COORDINACIÓN DE IDIOMAS

INGLÉS EN SECUNDARIA “KEEP ON”

LESSON PLAN CYCLE 4 (1 st & 2 nd Grades)

School:ESC.SEC.GEN 1 BENITO JUAREZ
Social Practice of the Language: Expresses support and
solidarity towards a lifelike problematic situation.
Teaching Guidelines (Orientaciones Didácticas):
Reflexion on study topics.
Teacher:M.I.E. AARÓN DAVID ARENAS LEDESMA Grade:2ND Unit: 1 Week: 4
Social Learning Environment: Communicative Activity:
Family and community Uses the language to participate in discussions with the
purpose of solving lifelike situations in a framework of respect
and solidarity.
Achievements (Aprendizajes Esperados): Vocabulary:
The students are able to help other people make a decision about Verbs in past, expressions to demonstrate solidarity: Oh no, Oh
their problems. dear, I´ll always be here for you, modal verbs: can , could, should,
etc.
The students are able to express the possible consequences of
their problems.

Evaluation Suggestions (Sugerencias de Evaluación):

Learning Outcomes (Evidencias de Aprendizaje): Final Product (Producto Final): Evaluation Tool (Instrumento de Evaluación):
S1: Present a problem in front of the group Blog (printed form) with suggestions to solve problems.  Rubrics
S2: Show solidarity to other person´s problem.
S3: Write suggestions and identify the possible consequences of
one´s decisions.

Session 1
Class Objective:
STEPS OF
THE CLASS ACTIVITIES MATERIAL TIME

Warmer / Revision: Have students remember the past form of some of the verbs seen in previous class. And write 3 or 4 sentences Flash cards with 20
incorrectly on the board ask students to identify the mistakes and correct them in plenary. verbs minutes
Opening Lead in: Have some students read their problems (from previous class) in front of the group.
(introduction / Vocabulary: Phrases to show solidarity. (introduce them to the class and help them give the correct intonation)
presentation) Presentation: Display a problem on the board, (Preferably on a big Facebook template page) and write a phrase people would use to
show solidarity.
Have students act out a conversation in which they talk about the problem they have. 20
Development Student A: tells the problem to student B minutes
(practice / Student B: responds to the bad news ( the problem) by using the expressions to show solidarity
application)
Closure WRAP UP EVALUATION 10
(wrap up / Read for students different problems and have them tell you one Oral presentations: Just check that students are actually using the Minutes
evaluation) of the phrases to show solidarity. phrases to show solidarity and echo if there is a mistake.
Comments:
This class was planed to be taught last week, but I consider I was very ambitious that I think I overwhelmed students with a lot of topics. Therefore, I decided to spread the
topics longer.
Session 2
Class Objective:
STEPS OF
THE CLASS ACTIVITIES MATERIAL TIME

Warmer / Revision: Give some problems and expect students answer with the phrases to show solidarity. 15
Opening Lead in: Introduce vocabulary and structure. Give students inductively the structure to make suggestions, present the most common minutes
(introduction / modal verbs and explain the different uses.
presentation) Vocabulary: Modal verbs.
Presentation: Introduce the modal verbs and try to convey their meaning with examples, show the degree of strength each of them have.

Write some examples on the board and students will decide the most appropriate modal verb for them. For example: A) I broke my Flash cards with 15
Development phone. What can I do? B) You ______ buy another. So, students choose from can, should, could and have to. (Use flashcards with the modal verbs minutes
(practice / modal verbs).
application)
Closure WRAP UP EVALUATION 20
(wrap up / Write 3 problems on the board and propose 3 verbs. Students Exchange notebooks and check the sentences. minutes
evaluation) have to write 3 senteces using the modal verbs properly.
Comments:

Session 3
Class Objective:
STEPS OF
THE CLASS ACTIVITIES MATERIAL TIME

Warmer / Revision: Display on the board some new problems (in simple past) and have students come up with some solutions to these 15 min
Opening problems. Write the sentences on the board and check that they are correct.
(introduction / Lead in: Ask students to take their Facebook template out so they can remember the problem they wrote.
presentation) Vocabulary: New verbs to give suggestions.
Presentation: introduce new verbs, ask students what verbs they think they might use to give an advice.

Give students the worksheet of the blog format and have them copy their problem on there. Then have students exchange their Facebook template 20 min
worksheets and have 5 friends of them giving them some advice.
 Development
(practice /
application)

Closure WRAP UP EVALUATION 15

(wrap up / Check that their spelling is correct and check structure. Have min
evaluation) some students reading outload the suggestions they were given
Comments:

SPEAKING RUBRIC

Criterion Needs improvemetn Well done

Grammar Makes mistakes in at least three sentences and
does not recognize the function of the tenses.
Pronunciation The pronunciation affects understanding of the
message.
Vocabulary The students lacks words to express the ideas
clearly most of the times and uses words in
spanish to fullfill the gaps.
Paralinguistic features There is no boday language or gestures to
support the words and convey meaning.
Uses the teses correctly and convesys correct
meaning trough the sentences. Sentences have all
the elements.
Pronunciation enhences comprehension of the
messge.
Uses the appropriate vocabulary to express the
ideas clearly.
Uses the body to support what s/he has said and
the gestures convey the correct meaning.

WRITING RUBRIC

Criterion Needs improvemetn Well done

Grammar Makes mistakes in at least three sentences and
does not recognize the function of the tenses.
Spelling There are at least 4 spelling mistakes.
Vocabulary The students lacks words to express the ideas
clearly most of the times and uses words in
spanish to fullfill the gaps.
Handwriting The handwriting is not clear and it makes it
difficult understand the message.
Uses the teses correctly and convesys correct
meaning trough the sentences. Sentences have all
the elements.
There are less than 4 spelling mistakes.
Uses the appropriate vocabulary to express the
ideas clearly.
Handwriting is neat and clear.

NOTE: Rubrics were not used last week, since we just had enough time to start with the first step to complete the final product.