LESSON PLAN AIM: The student understands and describes the actions that happen daily in their lives

or the lives of others within and outside the classroom. RADE: 1 GROUPS: A BIMESTER: FOURTH UNIT: 4 Daily Life DATE: 20-24 February. FUNCTION OF THE LANGUAGE 4.1 Asking and telling the time 4.2 Asking for and giving information about everyday activities Performance evidence with texts.

1.- Carrying out certain transactions ( X )

2.-Giving and obtaining factual information of a personal and non personal kind ( )

3.- Establishing and maintaining social contacts. ( )

Sample productions

Activities Interaction

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Reflection language

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5 five, 2 two, 10 ten, 11 eleven. Monday, Tuesday, Wednesday, Thursday What time is it? Telling the time: Its 7:30 Explanation Numbers Explanation Days Asking for the time Telling the time Students notice: That the present simple tense has an irregular form for the third person singular (e.g. He studies English, She gets up at 6 oclock, The polar bear lives in the Arctic, etc.) That frequency adverbs are placed before main verbs (e.g. He usually wakes up at 7.00, Does he always take a shower in the morning?) and after the verb to be (e.g. I am never late, She is always happy) The use of do as a main verb (e.g. What time do you do your homework?) or as an auxiliary verb in questions (e.g. What time do you do your homework?)

Can identify the overall message and some details (time expressions, characters, activities) in order to establish the chronological order of activities, relate characters to activities, complete/expand a gapped text and/or respond to a conversation. Can infer age, sex and feelings of others. Can follow a structured model of spoken/written language to describe everyday activities. Can pronounce intelligibly individual words (numbers) when telling the time.

Performance evidence to create texts Material Evaluation

Students can identify and provide the time present, past and future through questions.

Notebooks, Blackboard, Picture

Rubric

LESSON PLAN AIM: The student understands and describes the actions that happen daily in their lives or the lives of others within and outside the classroom. RADE: 1 GROUPS: A BIMESTER: FOURTH UNIT: 4 Daily Life DATE: February. FUNCTION OF THE LANGUAGE 4.1 Asking and telling the time 4.2 Asking for and giving information about everyday activities Performance evidence with texts.

1.- Carrying out certain transactions ( X )

2.-Giving and obtaining factual information of a personal and non personal kind ( )

3.- Establishing and maintaining social contacts. ( )

Sample productions

Activities Interaction Reflection language

&

on

I have breakfast at 7:30 Listen and tell time Exercises with clock Conversations Its half past 4 Habits and routines Time expressions More ways of telling time Students notice: That the present simple tense has an irregular form for the third person singular (e.g. He studies English, She gets up at 6 oclock, The polar bear lives in the Arctic, etc.) That frequency adverbs are placed before main verbs (e.g. He usually wakes up at 7.00, Does he always take a shower in the morning?) and after the verb to be (e.g. I am never late, She is always happy) The use of do as a main verb (e.g. What time do you do your homework?) or as an auxiliary verb in questions (e.g. What time do you do your homework?)

Can identify the overall message and some details (time expressions, characters, activities) in order to establish the chronological order of activities, relate characters to activities, complete/expand a gapped text and/or respond to a conversation. Can infer age, sex and feelings of others. Can follow a structured model of spoken/written language to describe everyday activities. Can pronounce intelligibly individual words (numbers) when telling the time.

Performance evidence to create texts Material Evaluation

Students can identify and provide the time present, past and future through questions.

Notebooks, Blackboard, Picture

Rubric

LESSON PLAN AIM: The student understands and describes the actions that happen daily in their lives or the lives of others within and outside the classroom. RADE: 1 GROUPS: A BIMESTER: FOURTH UNIT: 4 Daily Life DATE: 5 9 March. FUNCTION OF THE LANGUAGE 4.1 Asking and telling the time 4.2 Asking for and giving information about everyday activities Performance evidence with texts.

1.- Carrying out certain transactions ( X )

2.-Giving and obtaining factual information of a personal and non personal kind ( )

3.- Establishing and maintaining social contacts. ( )

Sample productions

Activities Interaction

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Reflection language

on

In the afternoon watch the tv Go to bed, go home, go to school Do you go to park every Sunday Always, sometimes, never Everyday activities and negative Collocations of preposition Questions for every day activities Adverbs of frequency Students notice: That the present simple tense has an irregular form for the third person singular (e.g. He studies English, She gets up at 6 oclock, The polar bear lives in the Arctic, etc.) That frequency adverbs are placed before main verbs (e.g. He usually wakes up at 7.00, Does he always take a shower in the morning?) and after the verb to be (e.g. I am never late, She is always happy) The use of do as a main verb (e.g. What time do you do your homework?) or as an auxiliary verb in questions (e.g. What time do you do your homework?)

Can identify the overall message and some details (time expressions, characters, activities) in order to establish the chronological order of activities, relate characters to activities, complete/expand a gapped text and/or respond to a conversation. Can infer age, sex and feelings of others. Can follow a structured model of spoken/written language to describe everyday activities. Can pronounce intelligibly individual words (numbers) when telling the time.

Performance evidence to create texts Material Evaluation

Students can identify and provide the time present, past and future through questions.

Notebooks, Blackboard, Picture

Rubric

LESSON PLAN AIM: The student understands and describes the actions that happen daily in their lives or the lives of others within and outside the classroom. RADE: 1 GROUPS: A BIMESTER: FOURTH UNIT: 4 Daily Life DATE: 12 16 March FUNCTION OF THE LANGUAGE 4.1 Asking and telling the time 4.2 Asking for and giving information about everyday activities Performance evidence with texts.

1.- Carrying out certain transactions ( X )

2.-Giving and obtaining factual information of a personal and non personal kind ( )

3.- Establishing and maintaining social contacts. ( )

Sample productions

Can identify the overall message and some details (time expressions, characters, activities) in order to establish the chronological order of activities, relate characters to activities, complete/expand a gapped text and/or respond to a conversation. Can infer age, sex and feelings of others. Can follow a structured model of spoken/written language to describe everyday activities. Can pronounce intelligibly individual words (numbers) when telling the time.

Activities Interaction &

Reflection language on

Do you? Yes, I do / No I don't I dont watch tv Always, sometimes, never What do they usually do on fridays? Questions for everyday activities Short answers Explain Do, Does Everyday activities - negative statements Adverbs of frequency Frequency adverbs in questions

Students notice: That the present simple tense has an irregular form for the third person singular (e.g. He studies English, She gets up at 6 oclock, The polar bear lives in the Arctic, etc.) That frequency adverbs are placed before main verbs (e.g. He usually wakes up at 7.00, Does he always take a shower in the morning?) and after the verb to be (e.g. I am never late, She is always happy) The use of do as a main verb (e.g. What time do you do your homework?) or as an auxiliary verb in questions (e.g. What time do you do your homework?)

Performance evidence to create texts Material Evaluation

Students can identify and provide the time present, past and future through questions.

Notebooks, Blackboard, Picture

Rubric