UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito

Mail clfba1984@hotmail.com

Telefax 2620968 2846617

LESSON PLAN
Group: 10th A-B

Date: 17 21 November 2014

Time: 40 minutes

No. students: 37

Recent topic worked: present

tense of do verbs

Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Identify personal pronoun possessives
Objective: Students will be able to difference the possessive pronouns and possessive adjectives .
Assessment: Write descriptive sentences with possessive adjectives to describe their own photos. Write descriptive sentences with possessive pronouns
Materials:
Books
Notebooks
Photos
Anticipate problems: Ss cant difference the possessive pronouns and possessive adjectives

Elaborating sentences with possessive pronouns and possessive adjectives

TIMING

TEACHER ACTIVITY

Getting start
10 minutes

SUCCESS INDICATOR

Students carry their family

s photos

Ask students to bring in at least two photos of themselves.

. One should be as a very young child, and another photo
with their family or friends.
Class activity

20 minutes

STUDENT ACTIVITY

Distribute the Our Favorite Things image to students. Ask

students to describe each picture using possessive
adjectives. For example: This is Ed and this
is his guitar. His guitar is cool.

Students describe their

photos and photos of
their friends using
possessive adjectives and
possessive nouns
Students identify the
members of their family ,
describe member by
member of their family ,
they using a grammar
structure learned

Students Write descriptive

sentences with possessive
adjectives to describe their own
photos.

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

10 minutes

Telefax 2620968 2846617

Divide the class into pairs. Have students use possessive

adjectives and possessive pronouns to describe the photos
they brought in to their partners. After theyve described their
photos, ask students to share one of their partners photos
with the class. You can also use the students photos for a
small group activity. Distribute a few photos to each small
group. The photos should be of students not in the group.
The group discusses the pictures and tries to guess who is in
each photo. After a few minutes, ask the groups to report to
the whole class. Students show their pictures, and announce
their guesses, supporting them with sentences using
possessive adjectives. For example: This is Jenny's picture.
The baby in the picture looks like Jenny. Her hair is black.
And I know this is her mother.

Additional possibilities: Ss describe things of the classroom using possessive adjectives and pronouns
Homework/further work: do 10 sentences using possessive adjectives and pronouns.

Elaborated by

Reviewed by

Authorized by

Lic. Gabriela Carrillo

English Teacher
November,2014
.

Lic. Gloria Jinez

Area Coordinator
November, 2014

Lic. Blanca Zambrano

Vice principle
November, 2014

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Telefax 2620968 2846617

LESSON PLAN
Group: 10th A-B

Date: 24-28 November 2014

Time: 40 minutes

No. students: 37

Recent topic worked: present tense of

do verbs

Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.
Materials:
Books
Notebooks
Photos
Anticipate problems:

TIMING

10 minutes

20 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

Hold a class discussion about food and its importance to the human
1.
Then group students
body. A good way to review this subject is to watch The Food into pairs and have them
Pyramid .
discuss what they ate and how
Ask students to talk about their favorite foods. In which categories do it compares the food pyramid.
these foods belong? What kinds of nutrients do they provide? Are Ask volunteers to what they've
they healthful?
learned. How well did they
meet the requirements of the
As a homework assignment, ask students to chart the foods they eat food pyramid? How much food
during one day, starting with the foods they have eaten on the day of
did they eat from the group at

SUCCESS INDICATOR

Students were highly engaged in class

and group discussions; charted their
food intake for one day with great
detail; showed a great understanding
of how their food intake met the
guidelines of the food pyramid; and
created a menu that identified

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

the lesson. Ask students for examples of a typical breakfast, lunch,

snack, and dinner. Demonstrate how to chart each meal. (For
example, if a student ate cereal for breakfast, write the header
"Breakfast" on the board; below it write "cereal," "milk," and anything
2.
they might put in the cereal, such as a banana.) Talk about serving
sizes: If a student ate bread, how much did they eat? Write the
amounts of each food eaten on the chart. Give students some time in
class to chart the foods they have already eaten that day.
Returning to the lesson the following day, ask students to compare
the foods they ate with those in the food pyramid.

10 minutes

Telefax 2620968 2846617

the top of pyramid? What can

they do to make sure they eat
more healthfully?
Have the pairs work
together to create a healthful
menu for one day that meets
the guidelines in the food
pyramid. They can include
foods they eat as well as some
foods they think would be
healthful or fun to eat. Allow
groups time to share their
menu ideas.

healthful
foods
and
correctly
addressed pyramid guidelines.

Additional possibilities:
Homework/further work:

Elaborated by

Reviewed by

Authorized by

Lic. Gabriela Carrillo

English Teacher
November,2014
.

Lic. Gloria Jinez

Area Coordinator
November, 2014

Lic. Blanca Zambrano

Vice principle
November, 2014

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Telefax 2620968 2846617

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Telefax 2620968 2846617

LESSON PLAN
Group: 10th A-B

Date: 8-12 DECEMBER 2014

Time: 40 minutes

No. students: 37

Recent topic worked: present tense of

do verbs

Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.
Materials:
Books
Notebooks
Photos
Anticipate problems:

TIMING

10 minutes

20 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

Hold a class discussion about food and its importance to the human
3.
Then group students
body. A good way to review this subject is to watch The Food into pairs and have them
Pyramid .
discuss what they ate and how
Ask students to talk about their favorite foods. In which categories do it compares the food pyramid.
these foods belong? What kinds of nutrients do they provide? Are Ask volunteers to what they've
they healthful?
learned. How well did they
meet the requirements of the
As a homework assignment, ask students to chart the foods they eat food pyramid? How much food
during one day, starting with the foods they have eaten on the day of
the lesson. Ask students for examples of a typical breakfast, lunch, did they eat from the group at
snack, and dinner. Demonstrate how to chart each meal. (For the top of pyramid? What can
example, if a student ate cereal for breakfast, write the header they do to make sure they eat
"Breakfast" on the board; below it write "cereal," "milk," and anything more healthfully?

SUCCESS INDICATOR

Students were highly engaged in class

and group discussions; charted their
food intake for one day with great
detail; showed a great understanding
of how their food intake met the
guidelines of the food pyramid; and
created a menu that identified
healthful
foods
and
correctly
addressed pyramid guidelines.

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

10 minutes

Telefax 2620968 2846617

they might put in the cereal, such as a banana.) Talk about serving
4.
Have the pairs work
sizes: If a student ate bread, how much did they eat? Write the together to create a healthful
amounts of each food eaten on the chart. Give students some time in
menu for one day that meets
class to chart the foods they have already eaten that day.
the guidelines in the food
Returning to the lesson the following day, ask students to compare pyramid. They can include
the foods they ate with those in the food pyramid.
foods they eat as well as some
foods they think would be
healthful or fun to eat. Allow
groups time to share their
menu ideas.

Additional possibilities:
Homework/further work:

Elaborated by

Reviewed by

Authorized by

Lic. Gabriela Carrillo

English Teacher
DECEMBER,2014
.

Lic. Gloria Jinez

Area Coordinator
DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle
DECEMBER , 2014

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Telefax 2620968 2846617

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Telefax 2620968 2846617

LESSON PLAN
Group: 10th A-B

Date: 15-19 DECEMBER 2014

Time: 40 minutes

No. students: 37

Recent topic worked: present tense of

do verbs

Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.
Materials:
Books
Notebooks
Photos
Anticipate problems:

TIMING

10 minutes

20 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

Hold a class discussion about food and its importance to the human
5.
Then group students
body. A good way to review this subject is to watch The Food into pairs and have them
Pyramid .
discuss what they ate and how
Ask students to talk about their favorite foods. In which categories do it compares the food pyramid.
these foods belong? What kinds of nutrients do they provide? Are Ask volunteers to what they've
they healthful?
learned. How well did they
meet the requirements of the
As a homework assignment, ask students to chart the foods they eat food pyramid? How much food
during one day, starting with the foods they have eaten on the day of
the lesson. Ask students for examples of a typical breakfast, lunch, did they eat from the group at
snack, and dinner. Demonstrate how to chart each meal. (For the top of pyramid? What can
example, if a student ate cereal for breakfast, write the header they do to make sure they eat
"Breakfast" on the board; below it write "cereal," "milk," and anything more healthfully?

SUCCESS INDICATOR

Students were highly engaged in class

and group discussions; charted their
food intake for one day with great
detail; showed a great understanding
of how their food intake met the
guidelines of the food pyramid; and
created a menu that identified
healthful
foods
and
correctly
addressed pyramid guidelines.

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

10 minutes

Telefax 2620968 2846617

they might put in the cereal, such as a banana.) Talk about serving
6.
Have the pairs work
sizes: If a student ate bread, how much did they eat? Write the together to create a healthful
amounts of each food eaten on the chart. Give students some time in
menu for one day that meets
class to chart the foods they have already eaten that day.
the guidelines in the food
Returning to the lesson the following day, ask students to compare pyramid. They can include
the foods they ate with those in the food pyramid.
foods they eat as well as some
foods they think would be
healthful or fun to eat. Allow
groups time to share their
menu ideas.

Additional possibilities:
Homework/further work:

Elaborated by

Reviewed by

Authorized by

Lic. Gabriela Carrillo

English Teacher
DECEMBER,2014
.

Lic. Gloria Jinez

Area Coordinator
DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle
DECEMBER , 2014

LESSON PLAN
Group: 10th A-B

Date: 12-16 JANUARY 2015

Time: 40 minutes

No. students: 37

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Recent topic worked: present tense of

do verbs

Telefax 2620968 2846617

Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.
Materials:
Books
Notebooks
Photos
Anticipate problems:

TIMING

10 minutes

20 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

Hold a class discussion about food and its importance to the human
7.
Then group students
body. A good way to review this subject is to watch The Food into pairs and have them
Pyramid .
discuss what they ate and how
Ask students to talk about their favorite foods. In which categories do it compares the food pyramid.
these foods belong? What kinds of nutrients do they provide? Are Ask volunteers to what they've
they healthful?
learned. How well did they
meet the requirements of the
As a homework assignment, ask students to chart the foods they eat food pyramid? How much food
during one day, starting with the foods they have eaten on the day of
the lesson. Ask students for examples of a typical breakfast, lunch, did they eat from the group at
snack, and dinner. Demonstrate how to chart each meal. (For the top of pyramid? What can
example, if a student ate cereal for breakfast, write the header they do to make sure they eat
"Breakfast" on the board; below it write "cereal," "milk," and anything more healthfully?
they might put in the cereal, such as a banana.) Talk about serving
8.
Have the pairs work
sizes: If a student ate bread, how much did they eat? Write the together to create a healthful

SUCCESS INDICATOR

Students were highly engaged in class

and group discussions; charted their
food intake for one day with great
detail; showed a great understanding
of how their food intake met the
guidelines of the food pyramid; and
created a menu that identified
healthful
foods
and
correctly
addressed pyramid guidelines.

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

amounts of each food eaten on the chart. Give students some time in
class to chart the foods they have already eaten that day.
Returning to the lesson the following day, ask students to compare
the foods they ate with those in the food pyramid.

10 minutes

Telefax 2620968 2846617

menu for one day that meets

the guidelines in the food
pyramid. They can include
foods they eat as well as some
foods they think would be
healthful or fun to eat. Allow
groups time to share their
menu ideas.

Additional possibilities:
Homework/further work:

Elaborated by

Reviewed by

Authorized by

Lic. Gabriela Carrillo

English Teacher
DECEMBER,2014
.

Lic. Gloria Jinez

Area Coordinator
DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle
DECEMBER , 2014

LESSON PLAN
Group: 10th A-B

Date: 12-16 JANUARY 2015

Time: 40 minutes

No. students: 37

Recent topic worked: present tense of

Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Telefax 2620968 2846617

do verbs
Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.
Materials:
Books
Notebooks
Photos
Anticipate problems:

TIMING

10 minutes

20 minutes

TEACHER ACTIVITY

STUDENT ACTIVITY

Hold a class discussion about food and its importance to the human
9.
Then group students
body. A good way to review this subject is to watch The Food into pairs and have them
Pyramid .
discuss what they ate and how
Ask students to talk about their favorite foods. In which categories do it compares the food pyramid.
these foods belong? What kinds of nutrients do they provide? Are Ask volunteers to what they've
they healthful?
learned. How well did they
meet the requirements of the
As a homework assignment, ask students to chart the foods they eat food pyramid? How much food
during one day, starting with the foods they have eaten on the day of
the lesson. Ask students for examples of a typical breakfast, lunch, did they eat from the group at
snack, and dinner. Demonstrate how to chart each meal. (For the top of pyramid? What can
example, if a student ate cereal for breakfast, write the header they do to make sure they eat
"Breakfast" on the board; below it write "cereal," "milk," and anything more healthfully?
they might put in the cereal, such as a banana.) Talk about serving
10.
Have the pairs work
sizes: If a student ate bread, how much did they eat? Write the together to create a healthful
amounts of each food eaten on the chart. Give students some time in
menu for one day that meets
class to chart the foods they have already eaten that day.
the guidelines in the food

SUCCESS INDICATOR

Students were highly engaged in class

and group discussions; charted their
food intake for one day with great
detail; showed a great understanding
of how their food intake met the
guidelines of the food pyramid; and
created a menu that identified
healthful
foods
and
correctly
addressed pyramid guidelines.

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Returning to the lesson the following day, ask students to compare

the foods they ate with those in the food pyramid.

10 minutes

Telefax 2620968 2846617

pyramid. They can include

foods they eat as well as some
foods they think would be
healthful or fun to eat. Allow
groups time to share their
menu ideas.

Additional possibilities:
Homework/further work:

Elaborated by

Reviewed by

Authorized by

Lic. Gabriela Carrillo

English Teacher
DECEMBER,2014
.

Lic. Gloria Jinez

Area Coordinator
DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle
DECEMBER , 2014

LESSON PLAN
Group: 10th A-B

Date: 9-13 march 2015

Time: 40 minutes

No. students: 37

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Recent topic worked: there is there

are with some and any

Telefax 2620968 2846617

Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs with there is, there
are in positive, negative and interrogative

Aims: At the end of the lesson, students will be ask question using how much , how many with countable and non-countable noun.

Objective: Students will learn vocabulary to talk about amounts and quantities (much, many, a lot) and food

Assessme
Materials:
Books
Notebooks
Photos
Anticipate problems:

TIMING

TEACHER ACTIVITY

STUDENT ACTIVITY
11.

10 minutes

20 minutes

Ask students to tell you the alphabet (A-Z). Then ask

for a kind of food or drink beginning with A. Let
individual students shout out answers. Write them on
the board. Do the same with B

Show the students a bag of rice and 3 apples. Ask

them what they are called.
Write on the board: How _________ apples do I have?
How _________ rice do I have? MUCH MANY Ask which
word goes in the gap. Tell students that we use much
when we cannot count the items and many when we
can count the items. Show the students 3 apples and a
bottle of water. How _________ apples do I have? How
_________ water do I have? MUCH MANY Hold up the
Much & Many flashcards. Ask students to say if they
use much or many. Then ask them to shout out a

SUCCESS INDICATOR

Students identify the

correct food or drink.
Students will diference the use of how
much and how many
Students identify when use
how much and how many

UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito
Mail clfba1984@hotmail.com

Telefax 2620968 2846617

sentence.

10 minutes
Additional possibilities:
Homework/further work:

Elaborated by

Reviewed by

Authorized by

Lic. Gabriela Carrillo

English Teacher
MARCH 2015
.

Lic. Gloria Jinez

Area Coordinator
DECEMBER, 2015

Lic. Olga Mendez

VICEPRINCIPLE
MARCH 2015

Write on the board: How _________ apples do I have? How _________ rice do I have? MUCH MANY Ask which word goes in the gap.
Tell students that we use much when we cannot count the items and many when we can count the items. Show the students
3 apples and a bottle of water. How _________ apples do I have? How _________ water do I have? MUCH MANY Hold up the Much &
Many flashcards. Ask students to say if they use much or many. Then ask them to shout out a sentence.