Lesson Plan Scribd2

Lesson Plan 1
Date: March 29th Time: 2 hours Level: 1° level
Skill: Writing, use of English
Expected Outcomes: Students understand the meaning and use of Wh-

questions
Resources: New Interchange 1A book, whiteboard.
Time Comments
Introduction greeting, instructions for lesson
10 To review diagnosis test, taken last class, check

Core of the mins its items one by one and resolve doubts and
class questions.
Pre-stage 20 I will lecture Wh- questions: who, where, when,

mins what and how.
I will lecture the verb to be in present.
While-stage Students will write down and complete sentences

30 using wh-questions and verb to be.
mins
They will complete activity A on page 6.
Post-stage Formative Assessment on the board.
Closing 20 I will ask whether they understood solving doubts.

mins Talk about what these sentences work for.
10 To take attendance
mins
Lesson Plan 2
Date: March 31st Time: 2 hours Level: 1° level
Skill: Writing, use of English
Expected Outcomes: Students learn how to use short answers for verb to
be.
Time Comments
Introduction
greeting, instructions for lesson
Core of the
class
20 To recall wh-question, remember what each
Pre-stage mins work is used to ask for (where: time, when: place,
etc.)
Review verb to be, pronouns and conjugation of
it.
While-stage 20
mins Students will complete and create sentences
with wh-question about themselves. Evaluation
with score
I will lecture about verb to be short answers

30 (yes, I am; No, I’m not) and write some examples
mins o the board, then read and explain grammar
focus on page 6.
Post-stage Students will read dialogs 4 and 7 to answer
activity B page 6. Evaluation with score on the
Closing 10 board
mins
Students will answer question about themselves
10 orally.
mins
To take attendance
Lesson Plan 3
Date: April 5th Time: 2 hours Level: 1° level
Skill: Reading comprehension and Writing.
Expected Outcomes: Students talk about meeting and greeting customs in

Chile and other cultures.
Time Comments
Introduction
Core of the
class
20 To recall last lesson, what did they do and learn?
Pre-stage mins Pre-reading activities: brainstorm about meeting
and greeting customs in Chile and other cultures,
what they know, what they think people do in
other cultures.
While-stage
30 Guided reading (first I read, then one student
mins read the same part and all together figure out the
meaning of the sentence) of page 7 text by
countries, talking about impressions and giving
opinions.
Post-stage
30 Students will develop activity A on the same
mins page: reading comprehension, they will tick the
correct boxes. Evaluation with score.
Closing
Students will answer the reading questions
10 about orally.
mins
To take attendance
Lesson Plan 4
Skill: Reading, Writing and use of English.
Expected Outcomes: Students reinforce contents learned till now: wh-

questions, vocabulary, verb to be and contraction.
Resources: New Interchange 1A book, handout based on Murphy grammar
book and whiteboard.
Time Comments
Introduction
Core of the
class
20 Recall last lesson, check the contents learned till
Pre-stage mins now: wh-questions, vocabulary, verb to be and its
contractions.
I will show some sentences to assess what they
have learned and what is still weak to reinforce.
While-stage 50 I will deliver a handout with sentences taken

mins from Murphy grammar book on the board to each
student, though they can work in groups, 21
sentences divided into 3 items to complete and
match. Evaluation with score.
Meanwhile I will be evaluating formally their

Post-stage mistakes.
10
mins Right answers will be written on the board.
Closing
10 talk about how much or less important English

mins can be in their lives as housewives, future college
students or workers
To take attendance
Lesson Plan 5
Expected Outcomes: students reinforce knowledge about verb to and

contractions, vocabulary.
Resources: New Interchange 1A book and whiteboard.
Time Comments
Introduction
Core of the
class
10 This week we will reinforce unit 1 contents
Pre-stage mins because these are the foundations for the
following units.
While-stage 40 Recall last lessons and its contents, including

mins cultural aspects. Several exercises will be
performed in order to exercise verb to be and its
contraction as short answers in sentences and
dialogs context.
Vocabulary will be explained and written on
board.
Post-stage Doubts will be solved throughout the lesson.
30
mins Students will create their own sentences,
Closing formative evaluation.
10 Formative evaluation of activities

mins
To take attendance
Lesson Plan 6
Expected Outcomes: students reinforce knowledge about wh-questions,

verb to be, vocabulary.
Resources: New Interchange 1A book, handout based on Murphy grammar
Time Comments
Introduction
Core of the
class
20 Recall last lesson, I will explain wh-questions
Pre-stage mins and its contractions again.
Exercises will be written and developed in order

While-stage 50 to exercise wh-questions, verb to be and its
mins contractions in sentences and dialogs context.
Vocabulary will be explained and written on

board.
Doubts will be solved throughout the lesson.
Post-stage Students will create their own sentences,

10 formative evaluation.
mins
Closing Formative evaluation of activities
mins
Lesson Plan 7
Skill: Writing and use of English.
Expected Outcomes: students reinforce knowledge about wh-questions,

verb to be, vocabulary.
Resources: New Interchange 1A book, Murphy grammar book and
whiteboard.
Time Comments
Introduction
Core of the
class
20 Recall last lesson, I will explain verb to be and
Pre-stage mins its contractions again.
Students will develop verb to be its contractions

While-stage 50 in sentences and dialogs context.
mins Students will develop activities 2.3 and 2.4 of
Murphy.
Post-stage Vocabulary will be explained and written on

10 board.
mins Doubts will be solved throughout the lesson.
Formative evaluation of activities
Closing
Co-evaluation of activities.
10
mins To take attendance
Lesson Plan 8
Expected Outcomes: students reinforce unit 1 contents in order to prepare

for next test.
whiteboard.
Time Comments
Introduction
Core of the
class
20 Recall last lesson, assess last exercises.
Pre-stage mins
Students will complete written sentences on the
While-stage 40 board with am, is and are. Co-evaluation.
mins
Students will create their own sentences,
formative evaluation. Evaluation with score.
The reading questions about orally.

Post-stage
20 I will solve doubts regarding verb to be.
Closing mins
To take attendance
10
mins
Lesson Plan 8
Date: May 3rd Time: 2 hours Level: 1° level
Expected Outcomes: Students will be evaluated about their knowledge on

Unit 1
Resources: Test, board
Time Comments
Introduction
Core of the
class
20 Time will be given to answer question and solve
Pre-stage mins doubts about the test contents.
I will write the test and explain how to answer
each item, the methodology for evaluation and
the minimum score to achieve a passing mark.
students will develop the test in 60 minutes

While-stage 50
mins Those that finish early will be allowed to leave
the classroom till the time is up.
After 50 minutes tests will be collected to be

Post-stage assessed, then I will read it aloud giving the right
10 answers.
mins
Closing We will talk about how easy or difficult the test
was so I can know which areas are strong or
10 weak.
mins
To take attendance
Lesson Plan 10
Date: May 5th Time: 2 hours Level: 1° level
Skill: Reading, Speaking.
Expected Outcomes: students talk about jobs, professions and

occupations.
Time Comments
Introduction
Core of the
class
20 Conversation about last unit contents, test
Pre-stage mins evaluation, stronger and weaker areas to
improve.
While-stage 20 To start unit 2 “How do you spent your day?”

mins we’ll talk about what they are about to learn: jobs
vocabulary and present simple.
Students read page 8 chart, talk about

15 impressions and comments and answer
mins questions: which country would you like to work
in? Why? And, where would you like to be a
student? Why?
Post-stage
Students complete the word map with jobs from
20 the list, divided in professions, management
mins positions, service occupations and office work,
Closing pair work. Evaluation with score.
Brainstorm about types of jobs, good, bad,

15 working and studying hours.
mins
To take attendance
Lesson Plan 11
Skill: Reading, Writing.
Expected Outcomes: students will understand meaning and use of present

simple.
Time Comments
Introduction
Core of the
class
20 Recall last lesson, jobs vocabulary.
Pre-stage mins Reading of activity 3, page 9. Look the images
and discus what the workers do and where, give
impressions.
While-stage 30
mins Students will develop activity: to match a job
from column A, a workplace from column B and
an activity (verb) from column C, the, describe
each character in 3 sentences: “she’s a
salesperson. She works in a department store.
She sells clothes.
Post-stage
20 Due to the –s in the verbs, I will explain
mins orthography for 3rd single person, general rule
Closing and –oes, -ches, -shes exceptions.
20 Students will create sentences about

mins themselves, evaluation with score.
To solve doubts about present simple.
To take attendance
Lesson Plan 12
Expected Outcomes: students reinforce vocabulary and present simple

affirmative.
Resources: New Interchange 1A book, hand out based on Murphy grammar
Time Comments
Introduction
Core of the
class
20 To recall last lesson, solve doubts.
Pre-stage mins
To explain again about the orthography rules for
While-stage 40 writing 3rd single person and –oes, -ches, -shes
mins exceptions. Give some examples in sentences.
Students will complete sentences with present

simple (10). Formative evaluation
Students match sentences from columns A and

B to create sentences. Evaluation with score.
Students will read aloud the sentences and pay

Post-stage special attention to the pronunciation of verbs.
20
mins Talk about the lesson and how they feel leaning
Closing English.
mins
Lesson Plan 13
Expected Outcomes: students understand how and when use do/does for
present simple.
Resources: New Interchange 1A book, hand out based on Murphy grammar
Time Comments
Introduction
Core of the
class
30 Recall last lesson, read students’ sentences and
Pre-stage mins compare.
Explain that all those sentences are affirmative,
then ask what if the sentences were negative or
questions, how would they say it?
Students will read aloud grammar focus on page
10 and will pay attention to new vocabulary.
While-stage 40 I will lecture about the use of do/does for

mins negative or question cases.
Students will complete sentences in activity A- 1
on page 10. Formative evaluation.
Students will complete sentences in Activity A- 2
evaluation with score.
Post-stage Students will answer some questions written on

10 the board. Formative evaluation.
mins
Closing Review of the lesson, talk about doubts.
mins
Lesson Plan 14
Skill: Reading, Writing and speaking.
Expected Outcomes: Students understand job vocabulary and present

simple.
Time Comments
Introduction
Core of the
class
20 Recall last lesson, review vocabulary, check
Pre-stage mins sentences.
students will develop act B on page 10, practice

vocabulary and verbs for doctor, travel agent and
a police officer, what they do, where they work,
While-stage 50 etc. formative evaluation.
mins
Student will write a short paragraph about
themselves on what they do, read example of
Post-stage book. Evaluation with score.
10
Closing mins Students read their paragraphs aloud.
10 Students talk about their jobs and activities.

mins
To take attendance
Lesson Plan 15
Expected Outcomes: students reinforce use of do/does in negative and

questions
whiteboard.
Time Comments
Introduction
Core of the
class
15 Recall last lessons. To book test for May 31st:
Pre-stage mins present simple, do/does, vocabulary and verbs.
Students develop exercises on board:

affirmative, negative and question sentences,
While-stage 50 complete the chart. Evaluation with score.
mins
Students will answer some questions written on
Post-stage the board. Formative evaluation.
10
mins Review of the lesson, solving doubts for test.
Closing
To take attendance
10
mins
Lesson Plan 16
Expected Outcomes: students reinforce use of do/does in negative and

questions
Resources: Murphy grammar book and whiteboard.
Time Comments
Introduction
Core of the
class
20 Recall last lessons, present simple, do/does in
Pre-stage mins questions and negative, vocabulary and verbs.
Students will develop activities 6.5 on page 21

and 7.3 on page 23 from Murphy’s grammar
book. Formative evaluation.
While-stage 40
mins Those that compete successfully the exercises
will obtain a full point for the test.
Post-stage Review unit 1 and 2 contents for test, to solve

20 doubts.
mins
Closing
10
Lesson Plan 17
Date: May 31st Time: 2 hours Level: 1° level
Expected Outcomes: students will develop an evaluation regarding to Unit

2: present simple
Resources: Test, whiteboard.
Time Comments
Introduction
Core of the
class

While-stage 60

answers.

10 was so I can know which areas are strong or
mins weak.
To take attendance
Lesson Plan 18
Date: June 2nd Time: 2 hours Level: 1° level
Skill: Reading, Speaking and use of English.
Expected Outcomes: students will learn some time expressions
Time Comments
Introduction
Core of the
class
10 Recall last test, solve any doubts.
Pre-stage mins
Students will read aloud the time expressions of
30 grammar focus on page 12; I will provide
mins vocabulary on the board. I will explain some
interesting words or expressions, greetings and
meals related to time, also some cultural points.
While-stage Students will complete sententences of activity

30 A on page 12 with score.
mins
Post-stage Students will answer questions about time of
activity C with score.
20
Closing mins Evaluation with score
To take attendance
Lesson Plan 19
Date: June 7th Time: 2 hours Level: 1° level
Skill: writing, reading, use of English.
Expected Outcomes: students will learn the meaning of “how much is it?”,
introduction to unit 3
Time Comments
Introduction
Core of the
class
20 Review unit 2 and contents, introduction to unit
Pre-stage mins 3 “how much is it?” brainstorm about shopping
and money.
While-stage 15 Guided reading of snapshot on page 14,

mins conversation about money spending of adults and
teenagers.
15 Students will read dialog on page 14 and will

mins comment its meaning and their impressions. I will
focus on the sentences with one/ ones
Post-stage
I will lecture about the demonstratives: this, that
20 – these, those. One, ones. Give some example for
mins them to understand the role of one/ones in these
Closing sentences.
Students will complete dialogs A and B on page

20 15
mins
Evaluation with score
To take attendance
Lesson Plan 20
Expected Outcomes: students will reinforce demonstratives
Time Comments
Introduction
Core of the
class
20 Recall last lesson and the meaning of
Pre-stage mins demonstratives.
I will check their knowledge about color using

vocabulary on page 15
While-stage 20 Reinforce through exercises demonstratives,

mins paying attention to singular and plural forms.
Post-stage Students will create a dialog based on a

40 salesperson and a costumer in a store, based on
mins all the vocabulary learned in the past lessons.
Closing Summative Evaluation
10
Lesson Plan 21
Expected Outcomes: students will learn vocabulary of materials and sizes
Time Comments
Introduction
Core of the
class
30 review last contents of unit 3
Pre-stage mins
I will give them vocabulary about materials and
sizes on pages 17 - 18
Students will write 4 dialogs based on the

While-stage 50 models on page 16 using the objects displayed:
mins computer, jeans, athletic shoes and watches,
paying attention to singular or plural.
Post-stage Evaluation with score

10
mins
Closing To take attendance

Lesson Plan 22
Expected Outcomes: students will learn verb there is / there are

whiteboard.
Time Comments
Introduction
Core of the
class
20 review last lesson, present verb there is / there
Pre-stage mins are
20 I will lecture them about the meaning and use of

mins verb there is / there are as singular and plural
While-stage Students will develop exercises by writing

30 sentences with the words from 3 boxes.
mins
Post-stage Evaluation in group on the board. Evaluation
with score.
10
Closing mins
I will give them the contents for unit 3 test on
June 24th
10
mins Take attendance
Lesson Plan 23
Skill: writing, reading and use of English.
Expected Outcomes: students will develop an evaluation regarding to

Unit 3.
Resources: Test
Time Comments
Introduction
Core of the
class

60
While-stage mins Those that finish early will be allowed to leave
Post-stage After 60 minutes tests will be collected to be

assessed, then I will read it aloud giving the right
answers.
Closing
We will talk about how easy or difficult the test
mins weak.
To take attendance
Lesson Plan 24
Expected Outcomes: students will develop an evaluation on all the 1st

semester contents.
Resources: Test.
Time Comments
Introduction
Core of the
class

While-stage 60

answers.

mins weak.
To take attendance

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Lesson Plan 1

Date: March 29th Time: 2 hours Level: 1° level

Skill: Writing, use of English

Expected Outcomes: Students understand the meaning and use of Wh-

10 To review diagnosis test, taken last class, check

Pre-stage 20 I will lecture Wh- questions: who, where, when,

While-stage Students will write down and complete sentences

Post-stage Formative Assessment on the board.

Closing 20 I will ask whether they understood solving doubts.

Date: March 31st Time: 2 hours Level: 1° level

Skill: Writing, use of English

I will lecture about verb to be short answers

Date: April 5th Time: 2 hours Level: 1° level

Skill: Reading comprehension and Writing.

Expected Outcomes: Students talk about meeting and greeting customs in

Date: April 7th Time: 2 hours Level: 1° level

Skill: Reading, Writing and use of English.

Expected Outcomes: Students reinforce contents learned till now: wh-

While-stage 50 I will deliver a handout with sentences taken

Meanwhile I will be evaluating formally their

10 talk about how much or less important English

Date: April 12th Time: 2 hours Level: 1° level

Skill: Reading, Writing and use of English.

Expected Outcomes: students reinforce knowledge about verb to and

While-stage 40 Recall last lessons and its contents, including

10 Formative evaluation of activities

Date: April 14th Time: 2 hours Level: 1° level

Skill: Reading, Writing and use of English.

Expected Outcomes: students reinforce knowledge about wh-questions,

Exercises will be written and developed in order

Vocabulary will be explained and written on

Post-stage Students will create their own sentences,

Date: April 19th Time: 2 hours Level: 1° level

Skill: Writing and use of English.

Expected Outcomes: students reinforce knowledge about wh-questions,

Students will develop verb to be its contractions

Post-stage Vocabulary will be explained and written on

Date: April 21th Time: 2 hours Level: 1° level

Skill: Reading, Writing and use of English.

Expected Outcomes: students reinforce unit 1 contents in order to prepare

The reading questions about orally.

Date: May 3rd Time: 2 hours Level: 1° level

Skill: Reading, Writing and use of English.

Expected Outcomes: Students will be evaluated about their knowledge on

students will develop the test in 60 minutes

After 50 minutes tests will be collected to be

Date: May 5th Time: 2 hours Level: 1° level

Skill: Reading, Speaking.

Expected Outcomes: students talk about jobs, professions and

While-stage 20 To start unit 2 “How do you spent your day?”

Students read page 8 chart, talk about

Brainstorm about types of jobs, good, bad,

Date: May 10th Time: 2 hours Level: 1° level

Skill: Reading, Writing.

Expected Outcomes: students will understand meaning and use of present

20 Students will create sentences about

To solve doubts about present simple.

Date: May 12th Time: 2 hours Level: 1° level

Skill: Reading, Writing and use of English.

Expected Outcomes: students reinforce vocabulary and present simple

Students will complete sentences with present

Students match sentences from columns A and

Students will read aloud the sentences and pay

Date: May 17th Time: 2 hours Level: 1° level