Ingles 10ma Semana III Periodo (22 -26 de octubre)

Page 98

Have to-Has to

Actividades para 4 horas de claseademas se muestran videos relacionados con tribus alrededor del mundo, los cuales mustran lo que no se debe hacer y lo que se debe hacer.

Ingles 9na Semana III Periodo (16 -19 de octubre)

Semana de exposicion de los phrasal verbs.

Se dará a cada estudiante 4 phrasal verbs. El estudiante debe hacer una cartelera de ½ pliego en la que deba contener lo siguiente, Phrasal Verb, Uso en una oración y su significado en español. (El estudiante explicara ante la clase su cartelera).

Los ítems de calificación serán tres:

- Presentación oral (Claridad en lo que expone) 5%

- Calidad estética de la cartelera o poster 5% (Creatividad, arte y recursividad)

- Respeto ante las presentaciones 5%.

Las presentaciones se harán después de la semana de receso estudiantil. Y los “phrasal verbs” se entregaran antes de dicho receso.

*Si algún estudiante interrumpe o irrespeta no tendrá derecho a realizar esta actividad y se ya la realizo se le descuenta la nota. En los tres ítems de calificación.

https://www.englishclub.com/vocabulary/phrasal-verbs-list.htm (página sugerida para consultar).

Ingles 8va Semana III Periodo (1 -5 octubre)

Phrasal Verbs
Time: 4 hours
Topic: Phrasal verbs
Aims:
- To learn the meaning of 10 phrasal verbs with ‘get’

- To provide written and then speaking practice of the ten phrasal verbs

Level: Intermediate
Introduction
This lesson is a self-contained lesson which presents ten phrasal verbs in the
context of a dialogue. Students focus on the meaning of those phrasal verbs
through a vocabulary and meaning matching exercise. Students then do
controlled and freer writing practice of the phrasal verbs. In the speaking activity
students use the phrasal verbs in a less controlled way.
Materials
• Worksheet 1 – Famous person dialogue
• Worksheet 2 - ‘Get’ matching vocabulary exercise
• Work sheet 3 – Gap fill

• Worksheet 4 – ‘Get’ speaking cards
Procedure
1. Lead-in
• Put 3 dashes on the board _ _ _. Tell student to guess the verb (get).
Elicit an example of a ‘get’ phrasal verb that they know e.g. get on with.
Students then brainstorm phrasal verbs they already know with get. Write

these on the board.
2. Presentation of phrasal verbs
• This activity will provide a context for ten phrasal verbs with get which the
students will use in later stages of the lesson. The dialogue on worksheet
1 also provides a model for the dialogue writing activity in stage 5.
• Tell the students they are going to read a conversation between two
people. Hold up flashcards of two people and students guess their job.

They are actors. Elicit names for the actor and actress (e.g. Peter andSusan). Tell the students the two actors are now working on a film
together and are having a chat about working on their latest film.
• Write the following questions on the board.
Are Peter and Susan enjoying working on their latest film?
• Hand out worksheet 1. Tell the students to read the dialogue and answer
the above question.
• Feedback from the students that Peter and Susan are not enjoying
working on their latest film. Now ask the students to read the dialogue
again and underline all the phrasal verbs with ‘get’. After completion
students compare with their partners to check they have underlined the
same verbs.
3. Checking Meaning
• Handout the worksheet 2 to the students. Allow students 5 minutes to

complete the exercise. Feedback answers together.

Ingles 7ma Semana III Periodo (24 -28 de Septiembre)

Phrasal Verbs
Time: 4 hours
Topic: Phrasal verbs
Aims:
- To learn the meaning of 10 phrasal verbs with ‘get’

- To provide written and then speaking practice of the ten phrasal verbs

Level: Intermediate
Introduction
This lesson is a self-contained lesson which presents ten phrasal verbs in the
context of a dialogue. Students focus on the meaning of those phrasal verbs
through a vocabulary and meaning matching exercise. Students then do
controlled and freer writing practice of the phrasal verbs. In the speaking activity
students use the phrasal verbs in a less controlled way.
Materials
• Worksheet 1 – Famous person dialogue
• Worksheet 2 - ‘Get’ matching vocabulary exercise
• Work sheet 3 – Gap fill

• Worksheet 4 – ‘Get’ speaking cards
Procedure
1. Lead-in
• Put 3 dashes on the board _ _ _. Tell student to guess the verb (get).
Elicit an example of a ‘get’ phrasal verb that they know e.g. get on with.
Students then brainstorm phrasal verbs they already know with get. Write

these on the board.
2. Presentation of phrasal verbs
• This activity will provide a context for ten phrasal verbs with get which the
students will use in later stages of the lesson. The dialogue on worksheet
1 also provides a model for the dialogue writing activity in stage 5.
• Tell the students they are going to read a conversation between two
people. Hold up flashcards of two people and students guess their job.

They are actors. Elicit names for the actor and actress (e.g. Peter andSusan). Tell the students the two actors are now working on a film
together and are having a chat about working on their latest film.
• Write the following questions on the board.
Are Peter and Susan enjoying working on their latest film?
• Hand out worksheet 1. Tell the students to read the dialogue and answer
the above question.
• Feedback from the students that Peter and Susan are not enjoying
working on their latest film. Now ask the students to read the dialogue
again and underline all the phrasal verbs with ‘get’. After completion
students compare with their partners to check they have underlined the
same verbs.
3. Checking Meaning
• Handout the worksheet 2 to the students. Allow students 5 minutes to

complete the exercise. Feedback answers together.

Ingles 6ta Semana III Periodo (Septiembre 17 - Septiembre 21)

Infinitives of purpose

Module 3, Unit 1, Lesson 5, Page 102-105

Time: 4 hours

Grammar: Sentences with to + infinitive

Vocabulary: Adjectives for describing things

Listening: A discussion about Bullying /s/ /z/ and /_z/

Reading: Violence in our towns

Speaking: Discussing questions related to a blog entry

Writing: A short news article about a conflict

This lesson explores the topic of bullying at schools in relation to physical appearance. During this lesson, students will read articles about children who have been bullied by their classmates because of their physical appearance and will express their opinion about beauty concepts.

1. List five things that you think are beautiful. They can be objects, buildings, etc.

·        Start the lesson by asking students to think about the concept of beauty. You may want to refer students to a dictionary to determine how the word is defined by authoritative sources.

·        Discuss with the class whether the word beautiful is limited only to things you can see. For example, can you describe a piece of music as beautiful? How about the smell of a flower? A poem? Someone’s actions? Explore these questions with your class.

·        Give students a few minutes to formulate their lists individually. Remind them that they can write the names of places, people, works of art, music, nature, or anything else they find beautiful.

2. Look at the adjectives for describing things. Then look again at page 98 and add any adjectives from there which you think are useful for describing things.

·        Refer students back to the vocabulary they learnt at the beginning of lesson 4. The words in the boxes are useful words for describing; the words from lesson 4 can be added to these.

3. Now write a description of one of the things that you listed in exercise 1. Include as much detail as possible.

·        Ask students to look at the items they chose in exercise 1 and choose one. In this case, they will need to choose an item that can be described using the vocabulary given (i.e. a tangible object rather than a poem or piece of music).

4. Read the information. Then listen and repeat.

·        Refer students to the Say it! box. Tell them that the plural –s or –es may be pronounced in different ways; the pronunciation depends on what comes immediately before the ending.

5. In pairs, describe your objects to each other, but don’t say what they are. Listen to the descriptions and try to guess what the objects are.

·        Ask students to carry out this activity in pairs. Monitor and help where necessary.

6. Read the article. What do Alfie’s parents want to do?

·        First, ask students to look at the picture of the boy. Tell them his name is Alfie. Elicit descriptions of the boy. Write these on the board. Ask students to speculate on how he is feeling, e.g. happy, sad, angry, etc.

7. Select the correct option to complete the sentences.

·        Ask students to work in pairs to complete this exercise.

·        Check answers as a class. Review any vocabulary that might be new or challenging.

8. Discuss the questions in small groups.

·        Ask students to work in groups of three or four to discuss these questions. Some sensitivity may be required, as individual students may themselves have been victims of bullying. If this arises, speak to the student individually about how much he/ she wants to talk about. Focus on the positive aspects of the discussion, i.e. what can be done to stop bullying.

9. Look at the sentence. Label its parts with the words in the box.

·        The focus of this section is the use of the expressions verb + to and verb + somebody + to. This exercise requires an understanding of language used to describe the components of a sentence; you should first review with students the words object, infinitive, subject, and main verb.

10. Complete the sentences below from the article on page 103.

·        Students confirm their understanding of the meaning and use of the target structure.

·        Check as a whole class.

11. Rewrite the sentences using the verbs in brackets.

·        For further consolidation of the target structure, ask students to complete this exercise in the same pairs. Model the first sentence, then give pairs time to complete the exercise.

12. Think of the problem of bullying in your school. Write some sentences about the actions that people in your school can take to improve the situation.

·        Draw students’ attention to the model sentence. Look at the parts of the sentence and identify each one, e.g. subject, main verb, object, and so on.

13. Listen to Andrea talking to her mother about a bullying experience she had. Answer the questions.

·        Tell the class they are going to listen to a girl talking about her experience of being bullied.

15. Read the blog entry. Then discuss the questions in groups.

·        Spend a few minutes talking with the class about blogs—what they are, where they are found, who writes them, why people write them, and so on.

16. Work in small groups. Write a short news article like the one on page Use the model below to help you plan.

·        Write the question words who? what?, where?, when?, why? on the board. Explain that well-written news stories often contain the answers to these questions. As such, these words are a useful starting point for writing a news story.

Ingles 5ta Semana III Periodo (Septiembre 10 - Septiembre 14)

More and Less with Nouns                                           Page: 48-49-50-51

Grammar: More and Less

Vocabulary: Everyday Products

Listening: Describing products

Reading: How your government spends your money?

Speaking: Discussing Hypothetical Situations

Writing: An opinion piece about government spending

1. Read the definition of shopaholic in the box. Are the people belowshopaholics? How about you?

Discuss with a partner.

-        Give students time to read the definition of a shopaholic. Ask students if they know anyone who is a shopaholic.

-        Draw students’ attention to key vocabulary in the list of people: emergency,immediately.

2. Look at the numbers in the boxes. Then in pairs, say the numbers below out loud.

- The goal of this activity is to give students practice in saying large numbers. Ask students to work in pairs. They should take turns saying the numbers. Circulateand monitor their progress.

- Check answers as a class.

3. Listen and repeat the numbers in exercise 2.

- Play audio Track 15. Have students listen first while they read the numbers in exercise 2. Then, play the audio a second time and ask students to listen and repeat.

4. Work in groups of three or four. Follow the instructions to play a game with big numbers.

- This activity helps students to recognize big numbers and to produce them quickly and fluently.

- Before the class, write 20 big numbers (hundreds, thousands, millions) on a sheet of paper. Make a copy for each group.

- Ask students to work in groups of three or four. Students will take turns reading one of the numbers. Other students will search for the number. The student who finds the number first wins a point.

- At the end, review all 20 numbers as a class.

5. Can you name all of these products? Match the names of the product with the pictures.

- As a class, read the list of products in the box.

- Ask students to work in groups of three or four. They will match each picture with the correct word.

- Review as a class; check any pronunciation difficulties.

6. Put the products in exercise 5 in the correct category.

- Ask students to work in pairs to categorize the items.

- When they finish, draw the table on the board and check answers as a class.

- Ask students to supply more words related to skin and body care, technological items and clothing.

7. Listen to the descriptions. Which products from exercise 5 do the speakers describe?

- In this exercise, students will listen to advertisements for some of the products on this page. First, review the vocabulary with the class.

- Play audio Track 16. Play the audio first without pausing. Ask students to write down the products they hear.

- Play the audio again, pausing after each item. Ask students what is being advertised. They will need to use the context to guess what each product is.

8. Listen again and make notes about the products. Then in pairs, describe the products using your notes.

- Ask students to work in pairs. Play audio Track 16 again. Students will write down key information from the advertisements. Ask them to share information to create a full description of each product.

- Check as a class; play the audio again to confirm accuracy of information.

9. Look at the pictures. What do you think your country spends most money on? Put the pictures in order from 1–4.

- Tell students that, just as they have personal spending priorities, countries and governments need to make decisions about how they will spend their money.

- Have students look at the pictures in pairs. Ask them to discuss which item they think their country spends the most on; which it spends the second most

On, and so on.

- Discuss answers as a class.

10. Read the text. Which of the things in exercise 9 does it mention?

- Have students read the text individually and silently. Check answers as a class.

11. Complete the sentences from the text.

- Ask students to work in pairs to complete the sentences.

- Check answers as a class.

12. Complete the sentences with more or less and the nouns in the box.

- Ask students to work in pairs to complete the sentences.

- Check answers as a class.

13. Discuss in pairs. Imagine you are in these situations. Use the language in the box below to help you.

- The aim of this exercise is to have students prioritize items and distinguish between needs and wants. Focus students’ attention on the Useful expressions box. Write some examples on the board. Elicit some other answers from the class.

14. Look at the items below. Write about what you think your country should spend its money on.

- The objective of this activity is to have students think critically. First, ask students to think about some of the main problems in their own country. Make a list on the board. Then, ask them to work individually to number.

Ingles 4ta Semana III Periodo (Septiembre 3 - Septiembre 7)

More and Less with Nouns                                           Page: 48-49-50-51

Grammar: More and Less

Vocabulary: Everyday Products

Listening: Describing products

Reading: How your government spends your money?

Speaking: Discussing Hypothetical Situations

Writing: An opinion piece about government spending

1. Read the definition of shopaholic in the box. Are the people below shopaholics? How about you?

Discuss with a partner.

-        Give students time to read the definition of a shopaholic. Ask students if they know anyone who is a shopaholic.

-        Draw students’ attention to key vocabulary in the list of people: emergency, immediately.

2. Look at the numbers in the boxes. Then in pairs, say the numbers below out loud.

- The goal of this activity is to give students practice in saying large numbers. Ask students to work in pairs. They should take turns saying the numbers. Circulate and monitor their progress.

- Check answers as a class.

3. Listen and repeat the numbers in exercise 2.

- Play audio Track 15. Have students listen first while they read the numbers in exercise 2. Then, play the audio a second time and ask students to listen and repeat.

4. Work in groups of three or four. Follow the instructions to play a game with big numbers.

- This activity helps students to recognize big numbers and to produce them quickly and fluently.

- Before the class, write 20 big numbers (hundreds, thousands, millions) on a sheet of paper. Make a copy for each group.

- Ask students to work in groups of three or four. Students will take turns reading one of the numbers. Other students will search for the number. The student who finds the number first wins a point.

- At the end, review all 20 numbers as a class.

5. Can you name all of these products? Match the names of the product with the pictures.

- As a class, read the list of products in the box.

- Ask students to work in groups of three or four. They will match each picture with the correct word.

- Review as a class; check any pronunciation difficulties.

6. Put the products in exercise 5 in the correct category.

- Ask students to work in pairs to categorize the items.

- When they finish, draw the table on the board and check answers as a class.

- Ask students to supply more words related to skin and body care, technological items and clothing.

7. Listen to the descriptions. Which products from exercise 5 do the speakers describe?

- In this exercise, students will listen to advertisements for some of the products on this page. First, review the vocabulary with the class.

- Play audio Track 16. Play the audio first without pausing. Ask students to write down the products they hear.

- Play the audio again, pausing after each item. Ask students what is being advertised. They will need to use the context to guess what each product is.

8. Listen again and make notes about the products. Then in pairs, describe the products using your notes.

- Ask students to work in pairs. Play audio Track 16 again. Students will write down key information from the advertisements. Ask them to share information to create a full description of each product.

- Check as a class; play the audio again to confirm accuracy of information.

9. Look at the pictures. What do you think your country spends most money on? Put the pictures in order from 1–4.

- Tell students that, just as they have personal spending priorities, countries and governments need to make decisions about how they will spend their money.

- Have students look at the pictures in pairs. Ask them to discuss which item they think their country spends the most on; which it spends the second most

On, and so on.

- Discuss answers as a class.

10. Read the text. Which of the things in exercise 9 does it mention?

- Have students read the text individually and silently. Check answers as a class.

11. Complete the sentences from the text.

- Ask students to work in pairs to complete the sentences.

- Check answers as a class.

12. Complete the sentences with more or less and the nouns in the box.

- Ask students to work in pairs to complete the sentences.

- Check answers as a class.

13. Discuss in pairs. Imagine you are in these situations. Use the language in the box below to help you.

- The aim of this exercise is to have students prioritize items and distinguish between needs and wants. Focus students’ attention on the Useful expressions box. Write some examples on the board. Elicit some other answers from the class.

14. Look at the items below. Write about what you think your country should spend its money on.

- The objective of this activity is to have students think critically. First, ask students to think about some of the main problems in their own country. Make a list on the board. Then, ask them to work individually to number.

Ingles3ra Semana III Periodo (Agosto 27- Agosto 31)

Use to and Used To

Module 3, Unit 1, Lesson 3.

Grammar: Use to and used to

Vocabulary: Leisure activities

Listening: A radio talk show about popular activities

Reading: Hobbies then and now

Writing: A short report about your classmates

Speaking: Discussing questions about having fun in the past and now.

Page 94

LESSON OVERVIEW

This lesson will help students contrast

fun activities in the past and now. They

will also learn useful expressions to talk

about habits in the past and present. By

the end of the lesson, they will write a report about the topic.

1. Write five activities that you do to

have fun.

▪▪ Give students a few minutes

to brainstorm individually:

they should make a list in their

notebooks of five things they do

to have fun. As another option,

you can make it competitive by

asking students to work in teams,

queue up and take turns to run

to write words on the board.

The winner is the team with the

largest list of activities correctly

spelled.

2. Match the pictures with the

expressions from the box.

▪▪ Ask students to look at the

Vocabulary Tip. Remind them

how useful it is to label pictures

as a strategy to learn new

vocabulary. A technique students

use is to make vocabulary lists

and translate the words into

Spanish. Tell them another

technique is to make lists and

draw the picture of the word,

i.e. their own Pictionary.

3. Talk to your partner about the

activities above.

▪▪ Ask students to think of reasons

to justify why they like the

activities they chose. Monitor and

help students with the vocabulary

they may need.

4. Read the box. Then write four

true sentences using play about

you and people that you know.

▪▪ Draw students’ attention to the

Useful language box. Here, we

are looking at the verb play and

the nouns with which it collocates

(games, sports and musical

instruments). Go through the

example sentences as a class, and

elicit a few more for each group.

5. Copy the list below. Then listen

to a radio talk show. For the

activities in the list, tick in the

1960s or now.

▪▪ Before the class, ask students

to find out something about the

1960s. As a class, brainstorm

ideas about life in the 1960s.

Think about famous events,

fashions, music, and more.

6. Listen again. Write one more

activity that Julia mentions, and

one more that Tommy mentions.

▪▪ Play audio Track 31 again. Ask

students to work individually to

find one more activity for each

speaker.

7. Look at these sentences and

questions. Answer the questions

a-c.

▪▪ The key language point here is the

use of used to to talk about past

experiences. First, read the three

sentences together as a class.

8. Think of three activities for each

of the following. Use exercises

2 and 5 to help you. Then write

sentences with People used to and

People didn’t use to.

▪▪ Ask students to complete this

exercise in pairs. Monitor carefully

for grammatical accuracy.

▪▪ Share answers as a class.

Glossary

▪▪ Draw students’ attention to the

glossary. Explain that it has words

they may not know in English.

▪▪ Students can copy the words

and the L1 translation into their

notebooks, or if they have them,

their vocabulary books.

9. Read the article quickly. Put the

sentences below in the correct

place.

▪▪ Draw students’ attention to any

vocabulary you consider students

might not know and will probably

impede comprehension. For

example: pastime, nowadays,

spend time, build, plastic

models, stamp collecting, etc.

You can use the pictures in the

reading to elicit vocabulary from

students.

10. Read the text again and answer

the following questions.

▪▪ Ask students to discuss these

questions in pairs. Review as a

class.

11. In pairs or small groups, discuss

the following questions.

▪▪ This activity allows students to

develop their critical thinking

skills by reflecting on what

they have learnt in the lesson.

They will need to evaluate

information, demonstrate an

understanding of similarities and

differences, and formulate an

opinion. They will also need to

present their thoughts in clear

language.

12. Find out about your classmates’

hobbies now and in the past. Copy

the table and write five questions

to ask your classmates. Use the

activities in exercise 2 and your

own ideas.

▪▪ The objective of this activity

is to have students practise

comparative writing.

13. Ask your classmates your questions

and complete the table. Ask as

many people as possible.

▪▪ Set a reasonable amount of time

for students to go around the

class to complete this section.

▪▪ Ask students to form groups to

discuss the questions. Monitor

and provide students with any

language they might need.

14. Now write a short report about your

classmates’ hobbies now and in the

past. Look at the Useful expressions

box on page 89 to help you.

▪▪ Refer students back to the earlier

box and review the language

suggestions.

▪▪ Now ask students to work

individually to write a short

report. Monitor for accuracy.

This activity could also be set for

homework if students want to do

some simple online research.

▪▪ Some of their paragraphs can be

read aloud to the class.