The weekly lesson plan outlines the objectives, content, teaching methodology, and evaluation strategies for an 11th grade English class over 5 weeks. The plan focuses on developing skills in listening, speaking, reading, and writing through lessons on grammar, culture, and society. Various activities are outlined to reinforce grammar structures and evaluate students' language proficiency and teamwork abilities.

1. MEDUCA
UNIDAD DE IDIOMAS
WEEKLY LESSON PLAN
SIGNATURE: ENGLISH LEVEL: 11th grade
Professor: Diana Garcia
TRIMESTRE 3
WEEK: from September,16 - 20SKILLS: Listening, Speaking, Reading and Writing
AREA:CULTURE, VALUES and SOCIETY
OBJECTIVE:To identify grammar in context for communicative purposes.
LEARNING´S
ACHIEVEMENTS
CONTENTS
THAT STUDENTS CAN:
CONCEPTUAL:
1-Identifies some
verbs about food.
2-Identifies
infinitives.
phrasal
gerunds
and
TEACHING METHODOLOGY
(Activities, Strategies, Techniques and
Resources)
Beginning activities
1-Phrasal verbs about food
1-Warn up with a ball catches and answer
2-Stating preferencesin food and
sports.
2-Random questionsabout food and sport
ACHIEVEMENT
INDICATORS
EVALUATION
STRATEGIES
1-He/she reinforces knowledge
about phrasal verbs, gerunds and
infinitves.
Diagnostic
Brainstorming
Observation
Oral questions
2-States preferences
about food and sports
with respect and
grammatical accuracy
Formative
Written practices
Oral participation
3- Gerunds and infinitives
4-different kinds of
food people eat at
mealtimes.
PROCEDURAL:
1-Explaining about phrasal verbs
2-Reading andgetting the mainidea
from anarticle related tothe topic.
Developing activities:
1- Identifies the most common phrasal
verbs use in food topic.
2- Practices in grammar contents about
food and sport in written reports and oral
way.
3-Lesson and vocabulary
4-Identifies
phrase
vocabulary
and
common
3-Researches about
5-Exchanges short questions find out
personal likes and dislikes.
4-Appropriately
usesthe
grammarstructures in written way.
6-fills the space in blank through an
English practice quiz
ATTITUDINAL:
1-Cooperating
effectively with his / her
work-team in the
classroom.
Closing activities
Individual Quiz
2-Showing interest in
practicing strategies to
3- Writes a paragraph
with clear arguments
using noun clauses,
phrasal verbs,
punctuation marks and
prepositions.
4-Uses grammatical
structures to express
opinions, ideas,
suggestions and
others.
5-Makes a presentation
about his/her research
.
Summative
Objective quiz
Oral presentation
(checklist)

2. improve language skills.
3-Showing enthusiasm
Whencommunicating
his/ her ideas and
comments.
4-Completing
academic tasks.
RESOURCES: chart, laptop, books, markers, worksheets and internet information
BIBLIOGRAFIA:
Hobbs, M.(n.d.). Get Real. Workbook .GobiernoNacional.
Learn English. Phrasal Verbs. Retrieved in September14, fromhttp://learnenglishfromhome.blogspot.com/2010/12/top-20-most-common-english-phrasal.html
Coordinadora: ________________________________
Professor: Diana Garcia
Directivo: ________________________________________

3. MINISTERIO DE EDUCACION
PLANEAMIENTO DIDACTICO SEMANAL
SIGNATURE: ENGLISH
LEVEL: 11th grade
Professor: Diana Garcia
TRIMESTRE THIRD
WEEK FROM: SEPTEMBER 23th. To 27th.
SKILLS: Listening,
Speaking, Reading and Writing
COMPETENCIAS: Oral and written communication and team work (leadership).
OBJECTIVO DE APRENDIZAJE: Integrate and develop listening, speaking, reading and writing skills to express ideas and opinions following the
grammar contexts.
LEARNING´S
ACHIEVEMENTS
Identifies
common
marks.
the most
punctuation
CONTENTS
TEACHING METHODOLOGY
(Activities, Strategies, Techniques and
Resources)
ACHIEVEMENT
INDICATORS
CONCEPTUAL:
Grammar in content for
communicative purpose
-Gerunds and infinitives
- Noun clauses that
begin with that
- phrasal verbs
-Prepositions
Punctuation Marks
Reading a positive and
inspirational phrase.
Diagnostic
Reinforces knowledge in Observation
grammar context.
Oral questions
.
Communicates
yours
ideas using correctly
the prepositions and
Noun clauses that begin
with that .
PROCEDURAL:
Beginning activities
Random questions about the topics
Developing activities:
Practices reading through “The three
steps to healthy eating”.
Recognizes the most
common
punctuation marks, through a writing
reading, using a
paragraph.
Practicing
topic “The three steps to
healthy eating”.
Identifies the prepositions more
common used in an oral and written
Explaining the appropriately communication.
uses the punctuation marks
and
remember
about Exchanges
paragraph
using
pronouns.
prepositions and Noun clauses that
EVALUATION
STRATEGIES
Applies the grammar
rules in punctuation
marks.
Formative
Written
practices
Oral
Differentiates the diverse participation
and
most
common .
prepositions and Noun
clauses that begin with that. Summative
Individual
Uses grammatical
Reading
structures to express
(checklist)
opinions, ideas,
suggestions and
Individual
others.
Quiz.
Group work.
begin with that, through group Makes a presentation
Searching the pronouns and work.
In work team about their Oral
punctuation in a reading.
eating habits and sports.
presentation.
Writing an
argumentative paragraph
Shows importance in the
process
of
grammar

4. using the grammar
rules and punctuation
marks.
learning.
Closing activities
Requests questions and answers
relating to the subject.
ATTITUDINAL:
Cooperating
effectively with his / her
work-team in the
classroom.
Showing interest in
practicing strategies to
improve language skills.
RESOURCES: chart, laptop, books, markers, worksheets and internet information.
BIBLIOGRAFIA:
Hobbs, M.(n.d.). Get Real. Workbook .GobiernoNacional.
Learn English. Phrasal Verbs. Retrieved in September14, from http://learnenglishfromhome.blogspot.com/2010/12/top-20-most-common-englishphrasal.html
Coordinador: ________________________________
Directivo: ____________________________
_________________________________________
Professor: Diana Garcia
MINISTERIO DE EDUCACION

5. PLANEAMIENTO DIDACTICO SEMANAL
SIGNATURE: ENGLISH
LEVEL: 11th grade
Professor: Diana Garcia
th
TRIMESTRE THIRD
WEEK FROM: SEPTEMBER 30 to October 4th.
SKILLS:
Reading and Writing
COMPETENCIAS: Oral and written communication, Cultural and artistic, and team work (leadership).
OBJECTIVO DE APRENDIZAJE: Recognize the importance of culture in our country and identify the diverse past time.
LEARNING´S
ACHIEVEMENTS
CONTENTS
CONCEPTUAL:
7. Cultural diversity in
Identifies the most Panama.
important
cultural
diversities
used
in 7.1 English as a Foreign
Panama.
Language.
.
Communicates
yours
ideas using correctly 7.2 Grammar in context for
Past Tenses.
communicative purposes:
-Past Tenses: simple,
progressive, perfect
PROCEDURAL:
7.1 Picking out
vocabulary used to
talk about customs
and traditions.
7.2 Describing
customs and traditions
ATTITUDINAL:
7.1 Valuing the
importance of
knowing the history
Listening, Speaking,
TEACHING METHODOLOGY
(Activities, Strategies, Techniques and
Resources)
ACHIEVEMENT
INDICATORS
EVALUATION
STRATEGIES
Video with positive and
Inspirational message.
Discusses current
issues in Panama with
confidence and correct
grammar structures.
Diagnostic
Observation
Brainstorming
Oral questions
.
Beginning activities
Video “Panama, Where the world
meets”
Brainstorming about topic.
Applies the grammar
Random questions about the topic.
rules in past tenses.
Formative
Written
practices
Oral
Developing activities:
Shows importance in the participation
process
of
grammar .
Recognizes the most common customs learning.
and traditions throught the reading
Summative
“The Panamanian Culture”.
Individual
Quiz.
Picksup vocabulary and illustration
about the reading.
Explains the past tenses.
Does sentence in past tenses.
Realizes the work group about
cultural diversity in Panama.
Applies individual quiz about past
tenses and cultural diversity in
Panama.
Group work

6. and folklore of the
country.
7.2 Acquiring the
habit of writing with
clarity and neatness.
7.3 Working
cooperatively with
peers or work teams
inside and outside
the classroom.
Closing activities
Requests questions and answers
relating to the subject.
RESOURCES: chart, laptop, books, markers, worksheets and internet information.
BIBLIOGRAFIA:
Hobbs, M.(n.d.). Get Real. Workbook .GobiernoNacional.
Schoenberg I. Focus on Grammar. Third edition.
Coordinador: ________________________________
_________________________________________
Professor: Diana Garcia
Directivo: ____________________________

7. MINISTERIO DE EDUCACION
PLANEAMIENTO DIDACTICO SEMANAL
SIGNATURE: ENGLISH
LEVEL: 11th grade
Professor: Diana Garcia
TRIMESTRE THIRD
WEEK FROM: SEPTEMBER 7th to 12thOctober.
SKILLS: Listening, Speaking, Reading
and Writing
COMPETENCIAS: Oral and written communication, Cultural and artistic, and team work (leadership).
OBJECTIVO DE APRENDIZAJE: Recognize the importance of ethnic groups in Panama and the customs of others countries, using a correct
grammar.
LEARNING´S
ACHIEVEMENTS
CONTENTS
CONCEPTUAL:
7. Cultural diversity in
Knows
the
most Panama.
relevant characteristics
of ethnic groups in 7.1 English as a Foreign
Panama.
Language.
TEACHING METHODOLOGY
(Activities, Strategies, Techniques and
Resources)
Inspirational message
Beginning activities
Brainstorming about topic.
Random questions about the topic.
7.2 Ethnic groups in Panama.
Communicates
yours ideas
usingcorrectly
connectors.
7.3 Grammar in context for
communicative purposes:
Developing activities:
Finalizes the work group
about cultural diversity in
Panama.
-Past Tenses: simple,
progressive, perfect
Talk about the importance of English.
-Connectors
Does sentence in past tenses.
Applies individual quiz about
PROCEDURAL:
Talking about the importance past tenses and cultural diversity
in Panama.
of English in Panama.
Describing Customs in some
Explains the use of connectors
ethnic groups in Panama.
Applying the use of past Compares customs of
other countries.
tenses in sentences.
ACHIEVEMENT
INDICATORS
EVALUATION
STRATEGIES
Discusses current
issues in Panama with
confidence and correct
grammar structures.
Diagnostic
Observation
Brainstorming
Oral questions
Successfully scans
an article for specific
information and infers
meaning of words.
Uses appropriate
language and
organizational skills to
make an oral
presentation about a
chosen country.
Formative
Written
practices
Oral
participation
Summative
Individual
Quiz.
Group work

8. Knowing
the
connectors word.
ATTITUDINAL:
Acquiring the
habit of writing with
clarity and neatness.
use
of Closing activities
Requests questions and answers
relating to the subject.
Working
cooperatively with
peers or work teams
inside and outside
the classroom.
RESOURCES: chart, laptop, books, markers, worksheets and internet information.
BIBLIOGRAFIA:
Hobbs, M.(n.d.). Get Real. Workbook .GobiernoNacional.
Schoenberg I. Focus on Grammar. Third edition.
The Panamanian Culture. Retrieved from http://www.nativatours.com/the-panamanian-culture/ in October 1.
Coordinador: ________________________________
_________________________________________
Professor: Diana Garcia
Directivo: ____________________________