Lesson 7
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask students to mention their best strategy to
look for a word in a dictionary quickly.
Invite students to choose two classmates to work
in teams. Then, explain them that they will play a
game on the site Lyrics training. So, they should
select a song to complete the words that are
missing, but they will need to do it while looking
for the words in a dictionary to know what kind
of words they are. Suggest them to select a slow
song. Finally, they should write all those words
on a table as well as their type.
Closure
they used to look for the words fast and the
 Simple present
 Simple past
 Future (will)
 Whiteboard
 Computers
 Internet
 Pen or pencil
verify the
missing word,
spelling, the
appropriated
classification of the
words and strategies
to look for the words
in a printed or digital

importance of knowing the type of the word to
understand better a song.
Lesson 8
LANGUAGE
STRUCTURE
MATERIALS BOOK
PAGE
NUMBER
ASSESSMENT
Introduction
Ask the students how they can look for a verb in
different tenses in a printed bilingual dictionary
and what kind of information they can get from a
digital one when they do it.
Invite students to choose a classmate to work on
the exercises of the book about reading and
understanding difficult words. Then, ask them to
look for the words they did not understand and
write their meaning and type. Besides they
should try to look for some verbs in a printed
and a digital bilingual dictionary. Finally, ask
them to share their strategies to find verbs in
different tenses and what kind of information
they found in each dictionary.
Closure
to look for verbs in the dictionary as well as the
differences and similarities of the information
they can get from each kind of dictionary.
 Simple present
 Simple past
book
 Whiteboard
 Notebook
 Pen or pencil
 Computers
 Internet
72,73,75 Based on a rubric
verify the
reading, spelling and
and digital bilingual
dictionary.
Lesson 9

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