WEEKLY LESSON PLAN

Group: 9th EGB Date: - Monday 31th to Friday 4th /2017 Time: 5 week periods. Number of students: A 14 sts.

Title of the Unit : Unit “3” - “AMAZING ABILITIES” – Lesson 1 MULTIPLE INTELLIGENCES

Aims: Through this lesson, the students will be able to describe and compare people’s abilities.

Objectives: They will enable students to describe and compare people’s abilities.

Materials: English level 2 student book, Flashcards, English level 2 teacher’s guide by Ministry of Education and page: http://educacion.gob.ec/curriculo-
fortalecimiento-del-ingles/

Anticipated problems: If students don’t recognize new verbs, so teacher will let student’s dictionary.

* Warm up: Make a semantic map with the six different intelligences and make students realize that these words are all
related to people’s multiple intelligences and that everybody develops them differently.
* Before having them listen, do some picture exploitation. Ask them to relate the little drawing icons to the multiple
intelligences (e.g. logical mathematical = numbers, musical = songs and melodies, and so on). Now, center their attention on
the Vocabulary Strategy and make them realize that what they are seeing is a mind map, something that helps them to learn
new words in exercise 1 on page 38.
* Prepare the students to listen by calling on two volunteers to read the Listening Strategies I and II. Make them realize that
details or specific information help us make inferences (something that is not mentioned directly, but we are given hints to
understand what is written between the lines. E.g. You are good with numbers and words. = It means that you have the
Teacher activity:
mathematical and the verbal intelligences in exercise 2 on page 38.
* Invite them to take a look at the Reflect on Grammar chart. Next, in a gradual fashion, ask them to read aloud the
affirmative sentences, and then the negative sentences. As soon as they have done that, encourage them to give a personal
example of their abilities and inabilities in exercise 3 on page 39.
* As students are already prepared to handle the affirmative and negative forms of the verb can, have them immediately
complete the sentences. Then, center students’ attention on the third column of the Reflect on Grammar box. Have them
read the information and notice the word order for the interrogative form of the verb can to ask about people’s abilities in
exercise 4 on page 39
* Explain Project stage 1.
 * Listen and complete with the verbs in the Word Bank in exercise 1 on page 38.
* Listen and complete Katie’s and Peter’s abilities. Then, guess what their intelligences are in exercise 2 on page 38.
* Read about Daniel’s and Mary’s abilities. Then, complete the chart with your own information and make sentences in
Student activity:
exercise 3 on page 39.
* Complete the sentences with can or can’t. Then, interview a partner in exercise 4 on page 39
* Ask and answer questions about the project stage 1.
ADAPTED CURRICULUM

Specification of Educational Specifications of the adapted material to be applied:

Needs:

Success indicators: They will describe and ask questions about people’s abilities.

Homework/further work: They will complete the workbook pages 134 and 135

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Blanca Vega Area Director: Lcda. Australia Bustamante Vice- Principal: Lcdo.Blanca Vega
Signature: Signature: Signature:
Date: 3/08/2017 Date: 3/08/2017 Date: 3/08/2017
 WEEKLY LESSON PLAN
Group: 9th EGB Date: AUGUST- Monday 7th to Friday 11th /2017 Time: 5 week periods. Number of students: A 14 sts.

Title of the Unit : Unit “3” - “AMAZING ABILITIES” – Lesson 2 UNIQUE PEOPLE

Aims: Through this lesson, the students will be able to describe and compare people’s abilities.

Objectives: They will enable learners to compare people’s abilities.

Materials: English level 2 student book, Flashcards, English level 2 teacher’s guide by Ministry of Education and page: http://educacion.gob.ec/curriculo-
fortalecimiento-del-ingles/

Anticipated problems: If students don’t recognize the verb BE, so teacher will send an extra job in a worksheet.

* Warm up: Look for some radio or TV news clips about sportsmen like Rafael Nadal, Ussain Bolt and Asafa Powell or Tyson
Gay. Ask students: Why are they unique? Why are they famous for? Where are they from? How old are they? and so on.
* Listen to the recording, do some picture exploitation by inviting them to quickly match the photographs with the names of the
three athletes. Then, tell students that these profiles include age (in years), height (in meters and centimeters), weight (in
kilograms), and best record (meters per second) in exercise 1 on page 40.
* To enhance the visual-spatial intelligence, focus students’ attention on the drawings and let them know they can do this
exercise by comparing and contrasting the pictures. Encourage them to take part in a speedy contest, by saying: Work in
groups of four and do this as fast as you can! Have them socialize their answers as a whole class in exercise 2 on page 40.
* Before asking students to go over the exercise, refer them to the Reflect on Grammar box and make them realize that in
Teacher activity: English we form the comparative form of short adjectives (used to compare two people or things) by adding –er at the end of
the adjective and the word than, as in the example given in exercise 3 on page 40.
* As students are prepared to make comparisons with the correct form of the adjectives, call on a volunteer to read the
instructions aloud and invite them to work with a partner to do the exercise. Tell them they need to concentrate on the
information given in exercise 1, about the three runners, to solve the task. Go around the classroom in exercise 4 on page 41.
* As a pre-listening activity, do some picture exploitation. Ask students: What do these people do? Why are these people
unique? (Justin Bieber is a singer, Selena Gomez is an actress and singer, Dakota Fanning is an actress, and Rob Pattinson
is a model, actor, and singer). After that, have students read the words in the Word Bank and challenge them to identify the
category of these words and their function (They are all adjectives, words that describe people, animals, places or things.) in
exercise 5 on page 41.

Student activity:
ADAPTED CURRICULUM
Specification of Educational
Needs:
Success indicators:
Homework/further work:
PREPARED BY
Teacher: Lcda. Blanca Vega
Signature:
Date: 10/08/2017
* Invite students to exchange ideas about the famous people in the photographs. Go around the classroom and check if they
have any difficulty with any of the celebrities and help them when necessary. Then, do some repetition with the four adjectives
(popular, talented, young and good) and check pronunciation. After that, ask student to repeat the comparative or superlative
form of the adjective, to make sure students can come up with the correct one. Finally, allow some time for the completion of
the exercise before checking answers as a whole class in exercise 6 on page 41.
* Explain Project stage 2.
* Complete the profiles with the numbers you hear in exercise 1 on page 40.
* Match the antonyms in exercise 2 on page 40.
* Listen and circle the word you hear in exercise 3 on page 40.
* Based on exercise 1, complete the comparisons with the correct form of the adjectives in exercise 3 on page 40.
* Listen and fill in the blanks using the Word Bank. Then, listen again and check the person who says the statements in
exercise 5 on page 41.
* Express your opinion about these artists. Use the comparative and superlative form of the adjectives in parentheses in
exercise 6 on page 41.
* Listen to the teacher * Ask and answer questions about the project stage 2.
Specifications of the adapted material to be applied:
They will express personal opinions about people’s attributes and abilities.
They will complete the workbook pages 136 and 137.
REVISED BY APPROVED BY
Area Director: Lcda. Vice- Principal: Lcdo.
Signature: Signature:
Date: 10/08/2017 Date: 10/08/2017
 WEEKLY LESSON PLAN
Group: 9th EGB Date: AUGUST- Monday 14nd to Friday 18th /2017 Time: 5 week periods. Number of students: A 14 sts.

Title of the Unit : Unit “3” - “AMAZING ABILITIES” – Lesson 3 OUTSTANDING PEOPLE

Aims: Through this lesson, the students will be able to describe and compare people’s abilities.

Objectives: This lesson will guide students to identify detailed information by reading carefully to improve reading comprehension.

Materials: English level 2 student book, Flashcards, English level 2 teacher’s guide by Ministry of Education and page: http://educacion.gob.ec/curriculo-
fortalecimiento-del-ingles/

Anticipated problems: If students don’t recognize new vocabulary, so teacher will let them use the dictionary to clear doubts.

* Form groups of six students, hand out an A4 piece of paper to each group and ask them to draw incredible things that
people can do, or the amazing abilities of some human beings (for example, a person that can eat 30 hamburgers at once, or
someone who can solve complex mathematical operations without using a calculator). Then, encourage students to stick their
drawings on the walls or leave them on their desks for the rest of class to go around and observe them very carefully in total
silence (without saying even a word).
* Call on some volunteers to read them and take the opportunity to check pronunciation. Model the task by asking: What do
we need to climb mountains? (They may say to be strong, to have the kinesthetic intelligence, or to be in a good physical
condition); What do we need to learn languages? (They may say to have the verbal or linguistic intelligence). Accept as many
ideas as they come up with and write them on the board in exercise 1 on page 42.
* Draw students’ attention to the Key Expressions box and make them aware of the equivalent word for boy or man (guy), and
Teacher activity:
the equivalent expression for to know by memory (know by heart). Demonstrate their use by telling the boys: You are all guys,
and telling the girls: You all know your ID card number/telephone number by heart. Now, encourage them to take part in a fast
scanning contest (scanning = reading quickly to find specific information, or moving your eyes quickly) in exercise 2 on page
42.
* Attract students’ attention to the Reading Strategy: Reading the text several times to look for details. Let them know that
specific information is also called detailed information and that it refers to names, dates, characteristic, abilities, etc in
exercise 3 on page 43.
* Address students’ attention to the Writing Strategy and make students aware of the use of the conjunction because. Tell
them that it is used to give reasons and answer the question Why?. Demonstrate the use of because with a volunteer by
giving examples relevant to their context: A: Why are you so good at writing poems? B: Because I like to read. or A: Why do
 you dance so well? B: Because I have the kinesthetic intelligence. Then, have students ask and answer questions about the
reasons they have for their own abilities in exercise 4 on page 43.
* Start by focusing students’ attention on the photograph. Ask: Who is this guy? How old is he? Where is he from? What is he
doing? Then, call on a volunteer to read the example and make students notice the use of because in this exercise, as it gives
reasons. It appears in the middle of the two statements. Encourage students to work in pairs to solve the exercise and have
them cross-check answers before socializing them as a whole class in exercise 5 on page 43.
* Let students * Explain Project stage 3.
* Classify the expressions of the Word Bank in exercise 1 on page 42.
* Read and identify the title for the texts below. Use the expressions in the box in exercise 2 on page 42.
* Read the sentences and check T (true), F (false) or NI (no information), based on the reading in exercise 3 on page 43.
Student activity:
* Go back to the text and answer the following in exercise 4 on page 43.
* Read and match the correct statements in exercise 5 on page 43.
* Ask and answer questions about the project stage 3.
ADAPTED CURRICULUM

Specification of Educational Specifications of the adapted material to be applied:

Needs:

Success indicators: They will answers the question Why? by using because.

Homework/further work: They will complete the workbook pages 138, 139and 140.

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda.Blanca Vega Area Director: LcdaAustralia Bustamante. Vice- Principal: Lcdo. Blanca Vega
Signature: Signature: Signature:
Date: 17/08/2017 Date: 17/08/2017 Date: 17/08/2017
 WEEKLY LESSON PLAN
Date: AUGUST- Monday 21nd to Friday 25th of
Group: 9th EGB Time: 5 week periods. Number of students: A 44 sts.
September 2016

Title of the Unit : Unit “3” - “AMAZING ABILITIES” – Lesson 4 IT’S A PIECE OF CAKE! – THE TRESURE COMIC

Aims: Through this lesson, the students will be able to describe and compare people’s abilities.

Objectives: This lesson will guide students to use idioms and colloquial expressions in informal conversations.

Materials: English level 2 student book, Flashcards, English level 2 teacher’s guide by Ministry of Education and page: http://educacion.gob.ec/curriculo-
fortalecimiento-del-ingles/

Anticipated problems: If students don’t recognize new vocabulary, so teacher will let them use the dictionary to clear doubts.

* Show students the three drawings, but do not let them see the print. Have them guess what these three pictures refer to.
Ask: What is this little girl doing? What kind of painting is this? What is this figure? Now, ask students to check the abilities
that apply to them in exercise 1 on page 44.
* Before having students listen to the audio, center students’ attention on the idiomatic expressions in the Word Bank. Then,
have students listen to the recording once, to first pay attention to the specific skills mentioned and fill in the blanks in the
second column in exercise 2 on page 44.
* Get students work in pairs and let them know that to complete the definitions, they can use the context clues at the end of
the sentences in exercise 2, to deduce the meaning of the idioms (e.g. I don’t believe it. I can’t do that). Ask them to associate
Teacher activity: the idioms with the comments about the abilities in the third column, and then complete the definitions in exercise 3 on page
44.
* Focus student’s attention on the Speaking Strategy. Make them notice the importance of recycling expressions or language
learned in previous lessons: can to express abilities and Get out of here! to say that you cannot believe what someone is
saying. Then have them play Find someone who… Go around the classroom to listen to their exchanges and correct
pronunciation when necessary in exercise 4 on page 44.
* Draw students’ attention to the title of the comic and the last picture on the left of the comic. First, challenge students to
come up with a definition of the word treasure (They may say that it means money, precious stones like emeralds and
diamonds, or precious metals like gold and or silver).
* Check the options that apply to you in exercise 1 on page 44.
Student activity: * Listen to the conversations and complete the chart. Use the idioms in the Word Bank in exercise 2 on page 44.
* Complete the definitions with the idioms in the Word Bank in exercise 3 on page 44.
 * Find someone who has the following abilities. Use the idioms above in exercise 4 on page 44.
* Put a tick in Reflect on Values on page 44.
* Listen and read on page 46.
ADAPTED CURRICULUM

Specification of Educational Specifications of the adapted material to be applied:

Needs:

Success indicators: They will use informal language to make comments about people’s abilities.

Homework/further work: They will complete the workbook pages 141.

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Blanca Vega Area Director: Lcda. Australia Bustamante Vice- Principal: Lcdo. Blanca Vega
Signature: Signature: Signature:
Date: 24/08/2017 Date: 24/08/2017 Date: 24/08/2017
 WEEKLY LESSON PLAN
Group: 9th EGB Date: SEPTEMBER - Monday 5nd to Friday 9th/2016 Time: 5 week periods. Number of students: A 44 sts.

Title of the Unit : Unit “3” - “AMAZING ABILITIES” –SHARE YOUR PROJECT – THE GLOSSARY ACTIVITIES

Aims: Through this lesson, the students will be able to describe and compare people’s abilities.

Objectives: They will talk about a special talent and complete the glossary activities.

Materials: English level 2 student book, Flashcards, English level 2 teacher’s guide by Ministry of Education and page: http://educacion.gob.ec/curriculo-
fortalecimiento-del-ingles/

Anticipated problems: If students don’t follow all the steps for the presentation, so teacher will remember them to follow the steps.

* Have students brainstorm their feelings and ideas about the organization of their talent show. Ask: Do you like to work in
groups? What do you learn when you work in groups? What lessons do you learn when working in groups? Does the talent
show help you demonstrate your abilities? in exercise 1 on page 45.
* Prepare students for the reading and listening exercise by challenging them to brainstorm some hints or tips on how to
organize successful talent shows. Write all their contributions on the board (they may say: organize the groups, assign
responsibilities/duties, select the categories for the talents, select the representative for each category, write the criteria to
evaluate their classmates, evaluate the talents, and the like) in exercise 2 on page 45.
Teacher activity:
* Ask students to close their books and get them to work in pairs to answer the two questions posed: Why are talent shows
popular at schools? And What do you need to do before a talent show? Go around the class to see if they need any help.
Allow enough time for the completion of the task, and then call on some volunteers to socialize their answers as a whole
class.
* Make students aware of the benefits of the two boxes entitled Give your Presentation and Useful Expressions. Then, have
students rehearsed the presentation of their talents within their groups before doing it for the whole audience and the
judges/people who will evaluate their performance.
* Discuss your experience in exercise 1 on page 45.
* Read in exercise 2 on page 45.
Student activity:
* Answer in exercise 3 on page 45.
* Give the presentation each student.
ADAPTED CURRICULUM
Specification of Educational Specifications of the adapted material to be applied:
Needs:

Success indicators: They will complete and follow all the steps of their presentation.

Homework/further work: They will complete the Quiz time at home if they can.

PREPARED BY REVISED BY APPROVED BY

Teacher: LcdaBlanca VEGA. Area Director: Lcda. Vice- Principal: Lcdo.

Signature: Signature: Signature:
Date: 5/09/2016 Date: 5/09/2016 Date: 5/09/2016
 WEEKLY LESSON PLAN
Group: 9th EGB Date: SEPTEMBER - Monday 12nd to Friday 16th/2016 Time: 5 week periods. Number of students: A 44 sts.

Title of the Unit : Unit “3” - “AMAZING ABILITIES” – QUIZ TIME

Aims: Through this lesson, the students will be able to describe and compare people’s abilities.

Objectives: They will guide students to know this evaluation helps them become aware of their strengths and weaknesses.

Materials: English level 2 student book, Flashcards, English level 2 teacher’s guide by Ministry of Education and page: http://educacion.gob.ec/curriculo-
fortalecimiento-del-ingles/

Anticipated problems: If students don’t recognize new vocabulary, so teacher will let them use the dictionary to clear doubts.

* Have students recall the benefits of the Quiz Time, mentioned in previous units. Ask for example: What is the main purpose
of this section? (They should say something like to show what we know about this unit).
* Have students individually read the instructions, the words in the Work Bank and the sentences a to e. Make sure they have
understood the instructions and see if they have any questions. Then, invite them to start completing the sentences, including
the corresponding verb. Finally, invite them to work in pairs to read their sentences to each other. Go around the classroom
listening to each pair of students, and helping them when necessary in exercise 1 on page 47.
* Elicit as much information from the students, so as to make a short review of the affirmative, negative and interrogative form
of the verb can to express ability in exercise 2 on page 47.
Teacher activity:
* Tell them they will use the same strategy they used to identify Daniel and Mary’s abilities in lesson one of this unit. Also, to
facilitate completion of the task, remind them that they need to pay attention to the special skills or actions Alex and Susie can
do. Encourage them to work individually first, and then to cross-check answers with their classmates in exercise 3 on page
47.
* Again, go over the comparative and superlative form of short and long adjectives with a couple of examples. Next, suggest
that they have to pay attention to details about age, height, and weight to be able to contrast and compare details. Then, ask
them to answer the quiz in pairs. Tell them to complete sentences a to h and finally to cross-check answers with their
classmates in exercise 4 on page 47.
* Complete the sentences with words from the Word Bank in exercise 1 on page 47.
* Complete the following conversations with can or can’t in exercise 2 on page 47.
Student activity:
* Listen to the two conversations. Check what Alex and Sussie can do in exercise 3 on page 47.
* Read the chart and complete the sentences with the comparative or superlative form of the adjectives in parentheses in
 exercise 4 on page 47.
* Write some answers on the board.
ADAPTED CURRICULUM

Specification of Educational Specifications of the adapted material to be applied:

Needs:

Success indicators: They will complete the quiz time alone and don’t have any mistakes.

Homework/further work: They won’t have any homework because they have to study for the exam.

PREPARED BY REVISED BY APPROVED BY

Teacher: Lcda. Area Director: Lcda. Vice- Principal: Lcdo.

Signature: Signature: Signature:
Date: 12/09/2016 Date: 12/09/2016 Date: 12/09/2016