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CONTENT/FUNCTION: Making suggestions.

OBJECTIVE: To make and respond suggestions.

PROCEDURE:

Ask ss in which situations people usually make suggestions?

Present commom phrase to make suggestions, for instance, What about...? Why don´t we..?

Distribute ss some scenarios to work on.

In pairs, ss take turns making suggestions with th phrases provided.

Role-play: Provide different scenarios (e.g., planning a weekend activity, deciding where to eat) for each group.

Ss role.plat the scenarios given.

Assess the ability to formulate suggestions using the target phrases.

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Content: interview or short conversation with native speakers

Objective: to have students to actively communicate with native speakers

Procedure:

1. Prepare a set of questions in class (define proper question categories)

2. Review vocab related to the topics

3. Practice questions and answers in class

4. Interview native speakers + record a video

5. Further activities: ask ss to report that experience in written or spoken interactions

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Content: Family Picture description

Objective: to orally describe family members

Procedure:

1. Practice family members vocab in class

2. Present the topic in a reading text

3. Ask ss to take a picture of his/her family

4. Ask students to bring the pic to class

Assessment: ss will describe the picture of his/her family in class

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Content: Fruits Vocabulary

Objective: To practice new vocabulary about fruits

1. Prepare students with a new vocabulary.

2. Practice these vocabulary with the help with flashcards

3. The student repeat the vocabulary.

4. Students will practice the vocabulary with a partner.

5. Teacher gives a feedback

Assessment: oral assessment in order that the student can say the vocabulary

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Content: Asking and giving directions for someone new in a city.

Objective: To practice students's language skills and their creativity in a real situation.

Procedure:

1. Prepare students with a vocabulary based on directions.

2. Practice these directions and questions with a map.

3. The class will be divided into pairs, each pair will have a map.

4. Students will come up with questions about places they would like to go.

5. A brief discussion about the activity will be given to provide feedback.

Assessment: formative assessment will be considered based on their conversations.

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Use of Must to draw conclusions

At the end of the class, students will be able to use must to draw conclusions in a trial Roleplay.

1. Driving question: When do you know your guess is right about any situation? Build the importance of evidence to state something.

2. Scenario: My friend has a husband and he is not answering her calls. She is making speculations. She suspects because he is weird, always arrives late and he has lipstick traces on his shirt. He must be cheating on her

3. Activity: What can be another reason for not answering her calls?Comment with your partner other possibilities and finally come to a conclusion in pairs.

4. Create a roleplay about a divorce, you have to divide your groups and create the final conclusion.

Assessment: Create a video with a trial of another scenario.

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example how to make a order in the restaurant.

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example how to make a order in the restaurant.

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1.- content: food vocabulary kind expressions

2.- Objectives: at the end.The students will able to order in the restaurant in better way.

3.- assessment: Students have to record this activity in order to present in front of the class.

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Content / Function to Be Revised: Ordering Food in a Restaurant

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Content / Function to Be Revised: Ordering Food in a Restaurant

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Objective of the Activity:

• Students will be able to effectively order food in a restaurant using the target language.

• They will practice vocabulary related to food items, polite expressions, and common phrases used during dining.

Procedure:

1. Role-Playing Scenario:

o Divide students into pairs: one plays the role of a customer, and the other is the waiter.

o Provide a menu (real or created) with food items and prices.

o Students take turns practicing dialogues:

 Customer: “Good evening! I’d like to order the grilled chicken and a glass of water, please.”

 Waiter: “Certainly! Anything else?”

 Customer: “Yes, also the vegetable salad.”

 Waiter: “Got it. And for dessert?”

 Customer: “I’ll have the chocolate cake.”

 Waiter: “Great! Your order will be ready shortly.”

2. Information Gap Activity:

o Pair students again, but this time give each student different parts of a menu (appetizers, main courses, desserts).

o They must communicate to complete the full order by sharing information.

3. Collaborative Task:

o Students plan a restaurant outing together.

o They discuss preferences (e.g., type of cuisine, budget, location) and make decisions as a group.

4. Real-Life Simulation:

o Set up a mock restaurant in the classroom.

o Students take turns playing the roles of customers and waitstaff.

o They practice ordering, asking for the bill, and expressing satisfaction.

5. Authentic Materials:

o Bring in actual menus from local restaurants.

o Students analyze the language used (descriptions, prices) and discuss their preferences.

Assessment:

• Oral Proficiency: Evaluate students’ fluency, pronunciation, and accuracy during role-plays.

• Interaction Skills: Observe how well they listen, respond, and maintain the conversation.

• Task Completion: Assess whether they can successfully place an order and engage in restaurant-related communication.

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Content: Daily activities and routines vocabulary

Function: Describing daily routines using present simple tense.

Objective of the Activity: Students will be able to describe their daily routines using appropriate vocabulary and present simple tense.

Procedure:

1. Start with a quick discussion to activate prior knowledge.

2. Introduce new vocabulary related to daily routines.

3. Give students a worksheet with fill-in-the-blank sentences about daily routines.

4. Organize a "Find Someone Who" activity where students have to find classmates who perform certain routines

5. Students ask questions in English using the vocabulary learned and writing the names of classmates who fit the criteria.

Assessment:

Monitor students during the "Find Someone Who" activity, providing feedback on their use of vocabulary and grammar.

Check the worksheets to assess understanding of vocabulary and sentence structure.

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Content: To talk about where the student sees himself/herself five years from now

Objective: To socialize online with online buddy in the target language

Procedure:

1. Student will think about information questions about the topic to ask the online buddy.

2. Student will think about possible answers about him/herself regarding the topic

3. Student connects online with canadian buddy and will talk for 20 minutes in the target language (English)

4. Student will talk in Spanish the last 20 minutes to make online buddy practice the language.

Assessement:

Students will write a reflection about the activity

Provide oral feedback to student (sessions are recorded)

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Talking about inventions

Content: create and present a new invention.

Objective: to guide students understand and apply new vocabulary about technology in their presentations.

Procedure:

1.      Elicit some ideas about what an invention is.

2.      Recall and practice with some vocabulary (connectors and verbs) that students will need in the activity.

3.      Present some examples of inventions so students can have some information about it.

4.      Ask questions to identify if students understand the idea of the activity.

5. Look up the information need to make the inventions.

Assessment:

1. Ask students to present the inventions to the class.

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Content: Buying things

Objective: Students will be able to ask for things in a shop.

Procedure:

1. Make pairs and give the roles of a customer and a sales person.

2. Give each pair of students an specific place to perfom the scene.

3. Students will develop some questions and answers about buying things in a shop.

4. Students will perfom the conversation.

Assessment: Informal assessment through class discussion.

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Content: Watch a short films or TED talks

Objective: to make the students to talk actively and comment about the video

1. Play a video about a topic of their interests.

2. Make some pauses if they have any question about new vocabulary

3. Ask ss to make a summary, to keep in mind and share it with the class.

4. Assessment: Make the ss record a similar video about an interesting topic.

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"Debate on the use of social networks at an early age".

Objective:

To foster effective communication and critical thinking in an educational setting through a structured debate on the use of social networks at an early age using verb tenses and learned vocabulary.

How to do it.

1. Introduce the topic for discussion.

2. Divide students into two teams: team for and team against.

3. Give each team time to research and compile solid arguments to support their position on the topic.

4. Explain the basic rules of debate, including mutual respect and turn-taking structure.

5. Initiate the debate by encouraging the participation of all students, making sure there is an equal exchange of ideas.

6. Facilitate a reflective discussion after the debate, where participants can share their impressions and learnings.

What will be evaluated?

Students' active participation, ability to effectively and persuasively communicate their ideas and points of view.

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Content / function to be revised:

Would like

Objective of the activity:

Talk about preferences using “would like” and food vocabulary.

Procedure:

Activity for 8th grade. Role-play at the restaurant

A student will act as the waiter/waitress

Two more students will act as the diners

1. Explain the scenery.

2. Refresh questions and answers using would like, also target vocabulary about food and dishes.

3. Prepare questions to offer food and dishes using would like structure.

e.g.: “would you like bread? No, I wouldn’t.”

4. Practice with affirmative or negative answers.

Assessment:

Create the situation in classroom through a dialogue that will produce by 3 or 4 minutes per group.

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1.Content/function to be reviewed:

Planning a Vacation

2. Objective of the activity.

Practice English communication skills related to vacation planning.

3.Procedure

*Ask students to share their dream vacation plans in pairs or small groups.

*Give the student a list of words and phrases related to travel and vacations

*Provide definitions and examples of each term

*Divide the class into pairs A and B. Group A will be the travelers and those in Group B will be the travel agents.

*Provide students with a role sheet with basic information about their travel preferences

*Students in Group B should ask questions to those in Group A to obtain more information.

4.Evaluation

Students will write a short email to an imaginary friend describing their ideal vacation plans, using vocabulary.

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Feelings and emotions

Content: Introduce emotional vocabulary and express them through phrases, listening comprehension, writing and oral practice where the emotions and feelings of the participants will be known.

Objective: SWBT express about their feelings and emotions in  a pair discussion question.

Procedure: To engage the students with useful vocabulary (flascards).

-Provide students with an idea of how to relate them in our conversations.

-Recognize expressions and relate them to each other.

-Fill in the gaps and reconized the actitude of each picture and words.

-To make conversation in pairs in order to answer the question about their feelings and emotions.

Assessment:

Students will participate in a short discussion  to develop their language skills through their feelings and emotions.

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Content: modal verb "Can"

Objective: to oral practice applying can/can't with activities that they do well.

procedure:

brainstorming with the ss ideas provided.

ss write sentences with activities that they can do and draw.

ask ss to share your work to the class

teacher provide the feedback and correct possible mistakes.

assesment: make an oral presentation about the activities that you can do or cannot do.

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Objective: To ask question in order to get some information about a foreign person.

Hello, Sir.

How you doing today?

I'm great.

What's your name?

I'm David Cuzberry.

Nice to meet you David.

You,too.

I'm Rodolfo, but you can call me Rod.

Where are you From?

I'm from USA, axactly from New York.

That' a big nice city.

Yes, it is.

What are you doing in Ecuador?

Well, I like to travell and in this time a decided to visit Ecuador because it's a nice country.

Have you enjoy your stay here?

Yes, I had a lot of fun, I have met some friendly people who have help to enjoy my vacation.

What was your favorite thing about Ecuador?

There are many good things in Ecuador,but I liked the natured. It is amazing.

Thanks, for your time.

Have a nice day!

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Content: debate about pollution.

Objective: students will discuss about main aspect that increase pollution in the planet.

Procedure:

1. Organize a role play.

2. Take out students' reseach about the topic.

3. Read in the groups and review vocabulary.

4. Create questions to discuss and ask to the class.

5. Create a final analysis about why is important to stop environment pollution.

Evaluation: Interview 5 members of the family about future environmental problems if the pollution doesn't stop.

Estefany Masabanda

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Funtion to be revised: Cook vocabulary, sequence word, verbs, colors .

Objective: To follow the instruccion about how to create a rainbow

To describe the procedure to create a rainbow

Procederé

1. Divide in group.

2. Review vocabulary related how to create a rainbow

3. Learnes follow the instruction

4. Orally describe the process to create a brainbow.

Assessment

Create and describe how to a rainbow in group.

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Content. giving a direction of the museum.

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Content. giving a direction of the museum.

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Objective: to give and understand directions, using vocabulary and grammar.

Procedure:

1. Star with a discussion about places.

2. Review vocabulary (street, names, directions).

3. Work in groups.

4. Assign a scenario where one person is lost and the other needs to give directions.

Assignment:

Throughout the activity, assess students' participation, language use, and understanding of the content through observation, and group discussions.

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Oral presentation about my Best Singer

Objective: To enhance the communication skill

PROCEDURE

1.-Discuss about my singer biography

2.- Giving the point of view each one

3.- Sing their favorite song

4.- Questioning and answer activity

Assessment

Oral presentation rubric.

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CONTENT: Expressing Preferences and Opinions.

Objective: To express preferences nd opinions effectively.

PROCEDURE:

Ask ss some questions like: What is your favorite music/food/movie? etc

Introduce vocab and phrases like: I prefer.. I like... I´m into

Divide the class in groups.

Give each group a topic related to preferences, such as favorite holiday, ideal weekend activity, etc.

Ss wotk in their groups using the target language

Role-play: Assign ss roles or scenarios to work in pair. (Ordering food in a restaurant)

Monitor ss´participation and language using during the role-play.

Assess their ability to express their preferences.

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Learning Objectives

Students will be able to demonstrate effective techniques for taking orders in a restaurant setting, including active listening, clarifying questions, and professionalism.

Student Learning Resources at Home

Have students view the video/presentation found at: https://www.youtube.com/watch?v=P1gaQhKz8ic

Students can find more information on https://www.youtube.com/watch?v=U3Kaj_VvclA

Student Learning Activities at Home

Encourage students to take notes while watching the video.

Ask students to form a formal question to take an order at the restaurant with the new vocabulary

Classroom Activities

Introduction (5 minutes)

v  Welcome students and briefly review the objectives of the lesson.

v  Power point presentation

Group Discussion (10 minutes)

v  Facilitate a discussion based on the video.

v  Students will write the 4 phrases they heard in the class video

v  Address any misconceptions and provide additional clarification on key points.

Role-play Activity (20 minutes)

v  Divide the class into pairs

v  students complete the word wall game on the computer

v  Instruct students to take turns to complete the game

v  Encourage students to create another game using word wall

v  Provide each group with a printed worksheet containing order-taking scenarios.

v  Instruct students to take turns playing the roles of a waiter/waitress and a customer.

v

v  Circulate around the class to provide guidance and feedback as needed.

Group Presentations (10 minutes)

v   Invite each group to present one of the games they created using the vocabulary studied in class

v  Encourage constructive feedback from the rest of the class on each presentation.

v

Wrap-Up and Reflection (5 minutes):

v  Summarize the key points covered during the lesson.

v  Ask students to reflect on their experiences during the role-play activity.

v  Encourage them to think about how they can apply effective order-taking techniques in real-world restaurant settings.

Homework Assignment: (5 minutes)

v  Assign students to write a brief reflection on their experiences during the role-play activity. Using voki with their real voice

v  Encourage them to identify areas for improvement and strategies for further practice.

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Content: Description of people

Function: Describing people using comparative and superlative adjectives.

Objective of the activity: Students will be able to describe their favorite characters cartoons using comparative and superlative form

Procedure:

1. Brainstorm about adjectives that they know.

2. Introduce new class with real examples, describing the students and making comparatives and superlative sentences

3. Give students different pictures of cartoons.

4. Make a group and describing these cartoons.

5. Monitor review your participation when ask differences about between the characters

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Content/Function: Asking friends about the activities they did on weekend.

Objective: To practice students language skills and language knowledge.

Procedure:

PRE-TASK: 1. Students will be showed action verbs in their past form.

2. A set of five questions will be given as a model.

DURING- TASK: 1. The class will be divided in pairs.

2. Each student will come up with 5 questions about the topic.

2. They will ask and answer the questions.

POST TASK 1. They will exchange pairs.

2. With a new classmate they will report what they've done.

3. Two or three volunteers will be considered to report what their classmates did in front of the class.

Assessment. Informal, feedback will be provided.

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Content: Present a brochure about seven wonders of the world.

Objective: Present orally the differences between seven wonders of the wolrd.

Procedure:

1.      Elicit some ideas about what a brochure is.

2.      Introduce and practice with some vocabulary that students will need in the activity.

3.      Present some brochures templates so students can choose one.

4.      Divide the class in groups of 4 students.

5.      Give clear instructions time, activity goal, requirements.

6.      Ask questions to clarify if students understand the idea of the activity.

7.      Make a draft together with students and ask questions (feedback).

Assessment: Students talk about seven wonders of the world and how they have change.

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Content: Touristic places vocabulary

Objective: Students will be able to present touristic places from Ambato through a video.

Procedure:

1. Make groups of 3 students.

2. Students will record a video showing the touristic place with pictures or going there.

3. Present the video to the class.

Assessment: Informal assessment through group discussion.

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Content: To create a story using the images provided in a worksheet

Objective: To work with a partner and create a story using the present perfect and present perfect continuous

Procedure:

1. Students will watch a video regarding the present perfect and work on online exercises

2. Students will number the events in the pictures provided in worksheet from 1-8

3. Students will create a story using the structures learned with the images provided

4. Students tell their stories to other partners in a different group

Assessment

Students will upload their stories in Padlet and will be grades according to Rubric shared by teacher

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Content/Function: Revise and practice using language related to travel and making plans.

Objective: The aim is for ss to apply their language skills in a practical scenario by creating a detailed travel itinerary for a specific destination.

Procedure

- Present the task: Creating a travel itinerary for a hypothetical trip.

- Provide ss with a specific destination (a city or country) and outline the requirements for their travel itinerary (duration of the trip, interests, budget, etc.).

- Divide the ss in small groups to plan a detailed itinerary including travel arrangements, accommodation, activities, and budget considerations.

- Allow ss time to brainstorm and plan their travel itinerary.

- Have ss create their travel itinerary using a template or digital platform

- The itinerary should include:

- Travel dates and duration.

- Transportation details (flights, trains, etc.).

- Accommodation options (hotels, hostels, Airbnb, etc.).

- Daily activities and sightseeing plans.

- Budget breakdown (estimated costs for transportation, accommodation, meals, activities, etc.).

- Each group presents their completed travel itinerary to the class.

Assessment:

- Evaluate the completeness and coherence of the travel itinerary. The accuracy and appropriateness of language used in the itinerary and the clarity, confidence, and engagement of the ss during the presentation of their travel itinerary.

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Content: Directions and places in town

Function: Giving directions using prepositions.

Objective of the Activity: give and follow directions to different places.

Procedure:

Pre-Task

1. Show a map and introduce the key places.

2. Review the use of prepositions for giving directions.

3. The teacher demonstrates giving directions from one place to another using the map.

During - Task

Divide the class into small groups and give each group a map and a set of direction cards.

Each group takes turns guiding a student to a location on the map using the direction cards.

Post-Task

Discuss the challenges faced and the strategies used in giving directions.

Each group briefly presents one challenging direction from the task and explains how they solved it.

Review common mistakes observed during the task and provide corrections.

Give each students a worksheet and correct the directions given.

Assessment

Observe each group during the task and provide feedback on their use of prepositions, imperatives, and vocabulary.

Grade the worksheet based on the use of prepositions and imperatives.

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CONTENT/FUNCTION: GROCERY SHOPPING

OBJECTIVE: At the end of the lesson, students will be able to buy and sell products.

PROCEDURE

Task 1: Take a grocery store magazine

Cut out different products.

Get into groups

Discuss with your partners to divide the products into different categories: diary, frozen, meat,etc.

Task 2: Organize your team to give a price to each product of your market.

Task 3: Wait for other groups to come to your station and buy your products. Each team will get 10 dollars.

ASSESSMENT

Assessment: Instant Feedback

Formal assessment: Interaction/Group organization

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Content: past tense verb forms  (regular/irregular)

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Content: past tense verb forms  (regular/irregular)

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Objective: Students will be able to use, and distinguish between regular/irregular past.

Procedure:

1. Analyze the underlined verbs as a class

2. Explicitly teach the rules for forming regular past tense and go over common irregular forms.

3. Have students write 5 sentences using regular verbs and 5 with irregular verbs correctly in the past.

Assignment:

Evaluate the accuracy of their example sentences using past tense verbs.

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Content: My last trip to The Amazon Region.

Objective: To talk about your last trip to the Amazon Region using the verbs in simple past of the regular anad irregular verbs.

Procedure:

Think about your last trip to The Amazon Region.

Write some vocabulary realted to the trip.

Write some questions in simple past.

Write a short paragraph about your trip.

Assessement. Do conversation about your trip.

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Shopping for groceries, make a shopping list.

Objective: create a shopping list and engage in a role play.

Procedure

1. Before the task, you might do some warm-up activities like reviewing vocabulary related to groceries.

2. Divide the learners into pairs or small groups. Provide each group with a shopping list template and ask them to fill it out with items they need to buy.

3. After creating their lists, each group will engage in a role play where one person acts as the shopper and the other as the store clerk.

Assessment

After the role play, have a discussion where groups can share their experiences.

Ask ss to reflect on their own performance and identify areas they feel confident in and areas they need to improve upon.

You can also assign a written task where students write a reflection or a short report on their shopping experience

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Content: Making their favorite recipes

Objective: To use imperatives and sequence adverbs to explain how to prepare their favorite recipe in the classroom.

Procedure:

PRE-TASK

1. The teacher starts the class saying: Today, we’re going to make an oral presentation in groups of 3 about how to prepare a recipe.

2. Show to ss a presentation with the recipe for making a fruit salad.

3. -Then, teacher asks ss to write the sequence adverbs that they heard in the recipe. -Next, the teacher presents a video about how to prepare the fruit salad.

TASK

4. - Ask the ss to form groups of 3.

5. -The teacher gives the ss a sheet of paper and asks the ss to write the ingredients and instructions to make their recipe.

6. -This activity will allow the group to prepare their oral presentations about how to prepare their recipes. -The teacher monitors and supervises the students' task to help them with any questions or doubts.

Post task

7. -The teacher asks the groups to present the recipe and explain how to prepare.

8. -Once all groups have presented the task, the teacher corrects any errors that occurred during the presentation in a general way.

9. -The teacher provides feedback related to the problems that ss could have.

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Content: Problem solving

Form:First conditional

Objective: Read the problem sheet and create possible solutions using first conditional.

Procedure:

1. Teacher will start the class explaining why it is important to solve a problem.

2. Organize the groups and they are going to sit in a semicircle.

3. Read the sheet with the problem and find a solution in groups.

example

Problem:Someone wants to be your partner for a class project, but you don’t want to work with them, what would you do?

Solution: If someone wants to be my partner for a class project I will say that. Sorry the group is complete, maybe  we can work on the next project.

4. Present a feedback about grammar and pronunciation mistakes.

Evaluation:

Using the same problem sheet student are going to ask for the to 5 members of the family and present the results the next class.

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1.Content/function to be reviewed:

Planning a trip to a place in our country

2. Objective of the activity.

*Practice communication skills in English related to planning a trip and acquire vocabulary related to tourist destinations and activities.

3.Procedure

*Generate a discussion. Ask students what elements are important when planning a trip.

*Provide students with vocabulary related to activities, places, and things that are involved in planning a trip.

*Present to students an example of planning a trip

*Divide the class into groups of 3 or 4 students and provide each group with an instruction sheet that includes details about the destination, budget, and duration of the trip.

*Groups will need to work together to plan their trip, discussing and making decisions about aspects such as transportation, accommodation, activities and food.

*Each group must present their travel plan to the rest of the class, describing the details and explaining the decisions made.

4.Evaluation

*Ask students to choose a destination in our country to develop a detailed itinerary for a trip to that place, using the skills and vocabulary practiced in class.

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Objective: Explain about the history of this site.

Procedure: The student will work in 2 groups in order to carry out the task, one of the members will be the presenter and the othes will be the tourist.

Use the vocabulary learned in class.

Assessment: Students will present a video in class for minimum of 5 minutes.

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Content / function to be revised:

Natural disasters

Objective of the activity:

Students will learn to use comparatives and superlatives by talking about natural disasters.

Procedure:

For 9th grade.

Pre task:

Teacher will show SS some natural disasters and comparing some of them.

Teacher will explain about comparatives and superlatives

Students will involve with target vocabulary by readind a short article about natural disasters.

SS will complete a worksheet with three activities.

SS will receive feedback about vocabulary

Post task:

In pairs SS will prepare ideas comparing natural disasters.

Assessment:

SS will create an opinion article about natural disasters by using comparatives and superlatives along the text.

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Content: Means of transportation

Function to be revised: Vocabulay about transportation

Objective: Students will predict about how transportation will be in the future to mention some specific details through creation a triptych

Procedure

Preparation

Students draw a hand and list in the fingers transportation names that they remenber

Teacher writes on the board the means of transportation

Task

Divide in groups, teacher provides different pictures about transportation

Students imagine and write some characteristics how transportation will be in the future.

Post task

In group create triptych

To create their triptych answer the followig questions

What material will it buld?

What will it do?

Will it be public or private transportation?

Assessment

Learners create a mini galletas with their triptychs

Students present their works

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Content: My good memories

Objective: Students will be able to talk about their memories when they were children.

Procedure:

1. Brainstorm about activities when they were children.

2. Make a group of 5 students, they can use the ideas of Brainstore

3. Students talk about their childhood using the vocabulary

4. Ask questions about their favorities memories and talk about this.

Assessment

Students invent a short story about the good memories of a classmate.

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Content: Ecuadorian History

Objective: Students will be able to describe the most important events from Ecuador using a timeline.

Procedure:

1. Provide students a text about the history of Ecuador and highlight the most important events.

2. Explain the highlighted events happened in Ecuador.

3. Ask students to create a timeline according to the previous taught events.

4. Encourage students to present it orally.

Assessment: Informal assessment, group correcting mistakes in the timeline.

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Objective: To learn about the life cycle of butterflies while developing language skills.

Language Focus: Vocabulary related to stages of metamorphosis and descriptive language.

Procedure:

1. Introduction:

o Subject Matter: Butterflies and their life cycle.

o Motivation: Show colorful pictures of butterflies and discuss their transformation.

2. Content Exploration:

o Reading: Read a simple book or story about butterflies.

o Visual Aids: Use diagrams or posters showing the four stages: egg, caterpillar (larva), chrysalis (pupa), and adult butterfly.

o Discussion: Talk about the purpose of each stage and how butterflies change.

3. Language Integration:

o Vocabulary Building:

 Introduce words like “egg,” “caterpillar,” “chrysalis,” and “butterfly.”

 Create flashcards with pictures and labels.

o Descriptive Writing:

 Students write short paragraphs describing each stage.

 Example: “The egg is tiny and round. It sticks to a leaf.”

o Oral Practice:

 Role-play the life cycle: “I’m an egg. Now I’m a caterpillar!”

 Describe the changes using complete sentences.

4. Art and Craft:

o Butterfly Models:

 Students create paper butterflies representing each stage.

 Attach the egg, caterpillar, and chrysalis to a lifecycle display.

o Illustrated Booklet:

 Each student makes a small booklet with drawings and labels for each stage.

5. Collaborative Project:

o Butterfly Garden:

 Students design a classroom butterfly garden.

 Discuss which plants attract butterflies and provide food for caterpillars.

 Label the plants and their role in the life cycle.

6. Assessment:

o Oral Presentation: Evaluate students’ ability to explain the life cycle.

o Writing Skills: Assess clarity, vocabulary usage, and sentence structure.

o Creativity: Consider the quality of their butterfly models and booklets.

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Content: Social Studies matter related to festivities held around the world.

Objective: To learn about different festivities celebrated around the world.

Procedure: 1. Students will come up orally abour their favorite festivity.

2. Students will be provided with vocabulary with a video about different festivities celebrated around the world.

3. Pronunciation will be enhanced according to the festivity.

4. The class will be divided into groups and they will research about a festivity.

5. They will present their findings in front of the class.

Assessment The presentations will be evaluated with a rubric considering their fluency, quality of their presentation, creativity, costumes.

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Content: Function to be Revised: Basic concepts in Physics

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Content: Function to be Revised: Basic concepts in Physics

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Objective: Students will be able to understand and use English vocabulary and language structures related to fundamental Physics topics.

Procedure:

1. Pre-Teaching: Introduce key vocabulary words

2. While-Teaching

3. Use English to teach a Physics lesson on forces, motion, and energy.

4. Integrate hands-on experiments/demonstrations that allow students to experience the concepts.

5. As a whole class, construct English language explanations of the Physics concepts on the board.

Assignment:

Evaluate students' basic comprehension of the content through a simple quiz (labeling diagrams, defining terms, etc.)

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CONTENT/FUNCTION

Countries and capitals in the world

Social Studies

OBJECTIVE

To identify countries and nationalities.

PROCEDURE

1. Brainstorm countries they know.

2. Introduce capitals about different countries of each continent.

3. Read a text about the importance of capitals.

4. Create a mind map about countries and capitals.

ASSESSMENT

Quiz about countries and capitals

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Objecive: To provide information about touristic places in Santa Clara.

.Procedure: Prepare some pictures about Santa clara.

.Explain about the most important places for tourism.

.Prepare a role play to show how to go there.

.Provide some material about the History of Santa clara.

Use Realia.

Assessment: Do a dialogue about the most important place to visit in Santa clara.

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Content: Identifying, interpreting and describing central location measurements in statistics

Objective: Apply central tendency measurement elements (mean, media, mode) in a research design

Procedure:

1. Pre-teach statistic central tendency measurement elements

2. Analyze the mean, media and mode in sample research design

3. Explain how each tendency was identfied

Assessment: Identify the tendency measurements in personal design projects

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Content: The Water Cycle (science topic)

Function: Understanding and describing the processes of evaporation, condensation, and precipitation.

Objective of the Activity: understand the water cycle and its stages by using scientific vocabulary.

Procedure

Begin with a brief discussion about water and its importance.

Introduce key vocabulary words such as evaporation, condensation, precipitation, and using visuals or diagrams.

Provide a short passage explaining the water cycle, which includes definitions and descriptions of each process.

Divide students into small groups. Each group receives a blank diagram of the water cycle and labels, where they have to match the correct labels to the different stages of the cycle.

Each group presents their labeled diagram to the class, explaining the stages of the water cycle.

Highlight useful phrases for describing processes (e.g., "first," "then," "finally") and practice sentences that describe the water cycle in a logical order.

Ask students to write a short paragraph describing the water cycle using the vocabulary and phrases learned.

Assessment:

Monitor each group's discussion and diagram labeling to check for understanding.

Provide feedback during the group presentations, focusing on their use of vocabulary and sentence structures.

Collect and grade the paragraphs for accuracy in vocabulary usage and logical sequence in describing the water cycle.

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Content: Creating a human skeleton.

Objective: Identify the main bones in the human skeleton.

Procedure:

1.      Elicit some ideas about what bones are.

2.      Introduce the names of some bones by coloring the images.

3.      Practice pronunciation with some vocabulary (bones names) that students will need in the activity.

4.      Present a template of the skeleton so students can identify the location of the bones.

5.      Students will work in pairs.

6.      Provide a template in paper to make students to organize the bones in the correct location.

7.      Give clear instructions to follow and create a human skeleton.

8.      Make a draft together with students and give feedback.

Assessment: Students talk about the locations of the bones and their names.

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Content-based instruction in language teaching

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Content-based instruction in language teaching

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Content: Teach an Independent study methods class

Objective: Ss will be able to understand the text "Independent study methods " to enhance their study habits and language acquisition

Procedure:

1. Students will see some pictures and predict the topic of ths class

2. Ss will brainstorm some ideas about the topic "Independent study methods" and then share with whole class

3. Students will read about Independent study methods and get the main idea from each paragraph and then share in small groups

4. Students will read the text again and decide if statements are TRUE or FALSE and then share in pairs

Assessment:

Students will create a poster representation of the topic

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CONTENT: Holidays in Ecuador

OBJECTIVE: Students will be able to describe the most important holiday in Ecuador using speaking skill

PROCEDURE:

1. Brainstorm about the most common holidays and events.

2. Provide different pictures about these holidays

3. Ask students to create a role play about the holiday that they choose.

4. Present your holiday in oral form.

ASSESSMENT:

informal assessment. If it is necessary. I correct the mistake.

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Content: Environmental Issues.

Objective: To discuss the environmental impact of plastic pollution.

Procedure:

Video about plastic pollution in the oceans.

Provide ss an article about the impact of plastic pollution.

Ss read the text and identify key points.

Divide the class in groups and assign each group a specific aspect of plastic pollution and ask them to discuss about it and find solutions to that problem.

Ss present their ideas and solutions

After each presentation, ss should be involved in a debate asking questions and discuss aboth their solutions.

Evaluate ss' comprehension of the reading material and their ability to discuss about environmental pollution.

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Funtion to be revised: Caracterstics about solar system

Objective: Students will able to describe some specific caracterstics of the planets.

Procedure

1. Students seat in circle and teacher gives them an index card to each student writes a planet.

2. Teacher write in the board the planets.

3. Teachers show a video about solar system

4. Learns create mind map with the most important details about solar system and planets

5. Teacher reinforces the content

Assessment

Learners create a mock up about system solar and planets.

Learners Talk about some caracteistics.

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Discussion of Ecuador´s current situation 

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Discussion of Ecuador´s current situation 

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Content/Function: Language related to current events and expressing opinions.

The objective is for ss to engage with an articles about current events and develop language skills in the context of real-world topics.

Procedure

- Provide background information on the importance of staying informed about global issues and discussing them using language skills.

- Select a recent news article, video clip, or podcast related to a current issue in Ecuador.

- Distribute the material to students and give the time enough to search the information.

- Review key vocabulary and phrases from the material, focusing on language used to discuss the topic.

- Encourage students to jot down important points, questions, or opinions as they engage with the material.

- Divide ss into small groups to discuss the current event in Ecuador on the provided material and information searched.

- Facilitate the discussion by encouraging students to share their insights, ask questions, and express their opinions using the targeted language.

- Reconvene as a whole class and invite groups to share the highlights of their discussions.

Assessment:

Ability to express opinions, ask relevant questions, and respond to peers using appropriate language. Comprehension and analysis

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Content: Climate change

Objective

Foster critical thinking and analytical skills by engaging with real world issues.

Procedure

1. Provide an overview of what climate change is, its causes, effects, and potential solutions.

2. Enage the ss watching a short video about this topic. You can play the video (top ten enviromental issues)

design languager activites, for example:

Vocabulary building activities related to climate change terminology.

Reading comprehension exercises based on articles or reports about climate change.

Speaking activities like debates, discussions, or presentations on climate change topics.

Conducting experiments to demonstrate the greenhouse effect.

Assessment

Evaluate ss performance on hands-on projects such as posters, presentations, and community campaigns.

Incorporate peer evaluation where students assess each other's contributions to group discussions, projects, and presentations, focusing on collaboration, communication, and content understanding.

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Content: Germinate a corn seed.

Form: simple past

Objective: Sowing a kernel of corn and explaining the process using simple past

Procedure:

1. Follow  all the steps and plant corn in a glass.

2. Take care the pant for three weeks.

3. Write a report about the process using simple past.

4. When you have the plant, students are going to carry it to the class in order to show the experiment  and describe the procedure.

5. Present the experience developing this science experiment.

Evaluation:

For the next class they are going to present a report collectic five classmates' experiences doing the experiment and the importance to do experiments in science.

Estefany Masabanda

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Objective: The student will be able to guide a group of tourist through Ambato

Procedure:

Image that you are going to guide a group of english people.

The group will be made up of 5 people, one of them will be the guide and the rest will be the tourists.

You have to put in practice the vocabulary about the touristic places in Ambato and little of the history that we have learned last class.

assessment

Each group has to present a play roll in class.

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At the beach

Content: students need to find the vocabulary meaning and get to know about describing at great moment at the beach.

Objective: SWBT develop an oral interaction about what they are going to need or wear at the beach.

Procedure:

-Student must read the instruction about how to search vocabulary and create sentences.

-They need to listen the audios and videos related to possible situation at the beach

-Practice the reading and notice the examples of the sentences.

-Complete excercise of the reading.

-Read the grammar or watch the short video about it.

-Answer the question (oral practice)

Assesment:

Check the exercise and oral practice.

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Regions geography

objective : To increase students knowledge of subject content.

activities

•   The students brainstorm the topic (in groups or onto the board). The teacher elicits / teaches basic information (Canada, provinces, west, British Columbia).

•   Students predict the geographical content of the text (location, climate, population, economy).

Students are asked to ‘map’ the text on the basis of their predictions. This takes the form of an ideational framework (flow, tabular, tree or star diagram), which can be used as a basis for note-taking later. The teacher provides an example of a framework (Task 1 on worksheet), but also offers the students the option of alternative diagrammatic representations of the text.

TIP: a wall map of North America or Canada, and / or some pictures of Vancouver would be useful for stimulus and contextualisation.

Students listen to the first two paragraphs of the text and compare what they

heard to their predictions.

TIP: The teacher may read the text, make a semi authentic recording of he text, or use the text as a dictogloss activity, depending on level and time

available

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Content / function to be revised:

Healthy nutrition

Objective of the activity:

Students will identify healthy ways to eat.

Procedure:

For 4th. grade

1.       Check food vocabulary.

2.       Talk about the different groups of food and benefits in general.

3.       Clasify on the board by SS participation: fruits, vegetables, dairy products, meat, grains and cereals.

4.       Role-play game at the market.

Assessment:

Students will create a healthy dish using pictures of food.

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Content/Function: Practice and distinguish minimal pairs, which are pairs of words that differ by one sound (ship/sheep, cat/cut, etc.)

Objective: Practice distinguishing and pronouncing minimal pairs through a fun bingo game.

Procedure:

- Distribute Bingo cards to each student. Each card should contain a grid of minimal pairs.

- Explain the objective of the game: Listen for the word pairs you have on your card and mark them when called out.

- Emphasize the importance of listening carefully to the pronunciation of each word pair.

- Call out each word pair (e.g., "pin, pen") clearly and distinctly.

- Students listen to the word pairs and mark the corresponding words on their Bingo cards if they have them.

- Continue calling out word pairs randomly until a student achieves Bingo (a full row, column, or diagonal).

- The first student to complete a row, column, or diagonal shouts "Bingo!" and presents their card for verification.

- Verify the winning card by checking the marked words against the called word pairs.

Assessment: Ability to accurately differentiate between minimal pairs during the game.

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CONTENT: The

OBJECTIVE: At the end of the class students will be able to pronounce THE.

Description and analysis

Introduce the sound ðə when it goes before a consonant sound and ði of it goes before a vowel sound.

Listening and discrimination

Listen to an audio and identify if the sound is ðə or ði

Controlled practice

Write a noun and post it on the board.

Pronounce yours adding “THE”

Then, next participants pronounce their partners’ and theirs.

Guided practice

Practice a tongue twister that includes the ðə and ði sounds.

Communicative practice

Create a conversation using at least 10 nouns with the.

Role play your conversation

Assessment

Pronunciation (conversation)

QUIZ

Record an audio reading a text given by your teacher.

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Content: Minimal pair words

Objective: Students will be able to recogize the different pronunciation of "leaving - Living".

Procedure:

1. Teacher will present the words and encourage students to read them.

2. Analyze the sound of each word.

3. Listen to a conversation and identify which is the correct word.

4. Provide students a song to be completed with these words.

5. Ask students to make different sentences using the words and encourage them to read.

Assessment: Informal assessment as a whole group.

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Listening Discrimination:

Students listen to a dialogue or short audio clip containing the target pronunciation feature (e.g. word stress patterns)

They try to identify words that exemplify the feature

This raises their awareness and ability to perceive the sounds in spoken context.

Controlled Practice:

Teacher models the pronunciation of words focusing on the target feature

Students repeat chorally and individually

The teacher gives explicit feedback on their production

Guided Practice:

Students engage in structured speaking tasks in pairs/groups

For example, reading sentences focusing on using appropriate word stress

Partners provide feedback and corrections as needed

The practice moves from decontextualized words to meaningful sentences

Communicative Practice:

Students take part in a more open-ended communicative activity

For example, having a conversation about their daily routines

They must attend to using proper word stress for intelligibility

There is a real need to negotiate meaning and adjust pronunciation

Analysis:

This approach begins very systematically by isolating the pronunciation point through listening discrimination. Controlled and guided practice build mastery in a step-by-step manner.

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Content/Function: th sounds

Objective: to identify the sound th in English language vocabulary

Procedure:

DESCRIPTION AND ANALYSIS Teacher will begin by explaining what the "th" sound is and when it's used in English. Some examples will be provided.

LISTENING DISRIMINATION. Students will discriminate sounds with an audio recording, classifying between the voiceless and voiced "th" sounds.

CONTROLLED PRACTICE A chunk will be applied to develop these sounds.

GUIDED PRACTICE Show learners the mouth and tongue position for each sound.

COMMUNICATIVE PRACTICE Students will come up with some sentences using these sounds.

Informal Assessment. Feedback during all the class will be provided.

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 Pronunciation of "-ed" Endings in Regular Verbs

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 Pronunciation of "-ed" Endings in Regular Verbs

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Content/Function: The pronunciation of the "-ed" endings in regular verbs in English, which can be pronounced as /t/, /d/, or /ɪd/ depending on the preceding sound.

The objective is for ss to improve their ability to pronounce the "-ed" endings correctly in regular verbs and to recognize the pronunciation patterns based on the preceding sound.

Procedure:

-Explain the pronunciation rules for "-ed" endings in regular verbs: /t/ after voiceless sounds (e.g., worked), /d/ after voiced sounds (e.g., played), and /ɪd/ after /t/ or /d/ sounds (e.g., needed).

-Provide a list of regular verbs with their past tense forms ending in "-ed" (e.g., walk/walked, love/loved, close/closed).

-Have students practice pronouncing the verbs aloud, paying attention to the pronunciation of the "-ed" endings based on the preceding sounds.

Play audio recordings of sentences containing regular verbs with different "-ed" endings.

-Have students listen carefully and mimic the pronunciation of the "-ed" endings, identifying the correct pronunciation based on the preceding sounds.

-Design a role-play dialogue or scenario that incorporates the use of regular verbs in the past tense.

-Assign roles to students and have them engage in the role-play, ensuring they use the correct pronunciation of "-ed" endings during the conversation.

Assessment:

Ability to pronounce the "-ed" endings correctly based on the pronunciation rules.

Evaluate pronunciation accuracy during word practice, listening exercises, and role-play.

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1. Preparation: Prepare problem-solving scenario cards ahead of time. Each card should describe a realistic problem or challenge that students might encounter in their daily lives.

2. Group Formation: Divide the class into small groups of 3-4 students.

3. Introduction: Explain the activity to the class. Emphasize that the goal is to work together as a team to solve the problem presented on their scenario card.

4. Distribution of Cards: Distribute one scenario card to each group.

5. Problem-Solving: Give the groups 15-20 minutes to read and discuss the scenario, brainstorm possible solutions, and come to a consensus on the best course of action.

6. Presentation: After the allotted time, ask each group to present their scenario and their proposed solution to the class. Encourage them to explain their reasoning and consider alternative perspectives.

7. Class Discussion: Facilitate a discussion about the different solutions proposed by the groups. Encourage students to analyze the strengths and weaknesses of each solution and discuss the decision-making process.

8. Reflection: Conclude the activity with a brief reflection period where students can share their thoughts on the activity, what they learned about problem-solving and communication, and any insights gained from hearing their classmates' perspectives.

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1.- Description and analysis: what the sound is like.

2.- Descrimination: The students have to be awere that the pronoun is pronounced with a short (i ) and the verb with a long (i).

3. .- controlled: practice

It (pronoun)

eat ( verb)

4.- Example:

the dog eats in the garden

It eats in the garden.

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Content: English vowels, focusing on the differences between long and short vowels.

Function: Pronouncing and distinguishing between similar vowel sounds that certain students find challenging.

Objective of the Activity: recognize, differentiate, and pronounce English vowel sounds correctly through structured and communicative practice.

Procedure:

1. Description and Analysis

Introduce the sounds using minimal pairs

Provide a brief explanation about how the sounds are formed, including mouth shape and tongue position.

2. Listening Discrimination

Play recordings of minimal pairs, and have students identify which word they hear.

Discuss the correct answers as a class to reinforce the differences between the sounds.

3. Controlled Practice

Have students repeat the minimal pairs after hearing them spoken aloud by the teacher.

Provide worksheets where students match words with the correct pronunciation.

4. Guided Practice

students read a short text that contains many instances of the target sounds.

provide immediate feedback and correction on mispronounced words.

5. Communicative Practice

Pair up students to practice a dialogue that includes many of the target vowel sounds.

Students role-play situations that involve natural conversation.

Assessment:

Monitor students during the listening discrimination and controlled practice activities to check their understanding of the differences in pronunciation.

Provide feedback on individual pronunciation during the guided practice and role-play activities.

Conduct a pronunciation quiz where students are given minimal pairs to pronounce.

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Content: Ed for past tense.

Objective: Students will be able to recognize the ED sound in past tense.

Description and analysis

Recall some ideas about the sound of ED in simple past tense, focus on the pronunciation.

Listening and discrimination

Students will hear an audio with regular verbs in past and identify the most appropriate sound for ED

Controlled practice

Students have to listen to a verb and then continue by saying a verb and short phrases with the same pronunciation of ED

Guided practice:

Play a song with regular verbs and students musts follow the pronunciation of the verbs.

Communicative practice

In pairs students must talk about their life a year ago

Assessment

Students will have a formative assessment by saying some tongue twisters with verbs in past

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CONTENT: /V/ and /B/

OBJECTIVE: To accurately produce and distinguish between the sounds /v/ and /b/ in English words.

Procedure:

Introduce the sounds usig a phonetic alphabet.

Play a video with the contrast of those sounds.

Distribute worksheets with minimal pair of words containing the sounds /v/ and /b/ for example vote - boat.

Ss practice repeating each word pair and focus on accurately producing the target sounds.

Dialogue where ss must use words containing the target sounds in conversation (e.g., discussing favorite hobbies or activities).

Organize a game where students describe pictures or tell short stories using words with the target sounds.

Assess their ability to identify /v/ and /b/ sounds in listening exercises.

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Content: Use correct pronunciation of "would"

Objective: Pronounce Would correctly

Procedure

1. Understand the pronunciation of would

2. Discriminate the sound of the word would in a listening activity

3. Read would in different dialogues (Teacher checks for pronunciation)

4. Teacher provides extra examples in paragraphs for students to reas aloud

5. Students have a discussion with a partner using would

Assessment

Oral feedback during class

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Communicative framework for teaching pronunciation (CFTP)

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Communicative framework for teaching pronunciation (CFTP)

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Pronunciation of English vowel sounds

Objective

Distinguish between different English vowel sounds in a communicative context.

1. Begin by introducing the target vowel sounds You can use audio clips, or mouth diagrams.

2. Create a dialogue between two characters discussing their weekend plans, which includes words with the target vowel sounds.

3. Model the correct pronunciation of the target vowel sounds and have students repeat after you.

4. Provide feedback on students' pronunciation during tasks and activities. Correct any errors and encourage students to coorect themselves.

Assessment

Incorporate peer assessment where students listen to each other's pronunciation and provide feedback based on pronunciation.

Have students record themselves while performing pronunciation tasks or dialogues.

Evaluate students' pronunciation within role-play scenarios.

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CONTENT: Tongue Twister

OBJECTIVE: Students will be able to improve the pronunciation of words.

PROCEDURE:

1. Providing students with a different tongue twister

2. Explain the activity and purpose.

3. Ask students to read the tongue twisters aloud. Then ask them to read them again but faster.

4. Then ask them to read them as fast as they can three times in a row.

5. Ask the students if anyone wants to participate by saying the tongue twister

ASSESSMENT

Recording an audio with a favorite tongue twister

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Activity: Pronunciation Relay Race

Objective: Improve pronunciation and listening skills through a fun and engaging relay race.

1. Group Formation: Divide the class into teams of 4-5 students each.

2. Setting Up: Place the word cards at one end of the classroom or in a designated area.

3. Explanation: Explain to the students that they will be participating in a relay race to practice pronunciation. Each team will take turns racing to the word cards, selecting one card, and correctly pronouncing both words on the card. They must then return to their team and pass the baton (a marker or any small object) to the next teammate.

4. Demonstration: Demonstrate the activity with a sample round, emphasizing correct pronunciation and clear enunciation.

5. Race Begins: Start the race! The first student from each team races to the word cards, selects a card, pronounces both words correctly, and returns to their team to pass the baton to the next teammate.

6. Rotation: Continue the race until each student on every team has had a chance to participate. Keep track of the time taken by each team.

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Content: Regular verbs in past

Form: simple past

Objective: Students will learn the three ways to pronounce ED and use it adequately in a reading text in the past.

Procedure:

1. Present to the class a slide with three different columns with verbs and the classification of sound in /ED/, /T/, /D/.

2. Teacher is going to present each sound carefully for students' understanding.

3. Teacher will give the class a printed sheet and practice the pronunciation with students. After that they are going to read aloud each column.

4. Present the student an article in the past and they are going to use the sound appropriately according to the final consonant.

5. Teacher is going to write on the board all the words that students pronounce incorrectly as feedback.

Evaluation:

For the next class they are going to write a story in two paragraphs  in the past and present the reading task to the class.

Estefany Masabanda

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Content / function to be revised:

Short and long vowel sounds.

Objective of the activity:

Students will be able to pronounce short and long sound for vowel Aa.

Procedure:

For 4th grade.

Description and analysis.

Show students some specific flashcards which words have short and long sounds for vowel Aa.

Model some of the words on the whiteboard.

Ask SS to identify if the vowel is alone or there is another vowel in the word.

Listening discrimination

SS will identify the different writing create different sound.

SS will listen pronunciation of each words and identify some difference in the sounds.

Controlled practice

Show the pronuntiation to students using some specific details.

Guided practice

SS will listen  Short Vowel a / Long Vowel ai ,ay, a-e song

SS will learn the song by emphazising the different sounds.

Communicative practice

SS will complete a worksheet where they will identify the combination of vowels to create short and sounds.

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Objective: To recognize and pactice the pronunciation.

Description

This sound is produced in short form

Listening and discrimination

Students listen to words that have this sound

Use visual resources to identify the

Sound

Controlledpracticee

Teacher models the sound

Students repeat the words that contain this sound.

Students read a short text with the sound

Comunicative PRACTICES

Students write the words that listen to

And say their classmate.