Lesson plan

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Date: April 15 , 2010 Level: 8th grade, Primary School

Skill:
 Reading
 Listening
 Writing
 Speaking
Expected Outcomes:
 Practice vocabulary
 Practice the use of “have got”
 Identify the present simple tense
 Listen and paraphrase personal information
Resources:
 Whiteboard
 Notebook
 Book
 Radio/cd

Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.

Core of the class

Pre-stage: 30 Review about the previous class. Revision: “Have got”

min. The teacher asks questions about students in the class. Eg:
Has Matias got blue eyes? Have you got a sister? Etc. And
students write them down in their notebooks.
Students work with their books.

While-stage: 45 Explanation on the board about present simple tense.

min. The teaches asks questions such as “Mario do you play
football? When do you play football?”
The teacher explain the pronouns adding the “s” in the
verb for 3nd person affirmative.
The teacher explain the use of auxiliars and the formula for
questions: Do/Does + subject + verb
Students complete some sentences in their notebooks and
compare answers in pairs.
Students work with a worksheet.

Post-stage: 20 Students listen an audio with a conversation where two

min. girls give personal information.
Homework page 72 to 75 from the book

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan
th
Date: April 22 , 2010 Level: 8th grade, Primary School

Skill:
 Reading
 Listening
 Writing
 Speaking

Expected Outcomes:
 Practice the use of “have got”
 Identify the present simple tense
 Identify the present continuous tense
 Practice the use of “Can and Can’t”
 Give personal information
Resources:
 Whiteboard
 Notebook
 Book
 Worksheet
 Radio/cd

Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class

Pre-stage: 45 The teacher reviews the homework with the class.

min. The teacher reviews the unit and students work with the
book and a worksheet.

Oral test: giving personal information (in pairs)

While and post-stage: 50 Writing test about the unit.

min.
.
Closing 15 In order to strengthen knowledge, the teacher creates a
min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan
th
Date: April 29 , 2010 Level: 8th grade, Primary School

Skill:
 Reading
 Listening
 Writing
 Speaking

Expected Outcomes:
 Practice vocabulary about places
 Identify prepositions of place
 Listen a story.
Resources:
 Whiteboard
 Worksheet
 Book
 Notebook
 Radio/cd
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class

Pre-stage: 25 The teacher explains the name of the new unit giving
min. vocabulary about places.
The teacher asks students they give more places and reads
the names asking students repeat them with the teacher.

While-stage: 50 The teacher explain some prepositions of place.

min. Students work with exercises from the book.
Students listen a story from the book and the teacher asks
questions about it such as “Where are they? Where do they
go first? What are they doing? Etc.”
Students work with worksheets.

Post-stage: 30 Homework: pages 77 and 78.

min.

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan

Date: May 6th, 2010 Level: 8th grade, Primary School

Skill:
 Listening
 Speaking
 Writing

Expected Outcomes:
 Recognize places in a city (vocabulary)
 Express directions
 Identify “there is/there are” (Interrogative and imperative form)
 Recognize prepositions of places
Resources:
 Book
 Worksheets
 Whiteboard
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class

Pre-stage: 25 Review previous class. In the whiteboard the teacher

min. writes, in English, places that appear in the town given by
the story from the previous class (e.g. cinema, post office,
bus stop, sports shop, café, town hall)
Students repeat after the teacher.
Then the teacher reads the names of the places giving
examples about same places in our town.

While-stage: 50 The teacher connects that places with examples about

min. prepositions of places about our city.
The teacher asks students open their books, and students
practice with prepositions of places doing exercises in the
book (page 76 nº 2)
When students have finished the teacher explains on the
board the use of “there is/there are” in negative and
interrogative form.
The next activity about the story seen previously, the
teacher asks questions to students about the places in the
town of the story: e.g. Is there a café next to the cinema?
Are there any shops in the street in picture 1? The teacher
writes some questions on the board and explains the use of
singular, plural, affirmative, negative and interrogative
form.
Students study the “there is/there are” table in the book and
the teacher practice the pronunciation with the class.
Students do some exercises in the book about affirmative
and negative form.

Post-stage: 30 In order to practice the lesson, students work with a

min. worksheet with exercises about preposition of places and
“there is/there are”. The teacher checks that with the class.
Homework “There is/there are” practice: pages 77 and 78
(nº5)
 In order to strengthen knowledge, the teacher creates a
Closing 15 feedback about the class.
min. The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
What they liked most
 Lesson plan

Date: May 6th, 2010 Level: 8th grade, Primary School

Skill:
 Listening
 Speaking
 Writing

Expected Outcomes:
 Recognize places in a city (vocabulary)
 Express directions
 Identify “there is/there are” (Interrogative and imperative form)
 Recognize prepositions of places
Resources:
 Book
 Worksheets
 Whiteboard
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class

Pre-stage: 25 Review previous class. In the whiteboard the teacher

min. writes, in English, places that appear in the town given by
the story from the previous class (e.g. cinema, post office,
bus stop, sports shop, café, town hall)
Students repeat after the teacher.
Then the teacher reads the names of the places giving
examples about same places in our town.

While-stage: 50 The teacher connects that places with examples about

min. prepositions of places about our city.
The teacher asks students open their books, and students
practice with prepositions of places doing exercises in the
book (page 76 nº 2)
When students have finished the teacher explains on the
board the use of “there is/there are” in negative and
interrogative form.
The next activity about the story seen previously, the
teacher asks questions to students about the places in the
town of the story: e.g. Is there a café next to the cinema?
Are there any shops in the street in picture 1? The teacher
writes some questions on the board and explains the use of
singular, plural, affirmative, negative and interrogative
form.
Students study the “there is/there are” table in the book and
the teacher practice the pronunciation with the class.
Students do some exercises in the book about affirmative
and negative form.

Post-stage: 30 In order to practice the lesson, students work with a

min. worksheet with exercises about preposition of places and
“there is/there are”. The teacher checks that with the class.
Homework “There is/there are” practice: pages 77 and 78
(nº5)
Closing 15 In order to strengthen knowledge, the teacher creates a
min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
What they liked most
 Lesson plan
th
Date: May 13 , 2010 Level: 8th grade, Primary School
Skill:
 Listening
 Reading
 Writing
 Speaking
Expected Outcomes:
 Recognize places in a city (vocabulary)
 Recognize prepositions of places
 Identify “there is/there are” (Interrogative and imperative form)
 Create a dialogue
Resources:
 Worksheets
 Book
 Whiteboard
 Notebooks
 Radio/cd
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class

Pre-stage: 25 The teacher checks the homework with the class.

min. Review about “There is/There are” in affirmative-
interrogative-negative form.
Students work with exercises from the book.

While-stage: 50 The teacher writes a model how give direction giving an

min. example in Viña del Mar.
Students listen a dialogue where people is giving
directions.
Students work in exercises from the book.
The teacher write on the board the dialogue given and
students repeat afeter the teacher.
Dissapearing dialogue activity: The teacher read the
dialogue and students repeat it again, then the teacher rubs
out one word and replaces it with a line. Then has the class
read the dialogue again. Continues to rob out words,
replace them with lines, until rub out most or all of the
words.The class have to remember the words that have
been rubbed out.

Post-stage: 30 Students create their own dialogue in pairs and practice in

min. it. The teacher and the guied teacher give an example in
front of the class.

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan
th
Date: May 20 , 2010 Level: 8th grade, Primary School
Skill:
 Listening
 Reading
 Listening
 Speaking
Expected Outcomes:
 Identify the use of imperatives in affirmative and negative form.
 Create sentences with imperatives.
 Understand and create a text about an ideal city.
 Identify the use of “and” and “but”.
 Create sentences with “and” and “but”
 Talk about cities
Resources:
 Whiteboard
 Notebook
 Worksheet
Time Comments

Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class

Pre-stage: 25 Review about the previous class.

min. Students work with worksheets.

While-stage: 50 The teacher explain how do we form the affirmative and

min. negative Imperative and students work with exercises from
the book.
The teacher and students give a list of common imperatives
and students copy and form sentences in their notebooks
with them.
Reading activity: The teacher reads a text from the book
about an unreal city, and asks students create their own
ideal city.
The teacher explain the use of “and” and “but”
Students write sentences in their notebooks, then students
read them.
Students work with a worksheet.

Post-stage: 30 The teacher write the name of four cities on the board and
min. asks: What do you know about these places? Have you
seen any of them in films? What are they famous for?
Have you visited these cities?, then the teacher reads the
sentences with the class and asks students what they think.

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
 o What they liked most

Lesson plan
Date: June 3rd, 2010 Level: 8th grade, Primary School
Skill:
 Listening
 Speaking
 Writing
Expected Outcomes:
 Recognize places in a city (vocabulary)
 Recognize prepositions of places.
 Identify “there is/there are” (Interrogative and imperative form)
Resources:
 Book
 Worksheets
 Whiteboard
Time Comments
Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class
Pre-stage: 30 Review about The unit called “My town”.
min. In the whiteboard the teacher writes, in English, places that
appear in the town e.g. cinema, post office, bus stop, sports
shop, café, town hall with affirmations such as “You see a
film…” and they have to complete “…at a cinema” with
the places given.
Prepositions of place review: behind, next to, in, on,
opposite, and under.
There is, there are review in affirmative, negative, and
interrogative form.
Review about dialogue giving directions.
Review about imperatives and vocabulary.
Students repeat after the teacher.
Then the teacher reads the names of the places giving
examples about same places in our town.

While-stage: 60 Test about the unit “My Town”

min.

Post-stage: 15 New unit: “Food and health”

min. Students open their books and the teachers explain about
new vocabulary about food (nouns) in singular and plural
way. Students repeat after the teacher.
The teacher says “What is your favorite food? What drink
do you like?” and they have to answer in English using the
vocabulary given.
The teacher gives students a food pyramid, they have to
associate the group of food with the vocabulary given
before e.g. apples - fruits and vegetables.

Closing 15
min.

In order to practice the lesson, students work with a

worksheet with exercises about preposition of places and
 “there is/there are”. The teacher checks that with the class.
Homework “There is/there are” practice: pages 77 and 78
(nº5)

In order to strengthen knowledge, the teacher creates a

feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most

Lesson plan
th
Date: June 10 , 2010 Level: 8th grade, Primary School
Skill:
 Listening
 Speaking
 Writing
 Reading
Expected Outcomes:
 Recognize vocabulary about food and meal
 Identify eating habits
 Enforce the use of "like and don't like"
 Recognize the use of singular and plural form
Resources:
 Book
 Notebook
 Worksheets
 Whiteboard
 Data show
Time Comments
Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class
Pre-stage: 30 New Unit: “Food and Health”
min. Students practice vocabulary about food giving by the
teacher.
Nouns: Food in singular and plural form.
Students paraphrase the new vocabulary.
The teacher asks students “What is your favorite food?
What drink do you like?” and they have to answer in
English using the vocabulary given.
Students identify types of food in a food pyramid; they
have to associate the group of food with the vocabulary
given before e.g. apples --> fruits and vegetables.
Use of “Like and don’t like”

While-stage: 40 Students work with a worksheet about vocabulary and the

min. use of “I like- I don’t like”. The teacher checks it with the
class.
Students listen and read a story about a picnic in the
 countryside and they in pairs answer questions about it.
Students associate different cultures and eating habits in
our country and UK.

Post-stage: 35 Game.
min. Students play a game in which through dice, question
cards, and a game board (projected by a data show) they
have to answer questions about food and eating habits in
order to summarize the grammar and vocabulary points.
Homework page nº 81

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most

Lesson plan
Date: June 17th, 2010 Level: 8th grade, Primary School
Skill:
 Listening
 Speaking
 Writing
 reading
Expected Outcomes:
 Recognize questions and answers with “like”
 Recognize countable and uncountable nouns with food.
 Identify definite and indefinite pronouns
 Paraphrase and create a dialogue
Resources:
 Book
 Worksheets
 Radio / CD
 Whiteboard
 Time Comments
Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class
Pre-stage: 30 Review previous class.
min. Students give the name of all the food that they have
learned, then in the whiteboard, the teacher draws a food
pyramid and asks students add some food in the pyramid
boxes.
Students answer with “Yes, I like / No, I don’t like” to the
question “Do you like ...?”
Students recognize the food that are countable and
uncountable.
Students work with a worksheet about the review.
While-stage: 40 Countable and uncountable nouns: the teacher explains the
min. food that we can count and we can not count, giving
examples. With this, the teacher explains what cases we
use “a, an or nothing” and “some / any”, and indefinite
pronouns, such as someone / anyone for people, and
something / anything for things.
Students work with the book (pages 81-82)

Post-stage: 35 When students have finished the teacher explains briefly

min. on the board the use of –Wh questions.
Then students listen a dialogue with a boy and a girl about
an invitation. Students have to listen and repeat the
dialogue. The teacher inforce the use of present continuous
to talk about future arrangements, and they have to find
two present continuous sentences about future
arrangements in the dialogue.
Students have to write a dialogue with their own ideas.
The lesson finish with a new listening about an invitation.
Homework page 83
Closing
15 In order to strengthen knowledge, the teacher creates a
min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most
 Lesson plan
Date: June 24th, 2010 Level: 8th grade, Primary School
Skill:
 Listening
 Speaking
 Writing
 reading
Expected Outcomes:
 Practice a dialogue about invitation
 Identify definite and indefinite pronouns
 Identify the differences between “Some/Any”
 Comprehend a text
Resources:
 Book
 Worksheets
 Whiteboard
 Time Comments
Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.
Core of the class
Pre-stage: 20 The teacher reviews the homework given the previous
min. class (pages 82 and 83 of the book)

While-stage: 75 Test: Dialogue about invitation.

min.
Review previous class.
Meals of the day.
The teacher draw a table on the board with the use of
indefinite pronouns, such as “someone, anyone, something,
and anything” giving examples.
Some/any: Students recognize affirmative, negative and
interrogative sentences, such as “There are….
eggs”-“There isn’t ….. cheese” - “Are there ….. apples?”
Students practice with exercises from the book (page 22)
Reading comprehension: The teacher and students read a
text from the book (page 23)

Post-stage: 10 Homework with worksheet given by the teacher

min.

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most

Lesson plan
st
Date: July 1 , 2010 Level: 8th grade, Primary School
Skill:
 Listening
 Writing
 reading
Expected Outcomes:
 Practice vocabulary about food and drink
 Identify definite and indefinite pronouns
 Identify the differences between “Some/Any”
 Comprehend a text
Resources:
 Book
 Worksheets
 Whiteboard
Time Comments
Introduction 15 The teacher greets in English students and asks them the
min. same.
Pupils pull out their notebooks and books, and then they sit
down in their posts.

Core of the class

Pre-stage: 20 The teacher reviews the homework given the previous
min. class

While and post-stage: 75 Review about the previous class

min. Vocabulary about food and drinks.
Plural nouns rules.
Countable and uncountable nouns.
Indefinite pronouns.
Use of some and any giving examples.
Reading comprehension: The teacher and students read a
text from the book and work with exercises from the book
(page 23)

Test about the unit

Closing 15 In order to strengthen knowledge, the teacher creates a

min. feedback about the class.
The teacher gives oral questions asking students to raise
their hands to respond and picks one by one in order to
answer questions such as:
o Topic of the class
o What they learned
o The most difficult topics
o The easiest thing
o What they liked most