Group:9th A-B

Recent topic work:

Date: 27-31/10/2014
Clock time

Time:40 minutes
Recent Language
work

No of students:35

Objectives: Students will be able to give basic commands, (Go, Come Here, Stand Up,
Touch Your Head etc.), andUNIDAD
follow theEDUCATIVA
instructions LUIS
of anFELIPE
imperative,
if one
is given
to them.
BORJA
DEL
ALCAZAR
Teaching Procedures: San Luis de Chillogallo Telefax. 3600322 2620-968
RUC
1768053070001
Step One: Explain to your students what
an 'imperative'
is. Also known as a command or a
CORREO
clfba1984@hotmail.com
plea, it gives some one instruction about what they should do - Stand up. Sit down. Stop
talking. Etc. Writes ever a examples on the board and have students copy into notebooks. (I
always tell them there will be a test on this, and usually follow up with a short test at the
beginning of the next class).
Step Two: Explain the basic structure of an imperative, either a) the simple version
composed of just a verb - Sit. Stop. Eat. Run. Etc., or b) a verb followed by addition all
information Sit there. Stop talking. Eat faster. Hit Susan. Etc.
Step Three: Go around the classroom, giving a basic verb imperative (Go. Eat. Talk etc) and
ask each student to add additional information to the imperative - Faster, A Persons Name,
Now, Tomorrow etc.
Step Four: (Game One) Choose three students and ask them to come to the front of the
class. I always choose the more outgoing ones, so they don't feel stupid when they're
standing up there and expected to follow commands.
Materials: Humans: Students ,teacher Materials: Student book NA1 Teacher book
NA2Flash cards Pictures Dictionary
Anticipated Problems:
Timing

5 Minutes

Teacher Activity

Student Activity

Explain the uses of

imperatives by
modeling

Making flash card

about in imperatives.

10 minutes

Play the audio two

or more times

10 minutes

Play the audio again

and have students
read along and
Check their answers

15 minutes

Homework:

Students
independently
complete
exercise.

work
to
the

To extend work with

the dialogue, select
key
vocabulary,
structures, and
communicative
phrases to discuss
more fully, such as Ill
buy, first,
Right?, and Enjoy
the movie.

Success Indicator

1. Students' ability to
understand,
2. When the add
information to the
imperative,
is
it
complicated
or
simple?
3.
Students'
will
ingress to participate
and have fun

UNIDAD EDUCATIVA LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Telefax. 3600322 2620-968
RUC 1768053070001
CORREO clfba1984@hotmail.com

Using Imperative Verbs- Recipes

TASK ONE: Choose the correct imperative verb to go with each instruction in this recipe to
make a Cheese Omelets.
a. ______________ your pan until its nice and hot.
b. ______________ and enjoy- your omelette is ready!
c.

______________ some eggs into a bowl and whisk.

d. ______________ some cheese and add to your egg mixture.

e. ______________ to get heritor roughly.
f.

______________ your egg mixture and cookfor 3 minutes.

g. ______________ for a final 2 minutes until completely cooked.

Mix

Heat

Serve
Lic. Gabriela Carrillo
ENGLISH TEACHER
Date: October, 2014
Signature:
..

Add

Crack
Lic. Gloria Jinez
AREA COORDINATOR
Date: October, 2014
Signature:
..

Grill

Grate
Lic. Blanca Zambrano
Vice Principle
Date: October, 2014
Signature:
..

UNIDAD EDUCATIVA LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Telefax. 3600322 2620-968
RUC 1768053070001
CORREO clfba1984@hotmail.com

LESSON PLAN 2
Group:9th
Date:
Time:40 minutes
No of students:39
B-A
Recent topic
Abilities
Recent Language
Prepositions of place
work:
work
Aims: Students will be able to use prepositions of place and furniture
vocabulary
Objectives: Saying where things are using prepositions of location
Using singular and plural forms with questions and statements.
Teaching Procedures
Teaching Procedures
1. Teach the prepositions vocab
For this youll need a box and a small toy animal (I use a koala). Before class, put the koala
inside the box. In class, site your students down and take out the box. Rattle the box and
have your students rattle the box and try to guess what is inside. Take out the toy and
introduce it to the class. Also elicit the word box. Sit the toy on the box and ask Where is
it?. Elicit/Teach the preposition on and then Its on the box. Do the same for the rest
of the prepositions (on, under, in, behind, next to, in front of, between).
2. Practice the prepositions
Put students in pairs and give each pair a box and toy - or anything which can be used to
practice the prepositions (e.g. a pencil and pencil case). Have each pair ask and answer
questions using the prepositions.
3. Play "Where Is / Where Are"
Take out a pen and elicit the word. Have everyone close their eyes. Hide the pen
somewhere in the classroom (e.g. inside a book). Tell everyone to open their eyes and ask
them "Where is the pen?". Have each student guess using the structure Is it (under) the
(chair)?. When the pen is finally found take out a pair of shoes (can be a dolls pair). Elicit /
Teach Theyre shoes and show the contrast between Its and Theyre. Again, have
your students close their eyes as you hide the shoes. Students try and guess their location
by asking questions such as Are they (behind) the (desk)?.
Materials: Humans: Students ,teacher Materials: Student book NA1 Teacher book NA2Flash
cardsPicturesDictionary Furniture crossword, Prepositions of Place flashcards, Paper cat
cutouts, Gap fill exercise, Room pictures A and B
Anticipated Problems:
Timing

Teacher Activity
Bring a soft toy.

Student Activity

Success Indicator

UNIDAD EDUCATIVA LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Telefax. 3600322 2620-968
RUC 1768053070001
CORREO clfba1984@hotmail.com

10 Minutes

15 minutes

Stand in the
middle of the room
or get the
students into a
circle. Introduce
the cat, tell
students its name
and where it is
from.
Show the students
the preposition
flashcards and ask
them
where the cat is.
.

Lic. Gabriela Carrillo

ENGLISH TEACHER
Date: October, 2013
Signature:
..

Answer where is the

toy.

Sit students in pairs,

back to back.
Give out Room A
picture to one student
and Room B picture
to the student sitting
behind him.
.

Lic. Gloria Jinez

AREA COORDINATOR
Date: October, 2013
Signature:
..

Lic. Blanca Zambrano

Vice Principle
Date: October, 2013
Signature:
..

UNIDAD EDUCATIVA LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Telefax. 3600322 2620-968
RUC 1768053070001
CORREO clfba1984@hotmail.com

LESSON PLAN 3
Group:9th B-C Date:
Time:40 minutes
No of students:39
Recenttopicwork
abities
Recent
Use of can
:
Languagework
Aims:
Objectives To be able to use the modal verb 'can' in order to talk about ability
Teaching Procedures .
1) Greet students
-

Greet students and say can/cant sentence as a lead-In. (For example, Hello Everyone. How
are you? Grammar class!!! Dont worry. We can do it! What did I say? We can do it!)

Write down the lead In sentence on the board so that students can see it.
2) Present the meaning of can/cant statements (also pronunciation) using I

As a similar example, open/close the blinds in the class and say I can/cant see outside.
Point out the English only sign board we cant say Korean
3) Concept Check Questions

Teacher shows an egg carton and says the expiration date on it. March 29, 2009. You know
about this kind of date? Right? Then, write down I can eat, I cant eat. on the board. Also
draw below line on the board.

UNIDAD EDUCATIVA LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Telefax. 3600322 2620-968
RUC 1768053070001
CORREO clfba1984@hotmail.com

Materials: Humans: Students ,teacher Materials: Student book NA1 Teacher book NA2Flash
cards Pictures Dictionary B

Anticipated Problems:
They may want to conjugate 'can' in the 3rd person singular as they will have learned to do this in
the present simple tense. (He cans play the piano).
2. Students may try to put the preposition 'to' after the verb 'can'. (He can to play the piano.)
3. When making questions, they may try to use the auxiliary verb 'do' (Do you can play
the piano?)
4. They will find it difficult to hear the difference between 'can' and 'cant' . They will also find it
difficult to differentiate between the strong form of can, , and the weak one, .
Timing
Teacher Activity Student Activity
Success Indicator

5 minutes

10 minutes

10 minutes

Warmer: Practice
some tongue
twisters. (Other
options are:
hangman,

Presentation:
Introduce
sentences using 'I
can'
&
'I
can't...'. Try to
juggle
and elicit 'I cant
juggle';
whistle
and elicit 'I can
whistle'. I
Controlled
practice: Conduct
a
controlled
question
and
answer
drill
around
the class e.g.
'Maria,
ask
Giorgio' (point
to
an
action
picture on the

Repeat
twister

the

tongue

Write anther examples

of abilities in the
notebook
.

Work in pairs about

yours abilities

UNIDAD EDUCATIVA LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Telefax. 3600322 2620-968
RUC 1768053070001
CORREO clfba1984@hotmail.com

board)

15 minutes

Production: Get
students to write
down
some
unusual
things
they can do.
Help them if they
dont know the
words in English.

Speak about yourself

with abilities

Homerworks: Transformation exercises (changing affirmative statements

into negative sentences or questions), free writing exercise (describe things
you can and can't do), etc.

Lic. Gabriela Carrillo

ENGLISH TEACHER
Date: October, 2013
Signature:
..

Lic. Gloria Jinez

AREA COORDINATOR
Date: October, 2013
Signature:
..

Lic. Blanca Zambrano

Vice Principle
Date: October, 2013
Signature:
..