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UNIDAD EDUCATIVA

“JAIME ROLDOS AGUILERA”


Daily lesson plan

Levels: 2nd Date: Time: 40 MINUTES #. OF STUDENTS:


Unit: 1 Meet Alex and his friends Lesson 1.Reading
Objectives:
The Following are and additional learning. Goals in this unit:
Described people´s personalities. – identify people from descriptions

Materials:
 POSTCARDS STUDENT’S BOOK;
 POSTCARDS TEACHER’S GUIDE;
 CLASSROOM AUXILIARIES CD;

Anticipated problem:
 Difficulty with the use of the possessive Pronouns
Time Teacher activities Students’ activities Performance indicators
5 minutes To do fast introduction yourself to the Look and listen to the teacher.  Cam answer the questions
class. Write on the board the keys with the reading
10minutes Use the sentences to tell students some Have students say these sentence  Com described themselves
personal things about you e.g. after you or in groups using objectives
Hi/ Hello/ y like / y don´t like
15minutes Ask each students to stand and introduce Have ss. Tell you at listen one thing they
Him / herself to you like or dislike
5minutes Point to ale´s introduction and read Encourage students to guess the meaning
of new words as they read
5minutes Play the audio sometimes Listen and understanding the
reading
Assessment: cheer students will be selected for to describe themselves.

Additional play de audio sometimes. explain new vocabulary


Possibilities
Homework/Further work answer these questions according to the reading

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 MINUTES # OF STUDENTS:


Unit : 1 Meet Alex and his friends Lesson 2 comprehension
Objectives:
Provide intensive practice about reading
Develop writing skill

Materials:
STUDENT’S BOOK
TEACHER’S GUIDE
CLASSROOM AUXILIARIES;
Anticipated problems:
Difficulty in to understand some new words s.g. nick name bookworm, outgoing, click
Time Teacher activities Students’ activities Performance indicators
5 minutes Tell students that point and read the Read and understanding the items .work  Can understanding the
directions and comprehension items individually reading
10 minutes Play the audio twice and circle the correct Listen and circle the correct answer  Can Describe the characters
answer Of people
10 minutes Play they audio again Listen and check the characters

10minutes Ask different questions using new words Answer the meaning of the new words

5 minutes Play the game Guess to people


Assessment: four students answer the meaning of the words
Additional possibilities:
Form some sentences with these word
Homework/Further work oral practice about the sentences with the characters

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 minutes # OF STUDENTS:


Unit: 1 Meet Alex and his friends Lesson 3 Vocabulary. personality traits
Objectives:
The Following are and additional learning goals in this unit:
Expand your vocabulary . described people’s personalities
Materials: postcards Student’s book;
postcards Teacher’s guide;
postcards Classroom auxiliaries;

Anticipated problems:
Difficulty in the pronunciation of some words s.g. easygoing, quiet, upset, enjoyable
Time Teacher activities Students’ activities Performance indicators
5 minutes Read the directions, ask the class which Answer the meaning about new words  Use correctly the
words are new to them adjectives .
10 minutes Call in front of the class and write on the Have students work in pairs to complete  Described a person rapidly
board and example the exercise then check  Described some different
Read the second word and its definition pictures
10 minutes Model the activity with a strong student Take turns s.g.
Talk about yourself using the adjectives I´m quiet .I´m kind
What about you?
10 minutes Working groups .ask the class to guess who Described using the adjectives take turns
This student is
5 minutes Explain the opposites to the adjectives Play attention and use the dictionary if you
need to
Assessment: In groups talking about
Additional possibilities:
Increase some pictures by to describe
Homework/Further work
Complete work book exercise 1-3

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 minutes # OF STUDENTS:

Unit : 2 do you have any pizza 1. Vocabulary .- foods for various meals
Objectives:
The following are and additional learning goals in this unit
To learn words that are offend used together
Materials:
POSTCARDS Student’s book; Teacher’s guide; Classroom auxiliaries;
Anticipated problems:
Difficulty in the pronunciation some words s.g. maple syrup, sausages shrimp, pie ,vegetables
Time Teacher activities Students’ activities Performance indicators
5 minutes Ask students, what do you usually eat for Students answer the questions using use
breakfast foods and write on the board  use correctly the
10 minutes Point to the vocabulary section Listen and repeat the vocabulary vocabulary in break fast ,
Read along as you listen to the words sometimes lunch dinner
Play de audio
10minutes Read the instructions an example aloud Tell students use these with food names  describe a heal they
Write on the board this –these in plural an this in singular pyramided
10 minutes Demonstrate pointing to an identifying Give some example in singular an plural  they cam increase more
several food items words about foods
Assign pairs and monitor
5 minutes Look at the list and circle the food items Students word in their books
They have for breakfast ,lunch ,dinner and Work in pairs
snacks
Assessment:
Play a memory game .- Look at the words and pictures for one minute
Clase the books What foods and a brinks can you remember
Additional possibilities:
Increase some word according the foods
Homework/Further work
Have students complete workbook exercises 1-7

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels 2nd Date: Time: 40 minutes # of students:


Unit : 2. Do you have any pizza Lesson 4.- listening
Objectives:
The following are and additional learning goals in this unit
Listen to determine true and false information

Materials:
POSTCARDS Student’s book;
POSTCARDS Teacher’s guide;
Classroom auxiliaries;

Anticipated problems:
Difficulty in difference count nouns .s.g. cheese , juice , butler, bread
Time Teacher activities Students’ activities Performance indicators
5 minutes Play de audio .- Listen to the report then write Circle the wrong information in the false Difference bet ween count and
true or false sentences noncount nouns
10minutes Word in groups talk about your eating habits Call on several students to share
Useful language information about their eating habits Recognize some examples
Talk about your eating habits

10minutes Explain about count and noncount nouns to Read and repeat on the board them have
give some example write on the board ss. Work individually
10 minutes Read through the grammar chart quickly Work individually in your books circle the
correct answer
5 minutes Use the board to teach or elicit other important Students give some examples
information about count and noncount nouns
Assessment: everybody recognize the count and noncount nouns
Additional possibilities: Add some examples about it

Homework/Further work: Write twenty count and twenty noun count nouns

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 minutes #. OF STUDENTS:


Unit : 2. Do you have any pizza Lesson 5 practicing grammar
Objectives:
The following are and additional learning goals in this unit
Improve the grammar written exercises
Materials:
POSTCARDS .- Student’s book;
POSTCARDS .- Teacher’s guide;
Classroom auxiliaries;
Anticipated problems:
Difficulty in to structure different sentences
Time Teacher activities Student’s’ activities Performance indicators
5 minutes Read the directions, point to the table Answer these questions these 3 parts  Can answer the questions
and ask are :subject, verb and complement using count and non- count
What are the three parts of these nouns
sentences?  Com give some examples
10 minutes Point the three columns and to do Answer the questions looking the table  Cam remember about food
questions Vocabulary
10 minutes Call on several students to make different Write on the board some examples
sentences with chips
10minutes Walk around to monitor and help Have students work individually

5 minutes Read the directions about Work in pairs compare their sentences
Check orally
Assessment: Answer these questions using count and non-count nouns
Additional possibilities:
 add some sentences Explain the use of the verb have - has

Homework/
Furtherwork have student complete workbook exercises 8-11
And grammar Builder Exercises 1-5

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 MINUTES #. OF STUDENTS:


Unit: 3 Are there any chips left Lesson: 3 Useful Expressions
Objectives:
The Following are and additional learning. Goals in this unit:
Understand the conversation using different expressions.
Materials:
 Students’s book
 Teacher’s guide
 Audio support CD
 Classroom auxiliaries
Anticipated problem:
 Difficulty in the understand some expressions as: why me? Whoa, by the way,Ethan
Time Teacher activities Students’ activities Performance indicators
5 minutes Pay attention to the useful expression. Read the useful expressions  Can listen and speak
correctly the conversation
10minutes Play the audio Listen and repeat.  Can practice the
Work on pronunciation as needed conversation inside and
10minutes Can on a student to read the directions Check that students understand the outside the class.
aloud meaning of omelets. work individually
10minutes Read the conversations aloud Elicit answers for each blank

5minutes Conclude the practice by calling on a pair to Work in pairs


present their roleplay to the class Practice the conversation
Assessment: three pairs students will be selected by to read the conversation .

Additional play de audio sometimes


Possibilities

Homework/Further work: To study the conversation in pairs

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 MINUTES # OF STUDENTS:


Unit : 3 Are there any chips left Lesson 6: Dialogue and comprehension
Objectives:
The following are and additional learning goals in this unit:
Listen to identify true information
Materials:
STUDENT’S BOOK
TEACHER’S GUIDE
AUDIO SUPPORT CD
CLASSROOM AUXILIARIES;
Anticipated problems:
Tendency to confuse in loaf, dozen, gallon, guarts, pound, whoa
Time Teacher activities Students’ activities Performance indicators
Read the instruction in aloud. Read each sentence aloud  Can identify healthy food
Have students look at the comprehension and junk food
exercise  Can describe a super market
Play the audio again one or twice if needed Ask students to raise their hands if they  Can answer that theirs like
need to listen again and dislike.
Have students uncover the dialogue Repeat along as you play the audio

To extend work whit the dialogue select key Write some examples on the board
vocabulary, structures and the use there is- Cheek the answers
there are
Practice the dialogue in groups Read the dialogue aloud changing roles
Select one groups to perform for the class after each reading
Assessment: choose 2 groups for read the dialogue
Additional possibilities:
Play the audio sometimes, explain new words
Homework/Further work write some examples about healthy food and junk food

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 minutes # OF STUDENTS:


Unit: 3 Are there any chips left Lesson :1 Dialogue
Objectives:
The Following are and additional learning goals in this unit:
Identify new works in the dialogue
Materials:
Student’s book Postcards
Teacher’s guide Classrooms auxiliaries
Audio support CD

Anticipated problems:

Difficulty in to understand some new works. e. g. junk, whoa, loaf, quarts
 Time
P Teacher activities Students’ activities Performance indicators
Classroom
5 minutes auxiliaries
Write new words recording to the dialogue Copy and understand the works in  Can answer the questions
sentences  Can form different questions
10 minutes Write questions on the board and elicit names Answers these questions using new words  Can remember vocabulary
of food items about food
10 minutes Tell them that they will learn how to talk about Have students open their books
food
10 minutes Tell the class to look at the picture ask Write and answers the questions
question to help . create a framework for the
dialogue.
5 minutes Look at the picture and describe Describe the picture, using theirs ideas
Assessment: answer different questions
Additional possibilities:
Remember about question words
Homework/Further work
Reorder the words and form the questions

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date: Time: 40 MINUTES #. OF STUDENTS:


Unit: 4. How often do you go rock Lesson 3. Useful expressions
climbing
Objectives:
The Following are additional learning. Goals in this unit:
Listen to identify true information
Materials:
Teacher’s Guide Postcards
Student’s BOOK;
Audio support CD; Classroom Auxiliaries
Anticipated problem:
Time Teacher activities Students’ activities Performance indicators
5 minutes Direct students attention to the useful Look at the Useful expressions and copy  Cam listen and understand
expressions Quickly elicit the meaning the meaning the conversation and
of these complete
10minutes Play the audio and have students listen Listen and repeat sometimes  Cam practice the
and repeat work on pronunciation as conversation inside and
needed outside the class
10minutes Call on a student to read the directions Have students work individually to
aloud check that students understand complete the exercise
the meaning of omelets

10minutes Read the conversation aloud and elicited Read sometimes the conversation check
answer for each black on the board
5minutes To extend activity, pair students and elicit Maintain eye contact say the lines with
have them practice the conservation expressions and switch roles
Assessment: calling on a pair to present their role play to the class

Additional play the audio sometimes


Possibilities
Homework/Further work to study the conversation in pairs

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR
UNIDAD EDUCATIVA
“JAIME ROLDOS AGUILERA”
Daily lesson plan

Levels: 2nd Date Time: 40 MINUTES #. OF STUDENTS:


Unit: 4. How often do you go rock Lesson 1. Dialogue :Cover the dialogue and listen
climbing
Objectives:
a. Listen for specific information
b. Talk about you like and don’t like doing when you don´t have school
Materials:
Teacher’s Guide Postcards
Student’s BOOK;
Audio support CD; Classroom Auxiliaries

Anticipated problem
Time Teacher activities Students’ activities Performance indicators
5 minutes Ask students to tell you some of the Answer these questions about leisure  Cam listen and understand
leisure activities they enjoy. Write these activities the dialogue
on the board  Cam practice the dialogue
10minutes Have students open their books. Tell Open their books and read the dialogue incide and outside the class
them that they will learn hour to quickly
discourse leisure activities in this unit
10minutes Have students look at the picture, ask Look at the picture and answer the
questions to create a framework for the questions
dialogue
10minutes Have students cover and listen dialogue Listen the dialogue

5minutes Listen and understanding the dialogue Listen and understanding the dialogue
Assessment: choose three pairs of students to read the dialogue

Additional play the audio sometimes


Possibilities
Homework/Further work to study the dialogue in groups

Lic.María Quizhpe Lic. Janeth Tandazo S MSc. Noemí Rengel


ENGLISH TEACHER AREA’S DIRECTOR VICE CHANCELLOR