Class Plans For Posting

Date: April, 7th Grade:5th Grade
Time: 90 minutes Teacher: 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.
Time Comments
Introduction 5 minutes Greet the students and prepare to start the

class.
Core of the Class
Pre-stage 10 minutes The students are going be asked about the

month of the year. Question like:
-What month are we on?
-On which month do we celebrate
Christmas?
-Which month is your birthday on? The
students are going to answer at random.
While Stage 45 minutes Students will be introduced to cardinal

numbers. Will be explained about how
cardinal numbers are different from ordinal
numbers.
Students practice repeating different dates,
they will be required to write on their
copybooks and also repeat the dates aloud.
In couples, they will tell their partner about
three important dates in their life. Teacher
goes 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
days they ear (book page #10)
Post-stage 25 minutes Applying the explanation given before, the

students will write on a given piece of
paper their date of birth using cardinal
numbers, month and emphasis on structure.
After, they will stick the paper written on
the panel as classroom decoration.
(Panel prepared by the teacher prior to
class. A picture of a birthday cake, grade
and space around it to stick the papers
written by the students)
Closing 5 minutes -Students give their opinion about the

activity and the importance of knowing the
correct use of dates, month and the
difference between our own ways of saying
dates.
-Teacher reviews and corrects mistakes
listened during the activities.
-The students prepare to exit the classroom.
Total Time 90 minutes

Date: April 8th Grade: 5th Grade
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 the
reading 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.
Time Comments

class.
Core of the Class
Pre-stage 10 minutes Re-introduction of topic: Students are

going to remember last class topic and
activities.
While-Stage 45 minutes -Students open their book and the teacher

makes question about the picture on page
11. Vocabulary is introduced (birthday
cake, 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 students
understanding of the listening. After the
listening, the student answer questions
about 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
birthdays?
Where do some children go on their
birthday?
(see page 11 exercise 7/b)
Post-Stage 25 minutes 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 students
are using. Students finish the activity by
sharing the information gather on each
group with the rest of the class. Every
group will have the chance to speak.
Closing 5 minutes Students review and correct mistakes

listened during the activity with the help of
the teacher. Quickly review of new
vocabulary and structures.
Date: April 13, 2010 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 answers
Resources: Study books
Time Comment

class.
Core of the Class
Pre-Stage 10 minutes Students will review last class content. The

teacher will ask about how we make
questions in the present simple. Students
recognize the structures given by the
teacher and correct mistakes.
Exercise 3b will be written on the board
and the students have to complete the
questions.
While Stage 45 minutes Students will be introducing to “wh”

question and its structure. They will use
handout given last week. Students will do
exercise b.
Students open student’s book and do
exercise 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 to
the activity. After, the students listen to the
interview and answer the questions on their
copybook. Teacher checks the answers.
Students in groups, write questions using

what, when, where, how, how many. In
groups, we share the questions and
answers. The teacher gives the opportunity
to each student to formulate or answer
questions. Mistakes are going to be
corrected during the activity.
Students are encourage to formulate
Post-Stage 25 minutes 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 student
writes the answers on their book.
The students go to page 14 and look at the

Closing 5 minutes pictures. Students guess about the next
topic. Students are encouraged to name the
activities shown in the picture.

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.
Time Comment
Introduction 5 minutes The teacher greets the students. Students

prepare to start the class. Homework is
checked.
Core of the Class
Pre-Stage 10 minutes Students answer question about their work

done last class. Students answer the
teacher’s questions. Students look and go
through page 14 of Student’s book as
introduction to the class .
While Stage 45 minutes Students look at pictures of activities and

predict 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 the
adverbs and their degree. The teacher
shows the structure and position of adverbs
with a) normal verb b) with auxiliary
verbs(have, do / don’t, etc)
c) verb be.
Students form groups of two or three
students. Students look at exercise 1, in
group they write as many sentences about
what the robot Quasar does wrong or
doesn’t do correctly around the house.
Students share with the rest of the class.
Students open workbook and individually
work on exercise 1 , 2 and 4. Teacher goes
around the class and checks the students
work.
Post-Stage 25 minutes The students, as practice receive a handout

with extra exercises of adverbs of
frequency. The students glue the handout to
their notebook.
The teacher asks about doubts the students
may have about the structures and the use
of adverbs of frequency. The teacher
encourages the students to create new
sentences using adverbs of frequency.
Closing 5 minutes Students are presented with the next

activity (page 16) Students predict the
content of next class.

Date: April 21, 2010 Grade:5th Grade
Skill:
Expected Outcome:
Resources: Test
Time Comment
Introduction 90 minutes Tests first unit
See Test
Date: April 22, 27 ,2010 Grade: 5th Grade

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

Time Comment
Introduction 5 minutes Greet the students. Prepare the class to start

the lesson.
Core of the Class
Pre-Stage 10 minutes After the test given the day before, students
comment about the difficulty of it and the
problems the students may have had
answering the test. After they have the
chance to express their opinions, the
students open workbook.
While Stage 45 minutes Students check workbook for unfinished

exercises.
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 will
work 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. The
students are congratulated for their work.
Post-Stage 25 minutes Students are introduced to the last part of

the first unit “culture”. Students and
teacher talk about holydays:
- New Year
- Christmas
- Easter
- Summer Vacations
- Winter Vacations
- Independence Day
- Mother’s Day
- May 21st
- Father’s Day
- October 12th
- Valentine’s Day
- Children’s 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 to
the front of the class and tries to describe
the holyday without saying the name.
Students can give clues or draw in order to
help their classmates to guess. The teacher
or student writes the word on the board
ones the class guesses the rights answer.
All the students will have the chance to
come to the front of the class and play the
game.
Ones all the students finish, the students
answer questions about holidays in our
country.
Closing 5 minutes 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 their
notebook and write a description of what
they do on that particular holiday.
Title: My Favorite Holiday
Picture and description
Date: April 28th , 2010 Grade: 5th Grade
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
Time Comments
Introduction 5 minutes Greed the students and prepare to begin the

lesson. Call the roll. Homework follow up
Core of the Class
Pre-stage 10 minutes The students review last class topic

(holidays). The students will be introduced
to the next unit “Animals”. Students look at
page 30 and answer questions about the
pictures shown. Students guess about the
content on page 30. Students will be invited
to answer the type of animals that live at
the zoo. Students at random give names
and types of animals.
While Stage 45 minutes Students will be invited to hear the

information and to follow the reading
paying 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 to
answer 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 the
character 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 present
simple that does not specify duration of an
action.
Students will be given examples of
activities and endings. The ING ending will
be stress. Students will give examples of
their own life and activities that they do.
Students are invited to play a game in
pairs.
The game consists on a board game with
phrases that need to be rearranged using
present simple and present continuous.
The students receive one page per couple
and a dice. The students will have to take
turns to play, they have to write down the
phrases using present simple and present
continuous endings. They take time to play
At the end the students have to have a list
of phrases that together with the teacher,
will be corrected.
Post Stage 25 minutes Students stop the game and go back to their
sits. We correct some of the answers given,
comment about the performance of the
students and difficulty of the activity.
Closing 5 minutes Students answer about what they learned

today and give last examples of the use of
verbs with “ing” . Students and teacher will
mimic activities in order to guess and
produce student’s answers, recognition and
understanding of present continuous.

Resources: Workbook, computer, cd

Time Comments
Introduction Greet the students and call the role.

homework check.
Core of the Class
Students answers question about last class.
Date: May 5th, 2010 Grade: 5th Grade

Expected Outcome: -Active students participation
-Produce oral and writing answers
Resources: Students book, whiteboard
Time Comment
Introduction 10 minutes Greet the students. Prepare the students to

start 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)
Core of the class
Pre-Stage 10 minutes Students open their book on page

Skill: Speaking , writing
Resources: Materials brought by the students, whiteboard
Time Comments
Introduction 5 minutes Greed the students. Prepare to start the class
and distribute their work left from last
class.
Core of the Class
Pre-Stage 5 minutes Students recall the work done last class and
are invited to continue. Students will be
informed about the following activity ones
they are finish with the project.
While Stage 50 minutes Students restart their work in order to finish

it 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 chance
to talk about their progress and show the
other students their work.
Material will be taken away and the
students 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 the
grammatical forms that they have learned.
-Present Simple- with enfaces on third
person singular.
-Present Continue
-Adverbs of Frequency
-Vocabulary
Students will receive a handout ( see
photocopy) with a sequence of daily
activities. Students will name the character
and will follow the sequence.
Example: ………gets up at six o’clock,
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 to
write the sequence using “I” and then “mi
sister” or “my brother”
Students write on their copybook.
Students add extra information if they want.
Their correct use of third person will give

them extra points.
Post-Stage 25 minutes Students will share the activity with the

student next to them. Students will have to
speak to each other. The teacher listens to
the students and corrects mistakes.
Closing 5 minutes The students talk about the activity and

answer about what they learned today.

Expected Outcomes: Correct use of present simple
Reproduce in writing daily routine
Correct use of third person singular
Follow the instruction
Resources: Photocopy of activities, construction paper, scissors, glue, markers.

Time Comments
Introduction 5 minutes Greed the students and prepare to start the

class. The students prepare their material to
begin working.
Core of the Class

Date: April 29th , 2010 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
Time Comments
Introduction 5 minutes Greed the students and prepare to begin the

lesson. Check for materials.
Core of the Class
Pre-Stage 15 minutes The students receive instruction on the

expected outcome of the activity:
Cut pictures of people performing different
actions and paste it on the paper. Create a
phrase that describes the action. Students
must use ING. First, they write a draft that
will be corrected by the teacher together
with the students, only then, the students
write on the original paper. The students
are encouraged to be creative.
The students will be informed about the
aspects 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.
While- Stage 60 minutes Students start their work under the

supervision of the teacher. Questions will
be answer if needed.
Drafts will be corrected during the class.
Post-Stage 10 minutes Students stop their work and check their
progress. Comments on the pictures
selected.
Closing 5 minutes Students put materials away and receive

instruction on the next day restart of the
activity.
Total 90 minutes
Date: May 6th , 2010 Grade: 5th Grade
Expected Outcome:- Produce answers using “ing”
- Produce present continuous questions and short answers
Resources: Work book, student’s book, and classroom utensils.
Time Comments

class.
Core of the Class
Pre-Stage 10 minutes Students recall prior activities done and use

of ING. Students produce answers using
present simple and present continuous.
Students are introduce to how produce
questions using present continues
While-Stage Students start guessing actions produce by

the teacher. The students raise their hand to
answer. After, the students take turn to
produce an action that the others have to
guess.
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 some
time to write their answer. Teacher and
students check the answers.
Students
Skill: Writing
Expected Outcome: Produce written descriptions
Follow a sequence of events using simple verb tense and frequency
Adverbs
Materials: Handout with routine actions, glue, crayons, scissors

Time Comments

class.
Core of the Class
Pre-Stage 15 minutes 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 the
aspects taken into consideration for
evaluation.
Neatness
Grammar used
Creativity
While-Stage 60 minutes Students start working on draft and their

writing will be check before the students
write on the original work. Students share
ideas with their classmates. The teacher
walks around the class and answers
questions if needed.
Students help themselves with dictionaries
and emphasis is giving to the use of
frequency adverbs and present simple.
Students work freely but, with emphasis on
the use of English in class.
Post-Stage 5 minutes Students stop working and check their

classmates and their own progress.
Closing 5 minutes Students clean their space and put thing

inside the looker for safe keep. The teacher
informs the students that next day is the last
day to finish their work.
Total 90 minutes
Correct use of adverbs of frequency
Follow instructions
Resources: Dictionary, material from day before.
Time Comments

class. Students prepare their materials.
Core of the Class
Pre-Stage 10 minutes Students receive a reminder of the expected

work (same as prior day)
Neatness
Grammar
Originality
Students check their progress.
While-Stage 55 minutes Students work on their project. Students

have 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 teacher’s emphasis on the use of
English.
Last corrections are made and the students

correct them before they turn in their work.
Post-Stage 15 minutes The teacher calls to go back to their seats

and the students turn in their work as the
teacher 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 can
come to the front and look at the display.
Review of the grammatical forms used will
be made and some students will read their
work.
Closing 5 minutes Students put their material away and

prepare to live the room
Total 90 minutes
Time:90 minutes Teacher: Lorena Rodriguez
Correct use of adverbs of frequency
Follow instructions
Resources: Dictionary, material from day before.
Time Comments
Core of the Class
Introduction 5 minutes Greed the students, prepare to start the

class.
Core of the Class
Pre- Stage 5 minutes Students are instructed to start working
While –Stage 55 minutes Activity planed was canceled as the

students 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 quick

review 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?
Students will answer one by one a routine,
most of the students have the chance to
answer.
After, the teacher will ask about how often
they do some activities:
The teacher writes on the board an activity
and the students answer using frequency
adverbs.
Post-Stage 20 minutes Students turn in their work and display ,

discussion and comments takes place,
review of the grammatical uses will be
checked.
Closing 10 minutes Students give personal opinions about the

activity and the importance of learning the
sequence of events.
Total 90 minutes
Skill: Listening, reading, writing
Expected Outcome:
Resources: whiteboard, dictionary and paper.
Time Comments
5 minutes Greed the students and prepare to start the

class.
20 minutes Students will be introduce to the next

project IV. A dialog using the forms used
on the previous projects(present simple,
presents continuous, adverbs of frequency)
Students form groups of two or three

students.
Students will receive instructions about

how 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 speck
Creativity
Preparation and
Performance
55 minutes The students work with their group giving

ideas about the topic of the dialog. Free
time to chare and express ideas. The
students ask for teacher’s help if needed.
Students start writing their ideas.
10 minutes Students stop their work and start sharing

their ideas with the class if they want.
Corrections and suggestions will be given
to the groups. Each group will come to the
front to talk with the teacher.
Prepare to continue working the net day.

Skill: Listening, speaking
Expected Outcome: Produce a dialog using structures learned
Write the contents of the dialoge
Work in group, sharing ideas
Resources: Paper, pen
Time Comments

class.
Core of the Class
Pre- Stage 10 minutes The students reunite with their groups and
listen one more time to the more relevant
instructions to complete the project.
Students will be invited to restart their
work.
While-Stage 55 minutes In groups, students work on the written part

of the task. The teacher walks around
listening some of the student’s 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 have
problems with ideas and production.
The teacher calls some of the groups to the

front 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 at

all times.
Post-Stage 15 minutes Students stop their work and the teacher

asked about progress of each student.
Doubts are answer.
Closing 5 minutes Students comment on their work and after
prepare to live the room.
Total 90 minutes
Skill:
Expected Outcome:
Resources: paper, pen, student’s book, radio, cd player
Time Comments

class.
Core of the Class
Pre-Stage 10 minutes The students are told that the class will
have two parts and that the first part the
students will have the chance to continue
working with their dialog and the second
part we will work with the book reviewing
some of the contents earned until now.
While –Stage 30 minutes Students get together with their group and
start working the dialog. Students will be
supervise by the teacher who answer
questions and checks their progress. The
final part by now, the students must have a
clear idea of the dialog and the type of
presentation 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 their
seats and take their book out to start the
next part of the class.
35 minutes Students open students book on page 15.

Students listen end repeat the vocabulary
on exercise 1. Students listen and repeat
two times. The vocabulary will be used for
later activity.
The students listen to a comprehension
listening about the robot Quasar. After,
they answer questions about the listening.
What’s the robot’s name
What jobs does he do
Which job is he good at?
and also extra questions that come up at

the 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
Post-Stage 5 minutes Students finish their work and have time to

talk about the completion of the dialoge
Closing 5 minutes Students get ready to leave the room after

putting their book inside the lookers.
Total 90 minutes
Skill : Listening, speaking
Expected Outcome: Produce a dialog
Perform and produce a dialog
Distinguish the correct position of adverb of frequency in a sentence
Resources: Paper, pen, books
Time Comments

class.
Core of the Class
Pre- Stage 5 minutes 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 the
book.
While-Stage 35 minutes Students get together with their group and

start working. Same as last class, with the
help 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 teacher
only helps walking around the class.
Students stop working and go back to their
seats. Students are informed that the time
for practice is over and their have to go
back to their seats.
35 minutes Students open their book on page 15 and
instructions about doing exercise 5 and 6
are given. The use of adverbs and their
position is the main objective.
Post-Stage 5 minutes The students, one by one, will come to the

front of the class to locate and to position
an adverb of frequency in a sentence
written by the teacher.
No mistake will mean a star.
Closing 5 minutes Students prepare to leave the room
Total 90 minutes
Skill: Listening, speaking
Expected outcome: Produce a dialog
Perform and produce a dialog
Distinguish the correct position of adverb of frequency in a sentence
Resources: books, notebooks
Time Comments

class.
Core of the Class
Pre-Stage 10 minutes Students will be informed about the class

content and the chance that thy will have to
practice the dialog in order to have
everything ready for the next day.
While-Stage 60 minutes Students work with their groups on final

practice. Customs and extra material will
be done and a general regersal without
reading their part will take place.
The next day the head teacher will be
invited see the show.
Students have free time to prepare.
15 minutes At the end of the class the students go back

to their seats and talk about their last
concerns and how they feel about their
presentation if they feel ready or not. They
will speak freely
5 minutes Students prepare to leave the room

Total 90 minutes
Date: May 27th, 2010 Grade:5th Grade

Skill:
Expected Outcome:
Resources:
Time Comments
Introduction 5 minutes Greed the students and prepare to stsrt the

class.
Core of the Class
Pre-Stage 5 minutes Students will start to prepare the class for

the presentations. Each group will have
some time for final practice. The rules of
the presentations and the aspects that will
be taken into consideration will be given
one more time so the students have a clear
idea of what they need to emphasize.
While-Stage 10 minutes Students take 5 minutes for very final

practice.
55 minutes Groups start their presentation. Students are

evaluated under the guides given at the
beginning of the preparation of the
presentation.
(See rubric attached)
Post-Stage 10 minutes The students end their presentations and the

head teacher and teacher evaluate the
groups in a general manner. The students
will 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 be
used to make changes and to fix errors
competed the first time. Tuesday 8th the
students will present to the rest of the
students.
Closing 5 minutes Students comment about their

presentation ,give personal opinions and
talk about how they felt.
Total 90 minutes
Date: May 8th , 2010
Skill: Speaking,
Expected Outcome: Produce the dialog
Perform the activity
Resources: material brought by the students
Time Comments

class.
Core of the Class
Pre-Stage 10 minutes Students Prepare the room to receive the

other students and groups are put in order
of presentation. The students will be
outside the room during the presentation
and will be getting in one by one. They stay
inside after presenting.
While-Stage 65 minutes The invited students arrive and the

presentations take place.
Closing 10 minutes Students will be congratulated en grades

will be given. Students can change cloths if
needed. They prepare to exit the room.
Total 90 minutes
Date: June 15th, 2010 Grade: 5th Grade
Time: 90 Minutes Teacher: Lorena Rodriguez
Skill: Speaking and writing
Expected Outcome: Produce answers using the modal “Must”
Resources: book, paper, handouts
Time Comments

class.
Core of the Class
Pre-Stage 10 minutes Students will remember last class story and

answer questions about the story.
Question like:
Where are Chicken Licken and his friends
going?
Why?
While-Stage 55 minutes 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 modal
and 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 and

by themselves have to complete the
sentences. After, students and teacher will
correct the work done.
They have to glue stick the page to their
copybook.
Students orally use the modal Must
Post-_Stage 15 minutes creating sentences that will be said by
raising their hand.
Students prepare to exit the room

Closing 5 minutes
Total 90 minutes

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Date: April, 7th Grade:5th Grade

Time: 90 minutes Teacher: Lorena Rodriguez

Skill: Listen, writing and speaking

Expected Outcomes: - Identify orally the month of the year

Introduction 5 minutes Greet the students and prepare to start the

Core of the Class

Pre-stage 10 minutes The students are going be asked about the

While Stage 45 minutes Students will be introduced to cardinal

Post-stage 25 minutes Applying the explanation given before, the

Closing 5 minutes -Students give their opinion about the

Total Time 90 minutes

Skills: Speaking, listening and writing

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

Introduction 5 minutes Greet the students and prepare to start the

Core of the Class

Pre-stage 10 minutes Re-introduction of topic: Students are

While-Stage 45 minutes -Students open their book and the teacher

-Students give examples of their own

Students will listen to a recording of

Post-Stage 25 minutes Students in pairs write and comments about

Closing 5 minutes Students review and correct mistakes

Time: 90 minutes Teacher: Lorena Rodriguez

Introduction 5 minutes Greet the students and prepare to start the

Core of the Class

Pre-Stage 10 minutes Students will review last class content. The

While Stage 45 minutes Students will be introducing to “wh”

Students look at page 13 exercise 5/a .

Students in groups, write questions using

The students go to page 14 and look at the

Total Time 90 minutes

Resources: Work book, Pictures.

Introduction 5 minutes The teacher greets the students. Students

Core of the Class

Pre-Stage 10 minutes Students answer question about their work

While Stage 45 minutes Students look at pictures of activities and

Post-Stage 25 minutes The students, as practice receive a handout

Closing 5 minutes Students are presented with the next

Total Time 90 minutes

Introduction 90 minutes Tests first unit

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

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

Introduction 5 minutes Greet the students. Prepare the class to start

Core of the Class

While Stage 45 minutes Students check workbook for unfinished

First, they work alone doing exercises with

According to how much time the students

Students answer questions and fill in their

Post-Stage 25 minutes Students are introduced to the last part of

Students receive a piece of paper with the

Closing 5 minutes Students will be introduced to their next

Students pick their favorite holiday and

Skill: Speaking, writing

Introduction 5 minutes Greed the students and prepare to begin the

Core of the Class

Pre-stage 10 minutes The students review last class topic

While Stage 45 minutes Students will be invited to hear the

Closing 5 minutes Students answer about what they learned

Total Time 90 minutes

Resources: Workbook, computer, cd

Introduction Greet the students and call the role.

Core of the Class

Students answers question about last class.

Date: May 5th, 2010 Grade: 5th Grade