CARTA DIDÁCTICA

Nombre de sede Implementadora Nombre del Asignatura Grado y Sección Modalidad Nombre y Número de Módulo
Tutor /a
C.E. ¨10 DE OCTUBRE 1987¨ Fe y Alegría MARTA English 1st. “A” Semipresencial EATING OUT 4
CANTON SANTA MARTA MILAGRO
MIJANGO
LAINEZ
Número y nombre lección: Fecha de Tiempo en
aplicación: minutos: Objetivo General:
Would you like to see the 26/07/2019 90 In this unit you will be to identify languages used in a restaurant, order food, scan a menu and recognize
menu? expression used by servers in the restaurant business. You will also be able to make, accept and refuse an
invitation. You will understand how to use possessive pronouns and possessive adjectives.

Estrategias Metodológicas Tiempo Recursos Evaluación: Indicadores de logro

PRESENT ACTIVITIES • The student’s • Work in teams
WARM UP or couples
module
*Greeting: 1’  I can successfully scan a menu for
*Reflection: “El factor determinante para que nuestra vida sea un paraíso o 5’ • Representation different dishes.
un infierno, es siempre nuestra actitud ante las cosas. Nuestra actitud es la 2’  I can creatively write a restaurant menu
• Bond paper s of dialogues
fuerza motriz más importante en todos nosotros, seamos conquistadores o 7’ with appropriate vocabulary.
fracasados.”
*Presentation of lesson and objective 20' • Writtenreports
• Markers ll
*Activation of previous knowledge: Asking to the student some questions
about food and drinking’s. 20' • Activity no. 2
DEVELOPMENT and 3 from
• Board
• The tutor presents the countable and uncountable nouns of page 198, and 20' page 194 and
ask the students to do the categorization in pairs in their notebooks. 195 of module
• The tutor presents the different vocabulary and dialogue about food, the 2’
students solve the activity 2 and 3 from page 194 and 195. 3’ • Eraser
• To enrich vocabulary, the students investigate the names of different 2’
dishes and drinking’s. 3'
WRAP UP
-Review the performing of the activities in pairs or teams.
-Clarify doubts and feedback activities with greater difficulty. 5’
-Invite them to review the next lesson.

NO PRESENT ACTIVITY
Individually, the students will perform the activity 6 of page 196 of the
module about completing with the correct form of the filling in blank with
the correct word in their notebooks.
 CARTA DIDÁCTICA
Nombre de sede Implementadora Nombre del Asignatura Grado y Sección Modalidad Nombre y Número de Módulo
Tutor /a
C.E. ¨10 DE OCTUBRE 1987¨ Fe y Alegría MARTA English 1st. “A” Semipresencial EATING OUT 4
CANTON SANTA MARTA MILAGRO
MIJANGO
LAINEZ
Número y nombre lección: Fecha de Tiempo en
aplicación: minutos: Objetivo General:
What would you like to 03/08/2019 90 In this unit you will be to identify languages used in a restaurant, order food, scan a menu and recognize
drink? expression used by servers in the restaurant business. You will also be able to make, accept and refuse an
invitation. You will understand how to use possessive pronouns and possessive adjectives.

Estrategias Metodológicas Tiempo Recursos Evaluación: Indicadores de logro

PRESENT ACTIVITIES • The student’s • Work in teams
WARM UP or couples
module
*Greeting: 1’  I can order food in a restaurant using
*Reflection: “The world is saved if everyone does their part." 5’ • Representation polite expressions.
*Presentation of lesson and objective 2’  I can list polite expressions used in a
• Bond paper s of dialogues
*Activation of previous knowledge: Asking to the student some questions 7’ restaurant.
about dessert.  I can express possession with
20' • Writtenreports
DEVELOPMENT • Markers grammatical accuracy.
• The tutor presents the difference and use of whose and who´s of page 206,
20' • Activity no. 12,
and ask the students to do the corresponding questions using whose and
who´s in pairs in their notebooks. 13 and 14 from ll
• Board
• The tutor presents the different vocabulary and dialogue about dessert, the 20' page 207 of
students solve the activity 12, 13 and 14 from page 207. module
• To enrich vocabulary, the students investigate the names of different 2’
3’ • Eraser
dessert.
WRAP UP 2’
-Review the performing of the activities in pairs or teams. 3'
-Clarify doubts and feedback activities with greater difficulty.
-Invite them to review the next lesson.
5’

NO PRESENT ACTIVITY
Individually, the students will perform the activity 11 of page 213 of the
module about completing with the correct form of the filling in blank with
the correct word in their notebooks.
 Nombre de sede Implementadora Nombre del Asignatura Grado y Sección Modalidad Nombre y Número de Módulo
Tutor /a
C.E. ¨10 DE OCTUBRE 1987¨ Fe y Alegría MARTA English 1st. “A” Semipresencial EATING OUT 4
CANTON SANTA MARTA MILAGRO
MIJANGO
LAINEZ
Número y nombre lección: Fecha de Tiempo en
aplicación: minutos: Objetivo General:
Should I leave a tip? 08/09/2019 90 In this unit you will be to identify languages used in a restaurant, order food, scan a menu and recognize
expression used by servers in the restaurant business. You will also be able to make, accept and refuse an
invitation. You will understand how to use possessive pronouns and possessive adjectives.

Estrategias Metodológicas Tiempo Recursos Evaluación: Indicadores de logro

PRESENT ACTIVITIES • The student’s • Work in teams
WARM UP or couples
module
*Greeting: 1’  I can understand the concept of tipping
*Reflection: “Para cambiar tu vida por fuera debes cambiar por dentro. En el 5’ • Representation and how much it is appropriate.
momento en que te dispones a cambiar, es asombroso cómo el universo 2’  I can successfully identify language
• Bond paper s of dialogues
comienza a ayudarte y te trae lo que necesitas.-Louise Hay.” 7’ used in restaurants in recorded material.
*Presentation of lesson and objective  I can express possession with
20' • Writtenreports
*Activation of previous knowledge: Asking to the student some questions • Markers grammatical accuracy.
about food and tip.
20' • Activity no. 11,
What percentage of the bill should you tip?
How much would you tip for great service? 15 and 16 from ll
• Board
How often do you tip servers? 20' page 213 and
DEVELOPMENT 215 of module
• The tutor presents the possessive pronouns of page 214, and ask the 2’
3’ • Eraser
students to do the categorization in pairs in their notebooks.
• The tutor presents the different vocabulary and dialogue about food and 2’
tip, the students solve the activity 11, 15 and 16 from page 213 and 215. 3'
• To enrich vocabulary, the students investigate the names of different
dishes and drinking’s.
WRAP UP 5’
-Review the performing of the activities in pairs or teams.
-Clarify doubts and feedback activities with greater difficulty.
-Invite them to review the next lesson.

NO PRESENT ACTIVITY
Individually, the students will perform the activity 2 of page 218 of the
module about completing with the correct form of the filling in blank with
the correct word in their notebooks.