LUIS DONALDO COLOSIO MURRIETA PRIVATE SCHOOL

SCHOOL YEAR 2023 – 2024

ENGLISH LESSON PLAN

TEACHER: CYNTHIA DE DIOS PÉREZ LEVEL: SECONDARY

WEEK: From NOVEMBER 13 to NOVEMBER 24 GRADE / GROUP: MODULE 3

DATE TOPIC BOOK PAGES STAGES EVALUATION RESOURCES HW

SB: 30 DAILY ROUTINE Welcome words. Ask ss about the Oral Participation • Video 7
November 13th
Day 1

last free time they had. • Projector

AB: Written participation • Board
TOPIC WARM UP Ask students to work with a partner • Notebooks
GROWING and brainstorm a list of typical • Track 3.01
UP outfits that people wear to costume
parties to check how familiar
students are with the theme of the
unit.
DEVELOPMENT SECOND UNIT EVALUATION

Play the video and discuss the

question with your class.

Give a couple of your own

examples before students do the
exercise. Before playing the audio,
OBJECTIVE give students another two minutes
to read the blog quickly and to
check ideas. The focus here is on
understanding the gist.
Encourage students not to focus
on every word for now.
Encourage students to underline
the parts of the blog that helped
them fi nd the answers.
Functions and CLOSURE As this is a fluency activity, do not
speaking : interrupt to correct errors unless
Emphasizing they impede communication.
Grammar:Quantifiers; Listen to some of the students’
so and such (review); ideas in open class as feedback,
do and did
 for emphasis encouraging them to react to and
Vocabulary: debate with each other.
Costumes and
uniforms; bringing up
children
Literature: About a
Boy
TOPIC DAILY ROUTINE Ask students to find all the people Oral Participation • Projector Ask students to
November 14th
Day 2

SB: 31 WARM UP mentioned in the blog and write • Board write a short
AN them on the board as prompts Written participation • Notebooks text about an
EMBARRASSING AB: (Rain, Dale (Rain’s dad), embarrassing
Rochelle (Rain’s mom), Rain’s moment that
DAD younger brother, Rain’s friends). they have had.
DEVELOPMENT Point out the use of Initially and If they haven’t
with time. Encourage students to had any, or the
OBJECTIVE find evidence in the article to subject is too
justify their answers. personal, they
FUNCTIONS: CLOSURE Give a couple of your own ideas as can interview
examples before students work in someone or
Reading; Train to pairs. At the end of the exercise, make up some
Think listen to some of the students’ ideas. As a
ideas and encourage open class follow-up,
discussion. students can
present their
text to the
class in the
next lesson.
SB: 32 DAILY ROUTINE Ask ss their favorites activities to Oral Participation • Projector
Day 3
November 15th

TOPIC do on free days. • Board

Growing up AB: WARM UP Ask students to try to complete Written participation • Notebooks
sentences from memory before • Video 08
looking back at page 31 to check Grammar video
their answers. This encourages
students to notice language and
helps activate their curiosity
around the target language.
 DEVELOPMENT f you have access to the internet,
find pictures of the items in the list.
Ask students to match the items in
the list with the pictures in order to
check/clarify sword,
shield, wig, snorkel, and poncho.
Say the words for students to
repeat and check pronunciation.
OBJECTIVE Give students two minutes to
discuss the difference between a
costume and a uniform (a costume
is worn to create the appearance of
a particular period or character,
e.g., a cowboy costume; a uniform
is worn by members of an
organization or a sports team, e.g.,
an army uniform).
Grammar; CLOSURE At the end of the exercise, listen to
Vocabulary some of the students’ ideas and
encourage open class discussion.
SB: 33 DAILY ROUTINE Invite students to share their Oral Participation • Projector
Day 4
November 16th

TOPIC ideas with the rest of the class, • Board

AB: but do not give the answers yet. Written participation • Notebooks
Growing up WARM UP Ask students to read the • Track 3.02
statements before they listen.
Tell them not to worry about
understanding every word for
now, but to focus on listening for
the answers. Encourage them to
think about the correct answer to
the false statements.
DEVELOPMENT Give a couple of your own
examples before students do the
exercises. Ask students to
research someone
from around the world who has
made a sacrifi ce / raised a lot of
money / done good for other
OBJECTIVE people. As a follow-up, students
can present this person to the
class in the next lesson. After
each presentation, encourage the
rest of the class to ask questions
and finally hold a class vote to
decide which was the most
interesting presentation.
Listening; Speaking CLOSURE To increase the challenge in
Exercise 9 for stronger students,
 give them the questions without
the
multiple-choice options. Give
weaker
students just two options for each
question by identifying one
incorrect
option in each.
TOPIC SB: DAILY ROUTINE
Day 5
November 17th

AB: WARM UP
OBJECTIVE DEVELOPMENT ADMINISTRATIVE WORK DAY
CLOSURE

TOPIC SB: DAILY ROUTINE

20TH
Day 1
November

AB: WARM UP
OBJECTIVE DEVELOPMENT MEXICAN REVOLUTION DAY
CLOSURE
TOPIC SB: 34 DAILY ROUTINE Oral Participation • Projector Answer p.19 of
November 21TH
Day 2

• Board Activity book

Growing up WARM UP Point out the use of Does that
AB: Written participation • Notebooks
mean that …? and What
evidence is there that …? to
start the questions. Elicit the
answer from the class.
 DEVELOPMENT Monitor and help if students
are having diffi culties thinking
of questions. Listen to some of
their ideas in open class and
write good answers on the
board.
Ask students to write a short
text describing a trip that they
have made. It could be a trip
that was part of a vacation, a
trip to visit family, or a trip
they take daily, perhaps as
OBJECTIVE part of their commute to
school or work. Encourage
them to use as much language
from the text as possible. As a
follow up, students can
present their travel
experiences to the class in the
next lesson. After each
presentation, encourage the
rest of the class to ask
questions and, fi nally, hold a
class vote to decide which was
the most interesting trip.
FUNCTIONS: CLOSURE In Exercise 8, stronger
Reading; Speaking students can write questions
for all fi ve statements.
Weaker students can focus on
just the first three statements.
SB: 35 DAILY ROUTINE Ask students to complete Oral Participation • Projector Ask students to
Day 3
November 22th

TOPIC
sentences 1–2 before finding the • Board write three
AB: sentences in the article to check Written participation • Notebooks more
their answers. statements for
Growing up WARM UP Divide the class into pairs for the speaking
students to compare answers. task in
Listen to some examples in open
class as feedback.
 DEVELOPMENT Before students look at the rule, Exercise 5.
you could ask them to consider They can bring
the effect of do and did in the them to
example sentences (they create the next class
emphasis). for partners to
During feedback, refer to the read
rules and read through the Look and respond
box and check understanding. to.
Before doing the exercise, ask
students to read the text to
OBJECTIVE answer the following question:
Does the text suggest that
parenting is easy or diffi cult?
(diffi cult) The aim of this is to
encourage students to read a text
fi rst to understand the gist, which
will help them to complete the
task. Elicit the meaning of the
completed phrases as you check
answers.
FUNCTIONS: CLOSURE In Exercise 12, you could ask
Grammar; stronger students to cover the defi
Pronunciation; nitions (a–h) and
Vocabulary to work with a partner to try to
work out the meanings from
context.
TOPIC SB: 36 DAILY ROUTINE Oral Participation • Projector
Day 4
November 23th

• Board
Growing up WARM UP In pairs, give students two minutes
AB: Written participation • Notebooks
to brainstorm a list of movies
• Track 3.06
about teenagers. Write the titles
on the board. Divide the class into
pairs for students to take turns
describing the plot of the movies
listed for their partners to guess
the title. Listen to some examples
in open class and write any
repeated themes on the board.
DEVELOPMENT Before reading the introduction,
focus attention on the movie
poster and ask students to
discuss the question. Ask them to
read the introduction to check.
OBJECTIVE Tell students not to worry
about diffi cult vocabulary at this
stage and encourage them just
to concentrate on answering the
question.
Literature; Reading CLOSURE Tell students to underline key
 information in the extract that
helped them to decide whether
each sentence is true or false.
During feedback, ask students to
justify their answers by quoting
the text they have underlined.
TOPIC SB: 24-25 DAILY ROUTINE Oral Participation • Projector
Day 5
November 24th

• Board
Growing up WARM UP Before students do the exercise,
AB: Written participation • Notebooks
write the highlighted words on
the board. Tell students to find
the words in the extract and to
try to work out the meaning of
the phrases from the context. Ask
them to compare their ideas with
the definitions in the book.
DEVELOPMENT Ask: Which words can we use to
make sentences more emphatic?
Elicit answers and write so/such/
do/did on the board. During
feedback, say the sentences for
OBJECTIVE students to repeat and check
pronunciation. Encourage them
to be emphatic!
In pairs, allow students six to
eight minutes to prepare their
dialogues.
Functions; Writing CLOSURE Students should expand on the
notes they wrote in Exercise 5 and
follow the
same paragraph format.

__________________________________ __________________________________
Miss Claudia Patricia Jaramillo Pérez
ENGLISH TEACHER ENGLISH COORDINATOR