Process:

Show a video of the famous who attended the Met Gala 2024

Question: What do you think about their clothes?

Ask them to first describe their clothes and them tell their opinion about them.

He/she is wearing ___

Use prompts like: I like it because/I don't like it because.

Rate their dresses from 1-5

Count the points and choose the class winner.

Feedback: Instant feedback for each participation.

Formal Assessment: Record a voice note giving your overall opinion on the dress code.

Assessment: Observation and participation

Objective: To discuss ideas about planning a trip to Galapagos

Procedure:

• Students will work in small groups.

• They will come up with ideas about places to visit, meals, activities.

• Language will be highlighted "Going to"

• They will create their own trip considering the aspects stated.

• They will present their trip.

• Students will select the best one.

Assessment: Fluency will be considered.

Objective: SWBA to use a set of English phrases to interact with tourists

Procedure:

• Ss watch a video and predict the topic of the lesson

• Ss share their first predictions in small groups

• Ss think about a tourist place around

• Ss brainstorm ideas about things to do there

• Ss share in pairs

• Ss work in groups selecting one of the tourist places around and write about it (activities, food, how to get there, etc.)

• Ss share

Assessment:

• Ssh make a gallery presentation

Function: Describing ongoing actions

Objective of the Activity: Students will be able to correctly form and use the present continuous tense to describe actions happening at the moment.

Procedure:

1. Engage students in a quick interactive activity where they describe what they see their classmates doing right at that moment.

2. Briefly explain the form and usage of the present continuous tense. Use a whiteboard to illustrate sentences.

3. Main Activity

   • Task 1: Have students walk around the classroom interviewing their peers about what they are doing and why.

   • Task 2: Students share their findings with the class, presenting the photos or videos and describing the action using the present continuous tense.

4. Divide students into small groups. Each group creates a short skit based on typical classroom activities.

5. Provide individual and group feedback on the use of the present continuous tense, correcting errors and highlighting good usage examples.

Assessment:

• Monitor and provide feedback during the activities, noting how well students form and use the present continuous tense.

• At the end of the lesson, ask students to write three sentences describing what their best friend is doing right now.

Objective: to improve conversational skills through interactions

Procedure:

-SS listen to a podcast about the topic

-SS work in pairs to prepare a speech on the topic

-SS deliver their speeches to the class

Assessment: SS reflect on all speeches, choose the best speech and say why. T assesses based on their participation and fluency

Objective: To discuss advantages and disadvantages using social media in classes.

Process:

• Make groups of 5 students.

• Ask them to write advantages and disadvantages about social media in classes.

• Each group has to create a flyer with the information they wrote before to give to their classmates.

• Students will present the advantages and disadvantages.

  Assessment: Informal group discussion.

Process

 - Show a selected picture to the class without any context.

  - Instruct students to observe the picture closely and note down initial thoughts, feelings, or questions inspired by the image.

 - Ask open-ended questions to stimulate discussion (e.g., "What do you see in this picture?", "Where do you think this is taking place?", "How does this picture make you feel?")

- Encourage ss to share their interpretations and ideas about the image.

- Guide the conversation to include descriptive language and vocabulary related to the visual content.

 - Ask ss to individually or collaboratively create a story, dialogue, or poem inspired by the picture.

- Encourage creativity and incorporation of the discussed vocabulary and language concepts.

- Invite volunteers to share their creative pieces with the class.

Assessment: Evaluate assignments based on language accuracy, creativity, incorporation of vocabulary, and engagement with the visual prompt.

Sharing most outstanding annecdotes (Simple past tense)

Process:

Show some images of funny situations and action verbs.

Play a video with an example of an annecdote.

Ask some questions like: How do you think memories becomes into annecdotes? What are your first memories you have?

Students recall some phrases used in past tense.

Follow the patterns for example: What I remember from my annecdote is .... When I was ... I had ...

Ask students to share their funny moments they have had so far.

Feedback:

Focus on the performance of the students (speaking)

Assessment:

Formative assessment, in pairs report about partners performances.

Funny Tik Tok Stories.

Objective: To practice speaking and listening skills through sharing and discussing funny TikTok stories.

Procedure:

• Introduce the topic by explaining what TikTok is (platform for sharing short, entertaining videos)

• Model a conversation by sharing a brief funny TikTok story of your own.

• Encourage students to ask questions, comment, and react to each other's stories. (Allows natural interaction)

• Offer vocabulary or expressions related to humor and storytelling as needed.

• Observe students' participation and engagement during the sharing of TikTok stories.

Objective: Talk about my best experience

Procedure:

Students show photos of their first day at school

They talk about the change that they have all this time. Physical change, your friends, problems, and crazy things they have done.

Students share their best experiences as a student

Assessment:

Students show the videos on a gallery or social networks about this.

Produce

Short video about the countries which participate

Relay of the previous knowledge

Using the language in orden to explaing about the the next cup America

The student work in groups and them reseach abouth the next cup America .

Assessment

Oral presentation, with rubric in fluency , consider vocabulary and Knowledge about the topic

Begin by asking students about their thoughts on environmental problems. You could use questions like:

“What environmental issues concern you the most?”

“How can individuals contribute to a healthier planet?”

Encourage students to share their opinions and experiences.

Emergent Vocabulary:

As students discuss, pay attention to any new vocabulary related to the environment that emerges naturally.

Highlight words like “sustainability,” “pollution,” “renewable energy,” and “conservation.”

Group Activity: Environmental Solutions:

Divide students into small groups.

Assign each group an environmental issue (e.g., plastic waste, deforestation, air pollution).

Ask them to brainstorm solutions for their assigned issue.

Encourage them to use the emergent vocabulary.

Interactive Language Use: Role-Playing:

Have students role-play scenarios related to environmental advocacy:

A community meeting discussing a new recycling program.

A debate between two characters—one advocating for solar energy, the other for wind energy.

Students can improvise dialogues using the vocabulary they’ve learned.

Authentic Materials: News Articles:

Bring in authentic materials such as news articles or excerpts related to environmental topics.

Discuss the content, vocabulary, and different perspectives presented.

Encourage critical thinking and language analysis.

Language Feedback and Expansion:

As students engage in discussions and role-plays, provide feedback on their language use.

Expand on their ideas by introducing more complex expressions or idiomatic phrases related to the environment.

Objective:

• Students will engage in conversation-driven learning to improve their English speaking skills.

• Students will practice fluency, vocabulary, and communication strategies in a relaxed and supportive environment.

• Students will reflect on their language learning experiences and goals.

Materials Needed:

• Seating arrangements conducive to conversation (e.g., chairs in a circle)

• Whiteboard and markers (optional)

• Timer

Lesson Outline:

1. Introduction (5 minutes):

   • Welcome the students and explain that today's lesson will focus on conversation and interaction.

   • Briefly introduce the concept of Dogme ELT, emphasizing the importance of student participation and meaningful communication.

2. Warm-up (10 minutes):

   • Start with a simple icebreaker activity to get students talking. For example, you could ask each student to share something interesting they did over the weekend or discuss a favorite hobby.

   • Encourage students to ask follow-up questions and engage in natural conversation.

3. Main Activity: Conversation Cafe (30 minutes):

   • Set up the classroom to resemble a cafe atmosphere, with chairs arranged in small groups or a circle.

   • Provide conversation prompts or topics for discussion. These could be related to current events, personal experiences, or hypothetical situations.

   • Allow students to choose their groups or partners and begin conversing. Circulate around the room to provide support and facilitate conversation as needed.

   • Encourage students to use English as much as possible and to help each other with vocabulary and expressions.

   • Set a timer to signal when it's time to switch topics or groups, allowing everyone a chance to participate in multiple conversations.

4. Reflection (10 minutes):

   • Lead a class discussion on the conversation experience. Ask students:

     • What topics did you find most interesting or engaging?

     • Did you encounter any challenges during the conversations? How did you overcome them?

     • Did you learn any new vocabulary or expressions from your classmates?

     • How do you feel about your English speaking skills after this activity?

5. Goal Setting (5 minutes):

   • Have students reflect on their language learning goals and aspirations. Encourage them to set one or two specific goals for improving their English speaking skills.

   • Write these goals on the whiteboard or a flipchart for everyone to see.

Vocabulary related to personal aspirations and goals.

 Expressions to talk about future plans.

OBJECTIVE

Ss practice language skills related to expressing personal aspirations for the future in English. In addition, it is intended to encourage reflection on the personal and professional goals of each student, as well as promote communication and the exchange of ideas in the classroom.

PROCEDURE:

·         Ask students about their personal aspirations for the future. For example: "What would you like to do in the future? What goals do you have?"

·         Divide students into small groups.

·         Ask each group to choose one aspiration to discuss.

·         Encourage students to share their own experiences, ideas and opinions about the selected aspiration.

·         Provide vocabulary and grammatical structures as needed to enrich the conversation.

ASSESSMENT:

The evaluation will be carried out continuously throughout the activity, focusing on

·         active participation

·         ability to express ideas and opinions clearly

·         accuracy in the use of vocabulary and related grammatical structures

·         Among other

Objective: To discuss about, do you use a lot of plastic? about it.  

Process:

Show the video about common reason that increase environmental pollution. 

Question: Do you use a lot of plastic?

Ask the class which are the common reasons that increase pollution in the rivers, air, and planet.

They are going to work in pairs and create a short dialogue about the video and create some questions for the class.

Start the reading about Hot topics saving the air and create some questions to determine students' understanding. 

Create a general feedback with all the class by asking Is it important to care for the planet, what could be a possible solution to stop using a lot of plastic.

Assessment: Interview their parents about what options could people do in order to stop using a lot of plastic. 

Estefany M.

Prosedure

Put students in small group work.

They share their ideas originales experience about an important event in their lifes.

Use some posibles promps

I visite...

I ate....

I traveled....

Teacher gives to support if it is necesary and feedback

Assessment

Students write a short paragraph about an important event in their life using the previous information

Dogme:

Start the class with a driven question:

What do you have to do at home?

Students answer the questions with their existing knowledge.

Try to emphasize the use of have to by repeating what they said correctly.

Gamification:

Play scavenger hunt

Ask students to find the flashcards hidden in the classroom.

Take a card a read it.

Teacher uses the technique shadowing to correct pronunciation.

Text based instruction:

Start the grammatical topic with an explicit instruction since it was already introduced during the first stage.

Complete grammar activities on the book.

CLT: Find someone who

Ask classmates which chores they do at home.

Assessment: Write a to do list with the chores you have to do during the week.

Objective: To introduce and practice basic colors vocabulary in English.

Procedure:

• Begin the lesson by showing pictures representing different colors (e.g., a red apple, a blue sky, a yellow sun).

• Ask ss: Can anyone tell me what colors do you know in English?"

• Present a list of basic colors vocabulary (red, blue, green, yellow, orange, purple, black, white) using visual aids.

• Play a game of "Simon Says" using color commands (e.g., "Simon says touch something green").

• Have students apply their knowledge of colors by describing objects around the classroom using color vocabulary. For example, "The whiteboard is white, the door is brown, and the chairs are blue."

• Ask individual students to point to objects of specific colors or to name colors when shown objects or pictures.
  

Process:

• Dogme: ask students to write what they want to be or do in the future.

• Then, ss must share some ideas about their future life.

• Practice some vocabulary and correct some mistakes in the pronunciation.

• Drills some activities to identify the pronunciation with some formulaic expressions.

• Practice the grammar part (Grammar translation method) with a reading in worksheets.

• Gammification: students will work on some comprehensive questions by playing kahoot.

• TBTL: Ss write a card presentation, with some physical and technology changes in 2050.

Assessment:

TBTL: Ss will write a short profile about their future lives.

Objective: To introduce and practice basic colors vocabulary in English.

Procedure:

• Begin the lesson by showing pictures/images representing different colors (e.g., a red apple, a blue sky, a yellow sun).

• Ask ss: Can anyone tell me what colors do you know in English?

• Present a list of basic colors vocabulary (red, blue, green, yellow, orange, purple, black, white) using visual aids.

• Pronounce each color clearly and have students repeat after you to practice pronunciation.

• Play a game of "Simon Says" using color commands (e.g., "Simon says touch something green").

• Have students apply their knowledge of colors by describing objects around the classroom using color vocabulary. For example, "The whiteboard is white, the door is brown, and the chairs are blue."

• Ask individual students to point to objects of specific colors or to name colors when shown objects or pictures.

Objective: To introduce and practice basic colors vocabulary in English.

Procedure:

• Begin the lesson by showing pictures/images representing different colors (e.g., a red apple, a blue sky, a yellow sun).

• Ask ss: Can anyone tell me what colors do you know in English?

• Present a list of basic colors vocabulary (red, blue, green, yellow, orange, purple, black, white) using visual aids.

• Pronounce each color clearly and have students repeat after you to practice pronunciation.

• Play a game of "Simon Says" using color commands (e.g., "Simon says touch something green").

• Have students apply their knowledge of colors by describing objects around the classroom using color vocabulary. For example, "The whiteboard is white, the door is brown, and the chairs are blue."

• Ask individual students to point to objects of specific colors or to name colors when shown objects or pictures.

Process:

1. Students will get engaged with action verbs related to cooking. Besides, vocabulary about fruits will be reminded.

2. They will practice action verbs by a game and using miming they will guess the action verb. (TPR)

3. Students will get in groups of four and they will crete their recipe (TBLT)

4. Each group will present their salad. (TBLT)

5. Students will report the ingredients and steps in a sheet of paper.

6. Students will reinforce their vocabulary at home with an online activity. (Gamification)

7. Exit ticket will be considered at the end. English will be used during all the class. (Total Immersion)

8. Mother tongue will be used when necessary. (Grammar Translation)

Assessment: Informal Assessment, feedback will be provided. A rubric will be used to evaluate fluency.

Objective: Students will be ble to describe actions happened in the past.

Procedure:

Gamification

• Play bingo game with any infinitive verb.

  CLIL

• Give different parts of a text about the history about Ecuador.

• Students have to find the other part of their texts that fits the best.

  Text based learning

• Teacher introduce the grammar part about past simple sentences structure with the previous knowledge about past regular and irregular verbs taught last class.

  Project-based learning

• Give students a set of past history events.

• Students have to identify the most important events and create a timeline with pictures and drawings.

• Students have to present their timeline to the class.

Assessment:

Informal assessment through class discussion about past events.

Activity Development:

Communicative Approach

 -Explaining the purpose of the activity initiating an introductory discussion on a recent news topic.

Audio-lingual Method

-Playing a news clip or presenting an article, leading a guided discussion based on open-ended questions about the news topic.

Lexical Approach

- Identifying and explaining key terms related to the news story, prompting ss to use new vocabulary in sentences or mini-dialogues.

Problem-Based Learning

-Assigning ss to write a short article, essay, or opinion piece based on the news story, encouraging critical thinking and problem-solving.

Communicative Approach

-Inviting students to share their written pieces, facilitating a feedback session for peer interaction and constructive comments.

Assigned Task:

- Research and select a news story of interest for the next session.

- Prepare a brief oral summary about the chosen news story and its relevance for classroom discussion.

Assessment: During the discussion and vocabulary development stages, observe ss participation, engagement, and language use

Procedure:

Ask students, What activities did you want to do in your childhood?

Ss. answer the questions with your experience and knowledge.

In the answer, the student should try to use the simple past.

Ss. work in groups and share the best memories and decide the best memories and explain the reason to the class

The teacher provides feedback on expressions or sentences that students use in their oral presentations.

Assessment

Oral presentation

Make an infographic with your good memories

Procedure:

1.- : What are social media? Why are they so popular today? What do you think are the positive and negative effects of social media on our daily lives?

2.- Students need to access to the nearpod game. (gamification)

3.- Provide students with a short article or excerpt from a study analyzing the impact of social media on society

4.- Present case studies or concrete examples of the impact of social media in different areas, such as politics, education, mental health, or social activism

5.- Conclude the lesson with a reflection session where students share their final opinions by recording an audio about 2 minutes.

Assessment:

Checking the audio based on experiences on social networks and the impact related to it.

 How to take an order in a restaurant 

Course

9th

Date

Teacher

Enid Peña Castillo

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.

Objective: SS will learn to describe natural wonders around the world and understand their significance

Procedure:

Dogme

• Begin the class with a discussion about natural wonders, what ss know and experienced

• T shows a virtual tour about various natural wonders around the world and discuss what makes them a wonder

TBI with Immersion

• Divide the class in groups of 3 and ask ss to create a short presentation about the natural wonder chosen

  (past simple tense-vocabulary)

CLT

• Ask ss to share what they learned, what their favorite part is

Gamification

• Quizziz (past simple)

• Assessment: Evaluate ss according to rubric provided

Objective: Students will be able to reflect about future environmental problems through the application different methodologies.

Process:

Studnets will review about the first conditional through an online game (gamification)

Students will infer what problem could surfer the environment in the future.

Practice the vocabulary present in the unit about the environment verbs  about energy. (gammar trasnlation)

Show the students a video about the planet. (Apply audio lingual methods)

TBL:Create role play in order to share students ideas.

Create a brief feedback through a brainstorming on the board.

Assessment: Students are going to write about what people should do in order to prevent future health problems due to the pollution. 

Procedure

1.- Brainstorms about possible issues

2.- Introduce principal facts about the topic

3.- Read the last news about the country and choose one.

4.- ask to translate the words that they are not familiar with. (Grammar translation)

5.- work in group in groups then start the conversation (Task based Instruction)

Assessment

Read the short article from the last news about you have chose.

Underline the words you do not know. (Translate the words)

Present your findings in the class.

OBJECTIVES: Students will be able to speak birthday party planning while idenfity prepositions of time in/on/at.

TARGET GROUP:

For 8th grade EGB-S

PROCEDURE:

1. Teacher start asking the basic informative question “How old are you?” then he/she will add “when it’s your birthday?”. These questions help to improve students fluency and communicative ability.

2. Students will continue with the activity in peers with teacher’s feedback. If there are errors, teacher will correct later.

3. Teacher introduces guided reading activity in order to present grammar topic about in/on/at as prepositions of time.

4. Students will complete a chart identifying the use of each preposition.

5. At the end of the class, students will have developed speaking, reading and writing skills.

ASSESMENT:

Students will complete an interactive worksheet by filling the gaps with the correct preposition of time.

Procedure

Gamification

Brainstorming

In pair draw a hand and, in each finger, write names of festivities that they know.

Share their information with class

Audiolingual

Students review some action verbs and write in the board

Students read the verbs and practice the pronunciation of the verbs

TBLT

Teacher provides a short text about Mama Negra

Students must read and underline new words

Answer some questions about text

Where place is it celebrated?

What can you see in the festivity?

Divide in small group and they choose one festivity in Ecuador for example Guaranda Carnival

Assessment

Create a flyer with important information about the festivity

When is it celebrated?

Where is it celebrated?

what can you do in this festivity?

Present the flyer all class