Lesson Plan 1

Date: April 8th Time: 3 hours Level: 7° grade

Skill: listening Comprehension

Expected Outcomes: Students can extract determinate information from

an audio track.
Resources: 7° Travelers CD, book, whiteboard.

Time Comments
05 greeting, instructions for lesson
mins
Silent reading for better Spanish reading
10 comprehension project.
mins

Introduction To review diagnosis test, taken last class, check

its items one by one and resolve doubts and
20 questions.
Core of the mins
class

Pre-stage Pre-listening activities:

1. Students figure out the meaning of ciber pal
30 v/s ciber friend. I explain the difference between
mins American and British English comparing the
different words for avocado in Latin America.
2. Students deduce Kelly and Matt’s nationality.
3. Students match the verbs land, meet, take and
ring with the pictures of 3 friends, an airplane, a
telephone and a bus.
4. Students deduce the meaning of the words
around, arrive, early, leave and today from the
While-stage Pictionary and classify them in time, actions and
location.

30 Listening activities:
mins Students listen to a telephone conversation
between Kelly and Ignacio and:
1. Choose the alternative that says who are
speaking on the phone and where Kelly is calling
from.
2. Order with numbers the places named in the
audio,
3. Circle the time when the plane landed, where
the children are staying, when they are leaving
for Antofagasta on and what they will travel by.
4. Number the events as they happened.

Post-stage 10 To take attendance

mins
(15 minutes break)

Post-Listening activities:
30 Assessment of the Listening answers on the
mins board, discussion about the answers and students
give their opinion about it to get an agreement
Lesson Plan 2
Date: April 15th Time: 3 hours Level: 7° grade

Skill: writing, listening Comprehension

Expected Outcomes: Students learn the meaning and function of present

simple and understand the information in an audio track.
Resources: 7° Travelers CD, book, whiteboard.

Time Comments
Introduction 05 greeting, instructions for lesson
mins
Core of the Silent reading for better Spanish reading
class 10 comprehension project.
mins
Pre-stage To review last lesson contents and learning.
10
mins
While-stage Students open their book on page 16 and volunteers
read the Language Focus: the present continuous.
20 I lecture about the use of present continuous and
mins explain its meaning doing a comparison with Spanish
and its similar use and structure.
I recall verb to be and write it down on the board so
that the students write it down to study later.
Doubts and questions are answers.

While-stage 1. Students complete general rule in the Language

Focus: we use to be (am, is, are) + the verb + -ing.
2. I give some examples aloud and written on the
40 board, then the student will create sentences about
mins themselves using the pattern given (5-6).
3. Students complete activity 11 on pag 16. About
Kelly and Matt.
4. They look for more vocabulary about places in the
Word Search Building: cinema, museum, bookshop
and library.
5. Instructions are given to do a workshop: work of
three, write in a separate peace of paper 6 sentences
using the present perfect in English and Spanish, so
that they realize the transferences of these structures
in both languages. They will work on it during the next
hour; it will be a summative evaluated.

To take attendance

Post-stage 10 (15 minutes break)

mins
Students will work on their workshop, asking questions
and looking for words meaning, more vocabulary
Closing needed will be written on the board for everyone. I will
40 evaluate with score.
mins
Workshops will be delivered to be assessed
summative.

5 mins
Lesson Plan 3
Date: April 22nd Time: 3 hours Level: 7° grade

Skill: listening, writing.

Expected Outcomes: students listen comprehensively and develop cultural

aspects, learn the meaning of cognate and false cognate.
Resources: 7° travelers CD and book, whiteboard.

Time Comments
Introduction 05 greeting, instructions for lesson
mins
Silent reading for better Spanish reading
Core of the 10 comprehension project.
class mins
Review of last lesson, vocabulary, verbs, present
Pre-stage continuous, etc. with examples on the board.
15
mins Students read page 16: 13 b dialog aloud.
While-stage Understand its meaning.
Students will listen to the same dialog in audio
50 and will repeat it line by line, practicing sounds
mins and intonation.
Then I will explain activity 13 a, where they have
to identify what expression is used to begin
conversation, ask for somebody, take a message
and end a conversation.
Summative score.

Before Reading: students look at the US map on

page 18, and answer who is in it and where is her
family living.
A brainstorm will be developed about the US, its
cities, states, weather, languages, races, etc.
Students scan the e-mail text on page 19 to find
words that seam like Spanish. I will explain the
meaning of cognates and the difference from
false cognates and give examples.
Then, they will identify from the words they
have already selected which are cognates.

10 To take attendance
Post-stage mins
(15 minutes break)

Students read the text. I will help them with

25 vocabulary. I will read it again and students will
mins explain what the text is about.
Closing Students will answer activity 6 for reading
comprehension.

A little conversation about what they know of

20 other countries or cultures, I will tell them about
mins my experiences.
Lesson Plan 4
Date: April 29th Time: 3 hours Level: 7° grade

Skill: writing and speaking

Expected Outcomes: students learn the meaning and use of can/can’t

Resources: 7° Travelers book, whiteboard.

Time Comments

Introduction 05 greeting, instructions for lesson

mins
Silent reading for better Spanish reading
Core of the 10 comprehension project.
class mins
Recall last lesson, read 19 page text again and pay
Pre-stage attention to the word can.
15
mins
While-stage Students will figure out the meaning of can.
They will complete activity 7 on page 20: name the
30 city, the places you can visit, food you can eat and
mins activities you can do. Summative evaluation.
Students will complete the Language Focus with can
and can’t/cannot.
I will lecture about the meaning and use of can/can’t
(cannot) and answer questions about it.
Students will complete sentences of activity 8, page
20 20. Formative evaluation on the board.
mins
To take attendance

(15 minutes break)

Post-stage 10 students will develop activity 12 page 21: they will

mins match the verbs of column A, objects of column B and
places of column C in order to form 6 sentences such as
the example:
Where can I borrow a book? You can borrow a book at
Closing 30 the library.
mins
I will give the instructions for the homework activity: to
complete the chat on page 20, 9 with two more
classmates writing what they can or can’t do with
Summative evaluation.
15
mins
 Lesson Plan 5

Date: May 6th Time: 3 hours Level: 7° grade

Skill: writing and reading

Expected Outcomes: reinforcement of lessons 1, 2 and 3 for next week test.

Resources: Handout, 7° Travelers book, whiteboard.

Time Comments

Introduction 05 greeting, instructions for lesson

mins
Silent reading for better Spanish reading
Core of the 10 comprehension project.
class mins

Pre-stage Check homework with summative score. Write good

15 examples on the board, discuss the answers.
mins
I will give the contents and objects for the text due to
May 13th: pages 10 to 21, likes and dislikes: like, love,
10 hate, enjoy and don’t like, activities vocabulary, verb to
mins be, present continuous and can/ can´t.
While-stage
A handout will be given to the students with 5 items,
including all the contents of lessons 1, 2 and 3, so that
40 they will develop, recalling previous lessons and
mins reinforcing what they have already learned.
I will be solving doubts and answering questions
individually and to the class.

To take attendance

Post-stage 10 (15 minutes break)

mins
I will lecture again likes and dislikes, present continuous
Closing and can/can’t. They will ask more questions so I can
solve them.
25
mins The next 20 minutes will be free for them to study fot
their following science test.

20
mins
Lesson Plan 6
Date: May 13th Time: 3 hours Level: 7° grade

Skill: writing and use of English

Expected Outcomes: Evaluation of lessons 1, 2 and 3. Contents: Activities, likes

and dislikes, can/ can’t.
Students learn about future going to

Resources: Test.
7° Travelers book, whiteboard.
Time Comments

Introduction 05 Greeting, instructions for lesson.

mins
Silent reading for better Spanish reading comprehension
Core of the 10 project.
class mins

Pre-stage Review of lessons 1, 2 and 3 contents, sum up of

15 contents on board, solving doubts and questions.
mins
While-stage Students will develop test in 50 minutes in 6 items:
1 Reading comprehension of likes and dislikes: like, love,
50 hate, enjoy and don’t like.
mins Complete the chart: activities vocabulary, can/ can’t.
Complete sentences, use of English in context: can/
can’t.
Writing, use of English: verb – object – place.
Writing, use of English, likes and dislikes: personal
preferences, verbs and vocabulary.
Vocabulary: draw the activities.

Those that finish first will be able to draw or read in

quietly.

To take attendance

To collect the tests, I will give the students the correct

10 answers and discuss.
mins
(15 minutes break)
While-stage
2 I will lecture about the meaning and grammar rule of
future going to: to be + gong + to.
20 Students complete grammar focus on page 23 and
mins general rule.
Students will complete sentences that I will write on the
Post-stage board.

Formative evaluation one by one.

15
Closing mins

Ask for materials for next lesson: 1 block sheet, pictures,

scissors and glue.
10
 Lesson Plan 7

Date: May 27th Time: 3 hours Level: 7° grade

Skill: writing, use of English and artistic expression.

Expected Outcomes: Students will express in a comic sentences using future going
to. Summative evaluation.

Resources: 1 block sheet, crayons, pictures, scissors and glue and whiteboard.

Time Comments

Introduction 05 Greeting, instructions for lesson.

mins
Silent reading for better Spanish reading comprehension
Core of the 10 project.
class mins

Pre-stage Review of previous lesson and future going to sentences.

15 I will explain instructions to do workshop:
mins
While-stage Individually each student will write a dialog that express
a simple story about a conversation of 2 or more people
50 talking about their activities in the future, using going to.
mins In a block sheet draw a comic story using crayons,
pictures, scissors and glue.
The dialog will be evaluated formally one by one before
they write it down.

To take attendance

(15 minutes break)

10
Post-stage mins I will explain again the writing of future going to: to be +
gong + to and will give some examples on the board.

Formative evaluation one by one. Students improve their

10 work.
Closing mins
To collect workshops for summative evaluation.

20
mins

10
mins
Lesson Plan 8
Date: June 3rd Time: 3 hours Level: 7° grade

Skill: writing, listening and use of English

Expected Outcomes: Students will understand the meaning and use of past simple.

Resources: travelers 7 book and CD

Time Comments

Introduction 05 Greeting, instructions for lesson.

mins
Silent reading for better Spanish reading comprehension
Core of the 10 project.
class mins

Pre-stage Review of previous lesson and the verb tenses we have

20 seen, I will explain them that in this unit we will learn the
mins simple past.

Pre listening activities: We will watch the images on

page 36 and talk about them, guessing what places are
and their names will read Kelly’s questions and answer
them.
Students will develop activity 2: relate the images with
certain concepts in the box, they will also figure out the
While-stage meaning of the words in the Pictionary.

20 Listening: students will listen to the CD and discus what

mins is it about, who are talking and where are they. I will play
the CD 4 time so that they can answer activities 5, 6 and
7. I will help them understand the audio but not give them
the answers immediately.
Post-stage
Answers will be asses aloud and asked for more
information.
Closing 10
mins Students will complete activity 8 with countries, cities,
means of transport and tourist attractions

20 I will ask students in what time these activities took

mins place and will read and exaggerate the sound in the past
tense verbs so that they can notice the difference
between present and past in terms of pronunciation.

Students will listen and repeat several times the verbs in

activity 9 page 37 and write down the sound in their
notebooks to practice at home.

To take attendance
Introduction 10
mins (15 minutes break)
Core of the
class
I will ask the students what is going to happen next June
Pre-stage 11th and the workshop that they are going to do because
 Lesson Plan 9

Date: June 10th Time: 3 hours Level: 7° grade

Skill: writing and use of English

Expected Outcomes: Students will reinforce the use of past simple.

Students will get feedback for their workshops about world cup.

Resources: travelers 7 book and notebooks.

Time Comments

Introduction 05 Greeting, instructions for lesson.

mins
Silent reading for better Spanish reading comprehension
Core of the 10 project.
class mins

Pre-stage Review of previous lesson and the simple past.

10
While-stage mins I will learn and explain activities so than students can
complete the grammar focus on page 38.
20 Students will develop activities 10, 11 and 12 on page
mins 38
Post-stage
Evaluation with score

10 To take attendance
mins
(15 minutes break)

While stage
2 Students will be give feedback for their world cup
workshops, one by one or by groups they will show me
how much they have done so I can give them tips and
60 advices for them to improve their workshop, I will also
mins help them with pronunciation and accuracy about their
topic.
Closing

I will give so feedback in general for the class based on

all I will see and hear previously.
20
mins
 Lesson Plan 10

Date: June 17th Time: 3 hours Level: 7° grade

Skill: speaking, listening and use of English

Expected Outcomes: Students will present their workshops about world cup. They
will also complete a world cup map.

Resources: world cup ppt presentations, world cup map handout.

Time Comments

Introduction 05 Greeting, instructions for lesson.

mins
Silent reading for better Spanish reading comprehension
Core of the 10 project.
class mins

Pre-stage Before starting the presentation I will give them an

10 example on how to present by myself
mins
While-stage I will first call students volunteers, each workshop will
have about 10 minutes to present.
60
mins To take attendance

(15 minutes break)

After the break students will continue previous activity

until the end of the class

45
Post-stage mins Congratulations to best works
Evaluate presentations and handouts summative.

Closing
5 mins
 Lesson Plan 11

Date: June 24th Time: 3 hours Level: 7° grade

Skill: speaking, listening and use of English

Expected Outcomes: Students will present their workshops about world cup. They
will also complete a world cup map.

Resources: world cup ppt presentations, world cup map.

Time Comments

Introduction 05 Greeting, instructions for lesson.

mins
Silent reading for better Spanish reading comprehension
Core of the 10 project.
class mins

Pre-stage Before starting the presentation I will give some

15 feedback from the previous workshop so that they can
While-stage mins improve their presentations.

50 I will first call students volunteers, each workshop will

mins have about 10 minutes to present
Post-stage
To take attendance

10 (15 minutes break)

mins
While stage
2 Right away after the brake students will keep on
presenting their workshops.

30
Closing mins Marks will be given aloud and congratulations to the best
works and cheers for those that still made their best.

15
mins
 Lesson Plan 12

Date: July 1st Time: 3 hours Level: 7° grade

Skill: writing, grammar focus

Expected Outcomes: students will understand difference between regular and

irregular English past tense verbs

Resources: whiteboard, travelers 7ª.

Time Comments

Introduction 05 Greeting, instructions for lesson.

mins
Silent reading for better Spanish reading comprehension
Core of the 10 project.
class mins

Pre-stage Recall of lesson before world cup presentations,

15 remember verb tenses seen during the semester.
mins
While-stage I will explain the grammar focus on page 38, explain the
difference between regular and irregular past tense verbs
20 and will ask the students for some examples they already
mins know so that they can realize which verbs are regular and
which are irregular.

Students will listen and repeat some verbs in present

and past so than they can notice the difference of sound
20 between past and present and between regular and
mins irregulars. Explain with phonemes on the board.
Post-stage

Students will complete grammar focus and activity 10 on

page 38.
20
mins Evaluation with score.

To take attendance

Closing (15 minutes break)

During the 3rd hour I will count the scores of every

student’s notebook to turn it into the final grade.
45
mins