LESSON PLAN FORMAT

Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: 10th

Unit: 3 Feeling Homesick Topic: Personal Biographical information

Learning Objective: Students will be able to interpret language related to personal biographical information in order to increase the four skills by overlapping
reading and listening to diverse sources to communicate with other in the target language.
Time Procedure/Steps Include what both the Students AND the Teacher Teacher’s Focus St-St Materials/Aids ACHIEVEMENT INDICATORS
estimate will/might do/say. Be sure to include your own instructions. Evaluation Teacher-St Visual,
St-Teacher Auditory,
Kinesthetic,
Tactile
T-S AVK Successfully identifies
Warm up: Diagnostic S-S personal biographical
T plays with the sts ¨Find someone who?” Ex: Sts -Simple information in audio sources.
with their notebook and written questions already questions
given by the T stand up and look for a partner in Reports personal biographical
information with grammatical
order to complete the information. -
VA accuracy.
Brainstorming
Presentation:
T provides plenty to listen to and talk about - Eliciting T-S
his/her personal biographical information. vocabulary
T asks sts if they can paraphrase what he/she has Talks about habits in the past
said. VA with the correct usage of used
T asks sts to work in voluntary pairs to discuss to and would.
and find out the steps he/she followed to talk
about their personal biographical information as
outlines. S-S
Successfully scans a text for
specific biographical data.
Practice:
T gives sts a reading containing Yes/No questions Progressive
with present perfect and questions with how long ,
used to and would. With the purpose to identify Work in groups
the outline already done.

Use: Participation
T divides sts in groups of five.
Sts select who is going to be the presenter, note
taker, facilitator, monitor, time keeper, to discuss Vocabulary
the common information about their personal
biographies: they have to present their
information to the rest. T-S
Writes a narrative paragraph
with correct use of tenses and
coherence.
Wrap up: Summative:
Sts work in groups of 5. T gives them a chart Performs written tasks with
containing tic-tac-toe the topics: age, activities, Performance S-S neatness and clarity.
family members, likes, dislikes, neighborhood,
background education places, and hobbies. They Check the
have to play. roles of the
groups
Evaluation:
Sts have to write their own biography at home and Clarity
the next day they interchange their notes to make Neatness
comments while they are in pairs.
Correct use of
tenses and
coherence
LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: 10th
Unit: 3 Feeling Homesick Topic: Family Ties
Learning Objective: Students will be able to produce spoken and written English by using acquired vocabulary related to family ties.

Time Procedure/Steps Include what both the Students AND the Teacher Teacher’s Evaluation Focus St-St Materials/Aids ACHIEVEMENT INDICATORS
estimate will/might do/say. Be sure to include your own instructions. Teacher-St Visual, Auditory,
St-Teacher Kinesthetic,
Tactile
T-S A Clearly recognizes vocabulary
Warm up: Diagnostic S-S related to family members.
Greet sts -Simple questions
Elicit sts about the names of family members like
cousin, aunt, father, mother, etc… - Brainstorming Talks about customs and traditions
with respect, using adequate
VA vocabulary and grammatical
Presentation: Read the letter accuracy.
Present a family tree and a letter: and family tree.
T-S

Talks about habits in the past with

VA the correct usage of used to and
would.

Sts write a narrative paragraph with

S-S correct use of tenses and coherence.
Letter:

Dear Amy,
I have a small family. My mother’s name is Ana and my
father’s name is Carlos. I have 2 brothers. Their names
are Francisco and Gerardo. I have one sister. Her name
is Susana. I have an aunt and an uncle. Their names are
Gisela and Guillermo. Guillermo is my mother’s
brother. I have one cousin. Her name is Cynthia.
Cynthia’s mother is my aunt Gisela. My father is Hector
and her mother’s name is Sara. Write soon and describe
your family please.
Ana
Practice:
Sts write a letter about their family and do a family tree. Progressive:

Use: Participation
Sts in groups talk about their family asking questions:
How many brother do you have?
How many sisters do you have? Grammar
What’s your father’s/mother’s/sister’s/brother’s name?
What do you do with your family?
How is the relationship between you and your family?
Use of
Wrap up: appropriate
words.
Sts share their information in small groups.

Evaluation:
Sts in pairs will talk about their families.
LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: 10th
Unit: 3 Feeling homesick Topic: Customs and traditions
Learning Objective: Students will be able to

Time Procedure/Steps Include what both the Students AND the Teacher Teacher’s Evaluation Focus St-St Materials/Aids ACHIEVEMENT INDICATORS
estimate will/might do/say. Be sure to include your own instructions. Teacher-St Visual, Auditory,
St-Teacher Kinesthetic,
Tactile

Warm up: Diagnostic

LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: 10th
Unit: 3 Feeling homesick Topic: Postal Service

Learning Objective: Students will be able to interpret oral and written language related to postal services.
Time Procedure/Steps Include what both the Students AND the Teacher Teacher’s Evaluation Focus St-St Materials/Aids ACHIEVEMENT INDICATORS
estimate will/might do/say. Be sure to include your own instructions. Teacher-St Visual, Auditory,
St-Teacher Kinesthetic,
Tactile
T-S VA
Warm up: Diagnostic Write different types of mail with
3’ Have sts mention some postal services in El Salvador as Brainstorming VA grammatical accuracy.
well as in their town.
Elicit vocabulary
Presentation:
Infers meaning of word with
T presents the topic with a T chart. Comparing postal contextual clues in an article.
services long time ago and nowadays.
Sts give ides about it. Elicit answers
T asks sts how many postal services they know in their
city. And where is it located. What kind of services do
they offer to the customers?
Why are there more private postal service than public Writing mail to someone.
ones? T-S

S-S
Practice:
T shows different kinds of mail (letters postcards, etc…)
Have sts get in groups and discuss about the mails they
receive and send.

T asks sts to divide the types of mail: 1st class: includes T-S
postcard, letters, large envelops (flats) and small
packages. 2nd class newspaper and magazines. 3rd class
bulk advertisement, 4th class books media package, first
class mail, prices are based on both the shape and
weight.
Use:
Sts using Venn diagram (comparing and contrasting)
the postal service El Salvador with another country. Progressive
T presents the most commonly used symbols related to Elicit information
electronic mail such as @_” ().
VAKT
Wrap up:
Have sts do a role play about going to about going to the Summative
post office to send a package. Neatness

Evaluation:
Provide them some vocabulary
Have sts write a mail (they choose what kind of mail) to
another classmate as homework.
T-S
LESSON PLAN FORMAT
Name:_____________________________________________ Date:________________________ Time:_________________________ Grade: 10th
Unit: 3 Feeling Homesick Topic: Telephone and conversation

Learning Objective: Students will be able to establish a telephone conversation.

Time Procedure/Steps Include what both the Students AND the Teacher Teacher’s Evaluation Focus St-St Materials/Aids ACHIEVEMENT INDICATORS
estimate will/might do/say. Be sure to include your own instructions. Teacher-St Visual, Auditory,
St-Teacher Kinesthetic,
Tactile
T-S A Carries on a telephone conversation
Warm up: Diagnostic S-S with confidence and politeness.
Greet sts. -Simple questions

Presentation: - Brainstorming
Identifies and explains the gist of a
VA telephone conversation with
Present a dialogue in a chart. - Eliciting conciseness.
A: Hello, How are you? vocabulary
B: I am fine. Thanks and you? T-S
A: I am fine too. Are you coming tomorrow?
B: No, I won’t.
A: Why? VA
B: I am busy tomorrow.
A: We have a date, don’t forget.
B: my classmate Tom invited me and I couldn’t say no.
A: Oh! I see. What about next week? S-S
B: Ok I will.

Practice:
Sts work in pairs in order to speak and listen.

Use:
Sts make their own dialogue.
Wrap up: hey have to work in pairs and present their
dialogue in front of the class.
Speaking
Evaluation:
Perform a telephone conversation.

Grammar

Participation