Planes Del Instituto Del 2016-2017

INSTITUTO TECNOLÓGICO SUPERIOR
´´ISMAEL PÉREZ PAZMIÑO´´

GENERAL INFORMATION
Career: Technology in Management Accounting Major. Semester: First
Academic Year: May to October 2016. Date: May 23rd 2016
Subject: Technical English. Teacher: Lic. Wilson Mendoza Mendoza.
TITLE: Socialize the Syllabus and give General Instructions.
MATERIALS: Markers, whiteboard, copies, blackboard eraser.
LESSON GOAL: Apply the new information through educational processes during the school year to recognize
different situations and know their solutions.
PHASE AND TIME INSTRUCTIONAL SEQUENCE
1) Tongue Twister: Minnie

Mouse makes many marshmallows
WARM-UP
for Mickey Mouse to munch on.
1) I will introduce myself and the students will introduce themselves.

INFORMATION 2) I will talk about the importance of studying technical English for Accounting
3)To explain how I work in this semester
4) To talk about what kind of homework, activities and researches they must do.
5) To explain about portfolio that the students must do in this semester.
1) The students receive information about the subject: time, grades, parameters, materials,
PRACTICE search, homework and how they create a portfolio in groups, where they write all the
activities that the teacher will give per each class.
2) The students will have a diagnostic test
Evaluation: Read and complete the diagnostic test.
Elaborated by: Reviewed by: Approved by:

Name: Lic. Wilson Mendoza. Name: Lic. Yandry Avila. Name: Ing. Leidiana Cacao
SIGNATURE: ____________________ SIGNATURE: ____________________ SIGNATURE:_____________________

ENGLISH ENGLISH AREA BOSS COORDINATOR
TEACHER
GENERAL INFORMATION
Lic. Wilson Mendoza Mendoza.

Career: Technology in Management Accounting Major Semester: Second.
Academic Year: May to October 2016. Date: May 23rd - 27th 2016
TITLE: Socialize the Syllabus and give General Instructions.
LESSON GOAL: Apply the new information through educational processes during the school year to recognize
different situations and know their solutions.
1) Tongue Twister: Minnie

Mouse makes many marshmallows
Warmup
for Mickey Mouse to munch on.
1) I will introduce myself and the students will introduce themselves.

Information 2) I will talk about the importance of studying technical English for Accounting
3)To explain how I work in this semester
4) To talk about what kind of homework, activities and researches they must do.
5) To explain about portfolio that the students must do in this semester.
1) The students receive information about the subject: time, grades, parameters, materials,
Practice search, homework and how they create a portfolio in groups, where they write all the
activities that the teacher will give per each class.
2) The students will have a diagnostic test
Evaluation: Read and complete the diagnostic test.


TEACHER
DIAGNOSTIC TEST

STUDENT NAME: ______________________________________________________

CAREER: Technology in Management Accounting Major. SEMESTER: First. PARALLEL: “A”
TEACHER NAME: Lic. Wilson Mendoza Mendoza. DATE: May, __ 2016.
INSTRUCTIONS
 You will have an hour to take your test

 Answer every question using blue or black ink.
 Do not use whiteout (liquid paper)
 Pencil is not accepted.
 Do not copy or talk during your assessment. If you do it so, the exam will be taken away
and graded over 0 (THERE WILL BE NO OTHER EXAM)
Grammar
1 ____'s your name? Thomas

a How
b Who
c What
d Where
2 This is Lucy and her brother, Dan. ____ my friends.

a We're
b I'm
c You're
d They're
3 ____? I'm from Italy.

a Where are you from?
b Where you are from?
c Where from you are?
d From where you are?
4 I'm from Milan. ____ is in Italy.

a They
b It
c He
d She
5 Excuse me, how ____ your last name? R-I-L-E-Y

a spell
b you spell
c do you spell
d spell you

6 Oh, ____ are my keys!
a This
b These
c That
d It
7 And here is your ____.

a desk
b desks.
c a desk
d an desk
8 My name's Pete and this is Sylvia. ____ doctors from France.

a I'm
b We're
c She's
d They're
9 Sorry, ____ Paul. My name's Eric.

a I isn't
b I is not
c I aren't
d I'm not
10 ____? No, he isn't.

a Are they teachers?
b Are you from Italy?
c Is Mr Banning a teacher?
d Is this your phone?
11 ____ is the school? It's 50 years old.

a How many years
b How much years
c What years
d How old
12 What is ____?
a job Mary
b Mary job
c Mary's job
d job's Mary
13 Your bag is next ____ the table.

a on
b to
c in
d of
14 ____ are the keys? On the table.

a What
b When
c Where
d Who
15 I go to work ____ train.

a with
b by
c for
d in
16 She ____ a dog.

a not have
b don't have
c don't has
d doesn't have
17 Stephen ____ in our company.

a work
b works
c is work
d working
18 ____ they live in London?

a Are
b Is
c Do
d Does
19 When do you play tennis? ____ Mondays.

a On
b In
c At
d By
20 ____ two airports in the city.

a It is
b There is
c There are
d This is
21 There aren't ____ here.

a a restaurants
b any restaurants
c any restaurant
d a restaurant
22 I'm afraid it's ____.
a a hotel expensive
b expensive hotel
c expensive a hotel
d an expensive hotel
23 They ____ popular TV programmers in the 1980s.
a are
b were
c was
d is
24 Brad Pitt is a popular actor but I don't like ____.
a him
b his
c her
d them
25 Gina is married to John. He's her ____

a uncle
b husband
c wife
d parent


TEACHER

DIAGNOSTIC TEST
STUDENT NAME: ______________________________________________________

CAREER: Technology in Management Accounting Major. SEMESTER: Second. PARALLEL: “__”
TEACHER NAME: Lic. Wilson Mendoza Mendoza. DATE: May, __ 2016.
INSTRUCTIONS

Grammar
1 ____'s your name? Thomas

a How
b Who
c What
d Where
2 This is Lucy and her brother, Dan. ____ my friends.

a We're
b I'm
c You're
d They're
3 ____? I'm from Italy.

a Where are you from?
b Where you are from?
c Where from you are?
d From where you are?
4 I'm from Milan. ____ is in Italy.

a They
b It
c He
d She
5 Excuse me, how ____ your last name? R-I-L-E-Y

a spell
b you spell
c do you spell
d spell you

6 Oh, ____ are my keys!

a This
b These
c That
d It
7 And here is your ____.

a desk
b desks.
c a desk
d an desk
8 My name's Pete and this is Sylvia. ____ doctors from France.

a I'm
b We're
c She's
d They're
9 Sorry, ____ Paul. My name's Eric.

a I isn't
b I is not
c I aren't
d I'm not
10 ____? No, he isn't.

a Are they teachers?
b Are you from Italy?
c Is Mr Banning a teacher?
d Is this your phone?
11 ____ is the school? It's 50 years old.

a How many years
b How much years
c What years
d How old
12 What is ____?
a job Mary
b Mary job
c Mary's job
d job's Mary

13 Your bag is next ____ the table.
a on
b to
c in
d of
14 ____ are the keys? On the table.

a What
b When
c Where
d Who
15 I go to work ____ train.

a with
b by
c for
d in
16 She ____ a dog.

a not have
b don't have
c don't has
d doesn't have
17 Stephen ____ in our company.

a work
b works
c is work
d working
18 ____ they live in London?

a Are
b Is
c Do
d Does
19 When do you play tennis? ____ Mondays.

a On
b In
c At
d By
20 ____ two airports in the city.

a It is
b There is
c There are
d This is
21 There aren't ____ here.

a a restaurants
b any restaurants
c any restaurant
d a restaurant
22 I'm afraid it's ____.
a a hotel expensive
b expensive hotel
c expensive a hotel
d an expensive hotel
23 They ____ popular TV programmers in the 1980s.
a are
b were
c was
d is
24 Brad Pitt is a popular actor but I don't like ____.
a him
b his
c her
d them
25 Gina is married to John. He's her ____

a uncle
b husband
c wife
d parent


TEACHER
GENERAL INFORMATION

Career: Technology in Management Accounting Major. Semester: First.
Academic Year: May to October 2016. Date: May, 30st 2016.
TITLE: Analyze the answers of the diagnostic test. Lesson Plan Number: 2
Personal Pronouns / Verb To Be / Regular and Irregular verbs.
Make a foldable.
LESSON GOAL: Describe grammatical topics through a foldable to apply these topics in a context during the
semester.
WARM-UP Tongue Twister: Minnie Mouse makes many marshmallows for Mickey Mouse to munch on.
Use the iris papers to make a foldable,

INFORMATION Instructions:
Stack two or more sheets of paper so that the top edges are an equal distance apart.
Bring the bottom edges up and align the sheets so that all of the layers (or tabs) are the same distance apart.
Fold and crease well to form the Layered-Look Book. Use glue or staples to hold the sheets together. Students can
label the tabs and record information inside the Layered-Look Book.
What are foldables?
3 dimensional interactive graphic organizers that students create
Can be used as a self-check study guide
Can be used at any level and with any subject area.
Learning/Assessment tools
Why use foldables?
Fun & motivating, hands-on approach, As a study guide, Note taking to help organize information, Reach all learners,
Students retain information, Alternative assessments, Replace the use of worksheets/reduce copy counts, Projects,
Integration of subject areas, Improve student note-taking skills, Hold students accountable, etc.
List some English grammatical topics.

Describe these topics.
PRACTICE
Write three examples each topic. Try to make pictures that describe the situations.
Create a conceptual map about the topic.
Encourage to make sense of the information as it relates to their own lives and their own learning needs.
APLICATION The foldable ultimately becomes a tool to be used to study for a test, to synthesize the information learned, or as a
scaffold for responding to questions after the lesson. The tool has become a learning strategy for the students when
he or she own learning across content areas. (Herrera, 2010, p. 107)
For this reason the students will apply this foldable to check grammatical topics during the class. So they would write
or speak better.
Research the following topics and complete the foldable.
Evaluation: Share their foldables with the whole group.


TEACHER
GENERAL INFORMATION

Academic Year: May to October 2016. Date: May 30th – 3rd 2016.
Make a foldable.
semester.
Warm up: Tongue Twister: Minnie Mouse makes many marshmallows for Mickey Mouse to munch on.
Information Use the iris papers to make a foldable

Instructions:
Stack two or more sheets of paper so that the top edges are an equal distance apart.
Bring the bottom edges up and align the sheets so that all of the layers (or tabs) are the same distance apart.
Fold and crease well to form the Layered-Look Book. Use glue or staples to hold the sheets together. Students can label
the tabs and record information inside the Layered-Look Book.
What are foldables?
3 dimensional interactive graphic organizers that students create
Can be used as a self-check study guide
Can be used at any level and with any subject area.
Learning/Assessment tools
Why use foldables?
Fun & motivating, hands-on approach, As a study guide, Note taking to help organize information, Reach all learners,
Students retain information, Alternative assessments, Replace the use of worksheets/reduce copy counts, Projects,
Integration of subject areas, Improve student note-taking skills, Hold students accountable, etc.
Practice List some English grammatical topics.

Describe these topics.
Write three examples each topic. Try to make pictures that describe the situations.
Create a conceptual map about the topic.
Encourage to make sense of the information as it relates to their own lives and their own learning needs.
Application The foldable ultimately becomes a tool to be used to study for a test, to synthesize the information learned, or as a
scaffold for responding to questions after the lesson. The tool has become a learning strategy for the students when he
or she own learning across content areas. (Herrera, 2010, p. 107)
For this reason the students will apply this foldable to check grammatical topics during the class. So they would write or
speak better.
Research the following topics to complete the foldable.


TEACHER
GENERAL INFORMATION:

Make a foldable.
semester.
Warm up: Tongue Twister: Minnie Mouse makes many marshmallows for Mickey
Mouse to munch on.
Information: Verb to be: AM, IS, And ARE. Affirmative, negative and Interrogative Form.
Identify the subject in a sentence.
Recognize the verb to be.
Replace the noun with a personal pronoun.
Contractions.
Practice: Write the corresponding subject pronoun.

Listen and repeat.
Circle the verb “BE”, underline the subject and write again using pronouns and contractions.
Application: Write 5 sentences using the verb to Be.

Describe with own words the processes that you made to form a sentence.


ENGLISH AREA BOSS COORDINATOR
ENGLISH
TEACHER
GENERAL INFORMATION
Academic Year: May to October 2016. Date: June, 6th – 10th 2016.

TITLE: New Faces: Part A. Page. 6. Lesson Plan Number: 3

New Vocabulary / Vocabulary Quilt.
MATERIALS: Markers, whiteboard, copies, blackboard, and eraser.
LESSON GOAL: Describe New Faces through introducing yourself and other people to apply in a
conversation.
WARM-UP Tongue Twister: Minnie Mouse makes many marshmallows for Mickey Mouse to munch on.
Oral lesson.
Contractions: Personal pronouns with verb to be.

INFORMATION Describe these Common patterns of introduction (e.g., My name is…; I´m …; I´m
from...)
Describe the personal information.
Describe the correct form of people´s names.
Help folder
PRACTICE Questions and answers About “introducing yourself”
Listening: Look at photograph.
Complete the phrases.
Fill in the file card about yourself.
APLICATION Use the correct form of people´s names and complete the questions.
Read about introductions in the US and complete the blanks using sentences a-f in the
box.
According to the text, why should you…
Evaluation: Create a conversation about introducing yourself.

Homework: Write a paragraph introducing yourself.


TEACHER
GENERAL INFORMATION
Academic Year: May to October 2016. Date: June 6th – 10th 2016.

TITLE: On the phone (Page. 24-25) Lesson Plan Number: 5
Telephone expressions
Foldable

LESSON GOAL: Describe topic through telephone phrases, cellphone etiquette and taking messages to
apply them in a conversation.
PHASE AND
INSTRUCTIONAL SEQUENCE
TIME
Mouse to munch on.
Oral lesson.
Information Modal verbs: Can, Could and May.
Checking spelling.
Telephone phrases: Speaking, Just a moment please, My name is…, Who should I say is
calling…
Listening: to the three telephone conversations to check your answers.
Practice Role play: Communication activity.
Application Read the article.

Answer the questions.
Evaluation: Describe a conversation using telephone phrases.


TEACHER


Make a foldable.
LESSON GOAL: Describe grammatical topics through a foldable to apply these topics in a context during
the semester.
PHASE AND
TIME
Mouse to munch on.
Information: Feedback:
Modal verbs: Can, Could and May.
Checking spelling.
Telephone phrases: Speaking, Just a moment please, My name is…, Who should I say is
calling…
Practice: Reading:
Do you have a cell phone?
What can you do with it?
Where do you use it?
Application: Write the number of the paragraph which answers each one.
Read these statements and write a T if the statement is true, or F if it is false, or ? if the
information is not given in the article.
Evaluation: Describe a conversation using telephone phrases.
Homework: Write the number of the paragraph which answers each one…

TEACHER
GENERAL INFORMATION

TITLE: Community activity Lesson Plan Number: 4
LESSON GOAL: Describe this topic through the business cards, Nonverbal communication, and syllables
to apply in a conversation.
WARM-UP Guess: What is the word?
Contractions: Personal pronouns with verb to be.

INFORMATION Describe these Common patterns of introduction (e.g., My name is…; I´m …; I´m
from...)
Describe the personal information.
Describe the correct form of people´s names.
Make a business card.
Nonverbal communication.
Syllables: nod your head, shake your head, smile, raise your eyebrows…
Write the following words and demonstrate how the signals are done and what they
PRACTICE mean.
Say how many syllables each has.
APLICATION Make one of the signals above to the person on your right.
Divide the class into two teams. Write one of the words from the list below on the
board…
Evaluation: Describe the syllables and nonverbal communication through questions and answers.
Homework: Research about Information questions (Which…?). Write examples.


TEACHER
GENERAL INFORMATION

TITLE: Should / shouldn´t / Present Simple Lesson Plan Number: 7

LESSON GOAL: Describe the present simple and modal verb: Should through questions and answers and
a workshop to apply them in a conversation.
PHASE AND
TIME
Warm up: Guess: What is the word?
Information Modal verbs: Should-shouldn’t
The present simple: affirmative, negative and interrogative forms.
Rules. (Reading)
What are the rules to make affirmative sentences with the present simple?
What are the present simple auxiliaries?
Describe when we should use the present simple.
Practice Underline the present simple in the pages: 24-25

Recognize the rules of the present simple.
Identify the irregular and regular verbs.
Application Change the verb into the correct form. (AFFIRMATIVE FORM)
Evaluation: Describe the present simple.

Homework: Make negative and interrogative sentences.


TEACHER

TITLE: Lesson Plan Number: 8

PHASE AND
TIME
Warm up: Guess: What is the word?
Information FEEDBACK: Modal verbs: Should-shouldn’t
The present simple: affirmative, negative and interrogative forms.
Rules. (Reading)
Describe when we should use the present simple.
Practice In small groups, brainstorm a list of questions for Mai and Wajan to ask. Use the
questions in the box below.
Application Communication activity: complete the chart.



TEACHER
GENERAL INFORMATION

TITLE: Wh question: What…? Where…? Lesson Plan Number: 5
LESSON GOAL: Describe this topic through the grammatical structures to apply in a conversation.
WARM-UP Listen the questions and answers: What is your name? Where is your cellphone?
When is your birthday? What do you prefer some ice cream or soda?
Write irregular and regular verbs.

INFORMATION The present simple: affirmative, negative and interrogative forms.
Rules. (Reading)
Read the new information about WH-QUESTIONS.
Describe questions using the information questions.
PRACTICE Identify the irregular and regular verbs.
Write affirmative, negative and interrogative sentences
Describe questions using information questions.
APLICATION Write information questions with their answers.
Complete the test.
Evaluation: Apply the new knowledge in a test.

Homework: Complete the activity. (Information Questions).


TEACHER
GENERAL INFORMATION

TITLE: Calling for information (Pág. 27) Lesson Plan Number: 9

PHASE AND
TIME
Warm up: Listen the questions and answers: What is your name? Where is your cellphone?
When is your birthday?
Information Feedback:
The present simple: affirmative, negative and interrogative forms. (Rules).
Listen to two telephone conversations.
Fill in the forms with the necessary information.
Practice Listen again. Finish the questions asked in each conversation.
With a partner, compare the questions asked in the two conversations.
Application With a partner, practice making and receiving calls. Take turns asking for
information and getting customer details.
Evaluation: Apply the new knowledge in a test.

Homework: Oral lesson (Irregular and regular verbs/ present simple).


TEACHER

TITLE: Test 1 Lesson Plan Number: 10
LESSON GOAL: Describe a test through questions answers to apply the topics learned.
PHASE AND
TIME
Warm up: Listen the instructions to start the quiz.
Information Read be careful each question.
Practice
Application Communication activity: complete the chart.



TEACHER
TEST: 1
STUDENT´S NAME: _______________________________________________________

TEACHER´S NAME: Lic. Wilson Mendoza Mendoza. Semester: First “A”
Career: Technology in Management Accounting Major . DATE: June, __ 2016.
EXAM SCORE:
_________ /10
INSTRUCTIONS

GOOD LUCK!
1. WRITE THE CORRESPONDING SUBJECT PRONOUN. 1 Point, 0. 50 each one.

a. Mr. Garcia __________
b. Lions __________
c. An idea __________
d. This picture __________
2. Choose the correct form of the verb "to be" for each question. 3
Points 0. 60 each one.
1. Russia _________ one of the largest countries in the world.

a. is
b. am
c. are
2. French wine _________ very tasty.
a. is
b. am
c. are
3. The children _________ in the garden.
a. is
b. am
c. are
4. The President of the United States _________ an important person.
a. am
b. are
c. is
5. These books _________ very hard to understand.
a. is
b. am
c. are
3. COMPLETE THE NUMBERS CROSSWORD. 1. 80 point, 0. 10 each one.

4. CHOOSE THE CORRECT ANSWER TO THESE QUESTIONS BASED ON THE DIALOGUE.
EACH QUESTION HAS ONLY ONE CORRECT ANSWER. 2 Points, 0, 50 each one.
(At a party)
Peter: Hello.
Jane: Hi!
Peter: My name is Peter. What's your name?
Jane: My name is Jane. Nice to meet you.
Peter: It's a pleasure. This is a great party!
Jane: Yes, it is. Where are you from?
Peter: I'm from Amsterdam.
Jane: Amsterdam? Really, are you German?
Peter: NO, I'm not German. I'm Dutch.
Jane: Oh, you're Dutch. Sorry about that.
Peter: That's OK. Where are you from?
Jane: I'm from London, but I'm not British.
Peter: No, what are you?
Jane: Well, my parents were Spanish, so I'm Spanish, too.
Peter: That's very interesting. Spain is a beautiful country.
Jane: Thank you. It IS a wonderful place.
1. Peter is ______. c. British

a. German 2. Jane is from _____.
b. Dutch a. British

b. London c. Spanish
c. Spain 4. Jane is ______.
3. Jane's parents are ____. a. British
a. British b. Spanish
b. From London c. German

5. Listen to the teacher to spell each word. 2. 20 points, 0. 44 each one.
1. __ __ __ __
2. ___ ___ ___ ___ ___ ___
3. ___ ___ ___
4. ___ ___ ___ ___ ___ ___
5. ___ ___ ____ ____ ____ ____
_______________________________
STUDENT´S SIGNATURE


TEACHER
TEST: 1
STUDENT´S NAME: _______________________________________________________

TEACHER´S NAME: Lic. Wilson Mendoza Mendoza. Semester: Second “A” and “B”.
Career: Technology in Management Accounting Major . DATE: June, __ 2016.

EXAM SCORE:
_________ /10
INSTRUCTIONS

GOOD LUCK!
1. WRITE THE CORRESPONDING SUBJECT PRONOUN. 1 Point, 0. 50 each one.

e. Mr. Garcia __________
f. Lions __________
g. An idea __________
h. This picture __________
2. Choose the correct form of the verb "to be" for each question. 3
Points 0. 60 each one.
1. Russia _________ one of the largest countries in the world.

d. is
e. am
f. are
2. French wine _________ very tasty.
d. is
e. am
f. are
3. The children _________ in the garden.
d. is
e. am
f. are
4. The President of the United States _________ an important
person.
d. am
e. are
f. is
5. These books _________ very hard to understand.
d. is
e. am

f. are
3. COMPLETE THE NUMBERS CROSSWORD. 1. 80 point, 0. 10 each one.
4. LOOK AT THE INFORMATION AND WRITE A CONVERSATION ABOUT THE

SITUATION. 2 POINTS.
Situation 1
 You are Mr. Espinoza Mateo of Rock Industries. Take a call. Make
a note of who called you.
 You are Ms. Velasquez Lori of Rock Industries, Guayaquil sales
offices. Call Rock Industries Head Office in Quito and ask to
speak to Mr. Espinoza Mateo.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. Listen to the teacher to spell each word. 2. 20 points, 0. 44 each one.

6. __ __ __ __
7. ___ ___ ___ ___ ___ ___
8. ___ ___ ___
9. ___ ___ ___ ___ ___ ___
10.___ ___ ____ ____ ____ ____
_______________________________
STUDENT´S SIGNATURE


TEACHER
GENERAL INFORMATION

Academic Year: May to October 2016. Date: June, 27th – 1st 2016.
TITLE: Introducing others and being introduced (Pag.8) Lesson Plan Number: 6
Vocabulary Quilt: Part B
LESSON GOAL: Describe information personal through dialogues and pictures to apply in a
conversation.
WARM-UP What does your name mean?
Using a dictionary, google or any other resource, students find and write down an appropriate adjective
that begins with each letter of their first name. For example:
Flirtatious, Relaxed, Extrovert, Desirable
Feedback: The present simple: affirmative, negative and interrogative forms.

INFORMATION Rules. (Reading)
Look at the photo of someone being introduced.
Vocabulary Quilt. Part B.
Write affirmative, negative and interrogative sentences
Describe questions using information questions.
Listen the dialogue.
Work with a partner. Order the phrases.
APLICATION Read these questions and find the answers in the test.
Work in groups of seven. Choose a business card and use the information to introduce
yourselves to each other…
Evaluation: Oral lesson: Present simple. Describe the rules.

Homework: Oral lesson about the new topics.


ENGLISH TEACHER ENGLISH AREA BOSS COORDINATOR
GENERAL INFORMATION

Academic Year: May to October 2016. Date: June 27th – 1st, 2016.
TITLE: Count and uncountable nouns Lesson Plan Number: 11
LESSON GOAL: Describe the countable and uncountable nouns through the rules and examples to apply
them in a conversation.
PHASE AND
TIME
Warm up: What does your name mean?
Using a dictionary, google or any other resource, students find and write down an appropriate
adjective that begins with each letter of their first name. For example:
Information Feedback: The present simple: affirmative, negative and interrogative forms. (Rules).
Describe the countable and uncountable nouns.
Use these words as quantifiers that come at the start of noun phrases and they tell
us something about quantity: A lot of, some, any, a few…
When use the quantifiers in a sentence?
Do they have the function?
Give examples.
Practice Choose the correct answers. Work in groups. Describe each question with whole the
class.
Application Complete the exercise with c and nc.

Evaluation: Apply the rules about the topic with examples. Share the ideas with the class.
Homework: Oral lesson: Present simple / no countable and countable nouns.


TEACHER

Academic Year: May to October 2016. Date: June 20th – 1st, 2016.
TITLE: Placing an order (Pag. 28-29) Lesson Plan Number: 12
LESSON GOAL: Describe this topic by count and uncountable nouns, listening, pictures and
communication activities to apply the grammar in a communication activity-Presentation.
PHASE AND
TIME
Warm up: What does your name mean?
Using a dictionary, google or any other resource, students find and write down an appropriate
adjective that begins with each letter of their first name. For example:
Information Feedback: The present simple: affirmative, negative and interrogative forms. (Rules).
Describe the countable and uncountable nouns.
Give examples.
To fill in the table for themselves.
Practice Listen to Kay Johnson is in charge of buying clothing at her pharmaceutical company.
Check the answers with a partner.
Brainstorming. Put the words into the table.
Application Work in groups. Decide what you need in the office.
Evaluation: Apply the countable and uncountable nouns in a list.
Homework: Research: How much- How many.


TEACHER

Much - Many - Lot - Few - Little
English Grammar Rules
We use these words as quantifiers that come at the start of noun phrases and they tell us something
about quantity.
A lot of vs. Lots of

A lot of and lots of are used to express that there is a large quantity of something.
We use a lot of in positive sentences, negative sentences and questions. This expression can be
used withcountable or uncountable nouns.
 There are a lot of dogs in the street. (Countable noun)
 I have a lot of time to answer your questions. (Uncountable noun)
 I saw a lot of people waiting in the queue. (Countable)
 We did have a lot of fun, didn't we? (Uncountable)

We use lots of in positive and negative sentences, however it is more informal. It can be used with
countable or uncountable nouns, and occasionally in questions.
 We have lots of time to catch the plane, lets relax. (Uncountable noun)
 There are lots of people in the queue today. (Countable)
 Oh my, you have spent lots of money on clothes! (Uncountable)
 I have lots of questions. (Countable). She has a lot of money = She has lots of money
Much vs. Many

Much and Many are used to express that there is a large quantity of something.
Much and Many are used in negative sentences and questions.
Many is used with countable nouns
Much is used with uncountable nouns.
 I don't have many CD's in my collection. (Countable noun)
 They don't have much money to buy a present. (Uncountable noun)
 How many brothers do you have? (Countable noun)
 Is there much milk in the fridge? (Uncountable noun)
Note: we almost never use Much and Many in positive sentences, we almost always use a lot
of or lots of.
I have much money. (Incorrect because the sentence is positive / affirmative)
I have a lot of money. (Correct)
With the word "times" we use many times more than a lot of times / lots of times. It sometimes
means frequently or often.
 That is my favourite book. I've read it many times.
 Don't worry, I've done this many times.
 We have stayed at this hotel many times over the years.

Few vs. Little

We use a few and a little to suggest a small quantity or not much of something.
A few is used with countable nouns (= some; not many)

A little is used with uncountable nouns (= some; not much)
 There are only a few days left until Christmas. (Countable noun)
 I have a few crazy friends. (Countable noun)
 I would like a little milk for my coffee. (Uncountable noun)
 There is little hope of finding your wallet. (Uncountable noun)
While Few and Little usually have negative meanings, especially when used with very.
 He is sad because he has few friends. (Countable noun)
 There are few honest politicians. (Countable noun)
 There is little hope of finding your wallet. (Uncountable noun)
 They have very little knowledge about politics. (Uncountable noun)




GENERAL INFORMATION
Academic Year: May to October 2016. Date: July, 4th – 8th 2016.

TITLE: Around the office Lesson Plan Number: 7
LESSON GOAL: Describe prepositions of place through concepts and sentences to apply in a context.
WARM-UP Give examples using prepositions.
in on near far
Oral lesson: The present simple: affirmative, negative and interrogative forms.
INFORMATION Rules. / Irregular and regulars verbs.
Prepositions of place.

Tell affirmative, negative and interrogative sentences
Write questions using information questions.
Identify prepositions in a context.
Listening.
APLICATION Work in pairs. Look at the picture and use the prepositions below to complete the
sentences.
Find the differences.
Evaluation: Written lesson.

Homework: Work with Amauta platform: Topics to study.


ENGLISH TEACHER
GENERAL INFORMATION

TITLE: Adverbs of Frequency Lesson Plan Number: 13

LESSON GOAL: Describe the adverbs of frequency through the rules and examples to apply them in a
conversation.
PHASE AND
TIME
Warm up: Tell the class about a sport or leisure activity that enjoy, how often you do it, where you
do it, etc.
Information Oral lesson: The countable and uncountable nouns.

Give examples.
Tell sentences using adverbs of frequency.
Describe the percentage of each adverb.
Practice Write information about the adverbs of frequency.

Identify its rules in a context.
Give more examples using adverbs of frequency.
Application Complete the exercises.
Evaluation: Recognize adverbs of frequency in a context.
Homework: Oral lesson: Adverbs of frequency.


TEACHER

TITLE: Dealing with problems (Pag. 30-31) Lesson Plan Number: 14
LESSON GOAL: Describe this topic by a brainstorming activity, listening and questions and answers to
apply a communication activity.
PHASE AND
TIME
Warm up: Tell the class about a sport or leisure activity that enjoy, how often you do it, where you
do it, etc.
Information Oral lesson: Adverbs of frequency.

Feedback: Give examples to identify the parts of a sentence using an adverb of
frequency.
Work in groups of three or four. Write a list of everything that could possibly go wrong.
Listening.
Practice Listening to the dialogue and answer the questions.
STUDENT A: He / she choose a complaint from his / her list…
Application Communication activity: Work in pairs.
Find the mistake, then call Student A and complain…
Evaluation: Apply the new phrases to write the dialogue.
Homework: Research: Irregular and regular verb in past.


TEACHER
GENERAL INFORMATION

TITLE: Review / Pop Quiz. Lesson Plan Number: 8
LESSON GOAL: Apply grammatical concepts through rules and exercises.

WARM-UP Identify the verb through actions. Write, read, listen to, spell…
Review: The present simple: affirmative, negative and interrogative forms.

INFORMATION Rules. / Irregular and regulars verbs.
Prepositions of place.

Tell affirmative, negative and interrogative sentences
APLICATION Read the instructions carefully. Complete the test.

Homework: Describe the new vocabulary.

SIGNATURE: ____________________ SIGNATURE:_____________________

SIGNATURE: ____________________
COORDINATOR
ENGLISH TEACHER ENGLISH AREA BOSS
GENERAL INFORMATION

TITLE: Irregular and regular verbs in past Lesson Plan Number: 15

LESSON GOAL: Describe the irregular and regular verbs in past through rules, exercises to apply in a
context with a appropriate pronunciation.
PHASE AND
TIME
Warm up: Describe an activity that you did yesterday. Recognize the verb and the subject.
Information Describe exceptions about irregular and regular verbs.

The past simple: affirmative, negative and interrogative forms.
Rules. / Irregular and regulars verbs.
What are the rules to make affirmative sentences with the past simple?
What are the past simple auxiliaries?
Practice Choose the correct form of the verb in each sentence:
Application Describe the rules of the verb in each sentence.

Evaluation: Describe the verb.
Homework: Written test. Irregular and regular verbs (20 verbs).


TEACHER

TITLE: Past Simple L esson Plan Number: 16

LESSON GOAL: Describe this topic by a brainstorming activity, listening and questions and answers to
apply a communication activity.
PHASE AND
TIME
Warm up: Describe an activity that you did yesterday. Recognize the verb and the subject.
Information Describe exceptions about irregular and regular verbs.

Practice
Application Communication activity: Work in pairs.

Find the mistake, then call Student A and complain…
Evaluation: Apply the new phrases to write the dialogue.
Homework: Research: Irregular and regular verb in past.


TEACHER
STUDENT´S NAME: ____________________________________________________________

TEACHER´S NAME: Lic. Wilson Mendoza Mendoza. Semester: First “A”.

Career: Technology in Management Accounting Major. DATE: July, __ 2016.
EXAM SCORE:
_________ /10
INSTRUCTIONS

GOOD LUCK!
1. Choose the correct form. 1, 60 Point, 0. 40 each one.
1. We sometimes _______ books.

a. read
b. reads
2. Emily _______ to the disco.
a. go
b. goes
3. It often _______ on Sundays.
a. rain
b. rains
4. Pete and his sister _______ the family car.
a. wash
b. washes
2. Put the verbs into the correct form. 2 Points, 0. 40 each one.
1. I (to like) lemonade very much.
2. The girls always (to listen) to pop music.
3. Janet never (to wear) jeans.
4. Mr Smith (to teach) Spanish and French.
5. You (to do) your homework after school.
3. Fill in the correct form of the verbs. 2 Points, 0. 40 each one.

1. We (to have) a nice garden.
2. She (to be) six years old.
3. Simon (to have) two rabbits and five goldfish.
4. I (to be) from Vienna, Austria.
5. They (to be) Sandy's parents.
4. Make negative sentences. 2 Points, 0. 40 each one.
1. My father makes breakfast. → _________________________________
2. They are eleven. → _________________________________
3. She writes a letter. → _________________________________
4. I speak Italian. → _________________________________

5. Danny phones his father on Sundays. _________________________________
6. WRITE IN LETTERS THE FOLLOWING NUMBERS. 2, 40 Point, 0. 40 each one.

a. 44 __________________________
b. 56 __________________________
c. 68__________________________
d. 14__________________________
e. 37__________________________
f. 17__________________________



Irregular Verbs List

This is a list of some irregular verbs in English. Of course, there are many
others, but these are the more common irregular verbs. You can test yourself
with these fun irregular verbs quizzes.
V1 V2 V3
Base Form Past Simple Past Participle
awake awoke awoken
be was, were been
beat beat beaten
become became become
begin began begun
bend bent bent
bet bet bet
bid bid bid
bite bit bitten
blow blew blown
break broke broken
bring brought brought
broadcast broadcast broadcast
build built built
burn burned or burnt burned or burnt
buy bought bought

V1 V2 V3
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
dig dug dug
do did done
draw drew drawn
dream dreamed or dreamt dreamed or dreamt
drive drove driven
drink drank drunk
eat ate eaten
fall fell fallen
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
forgive forgave forgiven

V1 V2 V3
freeze froze frozen
get got got (sometimes gotten)
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt

keep kept kept
know knew known
lay laid laid
lead led led
learn learned or learnt learned or learnt
leave left left
lend lent lent
let let let
lie lay lain
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said

Hay muchas maneras de hablar del pasado en inglés, pero el pasado simple es la
forma más común. El pasado simple en inglés es equivalente al pretérito imperfecto y
pretérito indefinido del español. Usamos el pasado simple para acciones completas en
el pasado. El período de tiempo de estas acciones no es importante como en el español.
En el pasado simple hay verbos regulares y verbos irregulares.

Grammatical Rules (Reglas gramaticales)
Form (Forma)
Para formar el pasado simple con verbos regulares, usamos el infinitivo y añadimos la
terminación “-ed”. La forma es la misma para todas las personas (I, you, he, she, it, we,
they).
Ejemplos:
want → wanted
learn → learned
stay → stayed
walk → walked
show → showed
Excepciones:
1. Para verbos que terminan en una “e”, sólo añadimos “-d”.
Ejemplos:
change → changed
believe → believed
2. Si el verbo termina en una vocal corta y una consonante (excepto “y” o “w”),
doblamos la consonante final.
Ejemplos:
stop → stopped
commit → committed
3. Con verbos que terminan en una consonante y una “y”, se cambia la “y” por
una “i”.

Ejemplos:
study → studied
try → tried
Nota: Hay muchos verbos irregulares en inglés. Desafortunadamente, no hay una

norma establecida para formarlos. Ver una lista de los verbos irregulares aquí. A
continuación tienes los tres verbos irregulares más comunes y los que actúan como
verbos auxiliares.
Verb Past simple
be was (I, he, she, it)

were (you, we, they)
do Did
have Had
Pronunciation (Pronunciación)
Pronunciamos la terminación “-ed” de forma diferente dependiendo de la letra que va

al final del infinitivo. En general la “e” es muda.
1. Con los infinitivos que terminan en “p”, “f”, “k” o “s” (consonantes sordas,
excepto “t”) pronunciamos la terminación “-ed” como una “t”.
Ejemplos:
looked [lukt]
kissed [kisst]
2. Con los infinitivos que terminan en “b”, “g”, “l”, “m”, “n”, “v”, “z” (consonantes
sonoras, excepto “d”) o una vocal, pronunciamos sólo la “d”.

Ejemplos:
yelled [jeld]
cleaned [klind]
3. Con los infinitivos que terminan en “d” o “t”, pronunciamos la “e” como una “i”.
Ejemplos:
ended [endid]
waited [weitid]
Structure (Estructura)
1. Affirmative Sentences (Frases afirmativas)
Sujeto + verbo principal…
Ejemplos:
She was a doctor. (Era doctora.)
The keys were in the drawer. (Las llaves estaban en el cajón.)
I wanted to dance. (Quería bailar.)
They learned English. (Aprendieron inglés.)
We believed him. (Le creímos.)
I bought a blue car. (Compré un coche azul.)
2. Negative Sentences (Frases negativas)
To be:
Sujeto + “to be” + “not”…
Ejemplos:
She wasn’t a doctor. (Ella no era doctora.)

The keys weren’t in the drawer. (Las llaves no estaban en el cajón.)
Nota: El verbo “to have got”, que en el presente simple sigue las mismas reglas que
el verbo “to be”, no puede ser utilizado en el pasado. Para indicar la posesión en el
pasado, usamos el verbo “to have”.
Todos los verbos demás:
Sujeto + verbo auxiliar (to do) + “not” + verbo principal (en infinitivo)…
Ejemplos:
I didn’t want to dance. (No quería bailar.)
They didn’t learn English. (No aprendieron inglés)
We didn’t believe him. (No le creímos.)
I didn’t buy a blue car. (No compré un coche azul.)
Nota: En frases negativas, el verbo auxiliar va en pasado (“did”) y el verbo principal se

queda en el infinitivo.
3. Interrogative Sentences (Frases interrogativas)
To be:
“To be” + sujeto…?
Ejemplos:
Was she a doctor? (¿Era doctora?)
Were the keys in the drawer? (¿Estaban las llaves en el cajón?)
Todos los demás verbos:

Verbo auxiliar (to do) + sujeto + verbo principal (en infinitivo)…?
Ejemplos
Did you want to dance? (¿Querías bailar?)
Did they learn English? (¿Aprendieron inglés?)
Did you believe him? (¿Le creíste?)
Did you buy a blue car? (¿Compraste un coche azul?)
Nota: Al igual que en las frases negativas, el verbo auxiliar va en pasado (“did”) y el
verbo principal se queda en el infinitivo.
Uses (Usos)
1. El pasado simple se utiliza para hablar de una acción concreta que comenzó
y acabó en el pasado. En este caso equivale al pretérito indefinido español.
Generalmente, lo usamos con adverbios de tiempo como “last
year”, “yesterday”,“last night”…
Ejemplos:
Tom stayed at home last night. (Tom se quedó en casa anoche.)
Kate worked last Saturday. (Kate trabajó el sábado pasado.)
I didn’t go to the party yesterday. (No fui a la fiesta ayer.)
Did they walk to school this morning? (¿Han andado a la escuela esta mañana?)
2. Se usa el pasado simple para un serie de acciones en el pasado.
Ejemplos:
I received the good news and immediately called my husband. (Recibí la buena noticia
y llamé de inmediato a mi marido.)
He studied for an hour in the morning, worked all afternoon and didn’t
returnhome until 10 at night. (Estudió durante una hora por la mañana, trabajó toda la tarde

y no regresó a casa hasta las 10 de la noche.)
3. También lo usamos para acciones repetidas o habituales en el pasado, como

se usa el pretérito imperfecto español.
Ejemplos:
We always traveled to Cancun for vacation when we were young. (Siempre viajábamos
a Cancun durante las vacaciones cuando éramos jóvenes.)
He walked 5 kilometers every day to work. (Caminaba 5 kilómetros hasta el trabajo cada
día.)
4. Lo usamos para narraciones o acciones de períodos de largo tiempo en el

pasado, como el pretérito imperfecto español.
Ejemplos:
I worked for many years in a museum. (Trabajaba en un museo durante muchos años.)
She didn’t eat meat for years. (No comía carne durante años.)
5. Se utiliza para hablar de generalidades o hechos del pasado.
Ejemplos:
The Aztec lived in Mexico. (Los aztecas vivían en México)
I played the guitar when I was a child. (Tocaba la guitarra cuando era niño.)

CHOOSE THE CORRECT FORM OF THE VERB IN EACH SENTENCE:
1. Have you ______________ your lost dog yet?
find found
2. She spoke too softly. I couldn't ______________ her.
hear heard
3. But we heard everything she ______________ .
say said
4. We went shopping and I ______________ a new pair of jeans.
buy bought
5. Did you ______________ well last night?
sleep slept
6. I used to ______________ a lot of money, but I don't make much now.
make made
7. We were really surprised when we ______________ the game.
win won
8. We thought we would ______________ for sure.
lose lost
9. Have you ever ______________ a movie star?
meet met
10. Mum taught our sisters how to cook, but she didn't ______________ us.

teach taught
GENERAL INFORMATION
Academic Year: May to October 2016. Date: July, 18th – 22nd 2016.
TITLE: Project I Lesson Plan Number: 9
LESSON GOAL: Apply all topics learned in this midterm I through activities, work in groups and pictures
to role play.
WARM-UP Each group expose their ideas about the project.
Research all the topics learned in these units.

INFORMATION Read and analyze each topic.
Describe the situations. Create a good stage.
Interchange ideas about the grammatical topics.

Recognize the phrases to write a conversation.
APLICATION Apply the grammatical structures in a dialogue.
Use their creativity and research new topics or words to form their dialogue.
Evaluation: Mid-term Exam I.

Homework: Topics to study for exam.


SIGNATURE: ____________________
COORDINATOR

GENERAL INFORMATION
Academic Year: May to October 2016. Date: July, 18th – 22nd 2016.
TITLE: Irregular and regular verbs in past Lesson Plan Number: 17
LESSON GOAL: Apply all topics learned in this midterm I through activities, work in groups and pictures
to role play.
PHASE AND
TIME
Warm up: Each group expose their ideas about the project.
Information Research all the topics learned in these units.

Read and analyze each topic.
Describe the situations. Create a good stage.
Interchange ideas about the grammatical topics.
Practice Recognize the rules of the present simple.

Application Apply the grammatical structures in a dialogue.
Homework: Topics to study for exam.


TEACHER

TITLE: Past Simple L esson Plan Number: 18

LESSON GOAL: Describe the topics learned through questions and answers and pictures to apply in a
conversation.
PHASE AND
TIME
Warm up: Remember the tongue twister. “Minnie mouse makes many …”
Information Review: Describe exceptions about irregular and regular verbs.

Practice Work in groups.
Interchange ideas with your partners.
Application Questions and answers.

Evaluation: Topics learned during mid-term I.
Homework: Topics to study for exam
.


TEACHER

STUDENT´S NAME: ____________________________________________________________

Career: Technology in Management Accounting Major . DATE: July, __ 2016.
EXAM SCORE:
_________ /10
INSTRUCTIONS

GOOD LUCK!
1. CHOOSE THE CORRECT FORM. 1, 60 Point, 0. 40 each one.
1. They sometimes _______ books.

a. read
b. reads
2. Lori _______ to the disco.
a. go
b. goes
3. It often _______ on Sundays.
a. rain
b. rains
4. Charles and Tom _______ the family car.
a. wash
b. washes
2. FILL IN THE CORRECT FORM OF THE VERBS. 2 Points, 0. 40 each one.
1. Gloria and Estefania (to have) a nice garden.
2. He (to be) six years old.

3. Gabriel (to have) two dogs and five goldfish.
4. I (to be) from Vienna, Austria.
5. Marcos and Luisa (to be) Sandy's parents.
3. LISTEN TO THREE CONVERSATIONS. WHAT DOES THE PERSON WANT?

WHERE IS IT? DRAW A LINE. THE FIRST ONE IS DONE FOR YOU. 2 Points, 0. 40 each one.
1. Ruler in the drawer.

2. Hi-lite pen on the desk.
3. Notepad in the cupboard.
4. Whiteout next to the paper.
5. Eraser next to the fax.
6. Calculator on the table.
4. WRITE IN LETTERS THE FOLLOWING NUMBERS. 2, 40 Point, 0. 40 each one.
1. 17 __________________________
2. 28 __________________________
3. 39__________________________
4. 42__________________________
5. 57__________________________
6. 66__________________________
5. Read these questions and find the answers in the text below. 2 Points, 1 each one.
1. When a person is introduced, why is extra information about that person often
added?
___________________________________________________________________
2. Why is it a good idea to use somebody’s name immediately after being introduced?
___________________________________________________________________
When you first meet someone, you may have a short conversation before exchanging
names. However, when you introduce two people, give their names at the beginning of the
conversation and also add information about each person to help them talk to each other.
If you are introduced to someone, use their name immediately. It will help you to remember
it.


ENGLISH TEACHER
STUDENT´S NAME: _______________________________________________________

Career: Technology in Management Accounting Major . DATE: July, __ 2016.
EXAM SCORE:
_________ /10
INSTRUCTIONS

GOOD LUCK!
1. CHOOSE THE CORRECT ANSWER. 2 points. 0, 50 each one.
1. Our teacher gave us _____ homework today.
a. A few
b. A lot of
c. Many
2. We don´t have ____ time left, so we´d better hurry.
a. Some
b. Much
c. Many
3. The village has ______ restaurants where you can enjoy a good meal.
a. Much
b. Many
c. A little
4. The hotel doesn´t have ____ rooms left.
a. Any
b. Some
c. A few
2. CHOOSE THE CORRECT FORM OF THE VERB IN EACH SENTENCE. 1,50 Point.
0,50 each one.
1. Did you _____ well las night?
a. Sleep
b. Slept
2. We were really surprised when we____ the game.

a. Win
b. Won
3. Julio didn´t _____ us.

a. Teach
b. taught
3. LOOK AT THE INFORMATION AND WRITE A CONVERSATION ABOUT THE

SITUATION. 2 POINTS.
Situation 1
 You are Mr. Espinoza Mateo of Rock Industries. Take a call. Make
a note of who called you.
 You are Ms. Velasquez Lori of Rock Industries, Guayaquil sales
offices. Call Rock Industries Head Office in Quito and ask to
speak to Mr. Espinoza Mateo.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________
4. LISTEN THE CONVERSATION. PAULA XIANG FROM SUPERVASER
SUPERMARKERS HAS RECEIVED THIS INVOICE. SHE IS NOT
HAPPY WITH IT SO SHE CALLS ELECTRIC SUPPLIES. LISTEN TO
THE CONVERSATION AND ANSWER THE QUESTIONS. 2. Points, 1 each one.
2. What two things are wrong with the invoice?
__________________________________________________________________
____________________________________________________
3. Does the supplier:
1. Complain b. Laugh c. apologize d. do nothing?
5. WRITE THE FOLLOWING VERBS IN PAST FORM. 2, 50 points. 0, 50 each one.

a. Be ________
b. Become ________

c. Begin ________
d. Work ________
e. Walk ________


TEACHER
GENERAL INFORMATION
TITLE: Test I / Project. Lesson Plan Number: 10
LESSON GOAL: Describe a test through questions and answers to apply the topics learned in the mid-
term.
WARM-UP Review the verbs.
Read each question be carefully.

INFORMATION Show a dialogue about the topics learned during the mid-term I.
Show the project.

PRACTICE Recognize the rules of the present simple.
Evaluation: Test I / Project

Homework: Research about the new topic.


SIGNATURE: ____________________
COORDINATOR
GENERAL INFORMATION
TITLE: Test I / Project. Lesson Plan Number: 19
LESSON GOAL: Describe a test through questions and answers to apply the topics learned in the mid-
term.
WARM-UP Review the verbs.
Read each question be carefully.

INFORMATION Show a dialogue about the topics learned during the mid-term I.
Show the project.

PRACTICE Recognize the rules of the present simple.
Homework: Topics to study for exam


TEACHER
GENERAL INFORMATION
Academic Year: May to October 2016. Date: August, 1st – 5th, 2016.
TITLE: Products and services Lesson Plan Number: 20

(Pág. 14-15)
LESSON GOAL: Recognize the products and services of a company through pictures, brainstorming and
experiences to describe what a company does.
WARM-UP Describe an object that you like. What does it belong? What does the company make? Write a small list.
Underline the unknown words. Use your dictionary.

INFORMATION Questions and answers. Describe what a company does.
New vocabulary: Electronic equipment accommodations…
Verb: Have – Has
An / A
Look at these company names. Do they make products or provide services?

PRACTICE What products do they make?
Listening. Listen to Mee- Sun Yang of Xerox and Harvey…
Describe the Sharp AR 200 photocopier to Student A…
APLICATION Choose one of the companies in 1 language focus and write sentences about the
products it makes and the services it provides.
Evaluation: Describe the correct verb in a text.

Homework: Make a video describing what a company makes or provides. (Amauta platform)


SIGNATURE: ____________________
COORDINATOR
GENERAL INFORMATION
TITLE: Socialize Partial Exam. Lesson Plan Number: 21

WH Questions: What, Where, When, How.

LESSON GOAL: Describe Wh Questions (What, where, when…) through grammatical structures and
exercises to write a short dialogue.
PHASE AND
TIME
Warm up: Tell me a Wh question. Pass a small ball around the class, so when the teacher says
STOP. It is your turn to participate in class.
Information Wh questions.
What is wh questions?
Do you know other wh questions?
When can I use a wh question?
Practice Describe Interrogative sentences using verb to be. Present simple and past simple.
Complete the questions with the following information questions.
Application Put it order.

Describe each answer with whole the class.
Evaluation: Written Lesson.
Homework: WH questions exercises.


TEACHER
TITLE: Socialize Partial Exam. Lesson Plan Number: 22

WH Questions: What, Where, When, How.
LESSON GOAL: Describe Wh Questions (What, where, when…) through grammatical structures and
exercises to write a short dialogue.
PHASE AND
TIME
Warm up: Tell me a Wh question. Pass a small ball around the class, so when the teacher says
STOP. It is your turn to participate in class.
Information Feedback: Wh questions.

What is wh questions?
Do you know other wh questions?
When can I use a wh question?
Practice Work in groups.

Interchange ideas with your partners to complete the activity.
Application Complete the exercises.

Describe each answer with whole the class.
Homework: Wh questions exercises.



TEACHER
Choose the correct question words
1.
How
do you live? - I live in London.
2.
's that girl? - She's my sister.
3.
do you go to school? - By bus.
4.
do banks open? - At eight O'clock.
5.
are you wearing that coat? - Because it's hot!
Write question about the words in bold.
Example:

He drank juice. - What did he drink?
1. They went to Spain.
2. He writes novels.
3. Lacy likes soccer
4. The girls watched a serial.
5. He discovered the truth.
Choose the correct question words.
1. Where do you live?
2. who 's that girl?
3. How do you go to school?
4. When do banks open?
5. Why are you wearing that coat?
Write questions about the words in bold.
1. They went to Spain. - Where did they go?
2. He writes novels. - What does he write?

3. Lacy likes soccer. - Who likes soccer?
4. The girls watched a serial. - What did the girls watch?
5. He discovered the truth - What did he discover?
GENERAL INFORMATION
Academic Year: May to October 2016. Date: August, 8th – 12th, 2016.

TITLE: Comparing products and services Lesson Plan Number: 12
(Pag. 16-17)
LESSON GOAL: Recognize the products and services of a company through pictures, brainstorming and
experiences to compare the products and services.
WARM-UP Describe a company. Identify what a company makes or provides.
Feedback: Describe a company makes or provides.

INFORMATION New vocabulary: economical, exciting, practical, fast, expensive, boring, big, cheap, slow, attractive…
Fewer, less and more.
Comparative form
Adjectives and irregular adjectives.
With a partner circle the words you think complete the following statements.
PRACTICE Look at the brochure for these two cars. Work with a partner to compare them using
the adjectives below.
APLICATION Reading: Read the information about three Bangkok hotels…
Evaluation: Describe the comparative form of adjectives.

Homework: Review 1 (Pág. 18 -19) – Written Lesson.


SIGNATURE: ____________________
COORDINATOR
ENGLISH ENGLISH AREA BOSS
TEACHER
GENERAL INFORMATION

TITLE: Modal verbs: Can…? Could…? May…? Lesson Plan Number: 23

LESSON GOAL: Describe modal verbs through grammatical structures and exercises to write a short
dialogue.
PHASE AND
TIME
Warm up: Brainstorming a short list of activities for the weekend. Then select an activity and ask
how many students want to do this activity but are not sure they will. (may or might)
Information Modal verbs.

What is a modal verb?
What are they?
The modal verbs include can, must, may, might, will, would, should. They are used with other
verbs to express ability, obligation, possibility, and so on.
Describe a list showing the most useful modals and their most common meanings:
Describe the affirmative and interrogative forms of modal verbs.
Practice Complete the sentences with phrases from the box.

Complete the sentences with should or shouldn´t.
Must and must not for rules and obligations.
Application Write three sentences using the modal verbs.

Evaluation: Complete the workshop.
Homework: Make a video. Role-play the situations (pag.35). (Amauta platform).


TEACHER

TITLE: Making a reservation Lesson Plan Number: 24
Vocabulary quilt: (Pag. 34-35)

LESSON GOAL: Describe a reservation trough listening, conversations and role- plays to apply the modal
verbs in a dialogue.
PHASE AND
TIME
Warm up: Brainstorming a short list of activities for the weekend. Then select an activity and ask
how many students want to do this activity but are not sure they will. (may or might)
Information Making a reservation at a hotel.

Reserving an airline ticket.
Renting a car.
Want to…, would like to…
Practice Look at the hotel receptionist´s computer screen. Alex Meyer wants to book a room
with a partner…
Listening. Listen to Lucy Zhang making an airline reservation.
Application Look at the information on page 80. Write a conversation the situations.
Evaluation: Complete the workshop.

Homework: Make a video. Role-play the situations (pag.35). (Amauta platform).


TEACHER
Como se utilizan los comparativos More/ less y fewer en inglés
Para señalar mayores cantidades se utiliza More, para cantidades

menores utilizamos less y fewer, con los sujetos contables se utiliza
fewer, y con los no contables utilizamos less, para comprender mejor lo

anterior observa el video en donde el instructor mediante frases cortas y

ejemplos nos proporciona la información y reglas necesarias para saber
utilizarlos adecuadamente y redactar correctamente la estructura de las
oraciones.
I didn’t feel very well yesterday. I couldn’t eat anything.

cannot
couldn’t
mustn’t
Q2. You should look at me when I am talking to you.

could
should
would
Q3. I was using my pencil a minute ago. It can be here

somewhere!
can
could
must
would
Q4. You really must not be late again.

must not
don’t have to be

Q5. If you don’t start working harder, you must repeat the course
next year.
have to
must
will have to
Q6. His parents spoil him. He’s always been able to do whatever
he wants.
been able
been allowed
Q7. Phone her now. She must be home by now.

has to be
must be
would be
Q8. You needn’t forget your sun cream. It’s going to be very hot!
don’t have to
mustn’t
needn’t
Q9. I might be able to help you, but I’m not sure yet.
might
would

Q10. Entrance to the museum was free. We didn’t need to pay to
get in.
needn’t
didn’t need to
Q11. Already as a child Mozart should play the piano beautifully.

could
should
would
Q12. Which sign are you more likely to see at an

airport: Bags must not be left unattended.
can
must
may
Q13. I really must try to get fit.

may
must
would
Q14. May I take a photograph of you?

Am I allowed to
May I
Q15. Students are allowed to borrow up to 6 books at any time.

are allowed to
could
Q16. Whose is this bag? - I don’t know, but it could belong to Yuta.
could
may
should
would
Q17. Must I go to the bathroom, please?

May
Must
Would
Q18. His excuse can be true, but I don’t believe.

can
may
Q19. It’s very important to can speak more than one language.
can
be able to
Q20. I don’t like being allowed to get up early on a Sunday.

being able to
being allowed to
having to

Q21. Could you speak French? - Only a few words, but my Russian
is pretty good.
Can
Could
Q22. Could you help me move this table? (Both answers are
possible. Choose the more polite request.)
Can
Could
Q23. I should talk already before I was two years old.

could
should
would
Q24. I could help you, but I don’t want to.

can
could
would
Q25. May you open the window, please.

Can
May

Q26. I shouldn’t move the table. It was too heavy.
couldn’t
mustn’t
shouldn’t
wouldn’t
Q27. You must not not put your feet on the cafeteria tables.
must not
do not have to
Q28. If you continue to practise so hard, you could beat me before

too long!
can
could
will be able to
Q29. Are you able to you swim? (Both are possible. Which is
better?)
Are you able to
Can
Q30. You mustn’t eat so much chocolate. It’s not good for you.
don’t have to
mustn’t
shouldn’t

Q31. I’m afraid I couldn’t play tennis tomorrow. I’ve got a dentist
appointment.
can’t
couldn’t
would not be able to
Q32. You can come to the meeting if you want but you don’t have
to.
have to
don’t have to
mustn’t
Q33. What do you want to do? - Well, we could have a picnic, but it
looks like rain.
can
could
should
would
Q34. I’m so hungry I could eat a horse!

can
could
must
should
Q35. The test starts at 10.30. You don’t have to be late.

don’t have to
mustn’t
Q36. Why didn’t you tell me? I ..... you!

could help
could have helped
was able to help
would help
Q37. How did you do in the test? - Ok. It might be worse!

could be
could have been
might be
would have been
Q38. He mustn’t broken the classroom window. He wasn’t even in

school today.
couldn’t have
mustn’t
shouldn’t have
Q39. You don’t have to be tired. You’ve only just got out of bed!
don’t have to be
can’t be
mustn’t be
Q40. She has to be very pleased with herself. She got the best
grades.

has to
must
Los verbos modales, como su nombre lo indica, son aquellos que modifican a
otro verbo, comunicándole diferentes significados.

"Can" y "could".
"Can" y sus equivalentes "be able to", "be capable to" indican habilidad
física o capacidad mental. Su equivalente en español corresponde al
verbo "poder".
Por ejemplo:
 They can swim 8 miles. = ellos pueden nadar 8 millas.

 She can climb the stairs = ella puede subir las escaleras.
"Can" puede ser usado para expresar ideas en presente o en futuro, pero nunca en
pasado.
Importante....
La forma negativa de "can" es "cannot" y su contracción negativa es "can´t".
Por ejemplo:
 We can fix this = nosotros podemos arreglar esto.

 Nancy can visit us next weekend = Nancy puede visitarnos el próximo fin de
semana.
"Could" tiene dos usos:
1. Como forma de pasado de "can":
O sea que también indica habilidad física o capacidad mental pero de una
acción del pasado.
Por ejemplo:
 He could run a marathon when he was young = el podía correr una maratón
cuando joven.
2. Para expresar una posibilidad.
En este caso su equivalente en español es "podría"
Ejemplos:
 He could jump the wall = él podríasaltar el muro.
 He could eat 5 hamburguers = élpodría comer 5 hamburguesas.
 He could write a book = él podríaescribir un libro.
La forma negativa de "Could" es "could not" y su contracción negativa es
"Couldn't"
"Might"
"Might" indica la posibilidad de que ocurra una acción, pero no
necesariamente indica que va a suceder. Es como decir “existe la posibilidad
remota de que esto suceda”. En este caso su equivalente en español
es "podría" y expresa tiempo presente o futuro.
Por ejemplo:
 They might give us a 10% discount = ellos podrían darnos el 10% de
descuento.
 He might call the supervisor = él podría llamar al supervisor.
 He might try tomorrow = él podría intentarlo mañana.
"May"
"May" indica posibilidad en el presente o futuro.
Por ejemplo:
 It may snow today = puede que caiga nieve hoy.

 It may snow tomorrow = puede que caiga nieve mañana.
También indica permiso para ejecutar o realizar una acción.
Por ejemplo:
 Helen may take 5% of what’s left = Helen puede tomar el 5% de lo que
queda.
 We may go to the beach = podemos ir a la playa.
 You may eat chocolate now = puedes comer chocolate ahora.
"May not" es la forma negativa de "may".
"Must":
"Must" nos indica obligación, necesidad, deber o condición que no puede
cambiar. Se usa para referirse al presente o al futuro.
Ejemplos:
 I must check the labels = debo verificar las etiquetas. (Obligación)

 Humans must drink water = los humanos deben tomar agua. (Condición
incambiable)
 I must study hard to pass the exam = debo estudiar mucho para pasar el
examen.(Deber)
 My father must take his medicine = mi padre debe tomar su medicina.
(Necesidad)
 The nurse must collect some blood tomorrow morning = la
enfermera debe tomar muestras de sangre mañana por la mañana. (Obligación
futura)
Importante...
"Must not" es la forma negativa de "Must" e indica prohibición.

 You must not put gasoline on the grill = tú no debes poner combustible en la
parrilla.
 You must not throw your garbage on the floor = tú no debes arrojar basura
en el piso.
Mobile
Modal verbs
The modal verbs include can, must, may, might, will, would, should. They
are used with other verbs to express ability, obligation, possibility, and so
on. Below is a list showing the most useful modals and their most common
meanings:
Modal Meaning Example
can to express ability I can speak a little Russian.
can to request permission Can I open the window?
may to express possibility I may be home late.
may to request permission May I sit down, please?
must to express obligation I must go now.
must to express strong belief She must be over 90 years old.
should to give advice You should stop smoking.
would to request or offer Would you like a cup of tea?
would in if-sentences If I were you, I would say sorry.
Modal verbs are unlike other verbs. They do not change their form (spelling)
and they have no infinitive or participle (past/present). The
modals must and canneed substitute verbs to express obligation or ability in
the different tenses. Here are some examples:
Past simple Sorry I'm late. I had to finish my math test.
Present perfect She's had to return to Korea at short notice.

Future You'll have to work hard if you want to pass the exams.
Infinitive I don't want to have to go.
Past simple I couldn't/wasn't able to walk until I was 3 years old.
Present perfect I haven't been able to solve this problem. Can you help?
Future I'm not sure if I will be able to come to your party.
Infinitive I would love to be able to play the piano.
Modals are auxiliary verbs. They do not need an additional auxiliary in

negatives or questions. For example: Must I come? (Do I must come?),
or: He shouldn't smoke (He doesn't should smoke).
Important: The explanations and examples on this page are just an

introduction to this extensive and complex area of English grammar.
Students of English who want to learn more should consult a good reference
work, such as Swan's Practical English Usage.

GENERAL INFORMATION
TITLE: Time zones. Lesson Plan Number: 12

(Pag. 20-21)
LESSON GOAL: Recognize the time zones through pictures, brainstorming and experiences to tell the
time.
WARM-UP Describe a situation. Telling the time.
Feedback:
INFORMATION Numbers 1 to 60.
Differences between British and North American English.
Draw clock faces.
Give the time.
Reading.
PRACTICE Ken Murphy is a company manager living in Chicago. Read about his typical work
week.
Listening.
Listen to people from around the world…
APLICATION Complete the activity.
Evaluation: Telling the time.

Homework: Review. (18-19).


SIGNATURE: ____________________
COORDINATOR
TEACHER
GENERAL INFORMATION
TITLE: Adjectives Lesson Plan Number: 25

LESSON GOAL: Recognize adjectives through pictures and people to describe a thing, animal or people.
PHASE AND
TIME
Warm up: Describe a person or people. Identify adjectives and tell sentences.
Information Adjectives
What is an adjective?
How many kinds of adjectives do you know?
Identify adjectives.
Underline unknown words.
Practice Write different kinds of adjectives

Recognize adjectives in a sentence.
Application Write three sentences using adjectives.

Evaluation: Oral lesson. (Modal verbs)
Homework: Research unknown adjectives.


TEACHER
TITLE: Choosing a service. Lesson Plan Number: 26

(Pag. 36-37)
LESSON GOAL: Describe a service through listening and conversations to apply in a dialogue.
PHASE AND
TIME
Warm up: Brainstorming. You are in the United States…
Information Useful language: I think A is best because…

I agree / disagree…
It is better because it is / it has…
Practice Listening.
Work in pairs to make reservations.
Choose one of the following services.
Choose the services you think are best. Take notes. When you are finished. You …
New vocabulary: Wh questions.
Application Write questions using Wh questions.
Evaluation: Oral lesson. (Modal verbs)

Homework: Research unknown adjectives.



TEACHER



 Adjectives
o Forming adjectives  Last
o Denominal adjectives  Long
o Comparing adjectives  great
o Compound adjectives  little
o Order of adjectives  own
o Lists of adjectives  other
o Examples of adjectives  old
o Adjective exercises  right
 big
 Verbs
 high
 Nouns
 different
 Conjunctions
 small
 Pronouns  large
 Adverb  next
 Preposition  early
Lists of  young
adjectives  important
 few
Common adjectives  public
 Good  bad
 New  same
 First  able

 orange
 yellow
Appearance  green
adjectives  blue
 adorable
 purple
 beautiful
 gray
 clean
 black
 drab
 white
 elegant
Condition
 fancy
adjectives
 glamorous
 alive
 handsome
 better
 long
 careful
 magnificent
 clever
 old-fashioned
 dead
 plain
 easy
 quaint
 famous
 sparkling
 gifted
 ugliest
 helpful
 unsightly
 important
 wide-eyed
 inexpensive
Color adjectives  mushy
 red  odd

 powerful  proud
 rich  relieved
 shy  silly
 tender  thankful
 uninterested  victorious
 vast  witty
 wrong  zealous
Personality Personality
adjectives – adjectives –
Positive Negative
 agreeable  angry
 brave  bewildered
 calm  clumsy
 delightful  defeated
 eager  embarrassed
 faithful  fierce
 gentle  grumpy
 happy  helpless
 jolly  itchy
 kind  jealous
 lively  lazy
 nice  mysterious
 obedient  nervous

 obnoxious  square
 panicky
 steep
 repulsive
 straight
 scary
 wide
 thoughtless
Size adjectives
 uptight
 big
 worried
 colossal
Shape adjectives
 fat
 broad
 gigantic
 chubby
 great
 crooked
 huge
 curved
 immense
 deep
 large
 flat
 little
 high
 mammoth
 hollow
 massive
 low
 miniature
 narrow
 petite
 round
 puny
 shallow
 scrawny
 skinny

 short  whispering
 small Time adjectives

 tall
 ancient
 teeny
 brief
 teeny-tiny
 early
 tiny
 fast
Sound adjectives  late
 cooing  long
 deafening  modern
 faint  old
 hissing  old-fashioned
 loud  quick
 melodic  rapid
 noisy  short
 purring  slow
 quiet  swift
 raspy  young
 screeching Taste/touch
 thundering adjectives
 voiceless  bitter

 delicious  yummy
 fresh Touch adjectives

 greasy  boiling
 juicy  breeze
 broken
 hot
 bumpy
 icy
 chilly
 loose
 cold
 melted
 cool
 nutritious  creepy
 prickly  crooked
 rainy  cuddly
 rotten  curly
 salty  damaged
 sticky  damp
 strong  dirty
 sweet  dry
 tart  dusty
 tasteless  filthy
 uneven  flaky
 weak  fluffy
 wet  freezing
 wooden  hot

 warm  heavy
 wet  light
Quantity adjectives  many
 numerous
 abundant
 sparse
 empty
 few  substantial
 full  A
 aback abaft abandoned abashed aberrant abhorrent abiding abject ablaze able abnormal
aboard aboriginal abortive abounding abrasive abrupt absent absorbed absorbing abstracted absurd
abundant abusive acceptable accessible accidental accurate acid acidic acoustic acrid actually ad
hoc adamant adaptable addicted adhesive adjoining adorable adventurous afraid aggressive
agonizing agreeable ahead ajar alcoholic alert alike alive alleged alluring aloof amazing ambiguous
ambitious amuck amused amusing ancient angry animated annoyed annoying anxious apathetic
aquatic aromatic arrogant ashamed aspiring assorted astonishing attractive auspicious automatic
available average awake aware awesome awful axiomatic

GENERAL INFORMATION
Academic Year: May to October 2016. Date: August, 22nd – 26th, 2016.
TITLE: Review / Written Lesson. Lesson Plan Number: 14
LESSON GOAL: Describe grammatical concepts through rules and exercises to apply in a written lesson.
WARM-UP Describe a situation. Telling the time.
Review:
INFORMATION Describe the vocabulary.
Describe what a company makes or provides.
Comparing products and services.
Explaining what a company does.
Comparing products and services.
Reading: Read the information about three hotels.
Describe a person.
PRACTICE What is an adjective?
Describe the rules of comparative forms.
Questions and answers about the examples
APLICATION Apply the topics learned in a written lesson.

Homework: Module one and two test.


SIGNATURE: ____________________
COORDINATOR
TEACHER
GENERAL INFORMATION
TITLE: Choosing a service Lesson Plan Number: 27

(Pag. 36-37)
PHASE AND
TIME
Warm up: Describe a person or people. Identify adjectives and tell sentences.
Information Feedback: Adjectives

What is an adjective?
How many kinds of adjectives do you know?
Identify adjectives.
Underline unknown words.
Practice Reporting
Work with a partner. Use your notes and the words below to tell the class which services you
chose.
We chose ……………………… because……………………..

TITLE: Choosing a service Lesson Plan Number: 27
(Pag. 36-37)
PHASE AND
TIME
Application Culture focus.
In the US date is written 3/25/02…
Evaluation: Oral lesson. Written Lesson.
Homework: Unit 6 Homework.


TEACHER
Academic Year: May to October 2016. Date: August, 22nd– 26th, 2016.

TITLE: Written Lesson Lesson Plan Number: 28
LESSON GOAL: Describe a service through listening and conversations to apply in a written lesson.
PHASE AND
TIME
Warm up: Brainstorming. You are in the United States…
Information Feedback: Useful language: I think A is best because…

I agree / disagree…
It is better because it is / it has…
Practice Questions and answers :

Put the words below in the correct order to make the questions the receptionist asked
Alex.
Application Situation 1:
You are the receptionist at the Park Hotel. Student A will call you. Take his or her
reservation.
Situation 1:
You want to stay in the Park Hotel next week for three nights with your husband / wife /
partner. Call Student B at the Park Hotel and make a reservation for a double room.

Homework: Unit 6 Homework.


TEACHER
STUDENT´S NAME: ____________________________________________________________


Career: Technology in Management Accounting Major . DATE: August, __ 2016.
EXAM SCORE:
_________ /10
INSTRUCTIONS

GOOD LUCK!!!
1. WRITE 4 SENTENCES WITH THE COMPARATIVE FORM OF THE ADJECTIVES FROM THE BOX.
2 points, 0. 50 each one.
ECONOMICAL EXCITING FAST CHEAP

BIG
a. _________________________________________________________________
b. _________________________________________________________________
c. _________________________________________________________________
d. _________________________________________________________________
2. Write the times in the pictures below. 3 POINTS. 0, 50 EACH ONE.

3. Listen to people from around the world talking about their work day. Fill in the missing
information. 3 POINTS 0. 20 EACH ONE.
Michael Devas, New York Marcel Marquez, Madrid,

Spain
Starts work: _____________
Starts work: _____________
Lunch: _________________
Lunch: _________________
Leaves Work: ___________
Weekend: ______________
Weekend: ______________
Sharon Davies, Los Julie Edwards, Florida

Angeles
Starts work: _____________
Starts work: _____________
Lunch: _________________
Lunch: _________________
Weekend: ______________
Weekend: ______________
4. CHOOSE ONE OF THE COMPANIES (PEPSI, PANASONIC, NETSCAPE, OR CITIBANK) AND WRITE TWO
SENTENCES ABOUT THE PRODUCTS IT MAKES AND / OR THE SERVICES IT PROVIDES. 2 POINTS 1 EACH
ONE.
__________________________________________________________________________________
__________________________________________________________________________________


STUDENT´S NAME: _______________________________________________________
Career: Technology in Management Accounting Major . DATE: August, __ 2016.
EXAM SCORE:
_________ /10
INSTRUCTIONS

GOOD LUCK!
1. PUT THE WORDS BELOW IN THE CORRECT ORDER TO MAKE THE QUESTIONS THE RECEPTIONIST
ASKED ALEX. 2 POINTS 1 EACH ONE.
a. Name / May / I / please / your / have /?
___________________________________________________________________
b. Staying / when / will / be / you /?
___________________________________________________________________
2. LISTEN TO LUCY ZHANG MAKING AN AIRLINE RESERVATION. FILL IN THE FORM. 2 POINTS 1 EACH
ONE.
BOOKING FORM
NAME: LUCY ZHANG
DATE: ________MARCH TIME:

________AM
FROM: ______________ TO: _____________
FLIGHT # CHA901
3. UNSCRAMBLE THR WORDS TO WRITE YES / NO QUESTIONS.THEN WRITE SHORT ANSWERS
USING THE CUES. 3 POINTS. 0,75 EACH ONE.
a. Josh / finish / this year / Will / high school /?
____________________________________________________________________________
No, ________________
b. Jobs / will / get / they /?
____________________________________________________________________________
Yes, _______________
4. Write a short conversation. 3 POINTS
Situation 1:
You are the receptionist at the Park Hotel. Student A will call you. Take his or her reservation.
Situation 1:
You want to stay in the Park Hotel next week for three nights with your husband / wife /
partner. Call Student B at the Park Hotel and make a reservation for a double room.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________


ENGLISH
TEACHER
Academic Year: May to October 2016. Date: August, 29nd – 2nd, 2016.
TITLE: Fixing Schedule. Lesson Plan Number: 15
(Pag. 22-23)
LESSON GOAL: Describe fixing schedule through an email message, new vocabulary, and readings to
apply in a writting.
WARM-UP Underline verbs in the email message.
Read the reading.

INFORMATION Discuss with their partners the unknown words.
Describe the reading with their classmates.
Identify the things she wants to do for her.
Find the verbs to match the nouns.
Describe the situations with their own experiences.
Read the activity 1 and activity 3 to plan a schedule.
PRACTICE Work in pairs: Plan Wendy Smith´s schedule for her.
Write the times and the activities in the planner.
Describe the useful language.
APLICATION Writing.
Work in pairs. Write an email to Wendy explaining her schedule to her. Show your
email to another pair when you have finished.
Evaluation: Write an email.

Homework: Presentations: Comparatives, time expressions and verbs to schedules.


SIGNATURE: ____________________
COORDINATOR
TEACHER
TITLE: Imperatives: Go /get / take Lesson Plan Number: 29

New vocabulary
by bus /car / train / bike / on foot?
LESSON GOAL: Identify imperatives and collocations through readings and concepts to apply in
instructions to get to the office from the main station.
PHASE AND
TIME
Warm up: Give instructions. Pass a ball and give an imperative form.
Information Imperatives:
What is an imperative?
Does an imperative use subject?
When can we use imperatives?
Collocations:
What is a collocation?
Describe examples of collocations.
Practice Follow the examples to change the directions below. Try to link the sentences together like this…
Application Complete the activity.

Evaluation: Complete the activity.
Homework: Oral lesson. Imperatives and collocations.


TEACHER
TITLE: Getting around. Lesson Plan Number: 30
(pag. 38-39)
PHASE AND
TIME
Warm up: Describe the sentences: How do you get to work?...
Information Read the email and find Kumiko´s office building on the map.
Identify the places in the map
Compare their answer with a partner.
Practice Work in pairs.

Use the verbs bellow to complete the dialogs. You do not need to use them all.
Listening.
Listen to three conversations. In each conversation a business person…
Application Communication activity:
You are a clerk at Akasaka station in Fuknoka…
Evaluation: Communication activity. Create a dialogue.

Homework: Oral Lesson: Imperatives and collocations.


TEACHER
Academic Year: May to October 2016. Date: September, 5th – 9th, 2016.
TITLE: Presentations: Lesson Plan Number: 16
Comparatives / Vocabulary: Time expressions, verbs for schedules
LESSON GOAL: Describe topics through presentations to apply them in a small talk.
WARM-UP Underline verbs in the email message.
Feedback: telling the time, comparatives and

INFORMATION Expose the topic.
Use the pedagogic materials to teach the class.
Describe the situations with their own experiences.
Give examples.
Write the important details.

PRACTICE Describe examples applying the rules.
APLICATION Questions and answers.
Evaluation: questions and answers about the topic.

Homework: Write a summary about the project.


SIGNATURE: ____________________
COORDINATOR
TEACHER
TITLE: Arriving at an appointment Lesson Plan Number: 31
(Pag. 40- 41)
LESSON GOAL: Describe the topic through conversations to apply a communication activity.
PHASE AND
TIME
Warm up: Give instructions. Pass a ball and give an imperative form.
Information Feedback: Imperatives:

Collocations:
Brainstorming about the picture.
Listening.
Practice Language focus:

There are two conversations mixed up here. Conversation 1 and conversation2 is between a
visitor…
Application Communication activity.

Student A is a receptionist.
Student B is a visitor…
Evaluation: Questions and answers about the communication activity.


TEACHER
TITLE: Arriving at an appointment Lesson Plan Number: 31
(Pag. 40- 41)
PHASE AND
TIME
Warm up: Describe the sentences: How do you get to work?
Information Feedback: Imperatives:

Collocations:
Brainstorming about the picture.
Listening.
Practice Work in pairs.

Communication activity:
Application Read the conversation to whole the class.



TEACHER
TITLE: MAKE A PROJECT Lesson Plan Number: 17
How to write a summary
LESSON GOAL: Describe a summary about the final project through a research project to apply in a
presentation.
WARM-UP TELL A SENTENCE TO A STUDENT, THE STUDENT SHARES THE SENTENCE WITH ANOTHER CLASSMATE.
What is a summary?
INFORMATION When are summaries used?
First steps to writing a summary
What is a good summary?
Read the information.

PRACTICE Discuss with a partner.
Underline the most important idea.
Read their project and order the steps.
APLICATION Work in group.

Write a summary about their project.
Evaluation: Describe the steps about their summary.

Homework: Write a summary about their project.


SIGNATURE: ____________________
COORDINATOR
TEACHER
presentation.
What is a summary?
INFORMATION When are summaries used?





TEACHER
presentation.
Feedback:
INFORMATION What is a summary?
When are summaries used?





TEACHER
HOW TO WRITE A SUMMARY
Part I
What is a summary?
A summary is a record in a reader's own words that gives the main points of a piece of writing such as a newspaper article, the chapter of a book,
or even a whole book. It is also possible to summarize something that you have heard, such as a lecture, or something that you have seen and
heard, such as a movie. A summary omits details, and does not include the reader's interpretation of the original.
You may be used to reading English in order to answer questions set by someone else. In that case, you probably read the questions first and then
read the passage in order to find the correct answer. However, when you read in order to write a summary, you must read in order to decide for
yourself what the main points are. This involves reading to understand the message that the writer has for the reader, rather than reading in order
to get the correct answer to someone else's questions. Since people have different backgrounds and read for different purposes, it is possible that
different readers will interpret a writer's message in different ways. Even if they agree, they will probably write their summaries in different ways.
In other words, there is unlikely to be only one "correct" summary. On the other hand, to write a summary it is necessary to understand a passage
as a whole, and therefore at a deeper level, than when one's purpose is just to answer questions.
When are summaries used?

1. In general terms, writing summaries is a good way of improving one's ability to read because it forces the reader to focus on understanding the
whole of something rather than on just following each word or sentence.
2. In academic terms:
a) If you are reading something that is very important for your studies and/or difficult to understand, writing a summary helps you to make sure
that you have understood it. You can also refer to it later to refresh your memory, for example when you are revising for an exam, or when you
are talking about it in class. (It is also a good idea to turn lecture notes into summaries.)
b) When writing academic papers people often need to insert summaries of something that they have read or heard. For example, you might want
to summarize the the main points of a book that is relevant to your topic. In such cases, it is extremely important to use your own words, or
quotation marks if you are actually quoting, in order to avoid plagiarism. (We will talk more about plagiarism later in the course.)
1. As you read, underline all the important points and and all the important evidence. For example, you could look for all the topic sentences.
Words that are repeated several times are likely to be keywords. Transition words can help understanding of the overall structure of a passage.
2. List or cluster the main idea of the whole piece, the main supporting ideas, and the main evidence for each idea. Use of the same keywords or
technical expressions is probably unavoidable. However, be careful to express the ideas in your own way, using your own vocabulary and
expressions as much as possible, rather than copying or just rearranging. Do not include too much detail.
Part II
1. A good summary should give an objective outline of the whole piece of writing. It should answer basic questions about the original text such as
"Who did what, where, and when?", or "What is the main idea of the text?", "What are the main supporting points?", "What are the major pieces
of evidence?". It should not be a paraphrase of the whole text using your own words. A reference should be made to the original piece either in
the title ("A Summary of..."), in the first sentence, or in a footnote or endnote.
2. You should not give your own ideas or criticisms as part of the summary. However, if you want to comment on a piece of writing it is usual to
begin by summarizing it as objectively as possible.
3. A good summary should not include selected examples, details, or information which are not relevant to the piece of writing taken as a whole.
4. A good summary of an essay should probably include the main idea of each paragraph, and the main evidence supporting that idea, unless it is
not relevant to the article or essay as a whole. A summary does not need a conclusion, but if the original ends with a message to the reader this
should not be left out. (A good summary of a chapter should probably include the main idea of each group of paragraphs or each section; a good
summary of a book should probably include the main idea of each chapter, or perhaps the main idea of each section of each chapter.)
5. A good summary may use key words from the original text but should not contain whole phrases or sentences from the original unless
quotation marks are used. Quotations should only be made if there is a reason for using the original words, for example because the choice of
words is significant, or because the original is so well expressed.
6. Rearranging the words used in the original, or keeping the same structure but just substituting different words is not enough. You must express
the sense of the original using your own words and structures.
How to write a summary of a short piece of writing:
1. As you read, underline all the important points and and all the important evidence. For example, you could look for all the topic sentences. If
there is a word or words that are repeated throughout the passage, this is likely to be related to the topic.
Transition words and phrases should help you to understand how the piece is joined together. The main idea should be in the first or second
paragraph, probably in a thesis statement at the end of the paragraph, or in the concluding paragraph. (You could look out for the 5Ws - What?,
Which?, Who?, Where?, When?, Why? - and the 1H - How?)
2. List or cluster the main idea of the whole piece, the main supporting ideas, and the main evidence for each idea. Be careful to use your own
words rather than copying or just rearranging. In other words, try to find your own way of expressing the writer's ideas. Of course, you can use
key words or phrases. (For example, if the piece of writing is about digital technology, it is fine to use key technical words that are in the original,
such as "digital technology", "binary digit" or "analog".) Do not include too much detail.
3. Change the order if necessary, so that the main idea comes first and is followed by the supporting ideas and evidence in a logical sequence.
Omit any repetitions.
4. If the original uses 'I' replace this with the writer's actual surname, "the writer", or "s/he". If the original uses 'you', substitute "people" or
"they".
5. You should now be ready to write the summary. Start with a sentence that a) identifies the writer and the piece of writing, for example by
giving the writer's name, the title of the piece and where/when it appeared, and b) gives the main idea. Use transition words to join everything
together.
For some model summaries, click here. All but one of them contain a link to the original passage.
image: http://www.yourdictionary.com/index.php/image/articles/19168.ThinkstockPhotos-78376247.jpg
Knowing how to write an effective abstract is very important for anyone who is required to write a formal paper.
 If you are a student you may have to write an abstract as part of a larger paper to summarize the paper in
a single paragraph.
 The abstract is used by many people as a way to determine whether or not they want to read the entire
work or listen to the entire speech at a conference.
 When researching material for a dissertation or thesis, the abstracts of research and academic papers are
read to determine whether or not the information is worth reading in detail.
Understanding what an abstract is and the purpose it serves can be of great assistance in helping you write an
abstract effectively.
What Is an Abstract?
An abstract is basically a short summary that is used for research surverys or large papers, such as a thesis or
dissertation. As the majority of theses and dissertations are quite lengthy, an abstract is used to provide a very
complete, but concise, summary of the entire academic writing.
The abstract is vitally important because it is a short representation of the entire findings or thesis. The abstract is
what a person will read in order to determine if the overall material will be of interest to them. In many ways it can
be considered the selling point for your entire work, and it should be treating as such by presenting the topic of
your research or dissertation in a way that will make others interested in reading it thoroughly.
In order to write an abstract that will capture the attention of readers while summarizing the entire paper there are
a few tips that you should follow.
Helpful Tips for Writing an Abstract

To present the information from your research or thesis in a manner that will others to be interested in your
academic writing, you should:
1. Identify the Problem and Research Solution -The abstract should have an opening that identifies that
particular subject matter and how the research that you have done will provide a solution. It is very important to
make this clear in the initial sentence or two of the abstract as people want to know immediately what the
dissertation is about.
2. Stick to the Word Count - In general, an abstract is usually no more than 250 words. It is important to
keep the word count in mind when writing an abstract. Knowing that you only have 250 words to summarize your
entire dissertation can prevent you from being overly descriptive.
3. Include Information on Methods and Results - Part of the abstract should briefly mention the methods
and results that pertain to your topic. The method is basically the type of research you did, and the results are what
was learned or created as a result of the methods.
4. Mention the Implications of Your Research - At the close of the abstract it is important to briefly
mention how results affect the initial problem that was mentioned in the opening of the abstract.
5. Review and Update the Abstract - Upon completing your entire dissertation, it may be necessary for
you to review and update the abstract. As you write your dissertation, your views may change and it may be
necessary to change the abstract to reflect the shift in viewpoint presented in your dissertation.
Tailoring Your Abstract

There are a variety of academic disciplines that require abstracts. You should review the abstracts from your
particular discipline to grasp how you should present your information to the public. Likewise, there are a number of
resources such as the American Psychological Association (APA) Style Guide which can be very helpful in detailing
how an abstract should be written.

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INSTITUTO TECNOLÓGICO SUPERIOR

´´ISMAEL PÉREZ PAZMIÑO´´

TITLE: Socialize the Syllabus and give General Instructions.

MATERIALS: Markers, whiteboard, copies, blackboard eraser.

PHASE AND TIME INSTRUCTIONAL SEQUENCE

1) Tongue Twister: Minnie

1) I will introduce myself and the students will introduce themselves.

Evaluation: Read and complete the diagnostic test.

Elaborated by: Reviewed by: Approved by:

SIGNATURE: ____________________ SIGNATURE: ____________________ SIGNATURE:_____________________

Lic. Wilson Mendoza Mendoza.

TITLE: Socialize the Syllabus and give General Instructions.

MATERIALS: Markers, whiteboard, copies, blackboard eraser.

PHASE AND TIME INSTRUCTIONAL SEQUENCE

1) Tongue Twister: Minnie

1) I will introduce myself and the students will introduce themselves.

Evaluation: Read and complete the diagnostic test.

Elaborated by: Reviewed by: Approved by:

SIGNATURE: ____________________ SIGNATURE: ____________________ SIGNATURE:_____________________

Lic. Wilson Mendoza Mendoza.

STUDENT NAME: ______________________________________________________

 You will have an hour to take your test

1 ____'s your name? Thomas

2 This is Lucy and her brother, Dan. ____ my friends.

3 ____? I'm from Italy.

4 I'm from Milan. ____ is in Italy.

5 Excuse me, how ____ your last name? R-I-L-E-Y

Lic. Wilson Mendoza Mendoza.

7 And here is your ____.

8 My name's Pete and this is Sylvia. ____ doctors from France.

9 Sorry, ____ Paul. My name's Eric.

10 ____? No, he isn't.

11 ____ is the school? It's 50 years old.

13 Your bag is next ____ the table.

Lic. Wilson Mendoza Mendoza.

14 ____ are the keys? On the table.

15 I go to work ____ train.

16 She ____ a dog.

17 Stephen ____ in our company.

18 ____ they live in London?

19 When do you play tennis? ____ Mondays.

20 ____ two airports in the city.

21 There aren't ____ here.

Lic. Wilson Mendoza Mendoza.

22 I'm afraid it's ____.

23 They ____ popular TV programmers in the 1980s.

24 Brad Pitt is a popular actor but I don't like ____.

25 Gina is married to John. He's her ____

Elaborated by: Reviewed by: Approved by:

SIGNATURE: ____________________ SIGNATURE: ____________________ SIGNATURE:_____________________

Lic. Wilson Mendoza Mendoza.

STUDENT NAME: ______________________________________________________

 You will have an hour to take your test

1 ____'s your name? Thomas

2 This is Lucy and her brother, Dan. ____ my friends.

3 ____? I'm from Italy.

4 I'm from Milan. ____ is in Italy.

5 Excuse me, how ____ your last name? R-I-L-E-Y

Lic. Wilson Mendoza Mendoza.

6 Oh, ____ are my keys!

7 And here is your ____.

8 My name's Pete and this is Sylvia. ____ doctors from France.

9 Sorry, ____ Paul. My name's Eric.

10 ____? No, he isn't.

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_

SIGNATURE: SIGNATURE: SIGNATURE:_