Content:
COMMUNICATION:
- Introduce yourself and other people
- Offer help, refuse it and accept it
- Talk
about school
GRAMMAR FOCUS:
- Present
perfect for the infinitive
- Past
Present perfect with for and since
- Present
perfect with yet and already
- The
Present perfect contrasted with the simple past
- Adjective
close with who, what and where
- Conditional
Types 1
- Conditional
Types 2
BUILDING VOCABULARY
- Clothe
and personal posetion
- Expressions
related to school
Class 1:
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
COMMUNICATION:
- Introduce yourself and other people
- Offer help, refuse it and accept it.
- Talk about school
Students are going to:
1. Introduce themselves to the class
2. Read and listen a conversation (Have you seen Miguel's new pants?)
4. Ask and answer questions about the conversation
5. Study a grammar focus and practice it in context: Present Perfectfor the infinitive past
Note: We use the auxiliary verb have ( I, you, we, they) or has (She, he, it) and the past participle to form Present perfect
·
Learn the pray “Our Father”
Let’s pray:
Thanks father
for the life gift and thanks for everything you give us in our life, thanks for
our family love and health. Help us in our projects and to be a better person
every day.
Now let’s pray….
In the name of the father, and the son, and the Holy Spirit, amen…
(Our
Father)
Our Father,
who art in Heaven,
hallowed by Thy name,
Thy kingdom come,
Thy will be done
on earth as it is in Heaven.
Give us this day our daily bread,
and forgive us our trespasses
as we forgive those who trespass against us.
And lead us not into temptation
but deliver us from evil.
Amen.
Our Father,
who art in Heaven,
hallowed by Thy name,
Thy kingdom come,
Thy will be done
on earth as it is in Heaven.
Give us this day our daily bread,
and forgive us our trespasses
as we forgive those who trespass against us.
And lead us not into temptation
but deliver us from evil.
Amen.
Introduce myself
A: Hi, my name is Camilo Ceballos. I´m 15 years old. I'm from Montería.
B: Hello, My name is Yuly. I'm from Montería too.
Conversation
Andrea: Have you seen Miguel's new pants?
Betty: Yes, I have. They are cool. Where did he buy them?
Andrea: He bougth them in Alamedas Mall. Have you gone there?
Betty: Yes, I have. It is a good place to shop.
Andrea: Have you been to Alamedas?
Betty: Yes, I have.
Questions:
1. What is the conversation about?
It´s about shopping
They're talking about Miguel's new pants and ....
2. Where did Miguel buy his jeans?
________________________________
3. Does Betty like Miguel's new pants?
________________________________
Activity: underline sentences in present perfect
GRAMMAR FOCUS: Present perfect for the infinitive past
Regular verbs form the past participle in the same way they form simple past
Base form Simple past Past Participle
Play played played
Study Studied studied
Shop Shopped shopped
dance danced danced
want wanted wanted
wish wished wished
You have to learn the past participle of irregular verbs by heart (memorize them)
Base form Simple past Past Participle
Be was/were been
Go went gone
Read read read
have had had
write wrote written
Use:
• We use present perfect to talk about actions that happened in an indefinite or in a no specific time in the past.
I have visited Cartagena a couple of times
• We can use ever to form questions:
Have you ever been to Cartagena?
Yes, I have/No, I haven't
• We can use never in negative answers:
I haven’t been there
I have never been there
Present perfect for the infinitive past
Affirmative statements
I have been to Monteria three times this year
I’ve been to Monteria three times this year
She has visited Egypt
She’s visited Egypt
Negative statements
I have not been to Santa Marta
I’ve never been to Santa Marta
He has never been to Santa Marta
He’s never been to Santa Marta
Yes/No questions
Have you seen my vacation photos?
Yes, I have / No, I haven't
Has she seen my vacation photos?
Yes, she has / No, she hasn't
Short answers
Yes, I have / No, I haven’t
Yes, she has / No, she hasn’t
Quiz: Write sentences in Present perfect for the infinitive
6. Read some useful phrases and write a conversation
7. Circle the word that no correspond to a family words
Class 2: Present perfect with for and since
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
1. Study a grammar focus and practice it in context: Present perfect with for and since
GRAMMAR FOCUS: Present perfect with for and since
PRESENT PERFECT WITH FOR AND SINCE
Note:
• We use for to indicate how long a situation has happened
I have lived in Monterìa for 13 years
I've studied medicine for six years
• We use since to indicate when a situation began
I have lived here since 1999
I have worked since 2008
Wh questions
How long have you worked in Mercedes Abrego?
I have worked here for 4 years
I've worked here since 2008
2. Read and complete an article about Shakira
Shakira is a famous Colombian singer. She was born in Baranquilla,
but she has lived in different parts of the world. She has sold millions of CDs and she also has
won several awards. I love Shakira because she is tender, nice, hot.
3. Circle the word that no correspond to a family words
Class 3: Present perfect with yet and already
1. Read a conversation: He´s the teacher who has an accident
2. Ask and answer questions about the conversation
3. Study a grammar focus and practice it in context: Present perfect with yet and already
Use already in affirmative sentences
I have already read the book
She has already done the homework
Use yet in negative and interrogative sentences
I have not read the book yet
She hasn't finished yet
Have you read the book yet?
Yes, I have
No I haven't
Quiz: Write sentences in Present perfect with for and since
4. Use phases and vocabulary from the conversation to write a dialogue
Quiz: Students are going to write sentences using adjective close
PRESENT PERFECT VS SIMPLE PAST
Class 3:
Communication: Talk about school
GRAMMAR: Present perfect with yet and already
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students are going
to:
1.
Read a conversation:
2.
Ask and answer questions about the
conversation
3.
Study a grammar focus and practice it in
context.
4.
Use phases and vocabulary from the
conversation to write a dialogue
- Conversation
Cassiany: Hi, Miss Pérez. How are you?
María: Hello Mr. Cassiany
Cassiany: Could you lend me the book that you
bought last week?
María: Which one?
Cassiany:
The biology one
María: No, problem. Here you are.
- Ask and answer questions about the conversation
What is the conversation about?
It`s about a book
Who is the owner of the book?
María is.
- Grammar: Present perfect with yet and already
Affirmative
I have already done my homework
She has already read the book
Negative
I
have not done my homework yet
She
has not read the book yet
Yes/No questions
Have
you asked the teacher about the artwork yet?
Yea,
I have
No,
I haven`t
Has
she called you yet?
No,
She hasn`t
Yes,
she has
Dialogue:
|
PRESENT PERFECT: I’ve already read that book
SIMPLE PAST: You read that book last week
PRESENT PERFECT: I’ve already started my homework
SIMPLE PAST: I started my homework yesterday
ADJECTIVE CLAUSE
Adjective close with who, what and where
Who
Mr Pérez was a teacher - Mr. Pérez has an accident
Mr Pérez was the teacher who has an accident
that
This is a beautiful house. I like that house.
This is the beautiful house what I like
Where
This is a nice street. I'd like my house here
This is the street where I'd like my house
Class 4: Talk about school - Practice ICFES test
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students are going to:
1. Talk about school responsibilities
2. Ask and answer questions: how we can analyze a graphic
3. Answer a test: Graphic interpretation
4. Answer a test: Graphic interpretation
5. Complete texts using words given
6. Complete dialogues
7. Read and answer questions about the reading
Questions:
What was the last class about?
How we form sentences in present perfect
·
Talk about school responsibilities
I’m a student. I study at Mercedes Abrego. As
a student I have a lot of responsibilities. I have to study English, Math, Biology,
Chemistry, and Physic. I have to get up at 5:00 because I start classes at
6:00. I have to do my homework before
going to bed.
- Ask and answer questions: how we can analyze a graphic
* To analyze a graphic you have to observe carefully and understand the question done about it.
* To improve reading skills take into account reading strategies.
Class 5:
- The Present
perfect contrasted with the simple past
- Adjective clause with who, what and where
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Actividades de Iniciación:
What do you know about present perfect?
When do we
use yet/ already?
1.
Read a conversation: She´s the one who gave me a bad grade
2.
Ask and answer questions about the
conversation
3.
Study a grammar focus and practice it in
context: Adjective clauses with who, that and where
4.
Use phases and vocabulary from the
conversation to write a dialogue
·
Read a conversation: She´s the one who gave me a bad grade
Angie: Hello, Camilo, Have you asked the
teacher about the math quiz?
Anderson: No, Not yet.
Angie. I really need help in math. But, he is
so strict. I have not asked him about it. She´s the one who gave me a bad
grade. I don’t want to fail it.
Anderson: Don’t worry. My cousin Ricardo is
good at math. We can ask him for help.
Angie: O.k let’s join this afternoon and
study with him.
·
Ask and answer questions about the
conversation
1.
What is the conversation about?
2.
Who has problem at math classes?
3.
Why do you think she hasn’t ask for help?
4.
What she should do?
·
Study a grammar focus and practice it in
context: Adjective clauses with who, that and where
Adjective
clauses with who, that and where
She´s the one who gave me a bad grade
I love the red dress that you wore yesterday
That is the
restaurant where I worked last year
·
Use phrases and vocabulary from the
conversation to write a dialogue
Dialogue
A:
Hi Marlon. How are you?
B:
Hello María. I’m fine. By the way. What beautiful jacket. Where did you buy it?
A: I
bought it where Alex usually buy her clothes.
B: I
really like it.
NÚCLEO TEMÁTICO: Adjective clause
with who, what and where
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Actividades de Iniciación:
What was the last class about?
When do we use
yet/ already?
How we form
sentences in present perfect?
Students are going
to:
1.
Study a grammar focus and practice it in
context: The simple present tense with yet and already
2.
Use phrases and vocabulary and grammar to
write a composition.
3.
See a poster and write what people have done
and what they haven’t done
4.
Read a description and write sentences in
past about then write sentences using the present perfect
·
Study a grammar focus and practice it in
context: The simple present tense with yet and already
The simple present tense with yet and already
Affirmative sentences
He’s
already written the book
They’ve
already read the book
Negative sentences
He hasn’t
edited the book yet.
They haven’t
printed yet
Yes/No questions
Have you
written the book yet?
Yes, I
have
No, I
haven’t
Has she
edited it yet?
Yes, She
has
No, She
hasn’t
·
Use phrases and vocabulary and grammar to
write a composition.
Useful phrases
and vocabulary
That’s amazing
She’s the best
That’s true
Vocabulary:
Exam
Quiz
Homework
Library
Classroom
Class activity
Extracurricular
Language club
Composition.
I’m the
best
I really like my school. It is not big. But
that’s amazing because everybody knows each other. I like to participate in
extracurricular activities. It is a way to know people. My favorite subject is
math.
·
See a poster and write what people have done
and what they haven’t done
They have read the book
They haven’t done the homework
·
Read a description and write sentences in
past. Then, write sentences using the
present perfect
My high
school classmates
I studied at Mercedes Abrego. I finished High
school in 1996. All my classmates were cool guys. I remembered specially María
who was my best friend. María was really athletic in high school. Now she is
married. She is a housewife. All my classmates used to gather to see soccer
games on TV at her parents’ house. I really missed my friends.
María was really athletic in high school. She
used to play basketball and baseball
She hasn’t played anymore.
They used to gather to see soccer games on TV
They have not gathered anymore
I’ve
read that book already
SIMPLE PAST
You
read that book last week
ADJECTIVE CLAUSES
Adjective clause with
who, what and where
She was
the teacher who gave a bad grade
Class 7
Present perfect with yet and already : Reading Activity
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students are going to:
1. Read a text:
2. Ask and answer questions about the reading
3. Write a paragraph: What’s your opinion about categorizing people
Instruction to write a paragraph for CATALOGUING PEOPLE
1. FIRST SENTENCE: give your opinion about a person (an actrees and actor or whoever you want.
2. OTHER SENTENCES: Support your opinion with details about he/she or they
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students are going to:
1. Study a grammar focus and practice it in context: Conditional Types
2. Match some expressions with
similar meanings
3. Complete sentences using Conditional Types 1
Warm up:
What was the last class about?
What do you know about Conditional Types 1?
Conditional Types 1
We use Conditional Types 1 to talk about a real or very probable situation. We can use when or If in conditional Types 1 to express or state a probable or real situation:
* We use when to show that something will positively occur
When I go to Monteria, I’ll buy you a car
When she comes. She will give us candies
* We use if when we are not sure that something will occur
If I go to Monteria, I’ll buy you a car
If she comes to Montería. She will give us candies
- Match some expressions with similar meanings
- Complete sentences using Conditional Types 1
Class 9
Review – exam and reinforcement
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students are going to:
1. Talk about topics they have studied so far
2. Write a text using grammar and vocabulary
studied so far
3.Take a test
4.Check the answers and do a reinforcement if
they need it
Note: The teacher is going to give instruction, check and
explain each point.
Unit 2:
The best place in the world
COMMUNICATION:
- Describe places
and experiences
- Talk about a
past incident
GRAMMAR FOCUS:
- Comparatives and
superlative forms of the irregular adjectives
- The past continuous
- Conditional
Types 1
- Conditional Types 2
BUILDING VOCABULARY :
- Adjective of
measurement
- Action Verbs.
- Describe places
and experiences
- Talk about a past incident
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students
are going to:
1. read and write the standards, competence and
indicators for this period
2.read a dialogue and ask and answer questions:
It’s the scariest ride of all!
3.use some useful expressions to write a
conversation
4. study some vocabulary: adjectives of
measurement
5.practice a conversation: describing places
and experiences
·
Read a dialogue and ask and answer questions:
It’s the greatest movie I‘ve ever seen!
Conversation:
It’s the greatest movie I‘ve ever seen!
A: Let’s go to the Cinema
B: Why not. I want to see Iron Man 3 movie.
A: I want to see my boyfriend is a Zombie
B: I don’t like horror movie.
A: It’s not a horror movie. The greatest romantic
movie I‘ve ever seen!
B: I don’t think so, Titanic is better than my
boyfriend is a Zombie
·
use some useful expressions to write a
conversation
Let’s go
I don’t so
It’s a great idea.
·
study some vocabulary: adjectives of
measurement
Speed
Fast
Slow
Distance
Long
Short
Large
Weight
Heavy
Size
Big
Small
·
practice a conversation: describing places
and experiences
Conversation:
A: Hello Keily.
B: Hi Jessica. How was your trip to Cartagena
A: Cartagena is the most beautiful city I’ve
ever seen.
B: What places did you visit?
A: I visit
saint Philip Castle and the old city.
Comparative:
High – higher than
Slow - slower than
Superlative:
High – the highest
Slow - the slowest
Quiz: students are going to write a composition using adjectives of measurement.
Quiz: students are going to write a composition using adjectives of measurement.
Class 2:
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
VOCABULARY:
- Adjective of
measurement
- Action Verbs.
Students
are going to:
1. read and study a grammar focus: comparative
and superlative forms of adjectives
2. write sentences using comparative and
superlative forms of adjectives
3. write sentences using adjectives of measurement
Quiz: students are going to write a
composition using adjectives of measurement.
Warm up: What
do you know about comparative and superlative forms of adjectives?
Activities:
·
read and study a grammar focus: comparative
and superlative forms of adjectives
Irregular adjectives
Good - better than the best
Bad – worse than the worst
Far – farther than the farthest
·
write sentences using comparative and
superlative forms of adjectives
This
school is better than my school
This is
the best school in Montería
This
student is worse soccer player than Miguel
This is the worst
student
·
write sentences using adjectives of
measurement
Distance
This is a long road
This is a short road
This is a large city
Weight
This a heavy bag
This is a light bag
Size
This house is big
This is a small apartment
This is high building
Class 3:
Describe
places and experiences
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students
are going to:
1.
read a text: My favorite food
2.
Ask and answer questions about the text
3.
Talk about Holly Week
Note:
The teacher is going to give instruction, check and explain each point.
Quiz: students
are going to write a composition about their favorite food.
Activities:
·
read a text: My favorite food
My favorite food
Last Holly Week I went to visit my famiy in Sahagún. Sahagún is my hometown. I always visit my mom at this time. I am a good eater, so my favorite Holyday is
Easter. In this time I can eat delicious food all the time.
I can eat revo’tillo de moncholo:
This dish is made by my mother. She is a good
cook. The revo’tillo is made with eggs and a special fish called moncholo.
People add salt, garlic, and other ingredients. I really like this special
dish.
I can eat my favorite salad in Holly Week
too:
This salad is made with carrot, onions, beet
and mayonnaise, my mother cook the vegetables, when they are well cooked, she
cut them in small squares and adds the mayonnaise. It tastes delicious.
Talking
about drinks I can enjoy a typical drink from my region in this time. I’m
talking about chicha.
This drink is made with corn, sugar, and a
seed called clavitos and pepper. These
seeds give to the drink a hot flavor.
There are other delicious foods that I can
drink in this holyday and everybody should try:
Cheese soup
It is made with cheese, yam, spinach and
water. My mother cook the yam with a lot of water, a little salt and add
the cheese and the spinach at the end.
I can enjoy bagre soup. It is made with a
kind of fish from my region.
In addition, I ate a lot kind of sweets and
candies.
·
Ask and answer questions about the text
1.
Describe
what your favorite food looks like
2.
What
it tastes like?
3.
Why
do you like it?
4.
When
do you eat it?
5.
Who
makes it?
Now,
write about your favorite food:
Write
down about:
·
Describe
what your favorite food looks like
·
What it tastes like?
·
Why
do you like it?
·
When
do you eat it?
·
Who
makes it?
·
And
other things about it.
·
Send your writing to: levislozano@yahoo.com
·
Study a grammar focus: Action Verbs.
Bounce
Brake
Burn
Crash
Cross
Cut
Faint
Fall
Kick
Sprain
·
Write sentences sing the action verbs list:
I fell down
from my bike and sprained my uncle
Class 4:
Comparisons
with as…as/not as…as
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Students
are going to:
1.
read and study a grammar focus: Comparisons with as…as/not as…as
2.
Complete sentences using Comparisons with
as…as/not as…as
3.
Ask and answer questions Comparisons with
as…as/not as…as
Class 5
Grammar:
Comparisons with less… than and the least
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
1.
read and study a grammar focus: Comparisons with less… than and the least
2.
write sentences using Comparisons with less…
than and the least
3.
Read a conversation and ask and answer
questions
Quiz: students
are going to write a composition using Comparisons with less… than and the
least and the grammar patterns study so far.
Class 6
It’s
the scariest ride in Colombia!
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The teacher
is going to talk about unit 3 and explain what are the topics about
Students
are going to:
1.
Read a
conversation: It’s the scariest ride Colombia!
2.
Ask and answer questions about the
conversation
3.
Study a grammar focus and practice it in
context
4.
Use phases and vocabulary from the
conversation to write a dialogue
Note: The teacher is going to give
instruction, check and explain each point.
I.
Complete the paragraph. Use
the superlative form of the adjectives in parentheses.
1. The
___________ (big) train station in the world is Grand Central Station in New
York.
2. The
______________ (busy) airport in Colombia is El Dorado
3. The
_______________ (expensive) city in Colombia is Monterìa
4. The
______________ (popular) city with tourist in Colombia is Cartagena
II.
Rewrite the sentences writing the opposite of the comparative or superlative.
1. Bogotá
is the most expensive city in Colombia
_______________________________________________________________
2. Santa
Marta has the most tourism
_______________________________________________________________
3. Mary
is Marta’s best friend
_______________________________________________________________
III.
Answer the questions. (Use the cues to give long answer)
- How
high is Sierra Nevada? (5.775 meters)
_______________________________________________________________
- How
deep is the Pacific Ocean? (11.000 meters)
_______________________________________________________________
3. How
large is The Macuira National
Natural Park which
is located in Guajira desert? (25.000 hectare)
_______________________________________________________________
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Topic:
Communication:
Talk about experiences and thing you have done.
Grammar: Present Perfect
Strategy:
The teacher is going to use a Chameleon Approach to encourage students and organize the classroom
to maximize pupil’s learning potential.
Activities:
Students are going to:
1.
Read a text (POEM XVIII)
2.
Surf the net and go to the blog http://levisenglishteacher.blogspot.com and
listen to the song: Have you ever really love a woman by Bryan Adams. Then, do
a comprehension activity about it.
3.
Find out information about present perfect, in
the blogs (http://levisenglishteacher.blogspot.com)
4.
Study and practice a grammar focus: present
perfect
5.
Give examples of affirmative, negative and
interrogative sentences in present perfect
6.
Ask and answer questions about interesting
experiences and things they have done in the school.
Note: The teacher is going to elicit
students to know what they know and introduce the topic,
give instruction, check and explain each point.
Curley and yellow ayes,
sensual and attractive body.
Creative and dedicated woman,
you’re a tender riddle,
of poison and passion.
Sophisticated and single,
lover of love,
lover of bad and good.
Tell me little girl:
What have you done without measure?
What have you said without meditated?
You’ve never gotten irritated
when life comes with pleasure or pain.
Everything in your life has a balance,
you`re an explosive mixture of angels and devils.
You know what life is for.
Actividades:
I.
Responde los
interrogantes:
1. Is the author in love
with the woman? Why?
___________________________________________________________________________________________________________________________________________________________
2. What is the tone of the
poem? Is it romantic? Tender? Sad?
__________________________________________________________________________________________________________________________________________________________________________________________
|
3. What
do you think about women?
________________________________________________________________________________________________________________________________
II. Preguntas de selección
múltiple con única respuesta:
1)
What is the writer trying to do in the poem?
a)
describing a woman
b)
explaining
why he loves a girl
c)
asking
someone about a woman
2)
The word “devils
” could be replaced by:
a)
demons
b)
angels
c)
people
3)
The
name of the poem could be:
a) Woman
b) Pretty woman
c) Curley girl
A. Listen and sing the song
Have you ever really loved a woman by Bryan Adams
To really love a woman, to understand her, you gotta know her deep inside,
hear every thought, see every dream and give her wings when she wants to fly
then when you find yourself lying helpless, in her arms,
you know you really love a woman.
When you love a woman, you tell her that she´s really wanted,
when you love a woman, you tell her that she´s the one,
cuz she needs somebody, to tell her that it´s gonna last forever,
so tell me have you ever really, really really ever
loved a woman?
To really love a woman, let her hold you, till you
know how she needs to be touched,
you´ve gotta breathe her, really taste her
till you can feel her, in your blood
when you can see your unborn children, in her eyes
you know you really love a woman.
you´ve gotta breathe her, really taste her
till you can feel her, in your blood
when you can see your unborn children, in her eyes
you know you really love a woman.
When you love a woman, you tell her that she´s really wanted
when you love a woman, you tell her that she´s the one
cuz she needs somebody, to tell her that you´ll always be together
So tell me have you ever really, really really ever loved a woman?
You got to give her some faith, hold her tight
a little tenderness, you gotta treat her right,
she will be there for you, taking good care of you
you really gotta love your woman, yeah...
And when you find yourself lying helpless, in her arms
you know you really love a woman
when you love a woman, you tell her that she´s really wanted
when you love a woman, you tell her that she´s the one,
cuz she needs somebody, to tell her that it´s gonna last forever.
So tell me have you ever really, really really ever loved a woman?
Just tell me have you ever really, really really ever loved a woman?
just tell me have you ever really, really really ever loved a woman?
Answer
the following questions:
Grade *
Members *Integrantes del grupo
1. What is the song
about?
2. Have you ever really
loved someone? Why?
3.
According to the song how do men know they really love a woman?
4. What do you do when
you really love someone?
5. How do you know you
love someone?
6. What have you done
for a lover? Why?
C. Underline sentences in present perfect in the song. What do they mean?
D. Fun Activities: See the video “Have you ever loved a woman” by Bryan Adams. Then, watch the video again, read the lyrics and answer the questions about it. Be ready for video karaoke in class
GRAMMAR FOCUS: Present
perfect for the infinitive past
Note:
We use the auxiliary verb have ( I, you,
we, they) or has (She, he, it) and the past participle to form Present perfect
Regular
Verbs form the past participle in the same way they form simple past
Base form Simple past Past Participle
Play played
played
Study Studied
studied
Shop Shopped
shopped
You
have to learn the past participle of irregular verbs by heart (memorize them)
Base form Simple past Past Participle
Be was/were been
Go went gone
Read read read
Use:
- We use Present perfect to talk about
actions that happened in an indefinite or in an specific time in the past.
I
have visited Cartagena a couple of times
- We can use ever to form questions:
Have
you ever been in Cartagena
We
can use never in negative answers:
- I haven’t been there
Present
perfect for the infinitive past
Affirmative
statements
I
have been in Monteria three times this year
I’ve
been in Monteria three times this year
She
has visited Egypt
She’s
visited Egypt
Negative statements
I
have not been in Santa Marta
I’ve
never been in Santa Marta
He
has never been in Santa Marta
He’s
never been in Santa Marta
Yes/No questions Short
answers
Have
you seen my vacation photos?
Yes, I have / No, I haven’t
Has she seen my vacation photos? Yes, she has / No, she hasn’t
Grammar points: Present perfect
We use present
perfect for:
1.
Action that
started in the past and continues in the present.
2.
We also use present
perfect for infinitive past
3.
recent actions
whose results are evident in the present
4.
the present
perfect is used to talk about experiences
|
Sentences
·
Montería has changed a lot since 1777 to present day
·
I have come to
this city many times
·
The city mayor
has built a lot of parks in this neighborhood, so children are very happy
·
Have you ever
been in Cartagena?
|
Time
expressions:
|
|
|
A.
Complete the sentences. Use the present
perfect (the auxiliary verb have or has) and the verb given in parenthesis –
past participle.
|
1. They __________
never _________ that book (read)
2. They __________
always _________ to go to Europe (want)
3. He ____________
_________ the same movie twice (see)
4. She __________
_________ (study) four language so
far
5. It __________ _________ two girls (bite)
|
B.
Correct
the mistakes in the sentences:
|
1. She has not came to school.
____________________________________________________
2. I has swim in the Sinú River
____________________________________________________
3. She have not visit me.
____________________________________________________
4. I has not watch that TV program
____________________________________________________
|
C. Write a sentence in present perfect with each word:
|
1. How long
____________________________________________________
2. Since
____________________________________________________
3. For
____________________________________________________
4.
Just
____________________________________________________
5. Already
____________________________________________________
6. Yet
____________________________________________________
|
1. Talk
about a personal experience at the school and introduce the topic (Tell the
students what is the topic about)
Students
are going to:
1.
Use some useful phrases given by the teacher
to write a conversation
2.
Some students role play the conversation and
the rest Ask and answer questions about it.
3.
Study a vocabulary (adjectives of
measurement) and practice it in context
4.
Use phases and vocabulary to write a
conversation describing places and experiences
Have you ever have a scary experience?
What was it?
Tell your partners about?
What did you learn?
When
do we use comparative?
When
do we use superlative?
How
do we form comparatives?
How
do we form superlatives?
Adjective
of measurements:
Height
Weight Length Duration Speed
Comparative
High
Higher than
More attractive than
Superlative
Scary the scariest -
the most beautiful
Comparatives and
superlative forms of the irregular adjectives
Good better than the best
Bad worse than the worst
Far farther than the farthest
Class 8: Making
Comparisons with as… as/ not as… as – ICFES PRACTICE
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The
teacher is going to talk about comparative to show similarities or differences
Students
are going to:
- Use some adjective
given by the teacher to compare people and places showing similarities or
differences(with as… as/ not as… as)
2. Study a
vocabulary and practice it in context
3. Study
grammar focus and practice it in context: comparative with as… as/ not as… as
4. Use phases
and vocabulary to write a conversation describing places and experiences (with
as… as/ not as… as)
Quiz: Students
are going to write a conversation using comparative adjectives (with as… as/
not as… as)
Questions:
What do you know about comparative (with as… as/ not as…
as)?
When do we use them?
How do we form comparatives (with as… as/ not as… as)?
II.
Comparatives (with as… as/ not as… as)
The beach is as popular as the amusement park
The book is not as exciting as the movie
III. Read the conversation and answer the questions:
What is the reading about?
Have you visited a ride?
When?
What’s its name?
What kind of experience do you have?
Class 9: Making Comparisons
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The teacher is going to talk about rides and introduce the topic
Students are going to:
1.
Read a
text: The day after sea world
2.
Ask and
answer questions about the reading
3.
Study a
vocabulary and practice it in context
4.
Study
grammar focus and practice it in context
5.
Socialize a ICFES TEST
|
Quiz:
Students
are going to use the phrases and the vocabulary study so far to write a
conversation
|
Class 10: Review exam and reinforcement
Students are going to:
1.
Talk about topics they have studied so far
2.
Write a text using grammar and vocabulary
studied so far
3.
Take a test
4.
Check the answers and do a reinforcement if
they need it
Unit 3: The Suso’s show is taped there.
Content:
COMMUNICATION:
- Ask and give aditional information
- Talk
about extracurricular activities and school projects
GRAMMAR FOCUS:
- The
passive voice present tense
- Gerund
as objects, as objects of verb, and as objects of preposition
BUILDING VOCABULARY:
- Types
of TV shows
- Extracurricular activities
Class 1:
Ask and give additional information
Talk
about the value of extracurricular activities
Grammar: The passive voiceStrategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The teacher
is going to:
1. Talk
about unit 3 and explain what are the topics about
Students
are going to:
1.
Read a
conversation: My garden is watered every day!
2.
Ask and answer questions about the
conversation
3.
Study a grammar focus and practice it in
context: The passive voice present tense
4.
Use phrases and vocabulary from the
conversation to write a dialogue
Quiz: Students are going to write and complete sentences with the passive form of some verbs given
Read
the conversation: The Suso’s show is taped there and answer the questions.
1. What
is the conversation about?
_____________________________________________________________________
2. Where
have been taping the talk show?
_____________________________________________________________________
3. Who
can come when the talk show is taped?
_____________________________________________________________________
II. Correct
the written mistakes
1. The
building with grocery store were strike by the tornado
2. Three grocery store was hit by the tornado
3. The store owner were injured by the Tornado
4. The
Town were completely recovered after the
hurricane
5. The
Town were not struck by a hurricane
III.
Writing
A. Rewrite
the sentences. Use the simple past passive
6. A
thieve steal a store last night
_______________________________________________________________________
7. All
sixth level students passed the final partial exam
_______________________________________________________________________
8. Christopher
Columbus discovered America in 1492
_______________________________________________________________________
9. A
flying stuff struck a building during a tornado
_______________________________________________________________________
10. I
found a diamond in a dough
_______________________________________________________________________
II.
B. Write a respond to each sentence using that must be or you must be
1. I
have been taking English lessons for 5 years
_____________________________________________________________________
2. I’m
going to have a party
_____________________________________________________________________
3. We’re
reading a book on ethics in my philosophy class
_____________________________________________________________________
4. I’m
going to see my favorite movie again
_____________________________________________________________________
5. Mary has not seen her boyfriend in ages
_____________________________________________________________________
Class 2: Types
of TV shows
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The teacher
is going to:
Talk
about Types of TV show
Students
are going to:
1.
Talk about their Types of TV show
2.
Students write names of Types of TV show and write an example of each
one
3.
read a conversation asking and giving
personal information about their favorite TV shows
Quiz: Students are going to writing a conversation about a TV show. Then they have to role play the conversation
Talk about Types of
TV show
I love__________________________________
I really like_____________________________
I like __________________________________
I hate __________________________________
I can’t stand _____________________________
I don’t like _______________________________
Write
a description for each type of TV show
1. News:
_______________________________________________________________
2. Documentary :
________________________________________________________
3. Talk show:
___________________________________________________________
4. Situation comedy:
_____________________________________________________
5. Home decorating show:
_________________________________________________
6. Game show:
__________________________________________________________
7. Cooking show:
________________________________________________________
8. Cartoon:
_____________________________________________________________
9. Drama:
______________________________________________________________
10. sitcom :
______________________________________________________________
11. Reality:
______________________________________________________________
Conversation:
Do you like soap
operas?
Yes, I do. I love
soap operas. My favorite is Ugly Betty
Class 3:
Note: The teacher is going to give instruction,
check and explain each point.
Class 5: Talk
about extracurricular activities and
school projects
Note: The teacher is going to give instruction,
check and explain each point.
Quiz: Students are going to write a composition about the important of learning English
Important of learning English
English is important because it is an international language and it called the language of business world. Nowadays, it is taught and learned in many countries around the world. That's why people should learn English. If companies want to grow up and have contact with the rest of the world it has to motivate its employers to learn English. In addition, when people apply for jobs a common question is: Do you speak English? If the answer is no people can lost a great opportunity.
English is also important because it is a requirement of the globalization process. People should learn English because it is a good way to have contact with the rest of the world and interchange information and knowledge.
The teacher is going to:
Class 3:
- Communication: Ask and give additional information
- Talk about the value of extracurricular activities
- Grammar: The passive voice
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The teacher is going to:
1. Talk
about movies
Students are going to:
1.
Read a text: My favorite Movie
2.
ask and answer questions about the reading
3.
Read a text: Lear to learn
4.
ask and answer questions about the reading
Quiz: Students
are going to write a composition about their favorite movie
1.
Read a text:
2.
ask and answer questions about the reading
·
What is the reading about?
_____________________________________________________________________
·
How a movie is created?
_____________________________________________________________________
·
What is the most difficult subject to create?
_____________________________________________________________________
3.
Read a text: movies and TV can help you to learn English
4.
ask and answer questions about the reading
·
Why should we see Movies and TV show lo learn
English?
_____________________________________________________________________
·
What things can you learn seeing
Movies and TV show in English?
_____________________________________________________________________
Class 4: Talk extracurricular activities and school projects
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The teacher is going to:
Talk
about the value of extracurricular activities
Students are going to:
1. read the text: I hurt my leg
2. ask and
answer questions about the reading
3. talk about
precaution people have to take when they are practicing a sport
Note: The teacher is going to give instruction, check and
explain each point.
Quiz: Students are going to write a composition about sports
and precaution people have to take when they are practicing a sport
·
What is the reading about?
_____________________________________________________________________
·
How can people prevent accidents?
_____________________________________________________________________
·
What sport were the boys practicing?
_____________________________________________________________________
1. talk about
precaution people have to take when they are practicing a sport
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The
teacher is going to:
1.Talk about the important of learning
English
Students
are going to:
1. Read a
text: Learning English is cool!
2. Ask and
answer questions about the reading
3. Ask and answer
questions about the important of learning English
4. See a
video about the important of learning English
Quiz: Students are going to write a composition about the important of learning English
·
What is the reading about?
_____________________________________________________________________
·
What clubs can you create in this school?
_____________________________________________________________________
·
What is a Foreign Language Club ?
________________________________________________________________________
English is important because it is an international language and it called the language of business world. Nowadays, it is taught and learned in many countries around the world. That's why people should learn English. If companies want to grow up and have contact with the rest of the world it has to motivate its employers to learn English. In addition, when people apply for jobs a common question is: Do you speak English? If the answer is no people can lost a great opportunity.
English is also important because it is a requirement of the globalization process. People should learn English because it is a good way to have contact with the rest of the world and interchange information and knowledge.
Class 6: Reflexive
pronouns
Strategy: The teacher is going to promote peer work to maximize learning potential through cooperative learning.
The teacher is going to:
1.Talk about
reflexive pronouns
Students are going to:
1. Study a
vocabulary and practice it in context
2. Study
grammar focus and practice it in context: Reflexive pronouns
3. Use phases
and vocabulary to write a conversation
Note: The teacher is going to give instruction, check and
explain each point.
Quiz: Students
are going to write sentences using
reflexive pronouns
The teacher is going to:
1.Talk about
reflexive pronouns
Students are going to:
1. Study a
vocabulary and practice it in context
Vocabulary:
Hurt
blame
laugh
cut
enjoy
2. Study
grammar focus and practice it in context: Reflexive pronouns
REFLEXIVE PRONOUNS
Subject Reflexive
pronouns Example
I myself I hurt
myself skating
You yourself you
shouldn’t blame yourself
He himself He laughed
at himself
She herself she cut
herself
It itself the wound
healed itself
We ourselves we watched
ourselves in the video
You yourselves you should help yourself
They themselves they enjoyed
themselves at the party
3. Use phases
and vocabulary to write a conversation
Unit 4
CLASS No. 1
CLASS No. 1
TOPIC:
Communication: Talk about future plans
Grammar: Relative
Pronouns:
Warm up: The teacher is going to elicit
students to know their previous knowledge about the topic.Reflection:
the teacher is going to read a poem and students are going to ask and answer
questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
Students
are going to:
1.
write a short composition about their
expectation after finish high school
2.
read and correct writing mistakes in couple
3.
prepare a presentation about their
expectation after finish high school
Quiz: Students
are going to do a presentation about their expectation after finish high school
The
teacher is going to: Talk about unit IV and explain what are the topics about
COMMUNICATION:
·
Talk
about expectations
·
Talk
about future plans
GRAMMAR:
· Will
and won’t
VOCABULARY :
Expresions related to
university
Activities:
·
write a short composition about their
expectation after finish high school
When I finish high school I will study
____________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
·
read and correct writing mistakes in couple
prepare a presentation about their expectation
after finish high school
Class 1
TOPIC: Talk
about future plans
Warm up: The teacher is going to elicit
students to know their previous knowledge about the topic.Reflection:
the teacher is going to read a poem and students are going to ask and answer
questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
Students are going to:
1.
Talk about future plans
2.
ask and answer questions about grammar patterns
to talk about future plans
3.
write sentences using grammar patterns
to talk about future plans
Quiz: Students
are going to write a conversation talking about future plans
The
teacher is going to:
·
Talk about future plans and explain
grammar patterns to talk about future plans
Ø We
use present continuous to talk about future plan when we know the date or the
place when something is going to happen
I’m
traveling to Cartagena tomorrow at 7:00 A.M (100% of probability)
Ø We
use will when we decide something at the time of speaking or express something
that probably will happen in a long future.
I will buy that house
Ø We
use going to for predictions based on factual information we know.
It’s going to rain
Ø Talk
about future plans
Ø ask and
answer questions about grammar patterns to
talk about future plans
Ø write
sentences using grammar patterns to talk about future
plans
Class 3
TOPIC: Talk
about future plans
Warm up: The teacher is going to elicit
students to know their previous knowledge about the topic.Reflection:
the teacher is going to read a poem and students are going to ask and answer
questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
The
teacher is going to:
1.
Ask and answer questions
about careers and students’ speciation about universities.
Students are going to:
1.
brainstorm vocabulary about university
career.
2.
write sentences using vocabulary about
university career
3.
write a composition about the career he/she
plan to study at the university
Activities:
The
teacher is going to:
Ø Ask
and answer questions about careers and students’ speciation about universities.
·
What career would you like
to study? Why?
·
Where would you like to
study that career?
Students are going to:
2.
brainstorm vocabulary about university
career.
University Subjects and professions:
·
Chemistry
·
Physic
·
Medicine
·
Law
3.
write sentences using vocabulary about
university career
·
I would like to study medicine because I like
to take care people’s heath
4.
write a composition about the career he/she
plan to study at the university
Class 4
TOPIC: GRAMMAR:
Will and won’t
Warm
up: The teacher is going to elicit students to know their previous knowledge about the
topic.Reflection: the teacher is going to read a poem and students are
going to ask and answer questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
The teacher is going to:
1.Talk
about the use of Will and won’t
We use will
to express future plans
·
I will study medicine
We use will not
or won’t for negative statements
·
I won’t study math
Students are going to:
1.
Study and practice a
grammar focus in context: Simple future “Will”.
2.
Complete sentences using Will and
won’t
3.
Rewrite some sentences
using Will
and won’t
Quiz: Write a composition about their plans for
Christmas using Will and won’t
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Class 5
TOPIC: GRAMMAR:
Will and won’t
Warm
up: The teacher is going to elicit students to know their previous knowledge about the
topic.Reflection: the teacher is going to read a poem and students are
going to ask and answer questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
Students
are going to:
1.
Write a composition about their plans for
this vacations
2.
Read and check their compositions in pair
3.
Read their composition in front of their
classmates
Activities:
1.
Write a composition about their plans for
this vacations
My
vacation plans
This
vacation I will go to travel around Colombia. I’ll visit my family in
Cartagena. I’ll go with my friends and my girlfriend. We
will go to visit historic places and go to the beach. Then, I will go to Santa
Marta, Barranquilla and San Andrés…
2.
Read and check their compositions in pair.
3.
Read their composition in front of their
classmates.
Class 6
TOPIC: Talk about future plans:
going to – present continuous
Warm
up: The teacher is going to elicit students to know their previous knowledge about the
topic.Reflection: the teacher is going to read a poem and students are
going to ask and answer questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
The teacher is going to:
1. Talk about future
plans: going to – present continuous
Students are going to:
1. Study
grammar focus and practice it in context: going to – present continuous to talk
about future plans
2. Use phrases
and vocabulary to write a conversation
Activities:
The teacher is going to:
1. Talk
about future plans: going to – present continuous:
We use will going to or
present continuous to talk about future plans.
Will
for spot decisions, going to for predictions and present continuous for plans
we know when or where are going to happen
Students are going to:
1. Study
grammar focus and practice it in context: going to – present continuous to talk
about future plans
When do we use present continuous?
We use present continuous to talk about
future plans when we know the date or place where something could happen
How do we form sentences?
Present Continouos
Subject + be + verb+ing
I am studying
Information questions
Wh- word + be + subject + verb+ing
What are you doing?
2. Use phrases
and vocabulary to write a conversation
Note: The teacher is going to give instruction, check and
explain each point.
Quiz: Students are going to write sentences using going to – present
continuous
I. Complete
the sentences. Use will, present continuous or going to and the verbs in the box
|
1. I
____________ ___________ my first English class at 3:00.
2. She
__________ ___________ late for work,
she has not gotten dress yet.
3. He
___________ _________ a car one day
4. My
teacher ____________ _____________ a
five if a do a great homework.
II.
Write the questions for the
answer use will, present continuous or going to:
1.A
____________________________________
B. Actually, I’m going to play there.
1.A
_____________________________________B. Tomorrow, let me think, sorry I won’t go
I have an exam
Class 7
TOPIC: ICFES
Test Practice
Warm up: The teacher is going to elicit students to know their previous knowledge about the topic.Reflection: the teacher is going to read a poem and students are going to ask and answer questions
Strategies: The teacher is going to engage, motivate and challenges students to maximize students learning potential, as well as give instruction, check and explain each point.
The
teacher is going to:
1.
introduce the topic and
present some reading activities
Students
are going to:
2.
read a text and ask and answer questions
3.
take a test.
4.
correct their partners possible mistakes.
Quiz: students
are going to read a text and do some reading comprehension
Class 8
TOPIC: Talk about future plans: will - going to –
present continuous
Warm up:
The teacher is going
to elicit students to know their previous knowledge about the topic.Reflection:
the teacher is going to read a poem and students are going to ask and answer
questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
The teacher is going to talk about Christmas. Students are going to:
1.
Talk about Christmas.
2. ask and answer questions about Christmas.
3. do a Christmas card.
4. check their partners’ Christmas card and correct possible mistakes.
Activities:
Christmas a good time to be in family
1.
ask and answer questions about Christmas.
What is Christmas?
What do people do on Christmas?
What are you going to do on Christmas?
What things do you like the most on this
time?
2.
do a Christmas card:
I wish you a Mary Christmas
and a happy new year
The best wishes from
Montería.
Quiz: Students are going to talk about their plans
for Christmas and do a presentation using their Christmas card.
Class 9
TOPIC: Talk
about future plans: will - going to – present continuous
Warm up: The
teacher is going
to elicit students to know their previous knowledge about the topic.Reflection:
the teacher is going to read a poem and students are going to ask and answer
questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
The teacher is going to:
1. talk about New Years eve
Students are going to:
2.
ask and answer questions about New Years eve.
3.
do a New Years eve card.
4.
check their partners’ New Years evecard a
correct possible mistakes
Quiz: Students
are going to talk about their plans for Christmas and do a presentation using
their New Years eve card.
Activities:
- Talk about New Years eve
Students are going to:
New Years eve is a good time to be in family
and to think about the things we live in
the year
1.
ask and answer questions about New years eve.
What is New Years eve?
What do people do in New Years eve?
What are you going to do in New Years eve
What things do you like the most on this
time?
2.
do a New Years eve card
3. check their partners’ New Years eve card a
correct possible mistakes
Quiz: Students are going to talk about their plans
for New Years eve and do a presentation
using their New Years eve card.
Class 10
TOPIC: Talk
about future plans: will - going to – present continuous
Warm up: The
teacher is going
to elicit students to know their previous knowledge about the topic.Reflection:
the teacher is going to read a poem and students are going to ask and answer
questions
Strategies: The teacher is going
to engage, motivate and challenges students to maximize students learning potential, as well
as give instruction, check and explain each point.
Students
are going to:
1. Talk
about the topics they have studied so far:
COMMUNICATION:
GRAMMAR:
VOCABULARY
:
Expressions
related to university
ICFES
Test Practice
2. Write a
text using grammar and vocabulary studied so far
3. Take a
test
|
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