LESSON PLAN

Informative data:
E.I.: Alberto Acosta Herrera
Area: English Time: 60
Class/section: 2/ A Teacher: Elvis Meja Burga.
Tittle of the lesson:
My Daily routine
Expected learning
Competence Capacities Indicators
Oral expression and Identifies the intention of Asks and answers about daily
comprehension the interlocutor activities or routine
Comprehension of Talks showing interest in Exchanges timely information
texts his/her speaker. with his/her speaker about daily
activities and routines.
Production of texts Produces written texts Uses a variety of lexical and
with adequacy, cohesion grammatical structures in the
and coherence. writing of short texts.

Didactic sequence
Beginning (15 minutes)
Teacher greets to the class and mentions some accepted behaviors.
Students look at some pictures and try to say it in English.
Students brainstorm about every day activities Daily routines
Students answer the questions: What are we going to learn today? Why do
we talk about routines? Whats a routine?
Teacher mentions that they are going to describe their daily routine and
writes the tittle on the board.

Development (25 minutes)

The teacher shows a power point presentation with verbs used to describe a
daily routine.
get up - take a shower - get dressed - brush my teeth - have breakfast - go
to school - have lunch - come home - have dinner - watch TV - do my
homework - play football - go to bed
Volunteers use gestures and mimics to show the action and the rest of the
class guess it.
Teacher asks and answers aloud: What time do you get up? What do you do
next? What time do you go to school? I get up at six oclock in the morning. I
have breakfast. I go to school at seven oclock.
Teacher explains the correct use of the structures.
 My day
I get up at 6 oclock in the morning. Then I take a shower and I have breakfast. I go
to school at 7 oclock. I do my homework in the afternoon. In the evening I watch
TV. Finally, I go to bed at 11 oclock.
All the class do a choral reading of the text by taking account the
pronunciation.
The teacher divides the class into teams of four students and gives them an
incomplete text. Then, they complete it with their routines.
My name is I . up at 6 oclock. Then I . a shower
and I breakfast. I . to school at 7 oclock. In the evening I
TV. I .. to bed at 10 oclock.
The teacher monitors and guides the development of the activity.

Ending (20 minutes)

Students show their works to the class.
The teacher gives a finding or thoughtful feedback.
Metacognition:
What did we learn? How did we learn? How did you feel?

RECURSOS
Lexical cards
Pictures
Power point presentation.
Whiteboard Markers
Worksheets

_________________________
Mg. Elvis Meja Burga
 Some verbs to describe daily routines:

get up - take a shower - get dressed - brush my

teeth - have breakfast - go to school - have lunch -
come home - have dinner - watch TV - do my
homework - play football - go to bed

Example of routine activities to teach to the

students:

My day
I get up at 6 oclock in the morning. Then I take a
shower and I have breakfast. I go to school at 7
oclock. I do my homework in the afternoon. In
the evening I watch TV. Finally, I go to bed at 11
oclock.

Activity to be developed for the students in order to

show their learnings:

My name is I . up at
. Then I . a shower and I
breakfast. I . to school at
. In the evening I TV. I
.. to bed at .