Class Plans for Posting

8/9/2019 Class Plans for Posting

1/39

Date: April, 7thTime: 90 minutes

Grade:5th GradeTeacher: Lorena Rodriguez

Skill: Listen, writing and speaking

Expected Outcomes: - Identify orally the month of the year- Name orally the dates given, using cardinal numbers.

- Produce new sentences using the month of the year and dates.

- Reproduce and discriminate the sounds th, st, nd- Write their own date of birthday using cardinal numbers

Resources: Study books, radio, CD, paper and color pencils, decorative panel with

birthdays.

Introduction

Core of the Class

Pre-stage

While Stage

Time

5 minutes

10 minutes

45 minutes

Comments

Greet the students and prepare to start the

class.

The students are going be asked about themonth of the year. Question like:

-What month are we on?

-On which month do we celebrateChristmas?

-Which month is your birthday on? The

students are going to answer at random.

Students will be introduced to cardinal

numbers. Will be explained about how

cardinal numbers are different from ordinalnumbers.

Students practice repeating different dates,

they will be required to write on theircopybooks and also repeat the dates aloud.

In couples, they will tell their partner about

three important dates in their life. Teachergoes around the groups to listen the

vocabulary and the functions students are

using.

After, the students will share with the rest

of the class.Emphasis will be given to pronunciation of

th, st,nd.The students practice with the teacher

pronunciation and recognition of dates and

month of the year.To conclude with a listening .The students

have to listen and match the dates to the


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Post-stage

Closing

Total Time

25 minutes

5 minutes

90 minutes

days they ear (book page #10)

Applying the explanation given before, the

students will write on a given piece ofpaper their date of birth using cardinal

numbers, month and emphasis on structure.

After, they will stick the paper written onthe panel as classroom decoration.

(Panel prepared by the teacher prior toclass. A picture of a birthday cake, grade

and space around it to stick the papers

written by the students)

-Students give their opinion about theactivity and the importance of knowing the

correct use of dates, month and the

difference between our own ways of sayingdates.

-Teacher reviews and corrects mistakes

listened during the activities.-The students prepare to exit the classroom.


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Date: April 8th

Time: 90 minutes

Grade: 5th Grade

Teacher: Lorena Rodriguez

Skills: Speaking, listening and writing

Expected Outcomes: -Recognize and name objects related to celebrations in a picture

-To show understanding of the listening by answering questions

made by the teacher.-Create new sentences using the structures and ideas given by thereading and write the ideas in their copybook

-Work in pairs and produce small talk that can be share with the rest

of the class.-Relate the reading with their own life.

Resources: Book, radio, pictures, teachers material.

Introduction

Core of the Class

Pre-stage

While-Stage

Time

5 minutes

10 minutes

45 minutes

Comments

Greet the students and prepare to start theclass.

Re-introduction of topic: Students are

going to remember last class topic and

activities.

-Students open their book and the teacher

makes question about the picture on page

11. Vocabulary is introduced (birthdaycake, presents, balloons, birthday cards,

soda, plates, candies) The students have to

recognize the elements in the picture.

-Students give examples of their own

celebration and the one on the picture.

Students will listen to a recording of

Birthdays in Britain(page #11) The

recording will be played as many times as

necessary in order to achieve the studentsunderstanding of the listening. After the

listening, the student answer questionsabout the text. Students are allowed to look

at the text for information and correct

answers.Questions like:

What do people give to someone on their


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Post-Stage

Closing

Total Time

25 minutes

5 minutes

90 minutes

birthdays?Where do some children go on their

birthday?

(see page 11 exercise 7/b)

Students in pairs write and comments about

the celebration of their own birthday.Teacher goes around the groups to listen

the vocabulary and the functions studentsare using. Students finish the activity by

sharing the information gather on each

group with the rest of the class. Everygroup will have the chance to speak.

Students review and correct mistakeslistened during the activity with the help of

the teacher. Quickly review of new

vocabulary and structures.


5/39

Date: April 13, 2010

Time: 90 minutes

Grade: 5th Grade


Skill: speak, write and listen

Expected Outcome: - Show oral and writing knowledge of present simple.- Utilize correct structures to create sentences on interrogative

form of present simple.

- Create and use wh questions and answersResources: Study books

Introduction

Core of the Class

Pre-Stage

While Stage

Time

5 minutes

10 minutes

45 minutes

Comment

Greet the students and prepare to start the

class.

Students will review last class content. Theteacher will ask about how we make

questions in the present simple. Studentsrecognize the structures given by theteacher and correct mistakes.

Exercise 3b will be written on the board

and the students have to complete thequestions.

Students will be introducing to whquestion and its structure. They will use

handout given last week. Students will do

exercise b.

Students open students book and doexercise 4/b. Put in order the given

sentences. Correction will be done in class.

Students look at page 13 exercise 5/a .

Students look at the pictures and name the

objects shown to familiarize the students tothe activity. After, the students listen to the

interview and answer the questions on their

copybook. Teacher checks the answers.

Students in groups, write questions usingwhat, when, where, how, how many. In

groups, we share the questions andanswers. The teacher gives the opportunity

to each student to formulate or answer

questions. Mistakes are going to becorrected during the activity.


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Post-Stage

Closing

Total Time

25 minutes

5 minutes

90 minutes

Students are encourage to formulate

questions or if they have doubts about the

structures.On page 9/Workbook, students do exercise

4 (ask and answer questions about Molly)

The students work in pairs. Each studentwrites the answers on their book.

The students go to page 14 and look at the

pictures. Students guess about the nexttopic. Students are encouraged to name the

activities shown in the picture.


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Time: 90 minutes

Grade: 5th Grade


Skill: Listen, speaking, writing

Expected Outcome: - Show oral knowledge of daily life activities.

- Distinguish and give example of adverbs of frequency.

Resources: Work book, Pictures.

Introduction

Core of the Class

Pre-Stage

While Stage

Time

5 minutes

10 minutes

45 minutes

Comment

The teacher greets the students. Students

prepare to start the class. Homework is

checked.

Students answer question about their workdone last class. Students answer the

teachers questions. Students look and gothrough page 14 of Students book asintroduction to the class .

Students look at pictures of activities andpredict about the content of the class.

Students name the activities shown on the

pictures. Students relate the activities with

their own life. Teacher asks question like:What activities do you do around your

home? Do you like to help around the

house?On the board, the teacher writes adverbs of

frequency (#3 page 15) The teacher

explains about the differences among theadverbs and their degree. The teacher

shows the structure and position of adverbs

with a) normal verb b) with auxiliary

verbs(have, do / dont, etc)

c) verb be.Students form groups of two or three

students. Students look at exercise 1, ingroup they write as many sentences about

what the robot Quasar does wrong or

doesnt do correctly around the house.Students share with the rest of the class.

Students open workbook and individually


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Post-Stage

Closing

Total Time

25 minutes

5 minutes

90 minutes

work on exercise 1 , 2 and 4. Teacher goesaround the class and checks the students

work.

The students, as practice receive a handout

with extra exercises of adverbs offrequency. The students glue the handout to

their notebook.The teacher asks about doubts the students

may have about the structures and the useof adverbs of frequency. The teacher

encourages the students to create new

sentences using adverbs of frequency.

Students are presented with the next

activity (page 16) Students predict the

content of next class.


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Time: 90 minutes


Skill:

Expected Outcome:

Resources: Test

Introduction

Time

90 minutes

Comment

Tests first unit

See Test

Date: April 22, 27 ,2010 Grade: 5th Grade


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Time: 90 minutes Teacher: Lorena Rodriguez

Skill: writing, speaking

Expected Outcome: -Oral participation of students-Produce writing and oral answers

-Produce oral explanation of meaningful holidays.

-Produce oral examples of holidays

Resources: Books, whiteboard, stamps as prices, papers with names of holydays

Introduction

Core of the Class

Pre-Stage

While Stage

Post-Stage

Time

5 minutes

10 minutes

45 minutes

25 minutes

Comment

Greet the students. Prepare the class to startthe lesson.

After the test given the day before, students

comment about the difficulty of it and theproblems the students may have had

answering the test. After they have thechance to express their opinions, thestudents open workbook.

Students check workbook for unfinishedexercises.

First, they work alone doing exercises with

the help of the teacher if needed.

According to how much time the students

take to do the exercises, the teacher willwork with the students in unison to keep

the students working and interested in the

activity.

Students answer questions and fill in their

book (exercises) in a competition manner.

The teacher gives prices to the students that

answers first and finish the pages. Thestudents are congratulated for their work.

Students are introduced to the last part ofthe first unit culture. Students and

teacher talk about holydays:


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Closing

Total Time

5 minutes

90 minutes

- New Year- Christmas

- Easter

- Summer Vacations- Winter Vacations

- Independence Day

- Mothers Day- May 21st

- Fathers Day- October 12th

- Valentines Day- Childrens Day

Students look at book to find new

vocabulary, the teacher clarifies it.

Students receive a piece of paper with the

name of a holyday. Each student comes tothe front of the class and tries to describe

the holyday without saying the name.

Students can give clues or draw in order tohelp their classmates to guess. The teacheror student writes the word on the board

ones the class guesses the rights answer.

All the students will have the chance tocome to the front of the class and play the

game.

Ones all the students finish, the studentsanswer questions about holidays in our

country.

Students will be introduced to their next

task and guide lines for their work: Project

I

Students pick their favorite holiday and

draw or glue a picture of it on theirnotebook and write a description of what

they do on that particular holiday.

Title: My Favorite HolidayPicture and description


12/39

Date: April 28th , 2010Time: 90 minutes

Grade: 5th GradeTeacher: Lorena Rodriguez

Skill: Speaking, writing

Expected Outcome: - Produce answers using ing- Distinguish the correct answers between present simple and

continuous.

- Explain the difference between present simple and continuous.

- Form phrases using the options given.Resources : Workbook, dice, board game

Introduction

Core of the Class

Pre-stage

While Stage

Time

5 minutes

10 minutes

45 minutes

Comments

Greed the students and prepare to begin thelesson. Call the roll. Homework follow up

The students review last class topic

(holidays). The students will be introducedto the next unit Animals. Students look at

page 30 and answer questions about the

pictures shown. Students guess about thecontent on page 30. Students will be invited

to answer the type of animals that live at

the zoo. Students at random give namesand types of animals.

Students will be invited to hear theinformation and to follow the readingpaying attention to the activities that the

character does at the zoo. The time of the

events will be stress.

After the listening, the students will have toanswer question like.

What was he doing at 10 am?

At what time he eats lunch?At what time does he do his homework?

Students answer the questions and have to

pay attention to actions done by thecharacter and the ending ING.

Students will be explained about the use of

ING to represent actions happening now;

the teacher will contrast the use of presentsimple that does not specify duration of an

action.

Students will be given examples of


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Post Stage

Closing

Total Time

25 minutes

5 minutes

90 minutes

activities and endings. The ING ending willbe stress. Students will give examples of

their own life and activities that they do.

Students are invited to play a game inpairs.

The game consists on a board game with

phrases that need to be rearranged usingpresent simple and present continuous.

The students receive one page per coupleand a dice. The students will have to take

turns to play, they have to write down thephrases using present simple and present

continuous endings. They take time to play

At the end the students have to have a listof phrases that together with the teacher,

will be corrected.

Students stop the game and go back to their

sits. We correct some of the answers given,comment about the performance of thestudents and difficulty of the activity.

Students answer about what they learned

today and give last examples of the use of

verbs with ing . Students and teacher willmimic activities in order to guess and

produce students answers, recognition and

understanding of present continuous.


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Date: April 29, 2010Time: 90 minutes



Resources: Workbook, computer, cd

Introduction

Core of the Class

Time Comments

Greet the students and call the role.

homework check.

Students answers question about last class.

Date: May 5th, 2010

Time: 90 minutes

Grade: 5th Grade



Expected Outcome: -Active students participation

-Produce oral and writing answers

Resources: Students book, whiteboard

Introduction

Core of the class

Pre-Stage

Time

10 minutes

10 minutes

Comment

Greet the students. Prepare the students tostart the lesson. Instruction about next day

activity will be given. Student write on their

copybook the list of materials needed(magazines, construction paper, scissors,

glue)

Students open their book on page


15/39

Date: May 11th, 2009

Time: 90 minutes

Grade: 5th Grade


Skill: Speaking , writing

Resources: Materials brought by the students, whiteboard

Introduction

Core of the Class

Pre-Stage

While Stage

Time

5 minutes

5 minutes

50 minutes

Comments

Greed the students. Prepare to start the class

and distribute their work left from last

class.

Students recall the work done last class and

are invited to continue. Students will be

informed about the following activity onesthey are finish with the project.

Students restart their work in order to finishit today. Question and help with vocabulary

will be given. Students create their

sentences and corrections are made.

After, teacher and students will make a

selection of 5 or 6 of the best work for

display. The students will have the chanceto talk about their progress and show the

other students their work.

Material will be taken away and thestudents get ready for the next activity.

Students make a quick review of what they

have learned until today. The teacher asks

questions and gives clues about thegrammatical forms that they have learned.

-Present Simple- with enfaces on thirdperson singular.

-Present Continue

-Adverbs of Frequency-Vocabulary


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Post-Stage

Closing

Total Time

25 minutes

5 minutes

90 minutes

Students will receive a handout ( seephotocopy) with a sequence of daily

activities. Students will name the character

and will follow the sequence.Example: gets up at six oclock,

then he takes a shower until the end of

the day.The students at first follow the sequence

raising their hand and after they have towrite the sequence using I and then mi

sister or my brotherStudents write on their copybook.

Students add extra information if they want.

Their correct use of third person will give

them extra points.

Students will share the activity with thestudent next to them. Students will have tospeak to each other. The teacher listens to

the students and corrects mistakes.

The students talk about the activity and

answer about what they learned today.


Time: 90 minutes

Grade: 5th Grade



Expected Outcomes: Correct use of present simpleReproduce in writing daily routine

Correct use of third person singular

Follow the instruction

Resources: Photocopy of activities, construction paper, scissors, glue, markers.

Introduction

Core of the Class

Time

5 minutes

Comments

Greed the students and prepare to start theclass. The students prepare their material to

begin working.


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Date: April 29th , 2010

Time: 90 minutes

Grade: 5th Grade


Skill: Writing, speaking

Expected Outcome: -Produce phrases using ing-Create written phrases using present continuous, using present

continuous.

Resources: Magazines, scissors, glue, paper, pen and pencils

Introduction

Core of the Class

Pre-Stage

While- Stage

Time

5 minutes

15 minutes

60 minutes

Comments

Greed the students and prepare to begin the

lesson. Check for materials.

The students receive instruction on theexpected outcome of the activity:

Cut pictures of people performing different

actions and paste it on the paper. Create a

phrase that describes the action. Studentsmust use ING. First, they write a draft that

will be corrected by the teacher together

with the students, only then, the studentswrite on the original paper. The students

are encouraged to be creative.

The students will be informed about theaspects that will be important for grading

-Selection of 7 pictures

-Neatness

-Creativity

-Grammar-Participation during class

-Their work has to be done in class only.

Students start their work under the

supervision of the teacher. Questions willbe answer if needed.

Drafts will be corrected during the class.


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Post-Stage

Closing

Total

10 minutes

5 minutes

90 minutes

Students stop their work and check their

progress. Comments on the pictures

selected.

Students put materials away and receive

instruction on the next day restart of theactivity.


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Date: May 6th , 2010

Time: 90 minutes

Grade: 5th Grade



Expected Outcome:- Produce answers using ing- Produce present continuous questions and short answers

Resources: Work book, students book, and classroom utensils.

Introduction

Core of the Class

Pre-Stage

While-Stage

Time

5 minutes

10 minutes

Comments

Greed the students and prepare to start theclass.

Students recall prior activities done and use

of ING. Students produce answers usingpresent simple and present continuous.

Students are introduce to how produce

questions using present continues

Students start guessing actions produce bythe teacher. The students raise their hand to

answer. After, the students take turn to

produce an action that the others have toguess.

The students open their book on page 16

and look at the actions shown on the first

picture. Students use the verbs in brackets

to answer questions. They will have sometime to write their answer. Teacher and

students check the answers.Students


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Time: 90 minutes

Grade: 5th Grade


Skill: Writing

Expected Outcome: Produce written descriptionsFollow a sequence of events using simple verb tense and frequency

Adverbs

Materials: Handout with routine actions, glue, crayons, scissors

Introduction

Core of the Class

Pre-Stage

While-Stage

Time

5 minutes

15 minutes

60 minutes

Comments


Students receive a handout showing a

character doing a daily routine. Students

and teacher comment about the actions.Students receive instruction about how the

task is expected to be done.

Students give the character a name of their

choice.Students cut each small picture and paste it

on a paper.

The students write their description.Students decorate their work as they want.

Students may add extra information if they

want. Students are informed about theaspects taken into consideration for

evaluation.

Neatness

Grammar used

Creativity

Students start working on draft and their

writing will be check before the studentswrite on the original work. Students share

ideas with their classmates. The teacher


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Post-Stage

Closing

Total

5 minutes

5 minutes

90 minutes

walks around the class and answersquestions if needed.

Students help themselves with dictionaries

and emphasis is giving to the use offrequency adverbs and present simple.

Students work freely but, with emphasis on

the use of English in class.

Students stop working and check theirclassmates and their own progress.

Students clean their space and put thing

inside the looker for safe keep. The teacher

informs the students that next day is the lastday to finish their work.


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Time: 90 minutes

Grade: 5th Grade


Skill: Writing, speaking

Expected Outcomes: Correct use of present simple

Reproduce in writing daily routineCorrect use of adverbs of frequency

Follow instructions

Resources: Dictionary, material from day before.

Introduction

Core of the Class

Pre-Stage

While-Stage

Post-Stage

Time

5 minutes

10 minutes

55 minutes

15 minutes

Comments

Greed the students and prepare to start the

class. Students prepare their materials.

Students receive a reminder of the expected

work (same as prior day)

NeatnessGrammar

Originality

Students check their progress.

Students work on their project. Studentshave to be ready to start writing on their

original paper and make decorations in

order to be finish at the end of the class.

Students work freely around the class but

with the teachers emphasis on the use ofEnglish.

Last corrections are made and the students

correct them before they turn in their work.

The teacher calls to go back to their seats


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Closing

Total

5 minutes

90 minutes

and the students turn in their work as theteacher calls their name. With all the work

is ready, the teacher sticks them to the

whiteboard.Students and teacher comment about the

work and the students make a general

evaluation of the work done. Students cancome to the front and look at the display.

Review of the grammatical forms used willbe made and some students will read their

work.

Students put their material away and

prepare to live the room


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Date: May 13th, 2010Time:90 minutes


Skill: Writing, speakingExpected Outcomes: Correct use of present simple

Reproduce in writing daily routine

Correct use of adverbs of frequencyFollow instructions

Resources: Dictionary, material from day before.

Core of the Class

Introduction

Core of the Class

Pre- Stage

While Stage

Time

5 minutes

5 minutes

55 minutes

Comments

Greed the students, prepare to start theclass.

Students are instructed to start working

Activity planed was canceled as thestudents did not finish their project as

expected.

Students will work to finish today, so last

class plan applies today.

Extra: Students go to their seats and a quickreview of present simple , present

continuous and adverb of frequency is

done. Question like:Can you tell me what do you do after you

get up in the morning?


25/39

Post-Stage

Closing

Total

20 minutes

10 minutes

90 minutes

Students will answer one by one a routine,most of the students have the chance to

answer.

After, the teacher will ask about how oftenthey do some activities:

The teacher writes on the board an activity

and the students answer using frequencyadverbs.

Students turn in their work and display ,

discussion and comments takes place,review of the grammatical uses will be

checked.

Students give personal opinions about the

activity and the importance of learning the

sequence of events.


26/39


Time: 90 minutes

Grade: 5th Grade


Skill: Listening, reading, writing

Expected Outcome:

Resources: whiteboard, dictionary and paper.Time

5 minutes

20 minutes

55 minutes

Comments


class.

Students will be introduce to the next

project IV. A dialog using the forms usedon the previous projects(present simple,

presents continuous, adverbs of frequency)

Students form groups of two or three

students.

Students will receive instructions abouthow the dialog will be done and the

grammatical forms that need to be included

on their conversation/dialog.

The student will have freedom to choose

the topic of the dialoge.

As a final evaluation project the students

receive a clear explanation or rubric about

what will be included on their evaluation.Use of required forms

Use of vocabulary

Contribution of ideas among the group

Performance in class

Length of speckCreativity

Preparation andPerformance

The students work with their group givingideas about the topic of the dialog. Free

time to chare and express ideas. The


27/39

10 minutes

students ask for teachers help if needed.Students start writing their ideas.

Students stop their work and start sharingtheir ideas with the class if they want.

Corrections and suggestions will be given

to the groups. Each group will come to thefront to talk with the teacher.

Prepare to continue working the net day.


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Time: 90 minutes

Grade: 5th Grade


Skill: Listening, speaking

Expected Outcome: Produce a dialog using structures learned

Write the contents of the dialogeWork in group, sharing ideas

Resources: Paper, pen

Introduction

Core of the Class

Pre- Stage

While-Stage

Post-Stage

Time

5 minutes

10 minutes

55 minutes

15 minutes

Comments


class.

The students reunite with their groups andlisten one more time to the more relevant

instructions to complete the project.

Students will be invited to restart theirwork.

In groups, students work on the written partof the task. The teacher walks around

listening some of the students productions.

The students work freely in order for them

to be more creative.Students must have at least half of the

speech done by this time.

The teacher helps the groups that haveproblems with ideas and production.

The teacher calls some of the groups to thefront to check their work and to check

grammar. Each participant of the group

must have the dialog and the corrections.

During the class, English must be used atall times.

Students stop their work and the teacher

asked about progress of each student.

Doubts are answer.


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Closing

Total

5 minutes

90 minutes

Students comment on their work and afterprepare to live the room.


30/39


Time: 90 minutes

Grade: 5th Grade


Skill:

Expected Outcome:Resources: paper, pen, students book, radio, cd player

Introduction

Core of the Class

Pre-Stage

While Stage

Time

5 minutes

10 minutes

30 minutes

35 minutes

Comments

Greed the students, prepare to start theclass.

The students are told that the class will

have two parts and that the first part the

students will have the chance to continueworking with their dialog and the second

part we will work with the book reviewing

some of the contents earned until now.

Students get together with their group and

start working the dialog. Students will be

supervise by the teacher who answerquestions and checks their progress. The

final part by now, the students must have a

clear idea of the dialog and the type ofpresentation they are going to prepare.

Copy books will be checked and the

instruction about having to learn the dialog

will be stressed. Students go back to theirseats and take their book out to start the

next part of the class.

Students open students book on page 15.

Students listen end repeat the vocabulary


31/39

Post-Stage

Closing

Total

5 minutes

5 minutes

90 minutes

on exercise 1. Students listen and repeattwo times. The vocabulary will be used for

later activity.

The students listen to a comprehensionlistening about the robot Quasar. After,

they answer questions about the listening.

Whats the robots nameWhat jobs does he do

Which job is he good at?

and also extra questions that come up atthe moment.

Review about adverbs of frequency on

grammar 3 .

Students will review about the position of

the adverbs of frequency in a sentence.

Students will do exercise 4 page 15

Students finish their work and have time to

talk about the completion of the dialoge

Students get ready to leave the room afterputting their book inside the lookers.


32/39

Date: May 25th, 2010Time: 90 minutes


Skill : Listening, speakingExpected Outcome: Produce a dialog

Perform and produce a dialog

Distinguish the correct position of adverb of frequency in a sentence

Resources: Paper, pen, books

Introduction

Core of the Class

Pre- Stage

While-Stage

Time

5 minutes

5 minutes

35 minutes

Comments


Students receive instruction about the

content of the class and informed about the

due date of the dialog on Thursday 27.Students are tolled that they have part of

the class to keep preparing for the

presentation and the rest of the class to

keep on working with the contents of thebook.

Students get together with their group and

start working. Same as last class, with thehelp of the teacher answering questions and

checking if they now their parts and the

importance of working together on creating

and performing the dialog. As the students

keep interested and practicing, the teacheronly helps walking around the class.

Students stop working and go back to theirseats. Students are informed that the time

for practice is over and their have to go

back to their seats.


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Post-Stage

Closing

Total

35 minutes

5 minutes

5 minutes

90 minutes

Students open their book on page 15 andinstructions about doing exercise 5 and 6

are given. The use of adverbs and their

position is the main objective.

The students, one by one, will come to the

front of the class to locate and to positionan adverb of frequency in a sentence

written by the teacher.No mistake will mean a star.

Students prepare to leave the room


34/39



Skill: Listening, speakingExpected outcome: Produce a dialog

Perform and produce a dialog

Distinguish the correct position of adverb of frequency in a sentence

Resources: books, notebooks

Introduction

Core of the Class

Pre-Stage

While-Stage

Time

5 minutes

10 minutes

60 minutes

15 minutes

5 minutes

Comments

Greed the students, prepare to start the

class.

Students will be informed about the class

content and the chance that thy will have topractice the dialog in order to have

everything ready for the next day.

Students work with their groups on final

practice. Customs and extra material will

be done and a general regersal withoutreading their part will take place.

The next day the head teacher will be

invited see the show.

Students have free time to prepare.

At the end of the class the students go back

to their seats and talk about their lastconcerns and how they feel about their

presentation if they feel ready or not. Theywill speak freely

Students prepare to leave the room


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Total 90 minutes



Skill:

Expected Outcome:

Resources:

Introduction

Core of the Class

Pre-Stage

While-Stage

Post-Stage

Time

5 minutes

5 minutes

10 minutes

55 minutes

10 minutes

Comments

Greed the students and prepare to stsrt the

class.

Students will start to prepare the class for

the presentations. Each group will havesome time for final practice. The rules of

the presentations and the aspects that willbe taken into consideration will be given

one more time so the students have a clear

idea of what they need to emphasize.

Students take 5 minutes for very final

practice.

Groups start their presentation. Students are

evaluated under the guides given at the

beginning of the preparation of thepresentation.

(See rubric attached)

The students end their presentations and the

head teacher and teacher evaluate the

groups in a general manner. The studentswill be congratulated and the particular

mistakes will be addressed in person.

The students will be asked if they want to

present next week their work to the rest of

the 5th grades. The following week will beused to make changes and to fix errors


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Closing

Total

5 minutes

90 minutes

competed the first time. Tuesday 8th thestudents will present to the rest of the

students.

Students comment about their

presentation ,give personal opinions and

talk about how they felt.


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Date: May 8th , 2010

Skill: Speaking,

Expected Outcome: Produce the dialog

Perform the activityResources: material brought by the students

Introduction

Core of the Class

Pre-Stage

While-Stage

Closing

Total

Time

5 minutes

10 minutes

65 minutes

10 minutes

90 minutes

Comments


class.

Students Prepare the room to receive the

other students and groups are put in orderof presentation. The students will beoutside the room during the presentation

and will be getting in one by one. They stay

inside after presenting.

The invited students arrive and thepresentations take place.

Students will be congratulated en grades

will be given. Students can change cloths if

needed. They prepare to exit the room.


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Date: June 15th, 2010Time: 90 Minutes


Skill: Speaking and writingExpected Outcome: Produce answers using the modal Must

Resources: book, paper, handouts

Introduction

Core of the Class

Pre-Stage

While-Stage

Time

5 minutes

10 minutes

55 minutes

Comments


class.

Students will remember last class story andanswer questions about the story.

Question like:

Where are Chicken Licken and his friendsgoing?

Why?

After, the students go to page 27 and look

at the reading and find the modal MUST in

the reading.

Students write the sentences with the modaland read it to the class (raising their hand).

Students go to page 27 and do exercise 4 a /

b and c.The modal will be explained and the

students will have to create new sentences

using it.Negative form will be introduced. Students

will transform into negative the prior

sentences or create new sentences.

Handout will be given to the students andby themselves have to complete the

sentences. After, students and teacher willcorrect the work done.

They have to glue stick the page to their

copybook.


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Post-_Stage

Closing

Total

15 minutes

5 minutes

90 minutes

Students orally use the modal Mustcreating sentences that will be said by

raising their hand.

Students prepare to exit the room

Class Plans for Posting

Documents