Lesson Plan

Lesson plan information

Course: English A1 Breakthrough Teacher: Shift:
Unit: 1 Classroom: Time:
Lesson: 1. Getting to know each other Date:
Resources: Topics:
1. Text book 1. Verb Be
2. Board 2. Subject pronouns I and You
3. Markers 3. Numbers from 0-10
4. Data show 4. Word stress
5. Itools 5. Days of the week
6. Sounds /h/ /ai/ /i/
7. Greetings and leave takings
Competences Assessment criteria
Can follow speech which is very slow He/ She follows speech with long pauses when greetings and leave-
and carefully articulated, with long takings expressions are used in audios, dialogues etc.
pauses for him/her to assimilate
meaning. He/ She follows very slow speech when the personal pronouns I and
(OVERALL LISTENING You are used in simple, audios, dialogues, conversations etc.
COMPREHENSION)
He/ She follows carefully articulate speech when numbers are used in
audios, dialogues etc.
Can make an introduction and use basic He/ She uses greetings when engaging in conversations, simple dialogues
greeting and leave-taking expressions. etc.
(CONVERSATION)
He/ She uses leave-takings expressions in simple conversations,
communicative activities etc.
Can produce simple mainly isolated He/ She produces simple mainly isolated phrases when verb be and
phrases about people and places. personal pronouns I and you are used in dialogues, conversations etc.
(OVERALL SPOKEN
PRODUCTION) He/ She produces simple mainly isolated phrases when numbers from 0
-10 are used in dialogues, conversations etc.
Shows only limited control of a few He/ She shows limited control of personal pronouns I and You and the verb
simple grammatical structures and Be when forming affirmative simple sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of personal pronouns I and You and the verb
to Be when forming negative simple sentences.

He/ She shows limited control of personal pronouns I and You and the
verb to Be when forming interrogative simple sentences.
Has a basic vocabulary repertoire of He / She identifies and uses cardinal number 0-10 in isolated phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses days of the week in isolated phrases, sentences,
etc.
 He / She identifies and uses verb be and personal pronouns I and you in
isolated phrases, sentences, etc.
Can manage very short, isolated, mainly He / She articulates very short isolated spoken expressions when verb be
prepackaged utterances, with much and personal pronouns I and you are used.
pausing to search for expressions, to
articulate less familiar words, and to
repair communication.
(SPOKEN FLUENCY)
Pronunciation of a very limited He / She pronounces words when the /h/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by He / She pronounces words when the sound /ai/ is used.
native speakers used to dealing with
speakers of his/her language group. He / She pronounces words when the /i/ sound is used.
(PHONOLOGICAL CONTROL)
Can establish basic social contact by He / She uses courtesy expressions when he /She introduces
using the simplest everyday polite himself/herself in dialogues, conversations etc.
forms of: greetings and farewells;
introductions; saying please, thank you, He / She uses common greetings and leave-takings in short conversations.
sorry, etc.
(SOCIOLINGUISTIC
APPROPRIATENESS)

Class Procedure
Competencies Procedure Time
OVERALL Pre: Students analyze a picture related to upcoming listening tracks. (Page 4) 20 min
LISTENING (8min)
COMPREHENSION
During: Students Listen to short tracks concerned with the pictures shown on
previous activity. (Page 4, Tracks 1.2, 1.3, 1) (6 min)

Post: Students work on a Listening gap filling exercises. (6 min)

CONVERSATION Presentation: T presents dialogue script. T models the dialogue for students to 60 min
get familiar with it. (Page 4, dialogue script 2) (6 min)

Practice: Students drill on the previously mentioned dialogue script as a

whole class. (Page 4, dialogue script 2) (8 min)

Students practice the dialogue in pairs. (16 min)

Use: Students role-play the dialogue in front of the class. (30 min)

Note: T can ask student to use personal info. when role-playing the
dialogue.
OVERALL SPOKEN Presentation: Students watch a video in which people introduce themselves. 40 min
PRODUCTION (3 min)
 Note: T should make sure to look for a video that contains brief introductions
with carefully articulated speech. Plus, it should contain basic familiar
vocabulary.

Optional lead- in: T introduces himself/ Herself as a way to demonstrate

students how to introduce oneself. (3 min)

Practice: Students fill Template using personal information. (2 min)

Students practice introducing themselves using the template given

before. (5 min)

Use: Students introduce themselves in front of the class.(30 min)

VOCABULARY Presentation: T introduce vocabulary related to days of the week and numbers 30 min
RANGE from 0 -10 using flash cards. (5 min)

Practice: Students drill on two vocabulary lists concerned with days of the
week & numbers 0-10. (Vocabulary bank section) (Page 116, 1 & 2) (10
min)

Production: Students play Memory game activity using days of the week. (5
min)

Students partake in Group forming activity using numbers 0 -10. (10 min)
GRAMMATICAL Presentation: T explains on how to form affirmative, negative and 40 min
ACCURACY interrogative sentences using verb be and subject pronouns I & You.
(Grammar bank section) (Page 92, 1A) (20 min)

Practice: Students work on grammar exercises completion (grammar bank

section) (Page 93, 1A, exercises a, b, c & d, item 1A) (10 min)

Production: Students work on unscramble sentences activity. (10 min)

SPOKEN FLUENCY Presentation: T presents and models a short conversation script related to 30 min
introducing yourself (5 min)
.
Practice: Students practice the previously modeled conversation in pairs. (10
min)

use: Students go around the classroom introducing themselves using their

personal information with as many classmates as they can. (15 min)
PHONOLOGICAL Presentation: Students listen to a track having some words which contains the 20 min
CONTROL sounds /h/ /ai/ /i/. (Page 5 track 1. 11)(2 min)

Practice: T Explains on how to articulate and produce the sounds mentioned

before. (5 min)

Students practice pronouncing words using the sounds stated before as a whole
class. (Page 5, sound chart) (5 min)
 Production: Students practice pronouncing the sounds in sentences. (Page 5)
(8 min)

1. Hello, Henry Here.

2. Hi! I'm nice.
3. Meet Henry Green at Three.
SOCIOLINGUISTIC Note: This is a attitudinal competence hence it is immersed in all the above
APPROPRIATENESS activities.

Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 1 Classroom: Time:
Lesson: 2. Saying where someone is from Date:
Resources: Topics:
1. Text book
2. Board 1. Countries
3. Markers 2. Verb Be: He, she, it
4. Data show 3. Sounds /I/ /OU/ /E/
5. Itools
Competencies Assessment Criteria
Can follow speech which is very slow He/ She follows speech with long pauses when the countries' vocabulary
and carefully articulated, with long is used in audios, dialogues etc.
pauses for him/her to assimilate
meaning. He/ She follows very slow speech when the verb be and the personal
(OVERALL LISTENING pronouns he, she, it is used in simple audios, dialogues, conversations
COMPREHENSION) etc.
Can interact in a simple way but He/ She produces simple phrases using the verb be and the personal
communication is totally dependent on pronouns he, she, it when engaging in conversations
repetition at a slower rate of speech,
rephrasing and repair. He/ She produces simple phrases using the Countries' Vocabulary when
engaging in conversations
(OVERALL SPOKEN
INTERACTION)
Can produce simple mainly isolated He/ She produces simple phrases using the verb be and the personal
phrases about people and places. pronouns he, she, it when engaging in conversations

(OVERALL SPOKEN He/ She produces simple phrases using the Countries' Vocabulary when
PRODUCTION) engaging in conversations
Can write simple isolated phrases and He / She writes simple isolated phrases and sentences.
sentences. using countries' vocabulary.

(OVERALL WRITTEN He / She writes simple isolated phrases and sentences using the verb be
PRODUCTION) and the personal pronouns “he, she, it”.

Has a basic vocabulary repertoire of He / She identifies and uses Countries' vocabulary in isolated phrases,
isolated words and phrases related to sentences etc.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses the verb be and the personal pronouns “he,
she, it” in isolated phrases, sentences etc.
He / She asks and answers simple questions using the Countries' Vocabulary
Shows only limited control of a few
simple grammatical structures and He / She asks and answers simple questions using the verb be and the
sentence patterns in a learnt repertoire. personal pronouns “he, she, it”
(GRAMMATICAL ACCURACY)
Pronunciation of a very limited He/ She pronounces word and phrases where /I/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by He/ She pronounces word and phrases where /OU/ sound is used.
native speakers used to dealing with
speakers of his/her language group. He/ She pronounces word and phrases where /E/ sound is used.
(PHONOLOGICAL CONTROL)

Class Procedure
Competencies Procedure Time
Pre: Students analyze a picture related to an upcoming track in order to guess
OVERALL its content. Page 6 track 1.19(10 min) 40 min
LISTENING
COMPREHENSION During: Students take notes as they listen to the track mentioned before (track
AND 1.19) (10 min)
OVERALL
WRITTEN Students get in small groups and compare notes as a way to build
PRODUCTION understanding. (10 min)

Post: Students use their notes to solve a listening gap filling exercise on the
same page.(10 min)
OVERALL Presentation: T presents and models a short dialogue script concerned with 60 min
SPOKEN nationalities. Page 6 (10 min)
INTERACTION
AND Practice: Students get in pairs and practice the dialogue. (20min)
OVERALL
SPOKEN Use: Students role-play the dialogue in the front. (30 min)
PRODUCTION

VOCABULARY Presentation: T introduces vocabulary concerned with countries and 60 min

RANGE nationalities using celebrities’ pictures and names. (10 min)
 Practice: T Shows and models two vocabulary lists related to countries and
nationalities. Students drill on all items from each list. Vocabulary bank, page
117 (20 min)

Production: Students play guessing game using more celebrities’ pictures. Plus,
T can also use famous places pictures such as the Machu pichu to play this
game. (30 min)
Presentation: T shows and explain a grammar chart concerned with Verb Be:
He, she, it. Grammar bank section, page 92(20 min) 50 min
GRAMMATICAL
ACCURACY
Practice: Students work on some grammar exercises on page 93(10 min)

Production: Students partake in cabbage activity using the verb Be and

pronouns He, She, It. (20 min)
PHONOLOGICAL Presentation: Students listen to a short track concerned with sounds /I/ /OU/ 30 min
CONTROL /E/ Page 7, Track 1.24(10 min)

Practice: Students practice pronouncing the sounds mentioned before as a

whole class. (10 min)

Use: Students pronounce the sounds in full sentences. (10 min)

Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 1 Classroom: Time:
Lesson: 3. Talking about personal information Date:
Resources: Topics:
1. Text book
2. Board 1. The Alphabet.
3. Markers 2. Personal information.
4. Data show 3. The classroom.
5. Itools
Competencies Assessment Criteria
 Can follow speech which is very slow He / She follows very slow speech when personal information expressions
and carefully articulated, with long are used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He / She follows very slow speech when classroom’s objects and
(OVERALL LISTENING commands are used in audios, dialogues, etc
COMPREHENSION)
He / She follows very slow speech using when the alphabet is used to
spell personal information such as names ,last names ,phone numbers in
audios ,dialogues etc.
Can interact in a simple way but He / She interacts in a simple way using personal information expressions
communication is totally dependent on when engaging in dialogues, conversations, etc.
repetition at a slower rate of speech,
rephrasing and repair
He / She interacts in a simple way using classroom's objects and
(OVERALL SPOKEN commands when engaging in dialogues, conversations, etc.
INTERACTION)
He / She interacts in a simple way using the alphabet to spell personal
information such as names, last names, phone numbers when engaging in
audios, dialogues etc.
Can produce simple mainly isolated He/ She produces simple phrases isolated when personal information
phrases about people and places. expressions are used in conversations or communicative activities
(OVERALL SPOKEN
PRODUCTION) He/ She produces simple phrases isolated when classroom's objects and
commands are used in conversations or communicative activities.
Can write simple isolated phrases and He/ She writes simple isolated phrases and sentences
sentences. related to personal information.
(OVERALL WRITTEN
PRODUCTION) He/ She writes simple isolated phrases and sentences
using classroom's objects and commands

Has a basic vocabulary repertoire of He / She identifies and uses the alphabet when spelling words related to
isolated words and phrases related to personal information.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses personal information expressions in isolated
phrases, sentences, etc.

He / She identifies and uses classroom’s objects and commands in isolated

phrases, sentences, etc.
Can understand instructions addressed He/ She understands carefully addressed instructions when classroom
carefully and slowly to him/her and objects are used.
follow short, simple directions.
(LISTENING TO He /She understands and follows short simple classroom commands.
ANNOUNCEMENTS AND
INSTRUCTIONS)
Can establish basic social contact by He/ She establishes basic social contact using the courtesy expressions in
using the simplest everyday polite forms conversations, communicative activities etc.
of: greetings and farewells; introductions;
saying please, thank you, sorry, etc. He / She establishes basic social contact using greetings and leave-taking in
(SOCIOLINGUISTIC conversations, communicative activities etc.
APPROPRIATENESS)
 Class Procedure
Competencies Procedure Time
Pre: Students guess on the content of an upcoming track. page 9, track 1.34
OVERALL (5 min) 30 min
LISTENING
COMPREHENSION During: Students listen to the track mentioned before. (10 min)
AND
(LISTENING TO Post: Students are presented the listening track script. The script sentences are
ANNOUNCEMENTS disorganized. Students number them chronologically.( 15 min)
AND
INSTRUCTIONS)
OVERALL SPOKEN Presentation: Students are shown the same listening track script(dialogue) 30 min
INTERACTION from previous activity. T models the dialogue for students. (5 min)
AND
OVERALL SPOKEN Practice: Students get in pair and practice the dialogue. (10 min)
PRODUCTION
Use: Students role-play the dialogue in the front (15 min)
OVERALL Presentation: Students are shown hotel registration form model filled with T 30 min
WRITTEN personal info. (5 min)
PRODUCTION
During; Students are given an empty registration form. Students fill the empty
registration form mentioned before using their personal info. (10 min)

Post: Students go around the classroom sharing their registration form with as
many classmates as they can. (15 min)
Presentation: T introduces vocabulary concerned with classroom objects using
VOCABULARY flash cards. (10 min) 30 min
RANGE
Practice: Students drill on two vocabulary lists concerned with classroom
objects. page 118, vocabulary Bank (10 min)

Use: Students get in groups and brainstorm as many classroom objects as they
can.(10min)

Observations:
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 Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 2 Classroom: Time:
Lesson: 1. Expressing Nationalities Date:
Resources: Topics:
1. Text book 1. Verb be: We, you ,they
2. Board 2. Countries
3. Markers 3. Nationalities
4. Data show 4. Sounds / tʃ/, / ʃ/
5. Itools
Competencies Assessment Criteria
Has a basic vocabulary repertoire of He / She identifies and uses countries in isolated phrases, sentences, etc.
isolated words and phrases related to
particular concrete situations. He / She identifies and uses nationalities in isolated phrases, sentences, etc.
(VOCABULARY RANGE)
Pronunciation of a very limited He / She pronounces words when the / tʃ/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by He / She pronounces words when the sound / ʃ/ is used.
native speakers used to dealing with
speakers of his/her language group.
(PHONOLOGICAL CONTROL)

Shows only limited control of a few He/ She shows limited control of personal pronouns we, you and they and
simple grammatical structures and the verb Be when forming affirmative simple sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of personal pronouns we, you and they and
the verb to Be when forming negative simple sentences.

He/ She shows limited control of personal pronouns we, you and they and
the verb to Be when forming interrogative simple sentences.
Can write simple isolated phrases and He/ She writes simple isolated phrases and sentences using verb be and
sentences. the personal pronouns we, you and they.
(OVERALL WRITTEN
PRODUCTION) He/ She writes simple phrases and sentences using nationalities to give
personal information.

He/ She understands very short, simple texts where information related to
Can understand very short, simple text nationalities is used.
a single phrase at a time, picking up
familiar names, words and basic He/ She understand very short, simple texts where verb be and the
phrases and rereading as required. personal pronouns, we, you and they are used.
(OVERALL READING
COMPREHENSION)

He/ She follows speech with long pauses when greetings and leave-
Can follow speech which is very slow takings expressions are used in audios, dialogues etc.
and carefully articulated, with long
pauses for him/her to assimilate He/ She follows very slow speech when the personal pronouns we, you
meaning. and they are used in simple, audios, dialogues, conversations etc.
(OVERALL LISTENING
COMPREHENSION)
He/ She asks and answer simple questions using nationalities and
Can ask and answer simple questions, adjectives engaging in dialogues, conversations, etc.
initiate and response to simple
statements in areas of immediate need He/ She initiates and respond to simple statements using the verb be and
or on very familiar topics. the personal pronouns we, you and they when engaging in dialogues,
(OVERALL SPOKEN conversation, etc.
INTERACTION)

Class Procedure
Competencies Procedure Time
Presentation: Vocabulary lists presentation using I tools from page 117 about
countries and nationalities or Teacher can design his/her own vocabulary
presentation. (15 min)

Practice: Students are asked to go to the text book vocabulary bank. Students
VOCABULARY are presented vocabulary list related to countries. They listen to the audio and 70 min
RANGE repeat it on page 117, part 2. (10 min)

Students are given a piece of paper with a country or nationality on it, they have
to pronounce it to a partner and switch at least three times. (5 min)

Production: Students are asked to make pairs and write a short conversation
using the new vocabulary on their notebooks, after that they have to present in
front of the class. (30 min)
Example:
A: Where are you from?
 B: I am from Chile, and you?
A: I am from Canada.

Students are given a piece of paper with a nationality on it and by making pairs
one is going to guess the nationality assigned by making question (students will
have six attempts). (10 min)
Example:
A: Are you Peruvian?
B: No, I am not.
A: Are you Brazilian?
B: No, I am not.
A: Are you Nicaraguan?
B: Yes, I am.
Presentation: Students listen to a track having some words which contain the 12 min
sounds / tʃ/ / ʃ/, on page 10, 2a. (2 min)

PHONOLOGICAL Practice: Students are shown a list of words concerned with the sounds
CONTROL mentioned before. Teacher models on how to articulate and produce them.
Students practice pronouncing words using the sounds stated before. (5 min)

Production: Students give examples with words which contains the sounds
practiced before. (5 min)
Presentation: 90 min
A Power Point presentation is shown to the students using the Resources
section from the Itools which explains the Present Tense verb to Be: we, you
and they. (10 min)

Practice: Students are asked to work on some grammar exercises from the
GRAMMATICAL grammar bank section, on page 95. (20 min)
ACCURACY
Teacher projects exercises from the website, students will complete it by using
verb be in different forms (affirmative, and negative) (20 min)

https://www.myenglishpages.com/site_php_files/grammar-exercise-be-present.php

Production: Students complete exercises on a worksheet from the Itools

Grammar Photocopiable about Present Tense verb to Be: we, you and they.
(20 min)

Students write 5 sentences by using verb be and subject pronouns we, you and
they. (Affirmative, negative and questions) (20 min)
Pre: Students are presented pictures related to an upcoming listening tracks on
page 11. Students analyze the pictures in order to guess the tracks contents. (5
min)
OVERALL 27 min
LISTENING During: Students listen short tracks concerned with the pictures shown on
COMPREHENSION previous activity. (2 min)

Post: Students listen to the track again and number the pictures from 1-3.
Students are asked to make pairs and repeat the conversation already listened. In
 the same group mark the sentences right or wrong on page 10, exercise b, from
Listening and Reading. (20 min)

Presentation: Students look the pictures and read the examples on page 11 18 min
OVERALL paying close attention to the examples given:
WRITTEN
PRODUCTION Is Adele American?
AND No, she isn’t. She is English. (3 min)
OVERALL
READING Practice: Students write questions based on the example given in the
COMPREHENSION presentation with every picture on page 11. (8 min)

Production: Students are asked to make pairs and practice the questions and
sentences written previously. (7 min)
Presentation: Students are presented a list of questions using verb be. (3 min) 23 min
OVERALL
SPOKEN Practice: Students drill on the previously mentioned list of questions as a whole
INTERACTION class and teacher will provide the meaning of unknown words.
Students are asked to practice the list of questions in pairs. (5 min)

Use: Students are asked to role-play the list of questions in front of the class
back and forth. (15 min)

Are you hot?

Are they your books?
Is Mr. Peters from United States?
Are they Mexican?
Are they married?
Am I right or wrong?
Is it your car?
Is it your bicycle?
Are they Nicaraguan?

Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 2 Classroom: Time:
Lesson: 2. Discussing personal information Date:
Resources: Topics:
1. Text book 1. Wh- and How questions with be
2. Board 2. Numbers 11-100
3. Markers 3. Personal information
4. Data show 4. Saying phone numbers
5. Itools 5. Sentence stress
6. Photocopiable material
Competencies Assessment Criteria
Has a basic vocabulary repertoire of He / She identifies and uses cardinal numbers from 11 to 100and days of
isolated words and phrases related to the week in isolated phrases related in personal information.
particular concrete situations.
(VOCABULARY RANGE) He/ She identifies and uses the verb to Be in isolated Wh. And How
questions related to personal information.
Can follow speech which is very slow He/ She follows speech with long pauses in which cardinal numbers 11-
and carefully articulated, with long 100 in isolated phrases and sentences related to personal information.
pauses for him/her to assimilate
meaning. He/ She identifies and uses the verb to Be in isolated Wh- and How
(OVERALL LISTENING questions related to personal information.
COMPREHENSION)
Shows only limited control of a few He/ She shows limited control when forming Wh- questions with Be.
simple grammatical structures and
sentence patterns in a learnt repertoire. He/ She shows limited control when answering Wh- questions.
(GRAMMATICAL ACCURACY)

Can write simple phrases and sentences He/ She writes simple isolated phrases and sentences related to personal
(OVERALL WRITTEN information using cardinal numbers from 11 to 100.
PRODUCTION)
He/ She writes simple isolated Wh- and How questions using the verb Be.
Can produce simple mainly isolated
phrases about people and places. He/ She produces simple mainly isolated Wh- and How questions when
(OVERALL SPOKEN engaging a conversation, dialogues and simple interviews.
PRODUCTION)
He/ She produces personal information questions in conversation,
presentations, dialogues, etc.
Can understand very short, simple text a He/ She understands very short, simple texts where personal information
single phrase at a time, picking up questions are used.
familiar names, words and basic
phrases and rereading as required. He/ She understands very short, simple texts where cardinal numbers from
(OVERALL READING 11 to 100 are used.
COMPREHENSION)
He/ She understands very short, simple text where Wh- questions with Be
are engaged in reading, scripts, and simple texts.

Class Procedure
 Competencies Procedure Time
Presentation: Vocabulary lists presentation using Itools on page 116 about
numbers from 11 to 100 and days of the week. (2 min)
57 min
Practice: Students are asked to go to the text books vocabulary bank. Students
VOCABULARY are presented vocabulary lists related to both numbers and days of the week.
RANGE Students drill on all words from the lists. (10 min)

Students are set in groups of five and ask each other how old they are, then each
of them will say the ages of all in their group. (20 min)

Production: Students are set in pairs and they are given a worksheet from the
Itools Vocabulary Photocopiable about numbers, they have to write their
numbers and dictate them to their partner. (15 min)

Students listen to short track and circle a, or b on page 13. (5 min)

Students listen to short track and number from 1 to 5 the questions shown on
page 13, then choose the right answer. (5 min)
Pre: Students are presented pictures related to an upcoming listening tracks on
page 12. Students analyze the pictures in order to guess the tracks contents. (5
OVERALL min) 18 min
LISTENING
COMPREHENSION During: Students listen to short tracks related to the pictures shown on previous
activity. (3 min)

Post: Students listen to the track again and work on some gap filling exercises
on page 12. Students make pairs and practice the dialogue. (10 min)
Presentation: A Power Point presentation is shown to the students using the 65 min
Resources section from the I tool which explains the use of Wh- and How
questions with verb be. (10 min)
GRAMMATICAL
ACCURACY Practice: Students are asked to work on some grammar exercises from the
grammar bank section on page 95. (15 min)

Production: Students are set in pairs and complete exercises on a worksheet

from the Itool Grammar Photocopiable, after that, they read the questions
back and forth. (15 min)

Students match questions with their answers on page 12. (5 min)

Students are set in pairs, they are given pieces of paper with parts of 2 questions,
they have to scrumble them in a short period of time until they get the right
structure. (20 min)

Do - live - ? - Where - you (incorrect)

Where do you live? (Correct)

 Presentation: Students are presented with a list of questions using Wh- and
OVERALL How questions on page 13. (2 min)
WRITTEN 37 min
PRODUCTION Practice: Students listen and repeat the questions. Teacher will provide the
AND meaning of unknown words. (5 min)
OVERALL
SPOKEN Use: Students choose 5 questions from the list shown before or write others
PRODUCTION related on personal information. Teacher will make pairs randomly, and each
pair will ask and answer their questions and switch pairs at least 3 times. (30
min)
Presentation: Students are given a reading text named “The five W’s”. (3 min) 63 Min
https://www.education.com/worksheet/article/wh-questions/
OVERALL
READING During: Students read chunks of the reading one by one until they finish the
COMPREHENSION text. Teacher will provide the meaning of unknown words with their
pronunciation. (20 min)

Post: Students answer questions about the text given before included in the
reading. Teacher can handle other reading based on the topic with a
questionnaire.
(10 min)

Students make a sum up about the reading. Once they finish their sum up, they
work in pairs and read them. (30 min)

Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 3 Classroom: Time:
Lesson: 1. Classifying singular and plural nouns Date:
Resources: Topics:
1. Text book 1. Verb be: Singular and plural nouns
2. Board 2. Small things
3. Markers 3. Sounds / z/ / s/; plural endings
4. Data show
5. Itools
Competencies Assessment Criteria
 Has a basic vocabulary repertoire of He / She identifies and uses small things in isolated phrases, sentences, etc.
isolated words and phrases related to
particular concrete situations. He / She identifies and uses indefinite articles like a and an in isolated
(VOCABULARY RANGE) phrases, sentences, etc.

He / She identifies and uses plural in isolated phrases, sentences, etc.

Shows only limited control of a few He/ She shows limited control of indefinite articles a/an when forming
simple grammatical structures and simple sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of singular and plural nouns when forming
simple sentences.
Pronunciation of a very limited He / She pronounces words when the / z/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by He / She pronounces words when the sound / s/ is used.
native speakers used to dealing with
speakers of his/her language group. He / She pronounces words when the plural endings sounds are used.
(PHONOLOGICAL CONTROL)
Can follow speech which is very slow He/ She follows speech with long pauses when indefinite articles a/an are
and carefully articulated, with long used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He/ She follows speech with long pauses when plural and singular
(OVERALL LISTENING nouns are used in audios, dialogues, etc.
COMPREHENSION)
He/ She follows speech with long pauses when small common vocabulary
are used in audios, dialogues, etc.
He / She articulates very short isolated spoken expressions when the
Can manage very short, isolated, mainly indefinite articles a/an are used.
prepackaged utterances, with much
pausing to search for expressions, to He / She articulates very short isolated spoken expressions when singular
articulate less familiar words, and to and plural nouns are used.
repair communication.
(SPOKEN FLUENCY) He / She articulates very short isolated spoken expressions when common
objects vocabulary is used.
Can understand very short, simple text a He/ She understands very short simple texts where indefinite articles: a/an,
single phrase at a time, picking up plural and singular nouns are used.
familiar names, words and basic
phrases and rereading as required. He/ She understands very short simple texts when vocabulary related to a
(OVERALL READING common objects are used.
COMPREHENSION)

Class Procedure
Competencies Procedure Time
 Presentation: Teacher shows the new vocabulary about things in the classroom
on page 119. (5 min) 39 min
VOCABULARY
RANGE Practice: Teacher pronounces the words and then Students repeat them. (10
min)

Students have to remember things from the classroom and mention their names
in English when teacher asks. (10 min)

Production: Teacher gives a sheet of paper where students have to write the
objects name in English if the student doesn’t know the word is free to look it
up from Resources: 3A Vocabulary photocopiables. (10 min)

Students are set in pairs, they look at the photo on page 77 communication,
memory game for 30 seconds and they close their book after they have to
answer the following question: Can you remember all the things in the photo? (4
min)
GRAMMATICAL Presentation: Teacher shows and explains the grammar rules about indefinite
ACCURACY articles a/an and plurals from Resources: 3A Grammar Bank from the Itools.
(5 min) 50 min

Practice: Students have to complete the chart by using the singular and plural
on page 97, exercise 3A exercise a then they will check it with the teacher. (10
min)

Students make questions and answers on the notebook by using each pictures on
the right on page 97, exercise 3A exercise b. (15 min)

Production: Students complete a worksheet exercises A and B taken by

Resources: Grammar photocopiables from the Itools, Grammar file 3. (20
min)
Presentation: students listen to a track having some words which contain the
PHONOLOGICAL sounds / z/ / s/ on page 17. (3 min)
CONTROL
Practice: Students will practice the pronunciation with the teacher from page 35 min
17 exercise a, the track will be played twice. (6 min)

Students will practice the pronunciation with the teacher from page 17 exercise
b, the track will be played twice. (6 min)

Production: Each student provides a basic sentence by using a word from the
chart shown before. They will practice words intonation. (20 min)
Example: The snake is dangerous.
He’s my friend.
They are my books.
Etc.
 Presentation: Teacher presents an audio about singular and plural nouns rules
(questions and answers) on page 96 ,3A. (2 min)

OVERALL Practice: Students listen to the audio on page 17 and while they are listening to 10 min
LISTENING the singular, the teacher has to make a pause so the students answer with the
COMPREHENSION plural form. (5 min)

Production: Students complete the listening exercise on page 17, exercise 1.71.
The listening will be played twice to do it so. Students work on a gap filling
exercise about the audio listened before. (3 min)
Presentation: Teacher provides examples using the questions: what is it? What
are they? (5 min)
SPOKEN Example:
FLUENCY A. What is it? 35 min
It is a board.
B. What are they?
They are markers.

Practice: Students uses the pictures on the right, then ask and answer with a
partner what they have looked at. Teacher will help them.
Example: what is it? It is a notebook. (10 min)

Use: Student A asks what her/ his partner has in his/ her bag or backpack, then
student B answers. Ex: (20 min)

A: What is it?
B: it is a pencil.
A: what are they?
B: They are keys.
Presentation: Students are given a printable worksheet with a reading on it. (2
min)
https://en.islcollective.com/english-esl-worksheets/grammar/articles/reading- 71 min
OVERALL comprehension-articles/63446
READING
COMPREHENSION During: Students complete the text provided before using indefinite articles
(a/an). (15 min)

Students read short chunks from the text as a whole class until they finish.
Teacher will provide the meaning of unknown words. (19 min)

Post: Students answer questions given by the teacher about the text read before.
Give at least 5 questions. (15 min)

After reading and understanding the text, students have to write a sum up about
what they remember. As soon as they finish, they will be set in pairs and read it
with each other. (20 minutes)
Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
 Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 3 Classroom: Time:
Lesson: 2. Pointing out common objects Date:
Resources: Topics:
1. Text book 1. Verb be: this, that, these, those
2. Board 2. More small things
3. Markers 3. Sounds / ð/ /æ/
4. Data show
5. Itools
Competencies Assessment Criteria
Has a basic vocabulary repertoire of He / She identifies and uses this, that, those and these in isolated phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses classroom objects in isolated phrases,
sentences, etc.

He / She identifies and uses verb be and personal pronouns in isolated

phrases, sentences, etc.
Shows only limited control of a few He/ She shows limited control of demonstrative adjectives when forming
simple grammatical structures and affirmative sentences.
sentence patterns in a learnt repertoire
(GRAMMATICAL ACCURACY) He/ She shows limited control of demonstrative adjectives when forming
negative sentences.

He/ She shows limited control of demonstrative adjectives when forming

interrogative sentences.
Pronunciation of a very limited
repertoire of learnt words and phrases He/ She pronounces the sounds /d/ in simple words and phrases.
can be understood with some effort by
native speakers used to dealing with He/ She pronounces the sounds /a/ in simple words and phrases.
speakers of his/her language group.
(PHONOLOGICAL CONTROL)
Can follow speech which is very slow He / She follows speech with long pauses when demonstrative adjectives
and carefully articulated, with long are used in in audios, dialogues etc.
pauses for him/her to assimilate
meaning. He / She follows speech with long pauses when understands carefully
(OVERALL LISTENING articulated speech when common objects vocabulary are used in audios,
COMPREHENSION) dialogues etc.

He / She follows speech with long pauses when demonstrative adjectives

when are used in audios, dialogues etc.
Can manage very short, isolated, mainly He/ She articulates very shorts isolated spoken expressions when
prepackaged utterances, with much demonstrative adjectives are used.
pausing to search for expressions, to
articulate less familiar words, and to He/ She articulates very shorts isolated questions using the demonstrative
repair communication. adjectives in conversations.
(SPOKEN FLUENCY)
He/ She articulates very shorts isolated spoken expressions when sentences
related to common objects vocabulary are used.
Can produce simple mainly isolated He/ She produces simple insolates phrases when demonstratives
phrases about people and places. adjectives are used.
(OVERALL SPOKEN
PRODUCTION) He/ She produces simple insolates phrases when vocabulary related to
common objects are used.

He/ She produces simple insolates phrases when demonstrative adjectives

and common objects vocabulary are used.

Class Procedure
Competencies Procedure Time
Presentation: Students look at some pictures about different kind of objects on
page 18. If they do not know the word in English, they can look it up in a 21 min
VOCABULARY dictionary. (3 min)
RANGE
Practice:
After identifying the meaning of the words complete exercise “a” in the
vocabulary section. (3 min)

Then, do exercise “b” matching the objects name with the objects shown in the
picture on page 18. (5 min)

Production: Give 5 examples about what small things you have in your room
using the articles a and an. (10 min)
Example: pants, a wardrobe, a bottle, etc.
Presentation:
Give explanation projecting a power presentation from Resources I tool about
this, that, these, those. (10 min)

Provide some examples to students to help them get familiar with the topic. (5
min)

Example:
GRAMMATICAL
1. This is a marker. 98 min
ACCURACY
2. These are books.
3. That is a dog.
4. Those are chairs.

Practice:
 Students will complete 4 exercises from the Grammar bank on page 19,
exercise a with the teacher, orally. (3 min)

Grammar exercise completion page 96

Students complete exercise c from the same grammar part, but in this case
individually. (8 min)

Students will say them aloud, so the teacher can check them. (2 min)

Production:
Complete exercises from the grammar bank on page 97-unit 3B. (20 min)

Provide and complete at printable worksheet taken from the Resources-

Grammar Photocopiable File 3b. (25 min)

Students will complete a worksheet about Demonstrative Pronouns.

https://en.islcollective.com/english-esl-worksheets/grammar/pronouns-these-
those/these-those/44826 (25 minutes)
Presentation: Students are shown a chart which contains the sounds / ð/ /æ/.
Teacher models on how to articulate and produce them. (2 min)
PHONOLOGICAL 11 min
CONTROL Practice: Students listen and practice pronouncing words using the sounds
stated before on page 19. (Exercise a pronunciation). (5 min)

Production: Students are asked to practice pronouncing the sounds in full

sentences in exercise b. Examples: These toys, this notebook, that chair, and
those coats are from Nicaragua. (4 min)
Pre: Students are presented with a text which they have to read it and
familiarize with it. (3 min)
OVERALL
LISTENING During: Students listen to a short track concerned with text presented 15 min
COMPREHENSION previously. The track will be played twice for the student to complete it. (3 min)

The same track will be played one more time to check pronunciation. (2 min)

Post: Listening gap filling exercise page 18 track 2.2

Students do exercise a and b in the Listening and Speaking part on page 19.
The audio will be played twice to fill the gaps. (2 min)

Teacher plays a video chosen from the internet where students will reinforce the
grammar part and complete some exercises included in the audio. The
completion exercise should be done orally.
https://www.youtube.com/watch?v=jVy1HnIwCrc (5 min)
Presentation: In pairs students are given 6 different sentences, some of them
are wrong and the other are right Students have to identify the error and tell 95 min
SPOKEN them aloud; this would be done in pairs. Example. (15 min)
FLUENCY
AND This are good books. (Incorrect)
That are chairs. (Incorrect)
 OVERALL
SPOKEN Practice: In pairs, students have to ask 5 questions (Orally) to a partner using
PRODUCTION the Demonstrative Pronouns. (20 min)

Example:
What is this? this is a chair.
What are those? Those are tables.

Use: Students have to create a short role play about going shopping where they
have to use these, those, that, and this. This will be done in groups of 3 students
(30 min)

The role play will be presented in front of the class. (30 min)

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 3 Classroom: Time:
Lesson: 3. Saying and understanding prices Date:
Resources: Topics:
1. Text book 1. Saying and understanding prices.
2. Board 2. Buying coffee
3. Markers 3. Sounds /ʊr/, /s/, /k/
4. Data show
5. Itools
Competencies Assessment Criteria
Can follow speech which is very slow He/ She follows speech with long pauses when vocabulary related to
and carefully articulated, with long prices are used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He/ She follows speech with long pauses when vocabulary related to
(OVERALL LISTENING buying coffee is used in audios, dialogues, etc.
COMPREHENSION)
Pronunciation of a very limited He/ She pronounces the sounds /ʊr/ in simple words and phrases.
repertoire of learnt words and phrases
can be understood with some effort by He/ She pronounces the sounds /s/ in simple words and phrases
native speakers used to dealing with
speakers of his/her language group. He/ She pronounces the sounds /k/ in simple words and phrases
(PHONOLOGICAL CONTROL)
 Can produce simple mainly isolated He/ She produces mainly phrases using vocabulary related to prices when
phrases about people and places. engaging in conversations.
(OVERALL SPOKEN
PRODUCTION) He/ She produces mainly phrases using expressions related to buying
coffee when engaging in conversations.

Can interact in a simple way but He/ She interacts using in a simple way vocabulary related to prices when
communication is totally dependent on engagement dialogues, conversations etc.
repetition at a slower rate of speech,
rephrasing and repair. He/ She interacts using in a simple way questions related to products when
(OVERALL SPOKEN engagement dialogues, conversations etc.
INTERACTION)
Can copy out single words and short He/ She understands short texts related to shopping vocabulary.
texts presented in standard printed
format. He/ She reproduces short texts related to shopping vocabulary.
(PROCESSING TEXT)
Has a basic vocabulary repertoire of He / She identifies vocabulary related to prices in phrases, sentences, etc.
isolated words and phrases related to
particular concrete situations. He / She identifies quantities in simple “How much” statements, phrases,
(VOCABULARY RANGE) sentences, etc.
Can manage very short, isolated, mainly He/ She articulates very shorts isolated spoken expressions when
pre-packaged utterances, with much vocabulary related to prices are used.
pausing to search for expressions, to
articulate less familiar words, and to He/ She articulates very shorts isolated spoken expressions using
repair communication. vocabulary related to food are used.
(SPOKEN FLUENCY)

Class Procedure
Competencies Procedure Time
OVERALL Activity 1
LISTENING Pre: Students are presented pictures related to an upcoming listening tracks on
COMPREHENSION page 20. Students analyze the pictures in order to guess the tracks contents and
try to guess in which countries people use those currencies. (7 min) 31 min

During: Students listen to short tracks concerned with the pictures shown on
previous activity. (3 min)

Post: Students match the prices and words in exercise b. (6 min)

Activity 2
Pre: T elicits on an upcoming video using a picture and tittle page 21, people
on the streets. (5 min)

During: Students watch the video mentioned before. (3 min)

 Post: Students complete a chart on the same page using information from the
video. Students compare their charts with their classmates (7 min)

PHONOLOGICAL Presentation: Students listen to a track having some words which contains the
CONTROL sounds /ʊr/, /s/, /k/, page 20, pronunciation exercise a. (5 min)
23 min
Practice: Students are shown a chart concerned with the sounds mentioned
before. Teacher models on how to articulate and produce them. Students
practice pronouncing words using the sounds stated before. (10 min)

Production: Students are asked to practice pronouncing the sounds in full

sentences, exercise b. (8 min)

Eg. Euros are money in Europe.

The price is six dollars and sixty cents.
How much is a cup of coffee in Canada?
OVERALL Presentation: Teacher plays an audio about a dialogue in a restaurant. During
SPOKEN the second time played, students will work on a gap filling exercise on page 21,
PRODUCTION exercise b. (3 min) 36 min

SPOKEN Practice: Students are set in pairs and they will practice the dialogue filled
FLUENCY before. (5 min)

OVERALL Use: With the same pair set before, students will role-play a dialogue written by
SPOKEN themselves, in which they have to use different prices. (14 min)
INTERACTION
Students will present their dialogues using different prices in front of the class.
(14 min)
Presentation: T introduces vocabulary related to prices and currency using
flash cards. (10 min)

VOCABULARY Practice: Students drill on two vocabulary lists concerned with prices and
RANGE currency. (10 min) 30 min

Post activity: Students play memory game using the target vocabulary
mentioned before. (10 min)

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
 Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 4 Classroom: Time:
Lesson: 1. Expressing relationships and possessions Date:
Resources: Topics:
6. Text book 5. Possessive Adjectives
7. Board 6. Possessive (´s)
8. Markers 7. Sounds /ə / /ʌ / / ə r/
9. Data show
10. Itools
Competencies Assessment Criteria
Has a basic vocabulary repertoire of He / She identifies and uses the family members’ vocabulary in isolated
isolated words and phrases related to phrases, sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses the family members’ vocabulary in isolated
phrases, sentences, etc.

He / She identifies and uses possessive adjectives in isolated phrases,

sentences, etc.

He / She identifies and uses possessive adjectives in isolated phrases,

sentences, etc.
Shows only limited control of a few He / She shows limited control of possessive adjectives when forming simple
simple grammatical structures and sentences.
sentence patterns in a learnt repertoire. He / She shows limited control of possessive “S” when forming simple
(GRAMMATICAL ACCURACY) sentences.
 Pronunciation of a very limited He / She pronounces words when the sound /ə/ is used.
repertoire of learnt words and phrases
can be understood with some effort by He / She pronounces words when the sound /ʌ/ is used.
native speakers used to dealing with
speakers of his/her language group. He / She pronounces words and when the sound /ər/ is used.
(PHONOLOGICAL CONTROL)
Can follow speech which is very slow He / She follows carefully articulated speech when adjectives are used in
and carefully articulated, with long audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He / She follows very slow speech when colors are used in, audios,
(OVERALL LISTENING dialogues, etc.
COMPREHENSION)
Can write simple isolated phrases and He / She writes simple phrases using adjectives to describe people and
sentences. objects.
(OVERALL WRITTEN
PRODUCTION) He / She writes simple sentences using colors to describe people and objects.

Can understand very short, simple texts He / She understands very short simple texts when possessive adjectives are
a single phrase at a time, picking up used.
familiar names, words and basic
phrases and rereading as required. He / She understands very short simple texts when the possessive “S” is used.
(OVERALL READING
COMPREHENSION) He / She understands very short simple texts when family member’s
vocabulary is used.
Can manage very short, isolated, mainly He/ She articulates very short isolated spoken expressions when possessive
pre-packaged utterances, with much adjectives are used.
pausing to search for expressions, to
articulate less familiar words, and to He/ She articulates very short isolated spoken expressions when possessive
repair communication. “S” is used.
(SPOKEN FLUENCY)
He/ She articulates very short isolated spoken expressions when vocabulary
related to family members is used.

Class Procedure
Competencies Procedure Time
Presentation: Students are provided with a list of vocabulary about Family
VOCABULARY members and people from page 120 exercise a, and b. (5 min) 25 min
RANGE
Practice: Teacher presents a chart of irregular plurals and pronounces the
singular words and their plurals, after teacher plays an audio about the same
chart and students listen and repeat the irregular plurals. Exercise 1c on page
120, from the Itool. (10 min)

Production: In pairs students use the same chart above and one student says the
singular and the other the plurals. Exercise 1c on page 120, from the Itool (10
minutes)
 Presentation: Teacher shows the possessives rules on page 98 and Resources:
grammar bank 4A. (15 minutes)
94 min
GRAMMATICAL Practice:
ACCURACY Teacher shows three sentences on page 98 using the possessives. from the
Grammar bank. Students listen and repeat the sentences from the previous
exercise. (9 min)

Students complete exercises using the possessives on page 99, exercise 4a and
4b. (20 min)

Students replace the personal pronouns by possessive adjectives.

https://www.myenglishpages.com/site_php_files/grammar-exercise-possessive-
adjectives.php (20 min)

Students choose the right possessive adjective.

https://www.myenglishpages.com/site_php_files/grammar-exercise-possessive-
adjectives.php (15 min)

Production: Students do a worksheet page which was taken from the Itool
Resources- Grammar File 4a. (10 min)
Students write examples about their family members using possessives on their
notebook. (5 min)
Presentation: Teacher presents a chart which contains the sounds /ə / /ʌ // ə r/
PHONOLOGICAL on page 23 from the student’s book. (3 min) 20 min
CONTROL
Students listen to a track having some words which contains the sounds /ə / /ʌ // ə
r/. (3 min)

Practice: Teacher models on how to articulate and produce the sounds from the
chart above. (4 min)

Students practice pronouncing the words and the teacher checks their
pronunciation. (5 min)

Production: Students are asked to practice pronouncing the sounds in full

sentences by themselves. (5 min)

Eg. The woman has seven children.

Pre: Students look at a photo on page 23 where they have to discuss and guess
OVERALL who each person is. (3 min) 23 min
LISTENING
COMPREHENSION Eg. Father, mother, grandmother, etc.

During:

Students have to read the information asked on page 23 and then an audio from
Listening 1.23 will be played for them to number the pictures from 1 to 5.
(5min)
 Then, students have to complete the missing information from exercise 3 b
from Listening. (5 minutes)

Post: Students will listen a text from page 22 to complete it. There is a chart
which provides the words to be used. The audio should be played twice. (10
min)
Presentation: 47 min
OVERALL Students read a text from page 23 and complete the appropriate names required
WRITTEN from the text. Exercise b Speaking and Writing. (5 min)
PRODUCTION
AND Practice:
OVERALL Students write a short paragraph about one member of their families. (10 min)
READING
COMPREHENSION After writing the text, students have to read the text to a partner. (5 min)

Production:

Students read a text from a worksheet taken from the internet.

https://en.islcollective.com/english-esl-worksheets/vocabulary/family/my-
lovely-family/10557 (10 min)

After reading and understanding the text, students have to answer the questions
asked in the sheet of paper. (10 min)

Having practiced the member of the family, students have to complete a chart
from the same sheet of paper. (2 min)

Finally, a list of words is provided with some adjectives, so they can identify
their opposite meanings. (5 min)
Presentation: In pairs. Students talk 5 different statements about their best
SPOKEN friends. 31 min
FLUENCY This is just orally. They have to change pairs 3 time at least. (6 min)

Practice: Students make a short presentation about a fictitious family where

they have to provide all the family names and who they are. Possessives may be
used (´s or Possessive pronouns). (10 min)

Use: In groups of 3, students have to role play a short conversation among

friends. (15 min)

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
 Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 4 Classroom: Time:
Lesson: 2. Describing people and objects Date:
Resources: Topics:
11. Text book 8. Adjectives.
12. Board 9. Colors and common adjectives.
13. Markers 10. Sounds /ɔ/, / ɑr/, / ɔr/.
14. Data show
15. Itools
Competencies Assessment Criteria
Has a basic vocabulary repertoire of He / She identifies and uses the adjectives and colors in phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses adjectives and colors in sentences, phrases
and simple dialogues.
Can follow speech which is very slow He / She follows carefully articulated speech when adjectives are used in
and carefully articulated, with long audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He / She follows very slow speech when colors are used in, audios,
(OVERALL LISTENING dialogues, etc.
COMPREHENSION)
Shows only limited control of a few He / She shows limited control of common adjectives when forming
simple grammatical structures and simple sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He / She shows limited control of vocabulary related to colors when
forming simple sentences.
Can understand very short, simple texts He / She understands very short simple texts where adjectives are used.
a single phrase at a time, picking up
familiar names, words and basic He / She understands very short simple texts where colors are used.
phrases and rereading as required.
(OVERALL READING
COMPREHENSION)
Can write simple isolated phrases and He / She writes simple phrases using adjectives to describe people and
sentences. objects.
(OVERALL WRITTEN
PRODUCTION) He / She writes simple sentences using colors to describe people and
objects.
Can interact in a simple way but He / She interacts in a simple way using adjective when engaging in
communication is totally dependent on dialogues, conversations, etc.
repetition at a slower rate of speech,
rephrasing and repair. He / She interacts in a simple way using colors when engaging in
(OVERALL SPOKEN dialogues, conversations, etc.
PRODUCTION)
Class Procedure
 Competencies Procedure Time
Presentation: Vocabulary lists presentation using Itools, page 121. (2 minutes)
VOCABULARY
RANGE Practice: Students are asked to go to the text books vocabulary bank. Students
are presented vocabulary lists Related to both colors and common adjectives. 37 min
Students listen and drill on all words from the lists. (5 min)

Each student says one simple sentence by using one of the adjectives shown
before. (10 min)

Production: Students are set in pairs; Student A cover the word and Student B
will remember the color of the color and vice versa from page 121. (5 min)

In the same pair, Student A will say an adjective and student B will say the
opposite and vice versa. (5 min)

Students are given a photocopiable worksheet from the Itool resources,

Vocabulary 4B, students will complete it using colors. (10 min)
Pre: Students are presented a picture related to an upcoming listening track on
OVERALL page 24. Students analyze the picture in order to guess the tracks contents. (4
LISTENING min) 16 min
COMPREHENSION
During: Students listen to short tracks concerned with the pictures shown on
previous activity, Vocabulary and Speaking, exercise a. (3 min)

Post: Students listen to the track again and match the cars on the picture with
the nationalities. (3 min)
Students listen to the track about the dialogue, exercise b. After listening it,
practice the dialogue in pairs. Teacher will provide the meaning of unknown
words. (5 min)
Presentation: Students are oriented to go to the text book grammar bank
GRAMMATICAL section on page 98. Teacher explains on how to form sentences using adjectives 45 min
ACCURACY shown before. (10 min)

Practice: Students are asked to work on some grammar exercises from the
grammar bank section on page 99. (20 min)

Production: Students are given a photocopiable worksheet from the Itool

resources, Grammar 4B, students will complete it using adjectives. (15 min)
Presentation: Students are set in pairs and they will discuss on which questions
OVERALL are important for men and which for women, on page 25, 3 Reading exercise a.
READING (5 min) 71 min
COMPREHENSION
During: Students read chunks of the reading one by one until they finish the
text. Teacher will provide the meaning of unknown words with their
pronunciation. (10 min)

Post: Students answer the followed question: Do you agree or disagree with the
article? Why? (8 min)
 Second Reading
Presentation: Students are presented 2 different texts on page 27. (2 min)

Practice: Students read short chunks of the texts one by one until they finish.
Teacher will provide unknown words’ meaning or they can look it up in their
dictionary. (5 min)

Production: Students guess people’s names of each paragraph. After that, they
close their books try to remember the description of some of them. (7 min)

Students answer questions on page 27, exercise b. (10 min)

Students make pairs, write a short description about three people on their family
and share the information with their partner. (30 min)
Presentation: Students are presented a short description about a car. Teacher
reads it, and students repeat. (6 min)
OVERALL 71 min
SPOKEN Practice: In groups of 3 people, students write a short description about their
PRODUCTION family’s car, and also about their dream car following the structure on the book,
AND page 25. Until they finish, they will share the information with their group. (20
OVERALL min)
WRITTEN
PRODUCTION Use: Students will write a short paragraph about an object near themselves,
using adjectives from the list shown at the beginning, or taken from another site.
(15 min)

Students show their paragraph in front of the class. (30 min)

Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 5 Classroom: Time:
Lesson: 1. Talking about personal habits Date:
Resources: Topics:
1. Text book 6. Simple present: I and you
2. Board 7. Common verbs
3. Markers 8. Pronunciation (Linking words).
4. Data show 9. Imperatives
5. Itools
Competencies Assessment Criteria
 He/ She follows carefully articulated speech when subject pronouns
Can follow speech which is very slow and I and You are used in audios, dialogues, etc.
carefully articulated, with long pauses for
him/her to assimilate meaning. He-She follows slow speech when common verbs are used in
(OVERALL LISTENING audios, dialogues etc.
COMPREHENSION)
Shows only limited control of a few simple He/ She shows limited control of personal pronouns I and You and
grammatical structures and sentence the verb Be when forming affirmative simple sentences.
patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of personal pronouns I and You and
the verb to Be when forming negative simple sentences.

He/ She shows limited control of personal pronouns I and You and
the verb to Be when forming interrogative simple sentences.
Has a basic vocabulary repertoire of He / She identifies and uses the common verbs in isolated phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses simple present and the personal
pronouns I and You in isolated phrases, sentences, etc.
Can ask and answer simple questions, He-she produces simple isolated phrases when common verbs are
initiate and respond to simple statements used.
in areas of immediate need or on very
familiar topics. He-She produces isolated phrases when simple present and some
(OVERALL SPOKEN common verbs are used.
INTERACTION)
Can manage very short, isolated, mainly He-She articulates very short isolated spoken expressions when
pre-packaged utterances, with much common verbs are used.
pausing to search for expressions, to
articulate less familiar words, and to He-She articulates very short isolated spoken expressions when
repair communication. subject pronouns I-You and simple present are used.
(SPOKEN FLUENCY)
Pronunciation of a very limited repertoire He-She pronounces words when the h sound is used.
of learnt words and phrases can be
understood with some effort by native He-She pronounces words when the w sound is used.
speakers used to dealing with speakers of
his/her language group. He-She pronounces words when the v sound is used.
(PHONOLOGICAL CONTROL)
Can write simple isolated phrases and He-she writes isolated sentences using simple present and the
sentences. personal pronoun I and You.
(OVERALL WRITTEN
PRODUCTION) He-She writes simple isolated phrases and sentences using common
verbs.
Can ask and answer simple questions, He-She asks and answers simple questions using common verbs.
initiate and respond to simple statements
in areas of immediate need or on very He-She initiates and responds to simple using simple present and
familiar topics. the personal pronouns I and You.
(INFORMATION EXCHANGE)
Class Procedure
 Competencies Procedure Time
Pre: Students are presented pictures related to an upcoming listening track.
OVERALL Students analyze the pictures in order to guess the tracks numbers. Page 28,
LISTENING exercise 1. (5 min)
COMPREHENSION
During: Students listen to the dialogue related to the pictures shown on previous
activity. Page 28, exercise 1. (10 min) 25
min
Post: Students listen to the track again and work on some gap filling exercises.
Page 28, exercise 1. (10 min).
Presentation: Students are oriented to go to the text books grammar bank
section Page 100. Teacher explains on how to form affirmative, negative and
interrogative sentences using verb be and subject pronouns I & You. (15 min).

Practice: Students are asked to work on some grammar exercises from the
grammar bank section 5A page 100.
60
GRAMMATICAL (20 min). min
ACCURACY
Production: Students are given a questionnaire related to personal info to use
I and You. (25 min)

What is your name?

How old are you?
How are you?
What is your phone number?
What classroom are you in?
What level are you in?
What day is today?
Presentation: Introducing a list of common verbs from page 122. (10 min)

Practice: Students are asked to work on the vocabulary bank. Page 122 (15
VOCABULARY min). 35
RANGE min
Production: Students say some sentences using the common verbs. (10 min)
Presentation: Teacher shows pictures, and students call out what they see.
Page 29, exercise 6a. (10 min)

Practice: Students complete the verbs phrases activities taking into account
the pictures previously shown. (10 min)
SPOKEN
FLUENCY Use: Students work with a partner to ask and answer the following questions. 40
(20 min) min
Example: Do you have brother and sisters? Yes, I do
Do you live in a house?
Do you like Thai food?
Do you watch MTV?
Presentation: Teacher pronounces some words and sounds with h, w and v.
Page 29 (5 min)

Practice: Students repeat the words according to the sounds. (5 min)

 PHONOLOGICAL
CONTROL Production: Students apply the sounds previously learned by using linking.
(10 min). 20
min
Presentation: Teacher gives examples of (+, - and ?) sentences on the board,
using common verbs. (5 min)
OVERALL
WRITTEN Practice: Students write 10 sentences using common verbs. (10 min) 30
PRODUCTION min
Use: Students write their own dialogue based on the information previously
learnt. (15 min)
Presentation: Teacher shows the common verbs list and describes an activity.
(5 min). Page 122
INFORMATION
EXCHANGE Practice: Teacher mime one action and students guess by pronouncing one
verb. (10 min) 30
min
Use: In pairs, student A mime one action and student B guess by pronouncing
the verb. (15 min)

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 5 Classroom: Time:
Lesson: 1. Talking about personal habits Date:
Resources: Topics:
1. Text book 6. Simple present: I and you
2. Board 7. Common verbs
3. Markers 8. Pronunciation (Linking words).
4. Data show 9. Imperatives
5. Itools
 Competencies Assessment Criteria
Can follow speech which is very slow and He/ She follows carefully articulated speech when subject pronouns
carefully articulated, with long pauses for I and You are used in audios, dialogues, etc.
him/her to assimilate meaning.
(OVERALL LISTENING He-She follows slow speech when common verbs are used in audios,
COMPREHENSION) dialogues etc.
Shows only limited control of a few simple He/ She shows limited control of personal pronouns I and You and the
grammatical structures and sentence patterns verb Be when forming affirmative simple sentences.
in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of personal pronouns I and You and the
verb to Be when forming negative simple sentences.

He/ She shows limited control of personal pronouns I and You and
the verb to Be when forming interrogative simple sentences.
Has a basic vocabulary repertoire of isolated He / She identifies and uses the common verbs in isolated phrases,
words and phrases related to particular sentences, etc.
concrete situations.
(VOCABULARY RANGE) He / She identifies and uses simple present and the personal pronouns
I and You in isolated phrases, sentences, etc.
Can ask and answer simple questions, He-she produces simple isolated phrases when common verbs are
initiate and respond to simple statements in used.
areas of immediate need or on very familiar
topics. He-She produces isolated phrases when simple present and some
(OVERALL SPOKEN INTERACTION) common verbs are used.
Can manage very short, isolated, mainly pre- He-She articulates very short isolated spoken expressions when
packaged utterances, with much pausing to common verbs are used.
search for expressions, to articulate less
familiar words, and to repair communication. He-She articulates very short isolated spoken expressions when
(SPOKEN FLUENCY) subject pronouns I-You and simple present are used.
Pronunciation of a very limited repertoire of He-She pronounces words when the h sound is used.
learnt words and phrases can be understood with
some effort by native speakers used to dealing He-She pronounces words when the w sound is used.
with speakers of his/her language group.
(PHONOLOGICAL CONTROL) He-She pronounces words when the v sound is used.
Can write simple isolated phrases and He-she writes isolated sentences using simple present and the personal
sentences. pronoun I and You.
(OVERALL WRITTEN PRODUCTION)
He-She writes simple isolated phrases and sentences using common verbs.
Can ask and answer simple questions, He-She asks and answers simple questions using common verbs.
initiate and respond to simple statements in
areas of immediate need or on very familiar He-She initiates and responds to simple using simple present and the
topics. personal pronouns I and You.
(INFORMATION EXCHANGE)

Class Procedure
Competencies Procedure Time
 Pre: Students are presented pictures related to an upcoming listening track. Students
OVERALL analyze the pictures in order to guess the tracks numbers. Page 28, exercise 1. (5
LISTENING min)
COMPREHENSION
During: Students listen to the dialogue related to the pictures shown on previous
activity. Page 28, exercise 1. (10 min) 25
min
Post: Students listen to the track again and work on some gap filling exercises. Page
28, exercise 1. (10 min).
Presentation: Students are oriented to go to the text books grammar bank section
Page 100. Teacher explains on how to form affirmative, negative and interrogative
sentences using verb be and subject pronouns I & You. (15 min).

Practice: Students are asked to work on some grammar exercises from the
grammar bank section 5A page 100.
60
GRAMMATICAL (20 min). min
ACCURACY
Production: Students are given a questionnaire related to personal info to use I and
You. (25 min)

What is your name?

How old are you?
How are you?
What is your phone number?
What classroom are you in?
What level are you in?
What day is today?
Presentation: Introducing a list of common verbs from page 122. (10 min)

Practice: Students are asked to work on the vocabulary bank. Page 122 (15 min).
VOCABULARY 35
RANGE Production: Students say some sentences using the common verbs. (10 min) min
Presentation: Teacher shows pictures, and students call out what they see. Page 29,
exercise 6a. (10 min)

Practice: Students complete the verbs phrases activities taking into account the
pictures previously shown. (10 min)
SPOKEN
FLUENCY Use: Students work with a partner to ask and answer the following questions. (20 40
min) min
Example: Do you have brother and sisters? Yes, I do
Do you live in a house?
Do you like Thai food?
Do you watch MTV?
Presentation: Teacher pronounces some words and sounds with h, w and v. Page 29
(5 min)

PHONOLOGICAL Practice: Students repeat the words according to the sounds. (5 min)
CONTROL
 Production: Students apply the sounds previously learned by using linking. (10 20
min). min
Presentation: Teacher gives examples of (+, - and ?) sentences on the board, using
common verbs. (5 min)
OVERALL
WRITTEN Practice: Students write 10 sentences using common verbs. (10 min) 30
PRODUCTION min
Use: Students write their own dialogue based on the information previously learnt.
(15 min)
Presentation: Teacher shows the common verbs list and describes an activity. (5
min). Page 122
INFORMATION
EXCHANGE Practice: Teacher mime one action and students guess by pronouncing one verb.
(10 min) 30
min
Use: In pairs, student A mime one action and student B guess by pronouncing the
verb. (15 min)

Observations:
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____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 5 Classroom: Time:
Lesson: 3. Getting to know each other Date:
Resources: Topics:
16. Text book 8. Telling time
17. Board 9. Talking about schedules
18. Markers 10. Question intonation
19. Data show
20. Itools
Competences Assessment Criteria
Can follow speech which is very slow He/ She follows carefully articulated speech when expressing the time in
and carefully articulated, with long audios, dialogues,
pauses for him/her to assimilate
meaning. He/ She follows slow speech when expressing daily routines in audios,
(OVERALL LISTENING dialogues page
COMPREHENSION)
Can interact in a simple way but He /She interacts in a simple way to express engaging in dialogues,
communication is totally dependent on conversations, etc.
repetition at a slower rate of speech,
rephrasing and repair. He /She Produces simple isolated phrases when routine expressions are
(OVERALL SPOKEN used.
INTERACTION)
Can produce simple mainly isolated He/ She produces simple isolated phrases when time expressions are used.
phrases about people and places.
(OVERALL SPOKEN He/ She produces simple isolated phrases when routine expressions are
PRODUCTION) used.
Has a basic vocabulary repertoire of He /She identifies and uses daily routine expressions in isolated phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He/ She identifies and uses time expressions in isolated phrases and
sentences.
Can manage very short, isolated, mainly He / She articulates very short isolated utterances when time expressions
prepackaged utterances, with much are used.
pausing to search for expressions, to
articulate less familiar words, and to
repair communication. He/ She articulates very short utterances when daily routine expressions
(SPOKEN FLUENCY) are used.
Pronunciation of a very limited He / She applies rising intonation in yes/no questions.
repertoire of learnt words and phrases
can be understood with some effort by He/ She applies falling intonation in simple questions in present tense.
native speakers used to dealing with
speakers of his/her language group.
(PHONOLOGICAL CONTROL)
Can ask and answer simple questions, He / She ask and answers questions using daily routine activities in
initiate and respond to simple simple conversations.
statements in areas of immediate need
or on very familiar topics He/ She interacts in a simple way using time expressions in
(INFORMATION EXCHANGE) conversations or oral activities.
 He/ She asks and answer questions with expressions of time in simple
sentences.
Class Procedure
Competencies Procedure Time
OVERALL Pre: Teacher shows pictures related to an upcoming listening tracks. Students
LISTENING analyze the pictures in order to guess the tracks contents page 32. (5 min)
COMPREHENSION
During: Students listen to short tracks concerned with the pictures shown on 15 min
previous activity page 32. (5 min)

Post: Students listen to the track again and work on some exercises page 32.
(5 min)
CONVERSATION Presentation: Teacher models the dialogue for students to help them get
familiarized with it. Page 33. (10 min)
INFORMATION
EXCHANGE Practice: Students drill on the previously mentioned dialogue script as a whole
class page 33. Students practice the dialogue in pairs. (10 min) 30 min

OVERALL Use: Students are asked to role-play the dialogue in front of the class page 33.
SPOKEN Teacher asks student to use personal info. when role-playing the dialogue. (10
INTERACTION min)
Presentation: Teacher plays a video from internet in which people introduce
OVERALL themselves in a simple brief way.
SPOKEN Teacher introduces himself/ Herself as a way to demonstrate students how to
PRODUCTION introduce oneself. (10 min).
30 min
Practice: Students are given a template which they have to fill in using their
own personal info.
Students are asked to practice on how to introduce themselves using the
template given before. (10 min)

Use: In pairs, students are asked to introduce themselves. ( 10 min).

Presentation: Vocabulary lists presentation using flash cards. (10 min)

VOCABULARY
RANGE Practice: Students ask and answer questions in the box page 33 (10 min) 30 min

Production: Students are set in groups and play memory game using daily
routine and telling the time (10 min)
PHONOLOGICAL Presentation: Students listen to a track concerned with rising and falling
CONTROL intonation questions page 33, track 2.58 (5 min)

SPOKEN Practice: T models on how to articulate and produce them. Ss practice 15 min
FLUENCY pronouncing the questions mentioned before. (5 min)
 Production: Students are shown a dialogue having more rising and falling
intonation questions. Students role-play the dialogue in pairs (5 min)

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 6 Classroom: Time:
Lesson: 1. Talking about Jobs Date:
Resources: Topics:
21. Text book 1. Simple present: he, she, it.
22. Board 2. Jobs and places of work
23. Markers 3. Third person -S; word and sentence stress
24. Data show
25. Itools
Competencies Assessment Criteria
Can follow speech which is very slow He/ She follows speech with long pauses when the simple present and
and carefully articulated, with long personal pronouns: he, she, it, are used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He/ She follows speech with long pauses when vocabulary related to
(OVERALL LISTENING occupations and places are used.
COMPREHENSION)
He/ She follows speech with long pauses when the third person singular is
used in audios, dialogues, etc.
Shows only limited control of a few He/ She shows limited control of simple present grammar structure and
simple grammatical structures and the personal pronouns “he, she, it in affirmative sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of simple present grammar structure and
the personal pronouns “he, she, it in negative sentences.

He/ She shows limited control of simple present grammar structure and
personal pronouns “he, she, it in simple questions and answers.
Pronunciation of a very limited He/ she pronounces word and phrases when /z/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by He/ She pronounces word and phrases when /s/ sound is used.
native speakers used to dealing with
speakers of his/her language group. He/ She pronounces word and phrases when /iz/ sounds is used.
(PHONOLOGICAL CONTROL)
 Has a basic vocabulary repertoire of He / She identifies and uses vocabulary related to jobs in isolated phrases,
isolated words and phrases related to sentences, sentences, etc
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses vocabulary related to places of work in isolated
phrases, sentences, sentences, etc

Can manage very short, isolated, He/ she articulates very short isolated spoken expressions when the
mainly pre-packaged utterances, with present simple and personal pronouns he, she, it, are used.
much pausing to search for expressions,
to articulate less familiar words, and to He/ She articulates very short isolated spoken expressions when
repair communication. vocabulary related to occupations and places is used.
(SPOKEN FLUENCY)
He/ She articulates very short isolated spoken expressions when the third
person singular is used.
Can ask for or pass on personal details He/ She ask for or pass on personal details in written form using
in written form. vocabulary of occupations and places.
(OVERALL WRITTEN
INTERACTION) He/ She ask for or pass on personal details in written form using simple
present in short sentences.
Can understand very short, simple texts He/ She understands very short, simple texts when vocabulary related to
a single phrase at a time, picking up occupations and places is used.
familiar names, words and basic
phrases and rereading as required. He/ She understands very short, simple texts when vocabulary related to
(OVERALL READING places.
COMPREHENSION)
He/ She understands simple texts when the present simple and personal
pronouns: he, she, it is used.
Class Procedure
Competencies Procedure Time
Pre: Students are presented pictures related to an upcoming listening track.
Students analyze the pictures in order to guess the topic of the conversation. 15 min
OVERALL Page 34, Track 2.4. (5 min)
LISTENING
COMPREHENSION During: Students listen to a dialogue related to the pictures shown on previous
activity. Exercise B (5 min)

Post: Students listen to the dialogue again and work on a multiple choice
exercise. Exercise A. (5 min)
Presentation: Students are oriented to go to the text books grammar bank
section. Page 102. Teacher explains on how to form affirmative, negative and
interrogative sentences using verb be and subject pronouns he, she & it. Page 35 min
102. (10 min)
GRAMMATICAL
ACCURACY Practice: Students are asked to work on some grammar exercises from the
grammar bank section, page 103. (20 min)
 Production: Students are given a chart to be completed related to he, she and it.
Page 34, exercise C. (5 min)
Presentation: Vocabulary lists presentation using flash cards about jobs.
(5 minutes)
47 min
Practice: Students are asked to go to the text books vocabulary bank. Page
124. Students are presented vocabulary lists related to Jobs and places of work.
VOCABULARY Students drill on all words from the lists. (10 min)
RANGE
Production: Students are set in groups and play memory game using the
pictures from the vocabulary bank without showing the name of the jobs so
they can guess what the names are. (10 min)

Students are given a photocopiable worksheet from the Itool, Vocabulary

resources, 6A. Students complete the words and practice with a partner.
(22 min)
Presentation: Students are presented a dialogue script. Teacher models the
dialogue for students to help them get familiarized with it. Teacher will create
the dialogue. (5 min) 50 min

SPOKEN Practice: Students drill on the previous dialogue script as a whole class.
FLUENCY Students are asked to practice the dialogue in pairs. (5 min)

Use: With the same pair, students create their own dialogue and role-play it in
front of the class. The teacher asks student to use personal information when
role-playing the dialogue. (40 min)
Pre: Teacher presents some words and phrases related to jobs and places at
work. Page 35 exercise, 5. (2 min)
OVERALL 42 min
WRITTEN During: Students write positive, negative and interrogative sentences using
INTERACTION simple present: he, she, it using the words previously given by the teacher. (10
min)

Post: Students write about someone they know using vocabulary related to
occupations and places. Students present it in front of the class. (30 min)
Pre: Students are presented vocabulary related to an upcoming reading.
Students try to guess what the reading is about. Page 35, exercise 6 -B. (3 min)
OVERALL 21 min
READING During: Students read chunks of reading as a whole class. Teacher provides
COMPREHENSION unknown vocabulary meaning and pronunciation. (8 min)

Post: Students decide if the sentences from exercise 6C are true or false,
according to the previous reading. Page 35. (10 min)
 Presentation: Students listen to a track having some words which contains the
sounds /s/, /z/ /ɪz/. (2 min)
30 min
Practice: Students are shown a chart concerned with the sounds mentioned
PHONOLOGICAL before. Teacher models on how to articulate and produce them. Students
CONTROL practice pronouncing words using the sounds stated before. (10 min)

Production: Students are asked to practice pronouncing the sounds in full

sentences. (10 min)

E.g. Henry heats his hamburger.

She eats three green beans.

Students listen to a track on page 34, 2b; listen again and say the same sentence
in the third person singular. (8 min)
Lesson Plan
Lesson plan information
Course: A1 Breakthrough Teacher: Shift:
Unit: 6 Classroom: Time:
Lesson: 2. Talking about routine. Date:
Resources: Topics:
1. Text book 1. Talking about food habits.
2. Board 2. Adverb of frequency.
3. Markers 3. Sentence stress.
4. Data show
5. Itools
Competencies Assessment Criteria
Can follow speech which is very He/ She follows speech with long pauses when frequency adverbs are used
slow and carefully articulated, with in audios, dialogues, etc.
long pauses for him/her to assimilate
meaning. He/ She follows speech with long pauses when daily routine vocabulary is
(OVERALL LISTENING used in audios, dialogues, etc.
COMPREHENSION)
Has a basic vocabulary repertoire of He / She identifies and uses common verbs in phrases, sentences, etc.
isolated words and phrases related to
particular concrete situation. He/ She identifies and uses word order in questions with verb Be and simple
(VOCABULARY RANGE) present.
Can manage very short, isolated, He-She articulates very short isolated spoken expressions when frequency
mainly pre-packaged utterances, adverbs are used.
with much pausing to search for
expressions, to articulate less He-She articulates very short isolated spoken expressions when daily routine
familiar words, and to repair vocabulary is used.
communication.
(SPOKEN FLUENCY)
Shows only limited control of a few He-She shows limited control of simple present grammar structure.
simple grammatical structures and
sentence patterns in a learnt He/ She shows limited control of simple present grammar structure and
repertoire. frequency adverbs in affirmative and negative sentences.
(GRAMMATICAL ACCURACY)
He/ She shows limited control of simple present grammar structure and
frequency adverbs in simple questions and answers
Can understand very short, simple He/ She understands very short, simple texts where frequency adverbs are
texts a single phrase at a time, used.
picking up familiar names, words
and basic phrases and rereading as He/ She understands very short, simple texts where daily routine vocabulary
required. is used.
(OVERALL READING
COMPREHENSION)
Can ask for or pass on personal He/ She writes simple questions and answers using frequency adverbs.
details in written form.
(OVERALL WRITTEN He/ She passes on information concerned with his/her daily routine using the
INTERACTION) simple present in sentences.

Class Procedure
Competencies Procedure Time
Pre: Teacher makes some questions related to the picture that is in the
book. Page 36, 1a. (5 min). 15 min
OVERALL LISTENING
COMPREHENSION During: Students listen to the track on page 36. (5 min).

Post: In pairs, students answer the questions and share the information
with their partner. (5 min).

Presentation: Students are asked to go to the vocabulary bank. Page

VOCABULARY RANGE 125. Teacher talks about a typical day, what are the activities that a person
can do. (3 min)
22 min
Practice: Students work in vocabulary bank, listen and drill the new
vocabulary shown previously. Page 125. (9 min).

Production: Students mime or draw five verb phrases for their partners to
guess. (10 min)

Presentation: Teacher explains the use of sentence stress, on page 36, 18 min
SPOKEN FLUENCY 3a. (5 min)

Practice: Students listen and repeat sentence stress. (5 min).

Production: Students ask and answer questions with a partner making

use of sentence stress. (8 min)
 Presentation: Teacher asks the following question: How often do you go
GRAMMATICAL to the cinema/bank/restaurant/park?
ACCURACY Teacher explains the use of the adverbs of frequency. (5 min). 20 min

Practice: Students match sentences from 1 to 4 with a-d. Ss are going to

practice the adverbs of frequency (Grammar bank page 102).
(7 min)

Production: Students write three sentences about them using the adverbs
of frequency. Two sentences are true and one is false.
Tell a partner your sentences in c. Your partner guesses which are true.
(8 min).
Pre: Teacher shows the photo of Simon Cowell, and ask to student, what
do they know about him? After teacher reads the article about him. (5
min) 20 min
OVERALL READING
COMPREHENSION During: Students read the article again, and answer the questions in pairs.
Page 37, 5c. (5 min).

Post: Students look the highlighted words to say the meaning of each one.
Students complete the sentences with a highlighted word from the article.
(10 min)

Pre: Teacher presents a daily routine using the adverbs of frequency.

OVERALL WRITTEN (5 min). 25 min
INTERACTION
During: Students write about a typical morning, using verbs from the
vocabulary bank. Page 125 (10 min).

Post: Students go around the classroom and tell his / her partners about
their typical afternoon and evening. (10 min).

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
 Lesson Plan
Lesson plan information
Course: A1 Breakthrough Teacher: Shift:
Unit: 7 Classroom: Time:
Lesson: 1. Talking about hobbies and preferences Date:
Resources: Topics:
1.Text book 1-Word order in questions
2. Board 2-Common verbs
3. Markers 3-/Er/,/a/,/au/, and /y/
4. Data show
5. tools.
Competencies Assessment Criteria
Can understand very short, simple texts He / She understands very short simple texts when common verbs are used.
a single phrase at a time, picking up
familiar names, words and basic He / She understands very short simple texts when verb Be is used.
phrases and rereading as required.
(OVERALL READING He / She understands very short simple texts when simple present is used.
COMPREHENSION)
Shows only limited control of a few He/ She shows limited control of verb Be and simple present when
simple grammatical structures and forming affirmative sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of verb Be and simple present when
forming negative sentences.

He/ She shows limited control of verb Be and simple present when
forming interrogative sentences.
Has a basic vocabulary repertoire of He / She identifies and uses common verbs in phrases, sentences, etc.
isolated words and phrases related to
particular concrete situation. He/ She identifies and uses word order in questions with verb Be and
(VOCABULARY RANGE) simple present.
Pronunciation of a very limited He / She pronounces words when the /ɛr/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by He / She pronounces words when the /ɑ/ sound is used.
native speakers used to dealing with
speakers of his/her language group. He / She pronounces words when the /aʊ/ sound is used.
(PHONOLOGICAL CONTROL)
He / She pronounces words when the /y/ sound is used.
Can interact in a simple way but He / She interacts in a simple way using common verbs when engaging in
communication is totally dependent on dialogues, conversations, etc.
repetition at a slower rate of speech,
rephrasing and repair. He / She interacts in a simple way using word order in questions with verb
(OVERALL SPOKEN Be when engaging in dialogues, conversations, etc.
INTERACTION)
He / She interacts in a simple way using word order in questions
with simple present when engaging in dialogues, conversations, etc.
Can follow speech which is very slow He/ She follows carefully articulated speech when common verbs are used
and carefully articulated, with long in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He/ She follows very slow speech when word order in questions and verb
(OVERALL LISTENING Be are used in audios, dialogues, etc.
COMPREHENSION)
He/ She follows very slow speech when word order in questions and
simple present are used in audios, dialogues, etc.
Can produce simple mainly isolated He / She produces simple isolated phrases when common verbs are used.
phrases about people and places.
(OVERALL SPOKEN He / She produces simple isolated interrogative sentences using word
PRODUCTION) order in questions and verb Be.

He / She produces simple isolated interrogative sentences using word

order in questions and simple present.
Can simple isolated phrases and He/she writes simple isolated phrases and sentences using common verbs.
sentences.
(OVERALL WRITTEN He/she writes simple isolated interrogative sentences using word order in
PRODUCTION questions and verb Be.

He/she writes simple isolated interrogative sentences using word order in

questions and simple present.
Class Procedure
Competencies Procedure Time
Pre: Teacher shows 2 pictures about a famous country and its weather,
and ask what they see and brainstorm some ideas about the reading. (5
min)

OVERALL During: Students read the interview to Griselda Rodrigues about her 25 min
READING country on page 41 (10 min)
COMPREHENSION
Post: Students read again the interview and match the questions with her
answer. Exercise 1C on page 40. (10 min)
OVERALL Pre: Teacher plays a track about a touristic place. (5 min) Page 40
LISTENING
COMPREHENSION During: Students listen the track again and match the correct order of the
sentences. Page 40 (10 min)
25 min
Post: Students ask and answer questions on page 40 about their town/city
(10 min).
Example:
Do you like life in Nicaragua?
Do a lot of tourists come to Nicaragua?
 Pre: Teacher makes questions using word order in questions as
what countries do you want to know?
How is the weather in your town? Then, explain the structure to make
GRAMMATICAL sentences in simple present. (10 min) 30 min
ACCURACY
Practice: Students complete activities on grammar bank 7A on
page.105 (10 min).

Production: Students will act out their own dialogue using the proper
grammar structure and vocabulary (Grammar resources) (10 min)
Pre: Teacher indicates and says all the common verbs into the interview
in Exercise 1C on page 40 (5 min) 30 min
VOCABULARY
RANGE Practice: Students listen and repeat the verbs and verb phrases.
vocabulary bank common verbs 2 Do part 1 on page 126. (10 min)

Production: In groups students play memory game using interviews with

their own countries information. (15 min)
Pre: Teacher provides and model the correct pronunciation of /Er/, /a/,
/au/, and /y/ (5 min).
PHONOLOGICAL 20 min
CONTROL Practice: Students listen and repeat the words and sounds. (5 min)

Use: Students listen and say the sentences copying the sound and rhythm.
(10 min).
OVERALL Pre: Teacher ask to the students about hobbies during the different
SPOKEN seasons Exercise 5C on page 41. (10 min).
INTERACTION
Practice: Students use the words and make an interview to their partner
asking about the weather or hobbies in our country. (15 min). 45 min
E.g.
Do you play sports? Yes, Yes I do.
What’s your favorite sport?

Use: Students share with the class the answer of his partner using
common verbs on simple present. (20 min).
Presentation: Teacher says some phrases using common verbs. (5 min)

OVERALL Practice: Students say another phrases to their partner using the same 30 min
SPOKEN common words previously say by the teacher. (5 min)
PRODUCTION
Use: In group students make a dialogue using common verbs in simple
present. Pass in front and share with their partner. (20 min)
Presentation: Teacher writes some general information about things that
his students usually do. Exercise 5C Week days and weekends. On page
OVERALL 80. (10 min) 35 min
WRITTEN
PRODUCTION Practice: Students answer with their own information. (10 min)
Production: Students write an interview to their partner and answer
accordingly the right information. (15 min)
 Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 7 Classroom: Time:
Lesson: 2. Asking about permission and possibilities Date:
Resources: Topics:
1.Text book 1- Asking about permission and possibilities.
2. Board 2- Use of can and can´t.
3. Markers 3- Pronunciation /æ/ə/.
4. Data show 4- Common verbs 2.
5. Itools.
Competencies Assessment Criteria
Shows only limited control of a
few simple grammatical He / She shows limited control of can when forming simple affirmative
structures and sentences
sentence patterns in a learnt
repertoire. He / She shows limited control of can’t when forming simple negative
(GRAMMATICAL sentences.
ACCURACY)
He / She shows limited control of can when forming simple interrogative
sentences.
Can follow speech which is very
slow and carefully articulated,
with long pauses for him/her to He / She follows carefully articulated speech when common
assimilate meaning. verbs are used in audios, dialogues. etc.
(OVERALL LISTENING
COMPREHENSION) He / She follows carefully articulated speech when can/can’t are
used in audios, dialogues. etc.
Has a basic vocabulary repertoire He / She identifies and uses common verbs in phrases,
of isolated words and phrases
related to particular concrete He /She identifies and uses common verbs in sentences.
situations.
(VOCABULARY RANGE)
Can produce simple mainly He / She produces simple isolated phrases when common verbs are
isolated phrases about people and Used.
places.
(OVERALL SPOKEN He / She produces simple isolated phrases when can/can’t are used.
PRODUCTION)
Can write simple isolated phrases He / She writes simple isolated phrases and sentences using common
and sentences. verbs.
 (OVERALL WRITTEN He / She writes simple isolated interrogative sentences using can/can’t.
PRODUCTION)
Can ask and answer simple
questions, initiate and respond to He / She asks and answer simple questions using common verbs.
simple statements in areas of
immediate need or on very He / She asks and answer simple questions using can/can’t.
familiar topics.
(INFORMATION
EXCHANGE)
Class Procedure
Competencies Procedure Time
Pre: Teacher explains can/can’t using questions and sentences page 42. (5 min)
Power point presentation. Grammar bank Resources. 7b (10 min) 65 min
GRAMMATICAL
ACCURACY Practice: Students read the dialogues 1 and 2 and complete the sentences.
(5 min)

Students work in grammar bank 7B with can/can’t. (15 min)

Production: Write some examples using the grammar structure (can/can´t). (10
min).
Complete some exercises using can and can´t. (20 min).
https://www.ecenglish.com/learnenglish/lessons/can-or-cant
OVERALL Pre: Analyze the examples provided by the book. Page 42, 2a. (5 min)
LISTENING 25 min
COMPREHENSION During: Listening and repeat the audio. (5 min)
Listen the second audio to recognize the differences. (5 min)

Post: Listen again and circle the correct answer, a or b. Listen again and read
the dialogues. Answer the questions. Page 42, 1b. (10 min)
Presentation: Introducing the new vocabulary using some pictures from the
VOCABULARY book on page 43. 3a. (10 min)
RANGE 30 min
Practice: Working on vocabulary bank. Page 126. (5 min)
In pairs, complete the sentences using can/can´t as a verb. (5 min)

Production: Draw some sign and say the meaning of each one. (10 min)
Presentation: Teacher provides a model where he presents some abilities in
different situations (School, home and work). Page 43 (10 min)
OVERALL
SPOKEN Practice: Practice the model in pairs using the proper grammar structure and
PRODUCTION vocabulary. (10 min) 40 min

Use: Create a real situation using can/can´t, following the model provided by
the book. Page 43, 4a. (20 min).
 Pre: Teacher presents a model to know how to create a general curriculum. (15
min). 55 min
OVERALL
WRITTEN During: In pairs, students follow the model and create their own C.V. (25 min).
PRODUCTION
Post: Presenting their own C.V in front of the class. (15 min)
Presentation: Teacher presents some examples making emphasis in common
abilities that a person can have. (5 min)
INFORMATION 25
EXCHANGE Practice: Students make questions to talk about their abilities. (10 min). min

Use: Students ask each other the questions previously written. (10 min).

Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 7 Classroom: Time:
Lesson: 3. Talking about dates Date:
Resources: Topics:
1. Text book 1. Months
2. Board 2. Ordinal Numbers
3. Markers 3. θ and ꝺ
4. Data show 4. Saying the date
5. Itools
Competencies Assessment Criteria
Can follow speech which is very slow He/ She follows carefully articulated speech when months are used in
and carefully articulated, with long audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He/ She follows carefully articulated speech when ordinal numbers are
(OVERALL LISTENING used in audios, dialogues, etc.
COMPREHENSION)
Has a basic vocabulary repertoire of He / She identifies and uses months in phrases, sentences, etc.
isolated words and phrases related to
particular concrete situations. He / She identifies and uses ordinal numbers in phrases, sentences, etc.
(VOCABULARY RANGE)
 Can interact in a simple way but He / She interacts in a simple way using months when engaging in
communication is totally dependent on dialogues, conversations, etc.
repetition at a slower rate of speech,
rephrasing and repair. He / She interacts in a simple way using ordinal numbers when engaging
(OVERALL SPOKEN in dialogues, conversations, etc. .
INTERACTION)
Has a basic vocabulary repertoire of He / She identifies and uses months in phrases, sentences, etc.
isolated words and phrases related to
particular concrete situations. He / She identifies and uses ordinal numbers in phrases, sentences, etc.
(VOCABULARY RANGE)
Can produce simple mainly isolated He / She produces simple isolated phrases when months are used.
phrases about people and places.
(OVERALL ORAL PRODUCTION) He / She produces simple isolated phrases when ordinal numbers are used.
Pronunciation of a very limited He / She pronounces words when the /θ/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by He / She pronounces words when the /ð/ sound is used.
native speakers used to dealing with
speakers of his/her language group.
(PHONOLOGICAL CONTROL)
Class Procedure
Competencies Procedure Time
OVERALL ORAL Presentation Teacher shows some pictures about different seasons of year.
PRODUCTION (5 min) 25 min

Practice Students guess what month belongs to each picture. (10 min)

Use: Students talks about why they like these seasons. Exercise 1A on
page 44. (10 min)

Presentation Teacher shows some vocabulary about months and ordinal 25 min
VOCABULARY numbers. Exercise 2B on page 127. (5 min)
RANGE
Practice Students say the ordinal numbers and months. Then listen and
repeat the vocabulary. (10 min)

Use: In groups, students ask and answer some questions like

Which month sometime has 29 days?
Which months has only three letters?
Which three months begin with letter J?
Which four months end in – er ?
Exercise 1C on page 44. (10 min)
OVERALL Presentation Teacher presents an audio containing a dialogue about dates” 25 min
SPOKEN saying the date” with ordinal numbers. Exercise 3A on page 4. (5 min)
INTERACTION
Practice: Students listen and repeat the dates, teacher will explain how to
write and say dates in English, then, they will practice saying them.
Exercise 3A. (5 min)
 Use: In pairs ask and answer the following questions Exercise 3C
What date is today?
What’s tomorrow’s date? (5 min)

In groups of 3 tell your partner three birthdays that are important to you.
(10 min)
Pre: Teacher presents an audio about the following sounds θ and ꝺ. 20 min
PHONOLOGICAL Exercise 2A, on page 44. (5 min)
CONTROL
During Students listen and identify the sounds. (7 min)

Post: Students take one word from the chart and create a simple sentence,
individually. (8 min)

Students listen and repeat the words and sounds and practice saying them,
exercise d from the same page. (10 min)
Pre: Teacher shows a video about people birthdays’. Exercise 4A on page 25 min
45. (3 min)
OVERALL
LISTENING During: Students listen carefully when months and ordinal numbers are
COMPREHENSION used in speech. (3 min)

Post: Students answer questions from exercise a, and b, and share the
information. (5 min)

Students listen and complete the right information required from exercise c.
(4 min).

In pairs, ask and answer the followed questions:

When’s your birthday?
What do you do on your birthday? (10 min)

Observations:
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____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
 Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 8 Classroom: Time:
Lesson: 1. Talking about actions in progress. Date :
Resources: Topics:
1. Text book 1. Present continuous
2. Board 2. Verb phrases
3. Markers 3. /ʊ/, /u/, and /ŋ/
4. Data show
5. I tools
Competencies Assessment Criteria
Can follow speech which is very slow He/ She follows speech with long pauses when present continuous are
and carefully articulated, with long used in audios, dialogues etc.
pauses for him/her to assimilate
meaning. He/ She follows speech with long pauses when verb phrases are used in
(OVERALL LISTENING
audios, dialogues etc.
COMPREHENSION)
Can ask and answer simple questions, He / She asks and answers simple questions using present continuous in
initiate and respond to simple conversation or communicative activities.
statements in areas of immediate need
or on very familiar topics. He / She asks and answers simple questions using verb phrases in
(OVERALL SPOKEN INTERACTION)
conversation or communicative activities.
Can produce simple mainly isolated He/ She produces simple mainly isolated phrases when present continuous
phrases about people and places. is used in dialogues, conversations etc.
(OVERALL ORAL PRODUCTION)
He/ She produces simple mainly isolated phrases when verb phrases are
used in dialogues, conversations etc.
Can write simple isolated phrases and He / She writes simple isolated phrases and sentences.
sentences. using present continuous.
(OVERALL WRITTEN
PRODUCTION)
He / She writes simple isolated phrases and sentences using verb
phrases.
Has a basic vocabulary repertoire of
isolated words and phrases related to He / She identifies and uses present continuous in isolated phrases,
particular concrete situations. sentences etc.
(VOCABULARY RANGE)
He / She identifies and uses verb phrases in isolated phrases, sentences
etc.
 Shows only limited control of a few He / She shows limited control of present continuous when forming
simple grammatical structures and affirmative sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He / She shows limited control of present continuous when forming
negative sentences.

He / She shows limited control of present continuous when forming

questions sentences.
Pronunciation of a very limited
He / She pronounces words when the /ʊ/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by
He / She pronounces words when the /u/ sound is used.
native speakers used to dealing with
speakers of his/her language group.
(PHONOLOGICAL CONTROL)
He / She pronounces words when the /ŋ/ sound is used.
Can manage very short, isolated, mainly
He / She articulates very short isolated spoken expressions when present
pre-packaged utterances, with much
continuous is used.
pausing to search for expressions, to
articulate less familiar words, and to
He / She articulates very short isolated spoken expressions when verb
repair communication.
phrases are used.
(SPOKEN FLUENCY)
Can understand very short, simple texts He / she understand very short, simple texts when present continuous is
a single phrase at a time, picking up used in readings or informative articles.
familiar names, words and basic
phrases and rereading as required. He / she understand very short, simple texts when verb phrases are used in
(OVERALL READING
readings or informative articles.
COMPREHENSION)
Can ask for or pass on personal details He / She asks for or pass on personal details in written form using present
in written form. continuous.
(OVERALL WRITTEN
INTERACTION) He / She asks for or pass on personal details in written form using verb
phrases.
Can ask and answer questions about
He / She asks and answers simple questions using the present continuous.
themselves and other people, where
they live, people they know, things they
He / She asks and answers simple questions using the verb phrases.
have.
(INFORMATION EXCHANGE)
 Class Procedure
Competencies Procedure Time
Presentation: Ss are oriented to go to the text books grammar bank section
GRAMMATICAL (page 106 8A). T explains on how to form affirmative and negative sentences
ACCURACY using present continuous. (20 min)
AND
OVERALL Practice: Ss are asked to work on some grammar exercises from the grammar
45 min
WRITTEN bank section. (page 107 8A) (10 min)
PRODUCTION
Production: Ss write 10 affirmative sentences and then rewrite the same
sentences in negative form. (15 min)
Pre: Ss are presented pictures related to an upcoming listening track. S analyze
the pictures in order to guess the tracks contents. (page 46, 2f) (10 min)
OVERALL
During: Ss listen to short tracks concerned with the pictures shown on previous
LISTENING 30 min
activity. (page 46, 2f) (10 min)
COMPREHENSION
Post: Ss listen to the track again and work on some gap filling exercises.
(10 min)
Presentation: T gives some examples using present continuous in affirmative
and negative form. (10 min)
OVERALL ORAL
30 min
PRODUCTION Practice: In pairs ss practice saying what their partners are doing. (10 min)

Use: Ss play charades using present continuous. ( 10 min)

Presentation: Ss listen to a track having some words which contains the sounds
/ʊ/, /u/, and /ŋ/ (page 46 2a) (5 min)
PHONOLOGICAL
CONTROL Practice: Ss listen and then repeat the words with the sounds /ʊ/, /u/, and /ŋ/. (5 15 min
min)

Production: Ss complete a chart separating the different sounds. (5 min)

GRAMMATICAL Presentation: Ss are oriented to go to the text books grammar bank section. T
ACCURACY explains on how to form interrogative sentences using present continuous.
AND (page 106 8A). (15 min)
OVERALL
35 min
WRITTEN Practice: -Ss unscramble some sentences given by the teacher to create
PRODUCTION interrogative sentences using present continuous. (10 min)

Production: Ss write 10 interrogative sentences.( 10 min)

VOCABULARY Presentation: Vocabulary lists presentation using flash cards. (10 min)
RANGE
AND Practice: Ss are asked to fill the blanks to complete verb phrases. (page 47 3b)
OVERALL (10 min) 30 min
WRITTEN
PRODUCTION Production: Ss write down 10 sentences using verb phrases in present
continuous. (10 min)
 Pre: Ss read a text given by the teacher which contains a lot of sentences in
present continuous. (10 min)
OVERALL
READING 25 min
During: Ss identify sentences in the text in present continuous. (5 min)
COMPREHENSION
Post: Ss answer some questions about the text. (10 min)
OVERALL Presentation: T plays a video on YouTube with people talking about what is
SPOKEN doing their family. (5 min)
PRODUCTION
/ Practice: Ss tell to a partner what their friends are doing in the moment.
SPOKEN (10 min) 30 min
FLUENCY
/ Use: In pairs ss create a dialogue using present continuous and verb phrases.
INFORMATION (15 min)
EXCHANGE

Observations:
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____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 8 Classroom: Time:
Lesson: 2. Differentiating routines and action in progress Date:
Resources: Topics:
1. Text book 1. Present continuous or simple present?
2. Board 2. The weather
3. Markers 3. / ɔ/, /oʊ/, and /eɪ/
4. Data show
5. Itools
Competencies Assessment Criteria
Can follow speech which is very slow He / She follows very slow speech when present continuous is used in
and carefully articulated, with long audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He / She follows very slow speech when simple present is used in audios,
(OVERALL LISTENING dialogues, etc.
COMPREHENSION)
He / She follows very slow speech when the weather’s vocabulary is
used in audios, dialogues, etc.
Can ask and answer simple questions, He / She ask and answer simple questions using present continuous when
initiate and respond to simple engaging in conversation, etc.
statements in areas of immediate need
or on very familiar topics. He / She ask and answer simple questions using simple present when
(OVERALL SPOKEN INTERACTION) engaging in conversation, etc.

He / She ask and answer simple questions using the weather’s

vocabulary when engaging in conversations, etc.
Can produce simple mainly isolated He/ She produces simple phrases isolated when present continuous is used
phrases about people and places. in conversations or communicative activities.
(OVERALL SPOKEN PRODUCTION)
He/ She produces simple phrases isolated when simple present is used in
conversations or communicative activities.

He/ She produces simple phrases isolated when the weather’s

vocabulary is used in conversations or communicative activities.
Can write simple isolated phrases and He/ She writes simple isolated phrases and sentences using present
sentences. continuous.
(OVERALL WRITTEN
PRODUCTION) He/ She writes simple isolated phrases and sentences using simple
present.

He/ She writes simple isolated phrases and sentences using the
weather’s vocabulary.
Has a basic vocabulary repertoire of He / She identifies and uses present continuous in isolated phrases
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He / She identifies and uses simple present in isolated phrases sentences,
etc.

He / She identifies and uses the weather’s vocabulary in isolated phrases

sentences, etc.
Shows only limited control of a few He / She shows limited control of present continuous and simple present
simple grammatical structures and when forming affirmative sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He / She shows limited control of present continuous and simple present
when forming negative sentences.

He / She shows limited control of present continuous and simple present

when forming questions sentences.
Pronunciation of a very limited
repertoire of learnt words and phrases He / She pronounces words when the /ɔ/ sound is used.
can be understood with some effort by
native speakers used to dealing with He / She pronounces words when the /oʊ/sound is used.
speakers of his/her language group
(PHONOLOGICAL CONTROL) He / She pronounces words when the /eɪ/ sound is used.
Can manage very short, isolated, mainly He / She articulates very short isolated spoken expressions when present
pre-packaged utterances, with much continuous is used.
pausing to search for expressions, to
articulate less familiar words, and to He / She articulates very short isolated spoken expressions when simple
repair communication. present is used.
(SPOKEN FLUENCY)
He / She articulates very short isolated spoken expressions when the
weather’s vocabulary is used.
Can understand very short, simple texts He / she understands very short, simple texts when present continuous is
a single phrase at a time, picking up used in readings, informative articles etc.
familiar names, words and basic
phrases and rereading as required. He / she understands very short, simple texts when simple present is used
(OVERALL READING in readings, informative articles etc.
COMPREHENSION)
He / she understands very short, simple texts when present continuous is
used in readings, informative articles, etc.
Class Procedure
Competencies Procedure Time
OVERALL Pre: Ss listen to a track describing the weather. (page 48 1a) (5 min)
LISTENING
COMPREHENSION During: Ss drill the mentioned track (5min)
AND 15 min
VOCABULARY Post: Ss ask their partners How’s the weather? (5min)
RANGE
OVERALL Pre: Ss read a text which contains vocabulary about the weather and present
READING continuous. (page 49 4a) (20 min)
COMPREHENSION
AND During: Ss identify sentences in the text with the vocabulary learnt in present 50 min
VOCABULARY continuous. (10 min)
RANGE
Post: Ss create a paragraph using the vocabulary learnt. (20 min)
Presentation: Ss listen to a track having some words which contains the sounds
/ʊ/, /u/, and /ŋ/ (page 48 3a) (5 min)
PHONOLOGICAL
Practice: Ss listen and then repeat the words with the sounds /ʊ/, /u/, and /ŋ/. (10
CONTROL 25 min
min)

Production: Ss create 3 sentences using words with the sounds learnt and read
them to the class. (10 min)
Presentation: T plays a video about a weather conversation. (5 min)

OVERALL ORAL Practice: In pairs ss practice a conversation using weather vocabulary in

30 min
PRODUCTION present continuous. (10 min)

Use: Ss pass in front to have a conversation. ( 15 min)

 Presentation: Ss are oriented to go to the text books grammar bank section. T 40 min
explains the difference between simple present and present continuous. (page
106 8B) (15 min)
GRAMMATICAL
Practice: -Ss are asked to work on exercises in the grammar bank section.
ACCURACY
(page 107 8B) (10 min)

Production: Ss write 5 sentences in simple present and present continuous,

describing their daily routines and what they’re doing different today.
Eg. I usually have breakfast at home but today I’m having breakfast in a café.
(15 min)
Presentation: T gives to the students some examples using simple present, 30 min
present continuous and weather vocabulary. (5 min)
OVERALL
WRITTEN
Practice: T gives a piece of paper with some questions and ss have to answer
PRODUCTION
them. (10 min)

Production: Ss create the question based on the answer written on the board.
(15 min)
OVERALL Presentation: T plays a video about people being interviewed, asking about 50 min
SPOKEN their routines. (5 min)
PRODUCTION
AND Practice: In pairs ss create an interview asking about daily routines and current
SPOKEN projects. (15 min)
FLUENCY
Use: Ss create a roll play with the knowledge learnt. (30 min)

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
 Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 9 Classroom: Time:
Lesson: 1. Locating places and objects Date:

Resources: Topics:
1. Text book 1. There is/are
2. Board 2. Prepositions of place in, on, under.
3. Markers 3. / ɛr/, /ɪr/, and /ɔɪ/
4. Data show
5. Itools

Competencies Assessment Criteria

Can follow speech which is very slow He/ She follows speech with long pauses when the simple past of verb be
and carefully articulated, with long is used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He/ She follows speech with long pauses when prepositions of place in,
(OVERALL LISTENING
at, are used on audios, dialogues, etc.
COMPREHENSION)
Can interact in a simple way but He/ She interacts in a simple way using the simple past of the verb be
communication is totally dependent on when engaging in dialogues, conversations, etc.
repetition at a slower rate of speech,
rephrasing and repair. He/ She interacts in a simple way using the prepositions of place when
(OVERALL SPOKEN INTERACTION)
engaging in dialogues, conversations, etc.
Can produce simple mainly isolated He/ She produces simple phrases using the simple past of the verb be
phrases about people and places. when engaging in conversations.
(OVERALL SPOKEN PRODUCTION)
He/ She produces simple sentences using prepositions place in, at, on
when engaging in conversations.
Can write simple isolated phrases and He/ She writes simple insolated phrases using the simple past of the verb
sentences. be.
(OVERALL WRITTEN
PRODUCTION)
He/ She writes simple insolated phrases using prepositions of place.
Has a basic vocabulary repertoire of He/ She identifies and uses prepositions of places in isolated phrases,
isolated words and phrases related to sentences etc.
particular concrete situations.
(VOCABULARY RANGE) He/ She identifies and uses the past tense of the verb be in isolated
phrases, sentences etc.
Shows only limited control of a few He/ She shows limited control of the simple past of verb be and
simple grammatical structures and prepositions of place in affirmative sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of the simple past of verb be and
prepositions of place in negative sentences.
 He/ She shows limited control of the simple past of verb be and
prepositions of place in interrogative sentences.
Pronunciation of a very limited He/ She shows limited control of There is-are - when forming affirmative
repertoire of learnt words and phrases sentences.
can be understood with some effort by
native speakers used to dealing with He/ She shows limited control of There isn’t-aren’t - when forming
speakers of his/her language group. negative sentences.
(PHONOLOGICAL CONTROL)
He/ She shows limited control of is-are There? - when forming
interrogative sentences.
Can manage very short, isolated, mainly He/ She articulates very shorts isolated spoken expressions using There is
pre-packaged utterances, with much - There are in conversations.
pausing to search for expressions, to
articulate less familiar words, and to He/ She articulates very shorts isolated sentences using prepositions of
repair communication.
place in conversations.
(SPOKEN FLUENCY)
Can understand very short, simple texts
He/ She understands very shorts simple texts when there is / are, there
a single phrase at a time, picking up
isn’t / aren’t are used.
familiar names, words and basic
phrases and rereading as required.
He/ She understands very short simple readings when prepositions of
(OVERALL READING
place are used.
COMPREHENSION)
Class Procedure
Competencies Procedure Time
Pre: Students listen to a track about locating places and objects including
OVERALL
vocabulary about the topic provided by the teacher. (page 52 b.3.46) (5 min)
LISTENING
COMPREHENSION 20 min
During: Students drill the mentioned track. (same page). (5 min)
AND
VOCABULARY
Post: Students ask their partners where objects are located and identify different
RANGE
places. (10 min)
Pre: Students read a text about the position of different places and objects.
OVERALL
(page 53 3b) (5 min)
READING
COMPREHENSION
During: In a paragraph from the text previously read, Students have to identify
AND 20 min
the right vocabulary used on the paragraph. (same page). (5 min)
VOCABULARY
RANGE
Post: Students have to create their own paragraph using the vocabulary learnt.
(10 min)
Presentation: Teachers play a track having some words which contains the
sounds and some vocabulary / ɛr/, /ɪr/, and /ɔɪ/ (page 53. 3.49) (5 min)
PHONOLOGICAL
Practice: Students listen and then repeat the words with the sounds / ɛr/, /ɪr/,
CONTROL 25 min
and /ɔɪ/ (10 min)

Production: Students create 3 sentences using words with the sounds learnt and
read them to the class. (10 min)
 Presentation: Teacher plays a track about the use of There is, there are.
(page 52. 3.46/ 3.48). (5 min)
OVERALL
Practice: In front students will practice the use of there is and there are by
SPOKEN 25 min
identifying different objects within the classroom. (10 min)
INTERACTION
Use: In pairs students will pass in front to have a conversation applying the use
of the topic.(10 min)
Presentation: Students are oriented by the teacher to go to the text books
grammar bank section. (page 108 grammar bank 9A) Teacher explains the
GRAMMATICAL
difference between There is and There are. (10 min)
ACCURACY
AND
Practice: Students are asked to work on exercises in the grammar bank 30 min
OVERALL
section. (same page). (10 min)
WRITTEN
PRODUCTION
Production: Students will write 5 sentences applying rules and grammar learnt.
Ss share their sentences with as many classmates as possible (10 min)

Observations:
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____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 9 Classroom: Time:
Lesson: 2. Asking for and giving directions Date:
Resources: Topics:
1. Text book 1. Simple past: verb Be
2. Board 2. Prepositions of place in, at, on
3. Markers 3. / ər/ and /ʌ/ sound
4. Data show
5. Itools
6. Extra material
Competencies Assessment Criteria

Can follow speech which is very slow He/ She follows speech with long pauses when the simple past of verb be
and carefully articulated, with long is used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He/ She follows speech with long pauses when prepositions of place in,
(OVERALL LISTENING
at, are used on audios, dialogues, etc.
COMPREHENSION)
 Can interact in a simple way but
communication is totally dependent on He/ She interacts in a simple way using the simple past of the verb be
repetition at a slower rate of speech, when engaging in dialogues, conversations, etc.
rephrasing and repair.
(OVERALL SPOKEN INTERACTION) He/ She interacts in a simple way using the prepositions of place when
engaging in dialogues, conversations, etc.

He/ She produces simple phrases using the simple past of the verb be
Can produce simple mainly isolated when engaging in conversations.
phrases about people and places.
(OVERALL SPOKEN PRODUCTION) He/ She produces simple sentences using prepositions place in, at, on
when engaging in conversations.

He/ She writes simple insolated phrases using the simple past of the verb
Can write simple isolated phrases and be.
sentences.
(OVERALL WRITTEN : He/ She writes simple insolated phrases using prepositions of place.
PRODUCTION)

He/ She identifies and uses prepositions of places in isolated phrases,

Has a basic vocabulary repertoire of
sentences etc.
isolated words and phrases related to
particular concrete situations.
He/ She identifies and uses the past tense of the verb be in isolated
(VOCABULARY RANGE)
phrases, sentences etc.
He/ She shows limited control of the simple past of verb be and
Shows only limited control of a few prepositions of place in affirmative sentences.
simple grammatical structures and
sentence patterns in a learnt repertoire. He/ She shows limited control of the simple past of verb be and
(GRAMMATICAL ACCURACY) prepositions of place in negative sentences.

He/ She shows limited control of the simple past of verb be and
prepositions of place in interrogative sentences.

Pronunciation of a very limited

repertoire of learnt words and phrases
He/ She identifies the /ər/ sound in audios, dialogues and conversations.
can be understood with some effort by
native speakers used to dealing with He/ She identifies the /ʌ/ sound in audios, dialogues and conversations.
speakers of his/her language group.
(PHONOLOGICAL CONTROL)

Can manage very short, isolated, mainly

He/ She articulates very short isolated spoken expressions using the
pre-packaged utterances, with much
simple past of verb be in simple conversations.
pausing to search for expressions, to
articulate less familiar words, and to
He/ She articulates very short isolated spoken expressions using
repair communication.
prepositions of place in simple conversations.
(SPOKEN FLUENCY)
 Class Procedure
Competencies Procedure Time
Presentation: Teacher provide a track so students can listen to a track which
contains words with / ər/ and /ʌ/ sounds (page 54. 2a). (5 min)
PHONOLOGICAL
CONTROL Practice: Ss drill the track previously listened. (5 min) 20 min

Production: Students listen and write down some sentences which contains
words with / ər/ and /ʌ/ sounds. (10 min)
Presentation: Teacher plays a video explaining the uses of the prepositions in,
at, on. (Extra material) http://www.sliderbase.com/spitem-411-1.html
VOCABULARY
(5 min)
RANGE
AND Practice: Students identify prepositions in, at and on, in a text given by the 15 min
OVERALL
vocabulary bank (page 129) (5 min)
LISTENING
COMPREHENSION Production: Students are asked to fill the blanks with the right preposition.
(5 min)
Presentation: -T introduce the simple past of the verb Be for first person
singular, then third person singular, then second person singular, third person
singular, then plural persons. (5 min)

Practice: -Ss have to say where they were yesterday (I was at school)
OVERALL
-Ss have to say where a familiar was yesterday (He / She was at home) 25 min
SPOKEN
-Ss have to say where a partner was yesterday (I was at home and You were at
INTERACTION
the gym) (10 min)
-Do the same for plurals.

Use: In groups students describe where each one of them was in the past.
(10 min)
Presentation: Students are oriented by the teacher to go to the text books
grammar bank section. T explains how to create affirmative, negative and
GRAMMATICAL interrogatives questions using verb be in simple past. (page 54) grammar
ACCURACY bank (page 108) (5 min)
AND
30 min
OVERALL Practice: -Students are asked to work on exercises in the grammar bank
WRITTEN section. (10 min)
PRODUCTION
Production: Students write a paragraph describing a funny past experience.
(15 min)
Presentation: -Teachers model a dialogue using verb be in simple past and
OVERALL prepositions in, at, on. (10 min)
SPOKEN
PRODUCTION Practice: In pairs students ask their partner some questions about where they
30 min
AND are in some specific time. (10 min)
SPOKEN
FLUENCY Use: Students create a dialogue using verb be in simple past and prepositions in,
at, on. (10 min)
 Observations:
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____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 10 Classroom: Time:
Lesson: 1. Talking about past actions Date:
Resources: Topics:
1. Text book 1. Simple past: Regular verbs
2. Board 2. Common verbs 3
3. Markers 3. Regular sip le past endings
4. Data show
5. Itools

Competencies Assessment Criteria

Can follow speech which is very slow He/ She follows carefully articulated speech when personal pronouns We,
and carefully articulated, with long you, they are used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He / She follows slow speech when common regular verbs are used in
(OVERALL LISTENING
audios, dialogues etc.
COMPREHENSION)
Can produce simple mainly isolated He/ She produces simple isolated phrases when simple past regular verbs
phrases about people and places. are used.
(OVERALL SPOKEN PRODUCTION)
He/ She produces simple isolated phrases when common regular verbs
are used.
Can write simple isolated phrases and He/ She writes simple isolated sentences when simple past is used.
sentences.
(OVERALL WRITTEN He/ She writes simple isolated sentences when common regular past verbs
PRODUCTION) are used.
Shows only limited control of a few
simple grammatical structures and He/ She shows limited control of simple past when forming affirmative
sentence patterns in a learnt repertoire. sentences.
(GRAMMATICAL ACCURACY)
He/ She shows limited control of simple past when forming negative
sentences.

He/ She shows limited control of simple past when forming interrogative
sentences.
 Pronunciation of a very limited
He/ She pronounces the words when the /t/ sound is used.
repertoire of learnt words and phrases
can be understood with some effort by
He/ She pronounces the words when the /d/ sound is used.
native speakers used to dealing with
speakers of his/her language group
He/ She pronounces the words when the /id/ sound is used.
(PHONOLOGICAL CONTROL)
Can manage very short, isolated, mainly He/ she articulates very short isolated spoken expressions when simple
pre-packaged utterances, with much past is used.
pausing to search for expressions, to
articulate less familiar words, and to He/ She articulates very short isolated spoken expressions when common
repair communication.
regular verbs in past are used.
(SPOKEN FLUENCY)
Can understand very short, simple texts
a single phrase at a time, picking up He/ She understands very short, simple texts when common regular verbs
familiar names, words and basic are used.
phrases and rereading as required.
(OVERALL READING) He/ She understands very short, simple texts when the simple past is used.

Can ask and answer simple questions,

He/ She asks and answers simple questions using simple past.
initiate and respond to simple
statements in areas of immediate need
He/ She initiates and responds to simple statements using common regular
or on very familiar topics.
verbs in past.
(INFORMATION EXCHANGE)
Class Procedure
Competencies Procedure Time
Presentation: Ss listen to a track played by T with a conversation using regular
OVERALL
verbs in simple past. (page 58 1a) (10 min)
LISTENING
.
COMPREHENSION
Practice: Ss drill the track previously listened Ex: (Listening and Check
AND 30 min
activity). (page 58 1b) (10 min)
OVERALL
WRITTEN
Production: Ss listen and write down some sentences which contains simple
PRODUCTION
past regular verbs. (10 min)
Presentation: Ss are oriented to go to grammar bank section explaining how
to form Affirmative, Negative and Interrogative sentences use regular verbs in
GRAMMATICAL
simple past. (page 110 10A) (20 min)
ACCURACY
AND
Practice: Ss identify regular verbs in simple past contained on a script provided 40 min
OVERALL
by T. (10 min)
WRITTEN
PRODUCTION
Production: Applying the grammar for each regular verb in simple past Ss will
be able to create their own script. (10 min)
Presentation: -T introduce the regular simple past verbs sharing a text
containing the application of it. (page 59 5c) (10 min)
OVERALL
40 min
READING
Practice: -Ss will understand and practice the use of it by reading the text as
COMPREHENSION
required. (15 min)
 Use: In pairs the Ss will be able to apply what is being learned, by making
sentences using the regular verbs in simple past.(15 min)
Presentation: T provide an explanation about how to use common regular verbs
in simple past in a conversation. (10 min)
OVERALL
SPOKEN
Practice: Ss are asked to work in pairs asking questions about What did they do
PRODUCTION
last weekend/ last night/ this morning. (20 min) 50 min
AND
SPOKEN
Production: Ss will pass in front to talk about what did they do last weekend/
FLUENCY
last night/ this morning applying their knowledge about simple past regular
verbs. (20 min)
Presentation: T plays a track containing the right pronunciation of regular
verbs in simple past. (page 58 2a) (10 min)
PHONOLOGICAL
Practice: Ss have to listen and then repeat different words or phrases to 40 min
CONTROL
improve their articulation and pronunciation. (15 min)

Practice: Ss complete a chart separating the different sounds. (15 min)

Presentation: -T will play a video about a dialogue people having a
conversation in simple past. (10 min)
INFORMATION
Practice: In pairs ss ask their partner some questions about areas of immediate 40 min
EXCHANGE
need or on very familiar topics. (10 min)

Use: In pairs Ss create their own dialogue using simple past verbs.(20 min)

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
 Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 10 Classroom: Time:
Lesson: 2. Talking about past routines Date:
Resources: Topics:
1. Text book 1. Simple past: Irregular verbs
2. Board 2. Daily routine verbs
3. Markers 3. Sentence stress
4. Data show 4. Simple past: do, get, go, have.
5. Itools

Competencies Assessment Criteria

Can follow speech which is very slow He/ She follows carefully articulated speech when simple past verbs are
and carefully articulated, with long used in audios, dialogues, etc.
pauses for him/her to assimilate
meaning. He / She follows slow speech when daily routine expressions in past are
(OVERALL LISTENING
used in audios, dialogues etc.
COMPREHENSION)
Can produce simple mainly isolated He/ She produces simple isolated phrases when simple past tense is used.
phrases about people and places.
(OVERALL SPOKEN PRODUCTION) He/ She produces simple isolated phrases when common irregular verbs
are used.

He/ She produces simple isolated phrases when daily routine expressions
are used.
Can write simple isolated phrases and He / She writes isolated sentences in simple past using common irregular
sentences. verbs.
(OVERALL WRITTEN
PRODUCTION) He/ She writes isolated sentences in simple past using daily routines.
Has a basic vocabulary repertoire of He/ She identifies and uses simple past verbs in isolated phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He/ She identifies and uses common irregular verbs in isolated phrases,
sentences, etc.
He/ She identifies and uses past daily routines in isolated phrases,
sentences, etc.
Shows only limited control of a few He/ She shows limited control of the simple past when forming
simple grammatical structures and affirmative sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He/ She shows limited control of the simple past when forming negative
sentences.

He/ She shows limited control of the simple past when forming
interrogative sentences.
Pronunciation of a very limited He / She applies rising intonation in Yes/ No questions.
repertoire of learnt words and phrases
 can be understood with some effort by He / She applies falling intonation in simple questions using simple past.
native speakers used to dealing with
speakers of his/her language group.
(PHONOLOGICAL CONTROL)
Can manage very short, isolated, mainly He/ She articulates very short isolated utterances when daily routine
pre-packaged utterances, with much expressions are used in past.
pausing to search for expressions, to
articulate less familiar words, and to He/ She articulates very short isolated utterances when simple past tense is
repair communication. used.
(SPOKEN FLUENCY)
He/ She articulates very short isolated expressions when common past
irregular verbs are used.
Can understand very short, simple texts He/ She understands very short, simple texts where common irregular
a single phrase at a time, picking up verbs are used.
familiar names, words and basic
phrases and rereading as required. He/ She understands very short, simple texts where simple past tense is
(OVERALL READING used.
COMPREHENSION)
He/ She understands very short, simple texts where past daily routines are
used.
Can ask and answer simple questions, He/ She asks and answers simple questions using simple past.
initiate and respond to simple
statements in areas of immediate need He/ She initiates and responds to simple statements using common
or on very familiar topics. irregular verbs.
(INFORMATION EXCHANGE)
He/ She initiates and responds to simple statements using daily routines
expressions in past.

Class Procedure
Competencies Procedure Time
VOCABULARY Presentation: Ss listen to a track with some sentences that use irregular verbs
RANGE used in simple past. (page 131 a) (5 min)
AND T explains how some verbs are used to describe a routine. (10 min)
40 min
OVERALL .
WRITTEN
PRODUCTION
 Practice: Ss are oriented to go to the text books vocabulary bank section. Ss
are asked to fill the blanks using past form of irregular verbs in some sentences.
(page 131 b) (5 min)

Ss are asked to fill the blanks to complete verb phrases. (page 60 1a) (5 min)

Production: Ss write 5 sentences using verb phrases to describe their past

routines. (15 min)
Presentation: T tells students about things he/she did yesterday. (5 min)

Practice: In pairs ss ask their partner some questions about they did last week.
INFORMATION
(15 min) 35 min
EXCHANGE
Use: Ss tell share some things their partners did las week with the class.
(15 min)
Presentation: Ss are oriented to go to the text books grammar bank section. T
explains on how to form affirmative, negative and interrogative sentences using
GRAMMATICAL
irregular verbs in simple past. (page 110 10B) (20 min)
ACCURACY
AND
Practice: Ss are asked to sole some exercises in the grammar bank section. 45 min
OVERALL
(page 110 10B) (10 min)
WRITTEN
PRODUCTION
Production: Ss write a paragraph describing what they did their last birthday.
(15 min)
Presentation: Ss listen to a track with a dialogue using irregular verbs in simple
PHONOLOGICAL
past paying special attention in the stress of the sentences. (page 60 2b)
CONTROL
(10 min)
AND
30 min
OVERALL
Practice: Ss drill the mentioned track. (10 min)
LISTENING
COMPREHENSION
Practice: Ss read some sentences trying to follow the right stress. (10 min)
Presentation: -Ss read a text given by T which contains some experiences of
different people. (20 min)
OVERALL
READING 45 min
Practice: -Ss identify irregular verbs in simple past. (10 min)
COMPREHENSION
Use: Ss answer some questions about the text read. (15 min)
Presentation: T plays a video with people sharing amazing experiences.
OVERALL
(10 min)
SPOKEN
PRODUCTION 45
Practice: In pairs ss tell partner some personal experiences. (15 min)
AND minutes
SPOKEN
Production: Ss will pass in front and share with the class what they did in a
FLUENCY
specific day. (20 min)

Observations:
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____________________________________________________________________________________________
____________________________________________________________________________________________
 ____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 11 Classroom: Time:
Lesson: 1. Talking about opinions Date:
Resources: Topics:
1. Markers. 1. Object Pronouns.
2. Whiteboard. 2. Opinion Words.
3. Itools. 3. Likes/Dislikes.
4. Text book.
5. Projector/Data Show.

Competencies Assessment Criteria

Shows only limited control of a few He / she shows limited control of object pronouns and likes/ dislikes when
simple grammatical structures and forming affirmative sentences.
sentence patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He / she shows limited control of object pronouns and likes/ dislikes when
forming negative sentences.

He / she shows limited control of object pronouns and likes/ dislikes when
forming interrogative sentences.
Can produce simple mainly isolated He/ she produces simple isolated phrases when object pronouns are used.
phrases about people and places.
He/ she produces simple isolated phrases when opinion words are used.
(OVERALL ORAL PRODUCTION)
He/ she produces simple isolated phrases when likes and dislikes are used.
Has a basic vocabulary repertoire of He/ She identifies and uses object pronouns in simple isolated phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE) He/ She identifies and uses opinion words in simple isolated phrases,
sentences, etc.

He/ She identifies and uses likes and dislikes in simple isolated phrases,
sentences etc.
Can follow speech which is very slow He/ she follows carefully articulated speech when object pronouns are
and carefully articulated, with long used.
pauses for him/her to assimilate
meaning. He/ she follows slow speech when opinion words are used.
(OVERALL LISTENING
COMPREHENSION) He/ she follows carefully articulated speech when likes and dislikes are
used.
 Can interact in a simple way but He/ she interacts in a simple way using object pronouns when engaging
communication is totally dependent in dialogues, conversations etc.
on repetition at a slower rate of
speech, rephrasing and repair. He/ she interacts in a simple way using opinion words when engaging in
(OVERALL SPOKEN dialogues, conversations, etc.
INTERACTION)
He/ she interacts in a simple way using likes and dislikes when engaging
in dialogues, conversations, etc.
Class Procedure
Competencies Procedure Time
Presentation: Teacher writes on the board a list of words related to likes and
dislikes. (5 min) 30 min

VOCABULARY Practice: Students practice the meaning of the phrases. Chart page 65, 3a.
RANGE (5 min)
AND
OVERALL Production: Students complete the chart using the phrases from the box page
SPOKEN 65, 3a. (10 min)
INTERACTION
Students ask and answer about the musicians in the photos from page 65
exercise 4d. (10 min)
Presentation: Introduce a presentation about object pronouns with power point 35 min
GRAMMATICAL slider. 11A grammar bank resources Itools (5 min)
ACCURACY
Practice: Students make sentences using object pronouns. (10 min)

Produce: Students complete the sentences with object pronouns and order the
words to make sentences in pair on the grammar bank Page 112 exercise b and
c. (20 min)
Pre: Students are shown some pictures about famous people and they 25 min
OVERALL brainstorm some ideas about pictures on page 65. (5 min)
LISTENING
COMPREHENSION During: Students listen to eight music extracts, Page 65, Track 3c, 4.20.
(10 min)

Post: Filling out the information, page 65 ,4e related to the previous track,
4.21. (10 min)
Presentation: Students are to listen the audio track (4.21), on page 65.
(10 min)
OVERALL ORAL 30 min
PRODUCTION Practice: Teacher is to ask about students’ opinion related to the previous track.
(10 min)

Use: Students are to be set in pairs. Tell your partner about a singer or group
you love or hate. (10 min)

Example:
Where is the singer/group from?
 What kind of music does the singer/group make?
Are they very famous now?
When were they famous?
Etc.

Observations:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 11 Classroom: Time:
Lesson: 2. Talking about stories Date:
Resources: Topics:
1. Simple past
1. Markers. 2. More irregular verbs
2. Whiteboard. 3. Common verb 3
3. Itools. 4. Irregular verbs.
4. Text book. 5. Silent Consonants
5. Projector/Data Show.
Competencies Assessment Criteria
Has a basic vocabulary repertoire of He/ she identifies and uses simple past in isolated phrases, sentences, etc.
isolated words and phrases related to
particular concrete situations. He/ she identifies and uses irregular verbs in isolated phrases, sentences,
(VOCABULARY RANGE) etc.

Can understand very short, simple He/ she understands very short, simple texts when simple past is used.
texts a single phrase at a time, picking
up familiar names, words and basic He/ she understands very short, simple texts when common irregular verbs
phrases and rereading as required. are used.
(OVERALL READING
COMPREHENSION)
Shows only limited control of a few He/ she shows limited control of simple past when forming affirmative
simple grammatical structures and sentences.
sentence patterns in a learnt
repertoire. He/ she shows limited control of simple past when forming negative
(GRAMMATICAL ACCURACY) sentences.

He/ she shows limited control of simple past when forming interrogative
sentences.
Can write simple isolated phrases and He/ She writes isolated sentences in simple past.
sentences
(OVERALL WRITTEN He/ She writes isolated sentences in simple past using irregular verbs.
PRODUCTION)
Can follow speech which is very slow He/ She follows carefully articulated speech when past irregular verbs are
and carefully articulated, with long used.
pauses for him/her to assimilate
meaning. He/ She follows slow speech when simple past is used.
(OVERALL LISTENING
COMPREHENSION)
Can interact in a simple way but He/ She interacts in a simple way using simple past tense when engaging
communication is totally dependent on in dialogues, conversations, etc.
repetition at a slower rate of speech,
rephrasing and repair. He/ She interacts in a simple way using irregular verbs in past when
(OVERALL SPOKEN engaging in dialogues, conversations, etc.
INTERACTION)
Can produce simple mainly isolated He/ She produces simple isolated phrases when simple past is used.
phrases about people and places.
(OVERALL ORAL He/ She produces simple isolated phrases when irregular verbs are used in
PRODUCTION) past.
Pronunciation of a very limited He/ She pronounces words when using silent consonants w, g, h, l, d.
repertoire of learnt words and phrases
can be understood with some effort by He/ She pronounces words when using silent consonant k, t, h.
native speakers used to dealing with
speakers of his/her language group
(PHONOLOGICAL CONTROL)
Can manage very short, isolated, mainly He/ She articulates very short, isolated spoken expressions when simple
pre-packaged utterances, with much past is used.
pausing to search for expressions, to
articulate less familiar words, and to He/ She articulates very short, isolated spoken expressions when common
repair communication. irregular verbs are used.
(SPOKEN FLUENCY)

Class Procedure
Competencies Procedure Time
Presentation: Teacher introduces the common verbs page 66 and provides the
VOCABULARY vocabulary about common verbs. (5 min). 20 min
RANGE
Practice: Gap filling exercise page 66, 1.a related to the previous common
verbs. (5 min)
 Production: Students make some sentences and reading them in front of the
class applying the vocabulary learned. (10 min)

OVERALL Presentation: Teacher shows some pictures to the students and they try to
READING guess what the reading is about, page 66. (10 min) 30 min
COMPREHENSION
AND During: Students read each part from the reading, once they read each part,
SPOKEN they have to answer the question below. (10 min)
FLUENCY
Post: Students comment a similar story that they have experienced in their past.
This should be done orally. (10 min)
GRAMMATICAL Presentation: Teacher explains the proper use of simple past with irregular 30 min
ACCURACY verbs. (5 min)
AND
OVERALL Practice: Students write the past form of the verbs given on page 66, 3.a
WRITTEN (10 min)
PRODUCTION
Production: Make 10 sentences in simple past using irregular verbs. (15 min)
Presentation: Students are given with a photocopiable worksheet from Itools
OVERALL ORAL Communication 11B (5 min) 20 min
PRODUCTION
Practice: Students complete the questions shown on the worksheet and practice
OVERALL the questions pronunciation. (7 min)
SPOKEN
INTERACTION Use: In pairs, students ask and answer the questions done on the worksheet.
Students have to switch pair at least twice. (8 min)
SPOKEN
FLUENCY
Presentation: Students listen to a track concerned with sounds w, gh, l, d, k, t,
PHONOLOGICAL h. page 67 track 4.29(5 min)
CONTROL
Practice: Students are presented a chart having words that contains the sounds 20 min
mentioned before. Students practice pronouncing all words from the chart.
Page 67 (5 min)

Use: Students practice pronouncing the sounds in full sentences. (10 min)
page 67.
Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 11 Classroom: Time:
Lesson: 3.Talking about opinions Date:
Resources: Topics:
1. Markers. 1. Offers and invitations.
2. Whiteboard. 2. Accepting and declining
3. I-tools. 3. Kinds of parties.
4. Text book. 4. Liking: Would you
5. Projector/Data Show.
Competencies Assessment Criteria
Can follow speech which is very slow He/ She follow speech with long pauses when vocabulary related to offers
and carefully articulated, with long and invitations are used in audios, dialogues etc.
pauses for him/her to assimilate
meaning. He/ She follow very slow speech when accepting and declining
(OVERALL LISTENING expressions are used in audios, dialogues, conversations etc.
COMPREHENSION)
He/ She follow carefully articulate speech when vocabulary related to
kinds of parties are used in audios, dialogues etc.
Can produce simple mainly isolated He/ she produces simple mainly isolated phrases when vocabulary related
phrases about people and places. to offers and invitations are used in dialogues, conversations, etc.
(OVERALL SPOKEN
PRODUCTION) He/ she produces simple mainly isolated phrases when accepting and
declining expressions are used in dialogues, conversations etc.

He/ she produces simple mainly isolated phrases when vocabulary related
to parties are used in dialogues, conversations, etc.
He / she identifies and uses vocabulary related to offers and invitations in
Has a basic vocabulary repertoire of isolated phrases, sentences etc.
isolated words and phrases related to
particular concrete situations? He/ she identifies and uses accepting and declining expressions in isolated
(VOCABULARY RANGE) phrases, sentences etc.

He / she identifies and uses vocabulary related to parties in isolated

phrases, sentences etc.

Class Procedure
Competencies Procedure. Time
 Pre: Teacher plays the track 4.31 exercise a on page 68. (10 min)
OVERALL 30 min
LISTENING During: Students number the pictures and practice the dialogue in pairs
COMPREHENSION from page 68. (10 min)

Post: Students listen to the previous track twice in order to fill in the
gaps (10 min).
Presentation: Teacher Presents an article about parties through some 45 min
pictures on page 69 (5 min)
OVERALL
WRITTEN Practice: Gap filling the exercise a, on page 69. (15 min)
INTERACTION
Production: Students listen to the track on page 69, 3b and fill in the
chart with information listed before. (10 min)

Students answer the following questions and have a conversation with

them.
What do you usually get as a gift on your birthday?
What would you like as a gift on your birthday?
What is the best gift you have ever received for birthday?
What was the first birthday gift you remember?
What do you think about people who don’t like to give nor get gifts?
(15 min)
OVERALL Presentation: Teacher plays a video example about “People on the 45 min
SPOKEN street” on page 69 “speaking section”. (5 min)
PRODUCTION
AND Practice: In pairs. Students create a similar dialogue to the one listened.
SPOKEN (15 min)
FLUENCY
Use: Students role-play the dialogue they created in the front. (25 min)

Observations:
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Lesson Plan
Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 12 Classroom: Time:
Lesson : 1. Talking about plans and Prediction Date:
Resources: Topics:
1. Markers.
2. Whiteboard. 1. Future: Be going to
3. Itools. 2. Future time expressions
4. Text book. 3. Sentences stress
5. Projector/Data Show.
Competencies Assessment Criteria
Shows only limited control of a few simple He / she shows limited control of future with going to and future
grammatical structures and sentences expressions when forming affirmative sentences.
patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He / she shows limited control of future with going to and future
expressions when forming negative sentences.

He / she shows limited control of future with going to and future

expressions when forming interrogative sentences.
Can understand very short, simple texts a He / she understands very short, simple texts where future: be going to
single phrase at a time, picking up is used.
familiar names, words and basic phrases
and rereading as required. He / she understands very short, simple texts where future time
(OVERALL READING expressions are used.
COMPREHENSION)
Can follow speech which is very slow and He/ she follows carefully articulated speech when future: be going to is
carefully articulated, with long pauses for used in audios, dialogues, etc.
him/her to assimilate meaning.
(OVERALL LISTENING He/ she follows carefully articulated speech when future time
COMPREHENSION) expressions are used in audios, dialogues, etc.

Can produce simple mainly isolated He/ she produces isolated phrases when future time expressions are used.
phrases about people and places.
(OVERALL SPOKEN PRODUCTION) He/ she produces isolated phrases when collocation verbs are used.

Class Procedure
Competencies Procedure Time
 Presentation: Students are directed to go to the grammar bank section.
GRAMMATICAL Teacher explains on how to form affirmative, negative and interrogative
ACCURACY sentences using “be going to” for future. Page .114 12A (5 min) 30 min
AND
OVERALL Practice: Students do some exercises using be going to on page 115 12A
WRITTEN (10 min)
PRODUCTION
Production: Students write 5 sentences using be going to for future (15 min)
Pre: Students guess on the content of an upcoming text using a picture on page
OVERALL 70 (5 min)
READING
COMPREHENSION During: Students read the text mentioned on the previous activity as a whole 30 min
class (10 min)

Post: Students work on a gap filling exercise (15 min)

Pre: Students guess on an upcoming track content using some pictures on page
70. (5 min)
OVERALL
30 min
LISTENING
COMPREHENSION During: Students listen to the track mentioned before and number the pictures
from previous activity chronologically. Page 70, track 4.44(10 min)

Post: Students work on a true/ false exercise using information from the track.
Page 70, exercise 4 c. (15 min)
OVERALL Presentation: Teacher presents and models a dialogue using future time
SPOKEN expressions and future be going to. (10 min) 30 min
PRODUCTION
AND Practice: Students practice the dialogue previously given. (10 min)
SPOKEN
FLUENCY Use: Students role-play the dialogue in the front. (10 min)

Observations:
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Lesson Plan
 Lesson plan information
Course: English A1 Breakthrough Teacher: Shift:
Unit: 12 Classroom: Time:
Lesson : 2. Talking about present, past and future activities Date:
Resources: Topics:
1. Markers.
2. Whiteboard. 1. Review of present, past and future
3. Itools. 2. Review of verb collocations
4. Text book.
5. Projector/Data Show.
Competencies Assessment Criteria
Can follow speech which is very slow He/ she follows carefully articulated speech when present, past and
and carefully articulated, with long future with going to are used in audios, dialogues, etc.
pauses for him/her to assimilate meaning.
(OVERALL LISTENING He/ she follows carefully articulated speech when verb collocations are
COMPREHENSION) used in audios, dialogues, etc.
Can ask and answer simple questions, He / she asks and answers simple questions using simple present, past
initiate and respond to simple statements and future when engaging in dialogues, conversations, etc.
in areas of immediate need or on very
familiar topics. He / she asks and answers simple questions using verb collocations
(OVERALL SPOKEN when engaging in dialogues, conversations, etc.
INTERACTION
Can produce simple mainly isolated He/ she produces simple isolated phrases when simple present, past, and
phrases about people and places. future are used.
(OVERALL SPOKEN
PRODUCTION) He/ she produces simple isolated phrases when verb collocations are
used.
Can write simple isolated phrases and He/ she writes isolated sentences in simple present, past and future using
sentences. regular and irregular verbs.
(OVERALL WRITTEN
PRODUCTION) He/ she writes simple isolated phrases and sentences using verb
collocations
Has a basic vocabulary repertoire of He/ she identifies and uses verb collocations in simple isolated phrases,
isolated words and phrases related to sentences, etc.
particular concrete situations.
(VOCABULARY RANGE)
Shows only limited control of a few simple He / she shows limited control of present, past and future tenses when
grammatical structures and sentence forming affirmative sentences.
patterns in a learnt repertoire.
(GRAMMATICAL ACCURACY) He / she shows limited control of present, past and future tenses when
forming negative sentences.

He / she shows limited control of present, past and future tenses when
forming interrogative sentences.
Pronunciation of a very limited repertoire He / she applies rising intonation in verb collocation.
of learnt words and phrases can be
understood with some effort by native He / she applies falling intonation in simple questions in present, past
and future time.
speakers used to dealing with speakers of
his/her language group
(PHONOLOGICAL CONTROL)
Can manage very short, isolated, mainly He / she articulates very short isolated utterances when present, past and
pre-packaged utterances, with much future tenses are used.
pausing to search for expressions, to
articulate less familiar words, and to He / she articulates very short isolated utterances when verb collocations
repair communication. are used.
(SPOKEN FLUENCY)
Class Procedure
Competencies Procedure Time
Presentation: Teacher plays a track with a list of verb collocations. (page 73 3a)
VOCABULARY (5 min)
RANGE
AND Practice: Students drill the track previously listened. (7 min) 20 min
OVERALL
LISTENING Production: Students fill the blanks to complete sentences where verb
COMPREHENSION collocations are used. (page 73 3a)(8 min)
OVERALL Presentation: Teacher asks a student different questions about her/him in order
SPOKEN to review present, past and future tenses. (page 72 1b) (5 min)
INTERACTION 25 min
Practice: In groups students practice asking and answering each other the
questions. (page 72 1b) (10 min)
Use: students go around the classroom asking the same questions to as many
classmates as possible. (10 min)
Presentation: Students are directed to go to the grammar bank section. 30 min
GRAMMATICAL Teacher gives a review of the present, past and future tenses. (page 114 12B)
ACCURACY (5 min)
AND
OVERALL Practice: Students do some exercises using be going to on page 115 12B.
WRITTEN (10 min)
PRODUCTION
Production: Students write a paragraph using present, past and future tenses.
(15 min)
PHONOLOGICAL Presentation: Teacher presents examples using the phonetic symbols from page 15 min
CONTROL 73 exercise a. “Pronunciation section” (5 min)
AND
SPOKEN Practice: Students pronounce the previous phonetic symbols and the teacher
FLUENCY correct them. (5 min)

Use: Students complete the chart writing the words on the right column.
Students say 5 different sentences using the words from the chart mentioned.
(5 min)
Presentation: Teacher explains a game on page 72. (5min) 30 min

(OVERALL Practice: Students play the game on page 72 in groups. (10 min)
SPOKEN Complete some questions on page 73 and answering in pairs or as a whole
PRODUCTION) group. (5 min).
 Use: Creating a story using some pictures on page 73 exercise a, and developing
in the class individually. (10 min)

Observations:
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