Lesson plan 1

Date: April 21st , 2010 Level: 6th grade

Skill: writing

Expected Outcomes: Students will be able to answer a survey.

Resources: A survey

Time Comments

Introduction 5’ Greetings (Introducing the teacher)

To call the row
To clean their space.

Teacher introduces herself, in order to familiarize with

HOOK 8’
students.
Students sit in a circle, are asked by the teacher about
their name, age, goals, hobbies, etc.

Students are informed by the teacher about the purpose

PRESENT 15’ of a survey they have to answer, because of the thesis
of the teacher.

PRACTISE 10-15’ Students have to answer the survey.

After they finish the survey they , in a sheet have to

create different things they want to english classes,
CREATE 40’ different things they have to put in pratice, habilities
they want to develop in clas
Log.

Students didn’t have the time to do the last activity (create) because they spent more time
on doing the survey.

ENCUESTA
Edad: _________ Curso: __________ Fecha: _____________

1.- ¿Te gusta la asignatura de inglés?, ¿Por qué?

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2.- ¿Consideras que el inglés es importante en tu vida cotidiana?, ¿Crees que te será útil en el futuro?
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3.- ¿Te llama la atención COMO te enseñan inglés en clases? ¿Por qué?
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4. ¿CÓMO te gustaría que te hicieran las clases de inglés? Siéntete libre de sugerir todo lo que quieras.
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5.- ¿Qué cosas NO te gustaría que ocurrieran dentro de la clase?
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6.- ¿QUÉ CLASES DE INGLÉS TÚ RECUERDAS MEJOR QUE OTRAS? ¿HAY ALGUNA CLASE INOLVIDABLE DE
INGLÉS PARA TI? ¿ALGUNA MUY ENTRETENIDA Y DIVERTIDA?
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7.- SIENTETE LIBRE DE AGREGAR CUALQUIER OPINIÓN O SUGERENCIA ACERCA DE LAS CLASES DE INGLÉS EN
EL ESPACIO SIGUIENTE.
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THANKS FOR YOUR TIME!

 Lesson plan 3

Date: April 28th , 2010 Level: 6th grade

Skill: To write and talk about a person in their family.

Expected Outcomes: Students recognize different jobs and workplaces.

Students talk about their favorite person in their family and give reasons for
that.
Students create a short text to give information about a person.
Resources: Guide.

Time Comments

Introduction 3’ Greetings.
To call the row

Core of the class Teacher starts the class talking about the things they saw in
HOOK 5` the last class, about family members to activate the
previous knowledge.
Teacher talks about her favorite person in her family, and
then asks students to talk in Spanish about their favorite
person.
CREATE
Students are given a guide they have to do, but first they
10` have to read the 5 short texts about the members of a
family and their jobs and workplaces that appears in the
guide. The class makes comments.

PRACTISE After they have read and comment the text with the rest of
25-30’ the class, they have to do a series of exercises related to the
text. Like complete a table, answer some questions, etc.
The class as a whole has to check the answers and correct
the mistakes.

CREATE Students in pairs have to describe a family member’s job.

30’ To write they have to focus in the text they have already
read. (10’), then they have to inform their classmates about
that person. (20’)

*The rest of the class later will be asked about it.

Closing To finish the class teacher makes some questions like:

5’ Who is the person that Aline talked about? What does the
person do? Where does the person work?
Log.
Esta lesson se postergó para la semana siguiente, es decir para el día 4 de Mayo, pero los
niños demoraron mas del tiempo estipulado por lo que el dia 5 de Mayo trabajamos con la
misma guía.
 Lesson plan 4
Date: May 11th, 2010 Level: 6th grade
Skill: Speaking, reading and listening

Expected Outcomes: Students will be able to (1) play a game in groups (2) anwer the
questions of the game correctly using the vocabulary learnt in the unit, (3) take turns while
they are playing, (4) to play without cheating.
Resources: A game, a dice, two counters.

Time Comments

Introduction 5’ Greetings (Introducing the teacher)

To call the row
To clean their space.

Do you like to play games? What kind of games do you like to

HOOK 5’
play? Today we’re going to play!

Students make 2 groups of 4. Each group have to choose

between 2 colors, black and blue.
PRESENT 5’
Teacher gives them the instructions: each group have one
turn to answer what the games asks. Example My father’s son
is my..... so they win another turn to advance to the last space
and win the game.

There are some quetions that are with time 10 seconds, 20

seconds, etc. They have to respect their turns and no cheat.

PRACTISE 40’
Students play.

Lesson plan 5
Date: May 12nd, 2010 Level: 6th grade

Skill: Speaking, reading and listening

Expected Outcomes: Students will be able to (1) Infere information from a writen text (2)
anwer the questions that are asked correctly using the vocabulary learned in class, (3) talk
about a family member job.
Resources: Board

Time Comments

Introduction 5’ Greetings
Congratulations because of student day
To call the row
To clean their space.

HOOK 8’ ¿Cómo estuvo el día del alumno? ¿Participaron en las

actividades? ¿Cómo les fue? ¿Y los profesores como se
portaron?
¿Sabían ustedes que ser profesor es un trabajo pesado?
¿Como podemos describir un trabajo? Con las preguntas:
¿qué hacen los profesores? ¿Dónde trabajan? Etc.

Do you remember how can we describe family jobs?

Students check pag 15 on the last guide.

Teacher gives them an example: I have a cousin called

PRESENT 10’ Mauricio, he is a mechanic and he repairs cars. He works in
a garage in Vaparaíso.

Who is Mauricio?
What does Mauricio do?
Where does Mauricio work?

What about you?

PRACTISE 20’
Using the same idea of the previous idea, they have 5
minutes to describe a family member’s job. They have to
write it in their notebooks.

Students read their work, everybody pay attention, because

later they are going to be asked about what their classmates
talked about.
 Ex: Matias talked about Pedro:
Who is Pedro? Pedro is Matia’s uncle. What does he do?* He
is an Architec. Where does he work?* He works in Quillota.

*These questions are written on the board.

5’ BREAK

CREATE
20’ A story about uncle Alfonso is written on the board. They
have to copy the story in their notebooks.

First we coment about the text. Who is Alfonso? What does

he do?....

Then they answer True or False some statements. If false

they have to answer the correct information.

1. Alfonso is my brother __F____ Who is Alfonso?

2. Alfonso is a photographer ___F__ What does Alfonso do?
3. Alfonso repairs cars __T____
4. Alfonso works in a theatre ___F___Where does Alfonso
work?
5. Children like to visit him ___T____

Students underline: ¿Qué palabras están relacionadas con

ser mecánico?

A mechanic works in a garage. A mechanic repairs cars.

Students have to make the same with next jobs:

Teacher, Actress, Doctor.

Students have 10 minutes left to finish the last class

game.

Match the description with the correct picture.

A) ____ Nigel Naylor, he’s a tailor
He makes trousers, suits and shirts

B) ____ Penny Proctor, she’s a doctor

Comes to see you when it hurts 1) 2)

C) ____ Peter Palmer, he’s a farmer

He’s got cows and pigs and sheep

D) ____ Wendy Witter, babysitter

Minds the kids when they’re asleep
3) 4)

E) ____ Mabel Meacher, language

teacher
Teaches English, French and Greek

F) ____ Gary Gummer, he’s a

plumber
Call him when you’ve got a leak 5) 6)

G) ____ Patty Prentice, she’s a dentist

Keeps your teeth both clean and white

H) ____ Ronnie Ryman, he’s a

fireman
Comes when there’s a fire to fight
7) 8)

HOMEWORK