02 lesson planning eighth grade...................doc

LESSON PLAN UNIT 1NAME: GETTING TO KNOW MY CLASSMATES DATE: TIME: 45:00 minutes GRADE: 8 th TOPIC: Formal and informal introductions, greetings and leave-takings #1

TIMEESTIMATE

- Procedure/ Steps include what both the students and the teacher will/might do/say.- Be sure include your own instructions.

TEACHER EVALUATION

FOCUSStudent – StudentTeacher – Student Student – Teacher

MATERIALS/AIDS- Visual - Auditory - Kinesthetic - Tactile

ACHIEVEMENT INDICATORS

LEARNING OBJECTIVE: At the end of this class the students will be able to distinguish some nicknames and the titles

LESSON PLAN UNIT 1NAME: GETTING TO KNOW MY CLASSMATES DATE: 20/06/09 TIME: 45:00 minutes GRADE: 8 th TOPIC: Nick names #2

TIMEESTIMATE


TEACHER EVALUATION




5

5’

10’

* Warm – up Mention expressions with titles and nicknames

* Presentation: Explanation about the used of titles and Nicknames.

Practice:- Sts practice the titles with the names of the teachers.- Sts. Practice the Nicknames with the names of their family

Attention

Attention

Participation Pronunciation

T – S

T – S

STS. STS

STS. STS

Auditory

Auditory

Kinestethic

Kinestethic

Addresses his/her teachers and partners and their own family adequately with Nicknames and titles.

LEARNING OBJECTIVE: At the end of this class the students will be able to distinguish some nicknames and the titles

15’

5’

5’

UseIn group of four the sts have to talk about the names of the T. referred to the titles Ex. Mr.: Santos (Sub-D) Mrs.: Menjívar (Dir.) Miss.: Interiano (T. CRA) Ms.: López (T)

In group of four the sts have to talk about the Nicknames of their family Ex. Francisco = Chico (Father) Juana = Chana (Mother) Marta= Tita (Sister) Rafael= lito (brother)

- Wrap -upSts. Present a classmate by his/her Nicknames Sts. Say the last name of a T. with his/her titles.

Evaluation:T. do wrong Question and the sts order then in the correct form miss = Santos / Mr. Interiano

Vocabulary

Vocabulary Grammar Structure

Vocabulary

Participation Vocabulary

STS. STS

STS. STS

STS. STS

STS. STS

T- S

Kinestethic

Kinestethic

Kinestethic

Auditory Visual

LESSON PLAN UNIT 1NAME: Getting to know myclassmates DATE: TIME: 45:00 minutes GRADE: 8 th TOPIC: Vocabulary and expressions to exchange personal Information #3

TIMEESTIMATE


TEACHER EVALUATION




5

5’

10’

* Warm – up Ask Student stand up each one are going to make a restore about their favorite hobbies and each other one try to guess what does he/she do.

* Presentation: T. Introduce and explain the topic after the writes it and new vocabulary related with personal information. (play soccer, watch t.v., listen to music, read magazin go shopping, etc) A. What do you in your spare time? B. I Listen to musicA. What does she do in her spare time? B. She reads short story

Participation

Eliciting Vocabulary

Grammar Structor

T – S

T – S

V A K 1.2 Clearly identifies detection in language when exchanging personal information

1.7 Ask and answer short questions related to personal informal information.

LEARNING OBJECTIVE: By the of this 45 minutes class SWBA to get a new vocabulary and expressing to exchange personal Information through interview to the it class mates or working in group and pair allow to reinforce friendly tics.

10’

10’

10’

Practice:T. models how the sts can get thp information T. ask to the students get in group of three to ask and answer information of each one.

Sts take note about her/his interview done to her/his classmate and share with other group.

USEThe Sts making 3 columns divided by in 1,2, and 3 groups then column number 1 make ask some question about what they do in their spare time to the column number two and students from column number two give the information really after students column number one repeat information about student of column number two to the student of column number three. Column number three takes note about information.

Wrap – up -Have Sts talk about spare time of 4 ors

Progressive

Grammar Structor Participation

Cooperative

Grammar Structor

Have Sts take note about information and present.

T – S

T – S

S – S

S – S

A- V

A V K

A V K

1.12 Fills out information carols using the requerid personal information with clan ty and accuracy

1.16 writes origina dialogues about personal information.

partners to the class and choose ran don to make ask question. EVALUATION: Sts write something about activities or hobby that they do in their house or free time and give a summary for the next class.

Presentation Be Creative Vocabulary

LESSON PLAN UNIT 1NAME: Getting to know my classmates DATE: TIME: 45:00 minutes GRADE: 8 th TOPIC: Likes and Dislikes #4

TIMEESTIMATE


TEACHER EVALUATION




5’

10’

5’

5’

5’

* Warm – up The teacher will begin with these questions: what kind of sports/music/movies do you know?

* Presentation: The teacher introduce the topic of the lesson: Likes and dislikes.- T ask to students: what kind of sport/music/movies do you like? Why - SS ask at his/her partner what kind of music do you like to listen? Why

Diagnostic

Brainstorming Simple Question Eliciting Vocabulary

Progressive

T – S

T – S

S – S

S – S

T – S

A V

A K

A K

A K

V A K

1.151.131.91.81.7

1.15. Labels illustrations related to personal likes and dislikes with the correct vocabulary

1.13 Writes a personal and with the required

LEARNING OBJECTIVE: By the and of 45 minutes students WBAT ask for and expressing likes and dislikes about music, sports and movies with peers/ teacher by working in pairs and in group in order to improve relationships among them.

15’

7’

8’

Practice:SS w do two circle: one inside another the members is out side is going to do a little conversation with these questions: what kind of sports do you like? Why? They are going to relate. - T sticks in specific place on the wall about three topic sports, movies, music. And the students are going to do three groups ad cording posters using likes and dislikes. They will have 5 minutes for to do a conversation after they will have rotate. UseSS will write in his/her notebooks 6 simple sample about thing likes and dislikes. After voluntary will write in the white boards one sentences for discuss with the class.

- Wrap –up T ask at the students: Do you like to play soccer? Yes I like play soccer. why do you like to play soccer? And T could introduce another things using the some contents. Likes and dislikes.

- Grammar Structure

- Participation

- Vocabulary

S – S

S – S

T – S

A K

T – A

T A K

Information and creativity

1.9 Expresses likes and dislikes with confidence and clarity

1.8 correctly asks and answers short question to find out personal likes and dislikes.

1.7 ask and answers short questions related to personal information.

Evaluation: SS will do two groups and they will be a competition and one by one write things in the blackboard likes and dislikes the group who write more words relashined with the content they will be the winners.* The student will write in their journal a commentary about things sports, movies, music that they likes an dislike and will give reason.

S – S

LESSON PLAN UNIT 2NAME: my school DATE: TIME: GRADE: Eighth grade TOPIC: Identification of facilities, personnel , objects and equipment at school #1

TIMEESTIMATE


TEACHER EVALUATION




2 minutes

10 minutes

10 minutes

10 minutes

Warm up Greet to the Students and make a webbing with the knowledge

Presentation: T. show different pictures and names about personal coursers, equipment, objects and places of the school Using the structure “what`s this who is he/her? Where does the principal work?

Practice: The students going to work around the school and identify the differents places, personal, equipment and object in the school.

Use: The students going to shak and write information in the share.

Place equipment personal Principal office

Simple Question

- Vocabulary - Grammar- Structure

-Participation - Vocabulary

- Vocabulary

T. S

T. S

S. S

S – S

- Vocabulary

- V – Auditory

V, A, K, T

2.1

2.10

LEARNING OBJECTIVE: Students will be able to identify vocabulary related to school, facilities, personal, objects and equipments .

8 minutes

5 minutes

WRAP UPThe Students make 5 sample sentences using the information in the last chart.

Evaluation the students have to tabeling the correct places with theirs the names (in the picture)

- Vocabulary - Grammer - Structure

- Participation - vocabulary - Knowledge

S – S

S – S

V, A

V A.K.T.

LESSON PLAN UNIT 2 NAME: My school DATE: TIME: GRADE: Eighth grade TOPIC: # 2 Comparison of objects, courses and facilities.

TIMEESTIMATE


TEACHER EVALUATION




* Warm – up The teacher choose two students and make a comparison, example: “Tomas is fatter than Mauricio”

PRESENTATION- The teachers introduce the topic of the lesson: “Comparison of objects, courses and facilities”

- The teacher writes some sentences using comparison. Example:“The cafeteria is bigger than Principal Office”“The laboratory is more modern than the cafeteria”.

DIAGNOSTIC- SimpleQuestion

- Brainstorming.

- ElicitingVocabulary

T-S

T-S

A-K

A-K

V-T

V-T-K

-Identifies places, objects and courses at school in audio sources.

- Identifies differences between school objects, places and courses with Precision and written material.

- Writes original sentences using comparatives and superlatives.

LEARNING OBJECTIVE: The students will be able to do a comparison of objects, courses and facilities about picking out information for completing academic task with creativity.

- The students make a circle and the teacher put a song on the tape record then the students pass the ball. The teacher stop the song and who has the ball will make a comparison. Example: “I’m the tallest of the classroom.”“I’m the quietest in the class.”

PRACTICE: - Teacher draws a little chart and writes some adjectives.

Interesting difficult harder easier exited boringnicer fantastic better

- After write the subjects: Math, Social Studies, Science, Language, Physical Education, English.

* USE:- The students are going to work in group. They are going to do a comparison about subjects. They write sentences I their notebooks voluntarily and write on the whiteboard the sentences.

PROGRESIVE:- Participation.

- Vocabulary.

SUMMATIVE: - Every student make a sentence and they are going to change the notebooks.

- Neat task

S-S

T-V-K

A-K

A-K

* WRAP UP:- The teacher ask the students: “Which is the most interesting subject? and they are going to interchange their notebooks.”

* EVALUATION:- Each student is going to write 10 sentences and his/her notebook after they going to compare with another student or they are going to interchange their notebooks.

T -S

S- S

A-K-TLESSON PLAN UNIT 2 NAME: My School DATE: TIME: GRADE: 8 th TOPIC: Description of school activities topic # 3

TIMEESTIMATE


TEACHER EVALUATION




* Warm – up (Introduction) - The teacher talk about the school and remember to the students the most important festivities in the school.

- Presentation- The teacher suggest the student talk in pair for five minutes about the festivities that they will celebrate in this year and make a list of these.

- PracticeThe teacher ask the student which activities will be exclusive for the course and which activities in general, and write on the board the specific on a Colum and the General in other.

DIAGNOSTIC- SimpleSentence - Simple Question

- Participative - Vocabulary

- Progressive - eliciting

- Vocabulary - Be creative - Grammar - Structure- Logical Ideas

T-S

S-S

T -S

S-T

S-S

A

K

AKV

-A V

2.6 – Confidently express is preferences on school activities.

2.7 – Identifies vocabulary related to school activities in texts.

LEARNING OBJECTIVE: Produce oral and written language by comparing people, Identify vocabulary related to school activities in order to recognize characteristics

- Use- The students in group of five they have to do a little plan with on specific activities for example. Group # 1 make a plan about student day # 2 about independence day # 3 science fair and civic weak, # 4 tournammt # 5 literature festival, etc. and follow some model to do the plan.

Wrap up ( cierre conclusion) The students of the group # 1 to 5 for example go in front of the class and read their plans.

Evaluation- The teacher suggest the student to write their plans and give him/her a copy, after that the teacher include in his/be annual plan these activities and the next class make the correction to the plan if it will be necessary, and show a model how to do a bugget in each activity.

SUMATIVE- Vocabulary - responsibility - Participation

- neat - Presentation

- Be - Creative

S-S

S-S

T-S

KVA

AV

AV

Use: The students inter change they buggets with the other groups.

- Participation S. S Kinesthetic

LESSON PLAN UNIT 4NAME: LET’S GO SHOPPING DATE: TIME: 1 hour GRADE: 8° TOPIC: Home appliances #2

TIMEESTIMATE


TEACHER EVALUATION




5` Warm up The teacher ask the students and tell some story about house department.

Presentation the teacher, makes a review about the last topic or class and show the student a little buffet refered to the the classroom appliances and ask what do they rember.

Practice: The students in group of four, make a bugget using the draws o trims that they brought, this bugget is refered to a home department and appliances that they need there.

Attention

Attention Interest Eliciting

- Vocabulary - Grammar

T. S

T. S

T. S

Auditory

Auditory

Auditory Visual

Kinesthetic

LEARNING OBJECTIVE: Identify vocabulary related to home appliances, recognize prices of home appliances and make a bugget for the corate or buy new home appliances for some depart ment of their houses.

Wrap up The students in group, present their buggets in front of the class and after give a copy to the teacher.

Evaluation the teacher check the buggets and make the correction that he/ she considers.

- Vocabulary - responsablity

- Vocabulary - Grammar - responsability of the group

S . S

T . S

Visual Kinesthetic e auditory

Visual Auditory

LESSON PLAN UNIT 3NAME: My Home DATE: TIME: GRADE: TOPIC: Meaning of home #4

TIMEESTIMATE


TEACHER EVALUATION




Warm up the teacher greets the students and talk about the home and the meaning in our lives and show a picture with a family.

Presentation The teacher introduce the topic: “meaning of home” and explain the importance of the family; and talk about the History of this institution.- and about it`s funtions!; socialization – protection, reproduction, …. and talk about some problems in the family-For example the violence, the inmigration of some members, the problems with ganters, drugs, sex, alcohol, …. and copy in the board or give a copy with a text relationed with the family and readit.

LEARNING OBJECTIVE: Recognize oral and written language related to behavior, family, values Encourage a sensitive behavior by using respect ful language in order to improve Relashionships a mong family members

LESSON PLAN UNIT 3NAME: My Home DATE: TIME: GRADE: TOPIC: Personality of relatives #3

TIMEESTIMATE


TEACHER EVALUATION




10-

10-

15-

Warm up: T show a picture about somebody and make a question to SS How is late she/he they like? - written in the boards.

Presentation. T. introduce the topic: Personality of Relatives - write the objective- Show vocabulary: out going shy easy going, talkative, stubborn, quiet, friendly serious.

* Asking about people’s personality How is your mother like? How is your brothers like?

T- S

T – S S- S

V – T

A

K – A – V

Answer oral question related to physical appearance and personality of relatives with accuracy.

Describe the physical appearance as well as personality of the family member with complete and correct sentence.

LEARNING OBJECTIVE: Recognize oral and written language related personality types and relatives through comparison, role play cloze jigsaw by students can

10

15

15

How is your sister like?How is your teacher like?How are you like? How am I like? First time teacher ask and second time the ss ask each other.

Practice. SS in group they are going to talk about classmate’s personality’s Example: Raúl is quiet paty is boring

Use. S make a circle. T give them a ball teacher play an any song the ss round the ball. Teacher stop the song who has the ball will have to create a sentences Examples: My mother is friendly my father is serious.

Wrap – up. SS make 4 groups T show them a picture and the SS will have to create sentences and the groups who write more if it is possible the teacher could give them a candy only at the winners.

Evaluation: T show a picture to ss as card and every body have to write a sentences they will have what pronounce loudly and at the some time write in their notebook. At the and ss interchange their notebook and the

S – S

S – S

S – S

T – S

S – S

T – A

T – K

A – K

V – A – K

Ask and answer question about family member’s appearance and personality.

teacher will write the possible corrects sentences in the board and the ss will put a grade.

LESSON PLAN UNIT 3NAME: MY HOME DATE: TIME: 90 minutes GRADE: 8º TOPIC: House and Furniture #1

TIMEESTIMATE


TEACHER EVALUATION




10

10

* Warm – up Tells a short story the place where I live is big and beautiful inside there are living room kitchen, dining room; table chair, lamp, mirror, bed, television, refrigerator, etc.T. make a question what am I talking about? * Presentation: T. Introduce the topic houses and furniture.The teacher introduce the vocabulary places in the house: living room, bedroom, kitchen, dininroom, bothroom garden, yard, garage, stairs, firsfloor second floor.Protection, confort, support, home safety

Diagnostic

Brainstorm

Simple questions

ProgressiveVocabulary

T – S

T – SS – T

A-

A

3.1 Identify places and furniture in the house 3.4 lists the diffents spaces and furniture in the house3.9 Identifies vocabulary for spaces in the house and furniture in written material.

LEARNING OBJECTIVE: Recognize oral and written language related to house and furniture by listening to Audio material and reading test in order to describe their own houses

20

5

20

Furniture: sofa, bed, refrigerator, coffee table, lamp, mirror, telephone, television set, clock, stove, microwave oven, table, chairs, curtains, closet, fan.Affer the teacher the students pronounce the vocabulary * PracticeThe teacher shows a pinture relationed with place of the house and furniture.Make group the students have to investigate the name of the things of the charts in their notebook

* UseThe students make a description a bout their house and make a picture about it and share their home works. * Wrap – up - divide the class in three groups and the teacher is going to tell vocabulary relationed about topic the group write more words will be the winners.

- Make a circle. Teacher show a piece of paper with a draws about places of housen the namen give the card after the ss repeat and pass the card to another ss.

SUMMATIVEMAKE A

SUMMARIZE

S – S

S – S

S – S

S – S

V – K

T – K

K –

K – T

* Evaluation: In groups the ss are going to comment about what is his/er favorite place of your house? And they are foin go to do a summarize in their; journal, too.

S – S – T K – A

LESSON PLAN UNIT 3NAME: MY HOME DATE: TIME: 45 GRADE: 8º TOPIC: PHYSICAL APPEARANCE OF RELATIVES#2

TIMEESTIMATE


TEACHER EVALUATION




5-

5-

5-

* Warm – up Show a picture could be autors or actresses and make the question: How is she the? To the ss.

PRESENTATIONTeachers introduce the topic: physical appearance of relatives.-Show a picture about my own family and make the following question: who is she? Who are they? That’s/she’s my wife, children.

-Write vocabulary to related with the family members. To do a review.

DIAGNOSTICSimple

Question

PROGRESSIVE.Grammar structure

Participation

T-S

T-S

T-S

A-K

A-K

3.6 Describes the physical appearance as well as personality of the family member with complete and correct sentences.

-ASK and answer question about family member’s appearance and personality.

LEARNING OBJECTIVE: Recognize oral and written language related to physical appearance by listening to audio material and reading texts in order to describe their o

5-

10-

10-

-Show vocabulary related to physical appearance; tall, short, thin, heavy, slim, good-looking, pretty, handsome, beautiful, ugly, gray/brown/black hair curly/wauy/straight hair, blu/green, brown eyes, brunette, clear, dark skin. T practices the pronunciation with the ss.

-PRACTICE.TO GIVE TO SS PICTURE about anybody it could be about autors/ singers/ actresses models and working in groups they are going to do: who is she/he? How is she/he? She/he is tall; beautiful, handsome, dark skin, blue eyes, curly and brown hair, etc.

USE.SS. sit down back with back in every shairs and T give to one student a short story related to physical appearance and who has the information read at his/her partner, he or she has to do a draw about the information got it. After they have to interchange positions, finally, they are going to do acampari son about their draws.

SUMMATIVERECONIZE

VOCABULARY TO RELATEDTO PHYSICAL APPEARANCE

T-S

S-S

S-

V-A

T-K

T-K

5- EVALUATION. T dictate some statement and ss have to write in their notebooks for example: My mother istall and beautiful. My children are white skin, etc.After then are going to interchange they notebook and the T write the corrects statement and every ss checks differents notebook and put a grade.

S-S

T-K-A

LESSON PLAN Unit four NAME: Let s Go shopping DATE: TIME: GRADE: 8 th TOPIC: Clothing and personal care Items. #1

TIMEESTIMATE


TEACHER EVALUATION




5`

15

* Warm – up The teacher greets the student and ask them who/whom went to shopping yesterday of last week, and where they buy their clothes.

Presentation The teacher introduce the topic: clothing and personal item- and organize the students in pair and they talk about their clothes, and what they need to brush his/her hair, his/her teacher, clean their shoes- in general they talk about they daily habbiths-

- The student make a list of their personal care items that they have. The teacher draw on the board a T- chart with this words

- Participation

- Order- Participation

- Participation - responsibility

T – S

S – S

S – S

Auditory

Kinesthetic

Auditory

4.1 success 3 fully recognizes vocabulary and key words related to clothing, personal care items.

4.4 Described what his/her partners are wearing with correct word order

4.12- Creatively illustrates and labels clothing

LEARNING OBJECTIVE: Recognize oral and written language related to clothes, personal care items produce spoken and written language related clothes, personal care items In order to fulfill basic communication needs.

5

10

10

Clothes personal care itemsand the student write below the clothes our personal care items according.

- The teacher reads the words and they pronounce them too.

Practice The students mentioned what is his/her part ne wearing

Use The teacher choose five student they come in front of the o the and ask for one or two volunteers to describe their partners clothes.

Wrap – up- The students choose one class mate and write in her/his notebook the name of clothes that he/his are wearing example: Mary is wearing a blue skirt and a write blouse, black shoes.

Evaluation: The teacher suggest the students bring for the next class pictures of clothes an personal care item, they con draw then or cut to the

Newspaper magazine or another source

- Grammar

- Participation

- Order of the ideas and participation - Vocabulary

- Vocabulary

- Participation

- responsibility

T – S

T – S

S – S

S – S

S – S

T – S

Visual – kinesthetic

Visual auditory

Auditory Visual

Kinesthetic

Auditory

KinestheticVisual

And personal care items.

and articles to scans vocabulary related to clothing an personal care item.

LESSON PLAN Unit four NAME: Let s Go shopping DATE: TIME: GRADE: 8 th TOPIC: Home appliances #2

TIMEESTIMATE


TEACHER EVALUATION




2`

10

* Warm – up The teacher greets students and show them some thing like a play recorder, telephone, a fan – and ask them if they know the name of these articles.

PresentationThe teacher introduce the topic: Home appliances showing them a mind map with four words examples: Kitchen – living room.- bed room dinning room they have to go to the board and write names of appliances that we need in each department of the house. After this they read the names with the teacher.

The participation

Grammar and The vocabulary and participation

T – S

T – S

Visual Auditory

Visual Kinesthetic

4.13 Correctly fill out question hair is about princes of home appliances and Identify the names home appliances in a house.

4.1 recognizes Vocabulary and key words related to home appliances.

LEARNING OBJECTIVE: Identify Vocabulary related to home appliances, picking out key words on home appliances recognizing prices of home appliances .

Practice : The student in pair try to do a mind map about their houses in their notebooks, and after that they inter change their notebooks with two students more, the idea is check after names of home appliances.

Use The students draw a department of their houses and draw 5 home appliances that they have. The teachers write on the board a list of home appliances and read with the students. Wrap up – The students write next to the names of appliances the possible prices of each one.

Evaluation The teacher check the list and suggest the students bring for the next class a magazine, news paper or a list o prices about home appliances for example some hardware store like a: freund, Goltree, vidri, etc. they have specific pages to announce their products.

Grammar responsability the participation

- responsabity it they are in volving in the task

Vocabulary

- Responsability

S – S

S – S

S – S

T – S

S – S

Visual Auditory

Kinesthetic

VisualAuditory

Visual Kinesthetic

Auditory

Auditory

Kinesthetic

LESSON PLAN UNIT 4NAME: LET `S GO SHOPPING DATE: TIME: GRADE: 8° TOPIC: Review of colors #3

TIMEESTIMATE


TEACHER EVALUATION




- Warm – upThe teacher greets the students and he/she talk about some clothes that students wearing for examples: - her white blouse is a beautiful, she is wearing a beautiful white blouse.- Your blue pant is new - You are wearing an expensive pairs of black shoes.

- Presentation- The teacher introduce the topic. Review of color The teacher make some question at the sts. For example what is she wearing? - or what is he wearing

Diagnostic -simple -sentences -simple Question

-Participation - Vocabulary

T S

T s

Visual

Auditory

- Acurately uses of what color is...Or were is or favorite color, clothing or items.

LEARNING OBJECTIVE: Recognize correctly asks, answers question about the colors of items

- then the sts. Stand up and say she is wearing.- I am wearing o red blouse and blue jeans.

-PracticeIn group of fourTalking about favorite colors the teacher ask what is your favorite colors --sts. Answers and write What is their favorite color in their notebooks

Use: The teacher give some pieces of paper with different colors, then the sts. Make a group for each color that they have .the sts have to printed the draws whit the correct colors.

- Progressive eliciting

- Vocabulary

Order

S . S

S . T

S. T

S s

T s

- Wrap up The sts describing the clothes and colors people are wearing.

Evaluation: The teacher review the task.

Vocabulary

Vocabulary Grammar

S. S

T . S

LESSON PLAN UNIT 4NAME: LET GO SHOPPING DATE: TIME: 90 minutes GRADE: 8° TOPIC: Groceries and Produce #5

TIMEESTIMATE


TEACHER EVALUATION




10-

3-

- Warm – upGreeting. Tell a short story.Yesterday, Maria went Grocery store. She bought: pounds of rice, beans, salt, sugar, orange juice, oil, lettuce, cabbage, apple, ham beed, cream. Ground beef.The teachers ask: who went at Grocery store? What she bought? Where did she go?

Presentation: Teacher introduce the topic and write the specific objective.Teacher write the vocabulary on the board and the repent after the teacher:

Diagnostic Questionary

Progressive Grammar How much/many

T. S

T. S

T. S

A K

A V

4.7

4.8

LEARNING OBJECTIVE: S S WBAT recognize information about Groceries and produce through listening and written to know of the importance of the foreigh language

5-

10-

8-

a box of, a bot le of, a head of, a crate of, a bowl of, a loaf of, a slice of a little, a few, a lot od, abag of, a pound of, tuna, rice, orange juice, lettuce, grape soup, bread, ham, salt, sugar, pineapple, watermelon, cream, oil, ground beef.

The students are going to make two circle one inside in other one.They are going to make the question what kind of food do you like to eat? Before the teacher have to model thy have to rotate.- Practice: T. model how we can to use how much and how many (none countable) Example: How much sugar do you need, how much rice do you need. How many tomatoes do you want? How many oranges do you want) etc. * Teacher ask his S he following question What kind of food do you don’t like to eat? A volunteer could give a possible answer the teacher write the answer in.

T. S

S. T

S. S

S. S

S. T

A

A

T A

A K

K T

LESSON PLAN UNIT 5NAME: Party time DATE: TIME: GRADE: 8° TOPIC: Invitations #1

TIMEESTIMATE


TEACHER EVALUATION




Warm – up- The teacher shows the students some invitation card: birthday’s card, graduation cards, baby shower card, mass card invitation wedding cards, baptism invitation etc. Presentation: - ask the students if someone was in a party the last weekend or in other date, and what’s his/her favorite event?And why is your favorite event? - write on the board the answers and make and statistic chart which is the most favorite even or party in his/her class.?

- attention

Participation Interest

T. S

T. S

T. S

VisualAuditory

Kinesthetic

Visual Auditory

5.1 Uses pre – listening strategies (prediction, building background knowledge before listening activities. 5.5Correttly asks and answer question about future plan.5.6 Makes invitations to different events With grammatical accuracy

LEARNING OBJECTIVE: Interpret oral and written language related to future plans, invitations in making invitation in order to establish a successful social relationship

- The students make a conclusion with the statistic chart.

- Practice: The student using the following expression: would you like to come to my: hirth day party this weekend? Or my wedding party, graduation party?... and write on their notebooks the answer that will be yes, I would.I’m sorry, but, I can’t. UseAfter this, the students design an invitation card and choose five students to inter change cards.

Warm up – the students show their cards in the classroom and explain the parts of a card example event to. Date Place From Greet Evaluation the teacher cheek the cards

Participation - Conclusion

Participation

- Courtesy

- responsability- neat

- the parts of the card (grammar)

Be - Creative - Order

S. S

S. S

S. S

S. T

Auditory

Kinestethic

Visual Kinestethic

Visual Auditory

5.15 correctly fills out questionnaires about future plans and invitations. 5.17 writes original invitation cards using the appropriate vocabulary and expressions.

LESSON PLAN UNIT 5NAME: Party time DATE: TIME: GRADE: 8° TOPIC: Expression of Agreement and Disagreement #3

TIMEESTIMATE


TEACHER EVALUATION




5

10

Warm – up: T talks about to three favorite parties but talk about why he doesn’t like someparties special.

PRESENTATIONT introduce the topic: Expression of agreement and disagreement using a webbing map.

-After that he writes some adverbs of time in a dialogue underlining the adverbs and expression of agreement and disagreement.

DIAGNOSTIC-Attentions

Participations

T-S

T-S

T-S

T-S

Visual

VisualKinesthethic

VisualAuditory

Visual

5-9 Accurately expresses agreement,

5-3 Picksout key words related to future plans, adverbs of time and expression of agreement or disagreement from recorded material and authentic oral input.

LEARNING OBJECTIVE: Interpret oral and written language related to expression of agreement and disagreement in order to fulfill basic communication needs and generate spoken and written sentences-level language by expressing agreement in order to establish a succeful social relationhip.

5

10

-Read the dialogue with the students.

PRACTICE.The SS in pairs practice the dialogue.

USE.In groups of 4. The SS make a dialogue using adverbs of time and expression of agreement and disagreement.

WRAP-UP.The SS read their dialogues in from of the classroom.

EVALUATION.SS give a copy of their dialogues to the teacher because he is going to check the structures applied.

PROGRESSIVE

ResponsibilityParticipation

CreativeOrderVocabularyStructureResponsibility

S. S

S. S

S. S

S. T

Kinesthetic

-Auditory

Kinesthetic

-Auditoryvisual

LESSON PLAN UNIT 5NAME: Party time DATE: TIME: GRADE: 8° TOPIC: Request #2

TIMEESTIMATE


TEACHER EVALUATION




Warm – up- The teacher greet the students and talk about the invitation cards that they designed, mentioning the creativity how a condition when you design.Presentation: The teacher introduce the idea of future plans, and promote the cooperative work in planning celebrations among peers. And introduce the structure bets going to express future - The student practice the structure I am going to have a party applying the names of party studied in the last class and write five sentences.

- attention

Participation

T. S

S. T

VisualAuditory

Visual Auditory

Kinesthetic

5. 8 Courteously makes requests to peers.

5.12 success fully recognizes vocabulary for future plans, invitations and requests in texts

5.16 Writes original conversations about invitations and requests with

LEARNING OBJECTIVE: Interpret oral and written language related to future plans, invitation, request expression in order to fasfill basic communication needs. Value the importance of planning social, cultural or academic activities in advance

Practice:- The teacher write a dialogue on the board about invitation and request.

VisualAuditory

Correct spelling and syntax.

Invitation and request example would you like to come to my graduation party this weekend? - I ‘d love to, but, I can’t or I’m sorry, I can’t Example the Dialogue.- Hi, Luis, - Hi, Ana - What an you going to do on weekend? - I’m going to visit my family.- Oh, I want to invite you to my birthday party. - Oh, I’d like, but I understand - Ok see you later - see you later - The student read the dialogue and work in pair and practice the dialogue.

USE: In pair make a similar dialogue with an special party and after read in pair too.

Warm up The students read the dialogue in front of the class one time

Evaluation: The teacher liken the dialogue and write one or two dialogues out the board and read with them again.

Participation responsability

- Order - Participation

Grammar structure - Vocabulary

- Grammar- vocabulary Be creative

S – S

S – S

S – S

T – S

Auditory Visual

Kinestethic

Auditory Kinestethic

Kinestethic

Visual Auditory

LESSON PLAN UNIT 6NAME: HEALTY HABITS DATE: TIME: GRADE: 8° TOPIC: Food pyramid #1

TIMEESTIMATE


TEACHER EVALUATION




Warm – up: Greeting the T. ask to the students: what did you eat in the morning? Or what did you eat yesterday?Presentation: 1) The T. write the topic on the write board after that draw a pyramid food and write the vocabulary example: lamb, lettuce, beef, peas, bananas, chocolate, yogurt, pasta, crackers, grapes, pie, carrots, chicken, fish, cheese, cereal, milk etc. 3- After that students pronounce them 4- Get in group of four and classifying the food by categories and write the names in the food pyramid. Ask to the students bring some food for

Diagnostic Simple WritingEliciting

ProgressiveSimple past Using did vocabulary

T. S

T. S

S – S

T – S

A

V K

A K V

T K

6:1- Successfully identifies vocabulary related to hea/thy food,good eating habits ,exercising, and the practice of sports.in oral input from teachers and peers

6:6- correctly cuantifies food and other items by using too, many and too much.

LEARNING OBJECTIVE:

Example:Fish, chicken, carrots, lettuce, milk, grapes, orange, bananas, etc. - The teacher ask to the first student “what did you eat yesterday? After students answer the question he/she ask to the next student the some question.- the teacher say to the students get in group of five and draw differents kind of food in the food pyramid. UseMake a food store in the classroom with the things the T. asked about food. I make 2 group: first groups have to buy another group are going to buy. Using How much does fish east? How much does apple east?

Wrap – up: Ask what kind of food do you like dis like? Make a summarize in their notebooks.

Evaluation:T. write on the whiteboard: lamb, lettuce, beef, peas, bananas, chocolate, yogurt, pasta, crackers, grapes, pie, carrot, chicken, fish, cheese, cereal, milk, and the draw the food pyramid and classify the kind of food.

Summative

Students are going to recognize different kind of food

T – S

S – S

S – S

T – S

Auditory

T A

K A

K A

V T A

6-14 classifies food in the differents categories with correct spelling

6-15 draws and labels kinds of food in the food pyramid with creativity.

LESSON PLAN UNIT 4NAME: Let’s Go Shopping DATE: TIME: GRADE: 8° TOPIC: Prices up to $1,000 #4

TIMEESTIMATE


TEACHER EVALUATION




Warm – up: Greeting: show a piece of paper with a number: 100, 120, 1,000, 870, etc. The teacher ask anybody what number is it? Presentation: Teacher introduce the topic of the lesson price up $1,000 and the objective To read and write quantities up 1000 in group: 3,450, 4,809, 5,900… The teacher divide the class in two groups, He is going to tell them a quantity, the students have to write in the board, the group write more quantities, will be the winner.

4.2.recognize prices up to $1000.00from peers and teachers in oral input and recorded materials.4.3 clearly discriminated and reproduce the phoneme /0/ in numbers three, thirteen ,thirty,and thousand.

4.15 writes simple recipes

LEARNING OBJECTIVE: Student BWAT to recognize prices up $1,000

Practice: Teacher model asking price a bout some thing showing pictures with, the question haw much does a car cost?, (House, truck, and other things The teacher show a recipe and suggest them to do one with prices in each product.

Stick pictures in the wall, Make five group, the commenting about price and ask their partner about price.

Use: teacher is going to give them a piece of paper with quantities and they read in group

Evaluation: the teacher is going to dictate the following quantities 10,000, 15,300, 5,000, 18,000, 11,320

The students interchange their notebooks in the teacher watch if they are checking the notebook.

T – S

S – S

S – S

T – S

S – S

A K

T K V

K A

A K

Recipes with the correct spelling and appropriate usage of quantifiers

LESSON PLAN UNIT 6NAME: Healthy habits DATE: TIME: GRADE: 8° TOPIC: Eating Habits #2

TIMEESTIMATE


TEACHER EVALUATION




5’

10’

Warm – up: What do you eat for break fast, lunch dinner? And write on the board the responses. Presentation: T. introduce the topic! “EATING HABITS” remembering the food PYRAMID.

- T. describes eating habits and after that the SS ask their partners what did they eat yesterday? Use in different meal.

Diagnostic Participation

- vocabulary

Participation - vocabulary

T. S

T. S

S – S

Auditory Visual

Visual Auditory

Kinestethic

6.1 successfully identifies vocabulary related to good eating habits in oral input from teacher and peers.

6.5 Describe personal eating habits with appropriate vocabulary and correct use of the personal tense

LEARNING OBJECTIVE: Recognize oral and written language related to healthy eating habits in order to communicate with peers and other and produce spoken in written language by using the acquired vocabulary and structure in order to communicate ideas related to healthy habits within a present past time frame

10’

10’

5’

5’

Practice: SS write a list with the expression: Don’t eat too much candy - Brush your teeth before/after eating.- Take a shower before breakfast - Drink more juice and less soda- Eat more vegetable and less meat- Less junk food - After the SS comment the reason why they can eat more vegetable, than meat, drink water and juice more than soda and why they don’t to eat junk food.

Use: in group of four after give a topic about obesity and they have to scan and skinn the main ideas in the topic (according to the obesity)

- Wrap – up: Each groups write on the board one idea about the paragraph

Evaluation: They are going to write in their journal: “the no consumptions of drags for good mental and physical health” – they have to finish in their houses.

- Responsability

Participation

- Participation responsibility neat

- vocabulary

- ideas neat vocabulary creative

T – S

S – S

S – S

S – S

S – T

AuditoryVisual

Kinestethic

- visual

Kinestethic

Auditory

6.2.5 scan and skim in a paragraph about eating habits, and good or bad meal and drink, obesity etc.

LESSON PLAN UNIT 6NAME: Healthy habits DATE: TIME: GRADE: 8° TOPIC: Exercising and sports #3

TIMEESTIMATE


TEACHER EVALUATION




5’

10’

Warm – up: T greet the ss and talk about and specific football player. Example: Beckam, Ronaldo, Cheyo, Fidel Mondragon. And show some pictures about them.

Presentation: T. introduce the topic “Exercising and sports” asking the ss what sports do they practice, or if they do exercise in what time, etc. - T write a list of adjective and sports and they copy the list. (vocabulary)

Diagnostic Attention

- Participation

Progressive

T. S

T. S

T. S

Visual Auditory

Visual Kinestethic Auditory

6.5 Describes personal eating and exercising habits with appropiete vocabulary in correct use of the present tense and past tense.

6.16 correctly labels differents sports and fitness activities

LEARNING OBJECTIVE: Value and diffuse the importance of healthy habits physical, exercise in sports to achieve personal wellbeing and review of simple present tense and past tense in all forms.

10’

5’

5’

5’

Practice: T. give SS some pages of news papers and they select picture news relationed with exercise and sport and eating habits to be healthy in group of it they try to do a collage.

Use: SS write sentences according their collage. Example: Ronaldo, is a healthy football player And walk around the classroom looking and talking about the collage.

- Wrap – up: In group of 4 they write a paragraph about Healthy habits, sports exercise using expression in present and past tense. Example: Eva Maria Dimas is a weight lifter, she does exercise everyday, last year she didn’t win the championship for healthy problems. She doesn’t eat candies, because they have too much sugar.

Evaluation:

Participation be Creative

- Vocabulary Grammar Structure

SummativeThe students elaborate a paragraph according the topic.Grammar structure vocabulary participation

- responsibility

S – S

S – S

S – S

Kinestethic Visual

- visualAuditory

Auditory

Auditory

6.11 Successfully recognizes vocabulary related to sports, fitness activities in different written texts.

T. give a paragraph and they have to scan and skim the main ideas, and write them on the boards or in stripes of papers and put on the wall in the next class.

- Presentation of the ideas - Grammar structure

S – S Visual Kinestethic

LESSON PLAN UNIT 6NAME: healthy habits DATE: TIME: GRADE: 8° TOPIC: EXERCISING AND SPORTS.#3

TIMEESTIMATE


TEACHER EVALUATION




5’

10’

Warm – up: T greet the ss and talk about and specific football player. Example: Beckam, Ronaldo, Cheyo, Fidel Mondragon. And show some pictures about them.

Presentation: T. introduce the topic “Exercising and sports” asking the ss what sports do they practice, or if they do exercise in what time, etc. - T write a list of adjective and sports and they copy the list. (vocabulary)

Diagnostic Attention

- Participation

Progressive

T. S

T. S

T. S

Visual Auditory

Visual Kinestethic Auditory

6.5 Describes personal eating and exercising habits with appropiete vocabulary in correct use of the present tense and past tense.

6.16 correctly labels differents sports and fitness activities

LEARNING OBJECTIVE: Recognize oral and written language related to exercising and sports, as well as use of imperatives in the context of daily life activities in order to communicatewith peers and others.

Unit 5

02 lesson planning eighth grade...................doc

Documents