School logo School Year

UNIDAD EDUCATIVA “XYZ”

2024-2025
MICROCURRICULAR PLAN- UNIT 6
1. INFORMATIVE DATA
TEACHER START DATE FINISH DATE
DEPARTMENT English Foreign Language GRADE/LEVEL 9th Grade CLASS
SUBJECT English TIME # weeks
2. PLANNING
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:
 To describe types of houses and parts of the house
• To identify countable and uncountable nouns
• To recognize definite and indefinite articles (a-an/the)
• To describe home appliances and furniture in a room
• To recognize quantifiers (there is-there are/some-any/much-many
CONTENTS & GENERAL & SPECIFIC EVALUATION INDICATORS METHODOLOGICAL STRATEGIES ASSESSMENT RESOURCES
WEEKS COMPETENCIES ACTIVITIES
Week # Listening To describe homes and EXPERIENCE  Music
UNIT 6: LET’S HAVE • Recognize familiar name household  Warm up: Video TECHNIQUE player (ICT
words and very basic
SOME COFFEE appliances and furniture. VOCABULARY: Identify types of houses/ parts of the house/ Furniture in a PRACTICE & tools)
phrases concerning
room/ appliances. REVIEW TEST  Markers
myself, my family and
LESSON 10: immediate concrete SPEAKING: Observe the vocabulary box and name what you find at your Lesson 10  Book
*Parts of the house/ surroundings when To recognize countable home. Pair work: Describe your house to a partner.  Video
types of houses people speak slowly and uncountable nouns. INSTRUMENT  Photocopies
Furniture and clearly. REFLECTION Checklist (book)
*Countable and To use quantifiers and Answer some questions using articles: a-an-the/some/ any/ how  Dictionary
Reading
uncountable nouns articles in positive, many/much etc? Analyze what you have or don’t have at home.  Video
Understand familiar
* Articles: negative and questions  How many bedrooms ate there in your house?
names, words and
(a-an/the) correctly.  Is there any water purifier in the kitchen?
very simple sentences,
* Quantifiers  How much did you pay for your house? Etc.
for example on notices
there is-there are/ Game: make students try to answer the questions and understand by
and posters or in
context in order to gradually introduce the grammar box. Group work.
some-any/ catalogues
much-many
Speaking
. Interact in a simple
way provided the
other person is
prepared to repeat or CONCEPTUALIZATION
rephrase things at a GRAMMAR:
slower rate of speech  Observe a chart of countable and uncountable nouns . Focus on
and help me the rules to differentiate them. Talk about your favorite
formulate what I’m food.
 trying to say. Ask and  Use definite and indefinite articles (a-an-the) to fill in the blanks.
answer simple  Quantifiers: There is/ Thera are/ How much/ many/some-any
questions in areas of Reading comprehension: what’s in there? Complete sentences.
immediate need or See the difference in affirmative, negative sentences and questions.
on very familiar
topics. APPLICATION
LISTENING: “Home sweet home” Listen to Aiden talking about his
 Use simple phrases house. Then, read the script. Underline the articles you can find.
and sentences to Then, answer the questions.
describe where I live WRITING: Write a paragraph describing your favorite room in your
and people I know.
house.
Writing
SPEAKING: Make a drawing of your dream house. Then, talk about
Write a short, simple it. Describe the rooms.
postcard, for example
sending holiday
greetings. I can fill in
forms with personal
details, for example
entering my name,
nationality and
address on a hotel
registration form.
ELABORATED CHECKED APPROVED
Teacher: Department coordinator: Vice principal:

Date: Date: Date:

 UNIDAD EDUCATIVA “FRANCISCO DE ORELLANA” School Year
Decreto Presidencial Nº 495 - 15/05/1970 - Resolución N° 974-CZE3-2013
Dirección: Barrio El Dorado, Calle Sucumbíos y Calle Oriente
PUYO – PASTAZA – ECUADOR 2023-2024
MICROCURRICULAR PLAN- UNIT 7
1. INFORMATIVE DATA
TEACHER START DATE FINISH DATE
DEPARTMENT English Foreign Language GRADE/LEVEL 9th Grade CLASS
SUBJECT English TIME # weeks
2. PLANNING
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:
 To ask and give information about jobs and professions
 To talk about types of measurements
 To talk about the equipment used in different jobs
 To use the simple future tense when talking about your schedule
 To use prepositions of place and time in the work place
 To describe future routines with countable and uncountable nouns
CONTENTS & SKILLS WITH EVALUATION INDICATORS METHODOLOGICAL STRATEGIES ASSESSMENT RESOURCES
WEEKS PERFORMANCE CRITERIA ACTIVITIES
WEEK: # Listening To identify jobs and their EXPERIENCE  Music
UNIT 7: LET’S WORK • Recognize familiar corresponding  Warm up: TECHNIQUE player (ICT
words and very basic
LESSON 1: equipment. VOCABULARY: Brainstorm ideas about jobs, professions and equipment. PRACTICE & tools)
phrases concerning
 Jobs and SPEAKING: Name some future jobs that you are interested in. Say what REVIEW TEST  Markers
myself, my family and
professions. immediate concrete To use Will/ Won’t in equipment you will need. Lesson 11  Book
 Simple Future surroundings when affirmative, negative and  Video
WILL people speak slowly questions. CONCEPTUALIZATION INSTRUMENT  Photocopies
 Prepositions of and clearly. GRAMMAR: Checklist (book)
place To recognize the types of  Identify types of uncountable nouns. (Food, Abstract nouns,  Dictionary
Reading
 Prepositions of uncountable nouns to use mass nouns, natural phenomena)  Board
Understand familiar
time them in a singular form. -Read the conversation and fill in the blanks with the suitable
names, words and
 Types of uncountable noun.
very simple sentences,
uncountable To use prepositions of  Observe a char about Simple Future to predict the future.
for example on notices
nouns place and time in work  Introduce the Possessive Adjectives (Grammar box)
and posters or in
catalogues
place. Recognize the right possessive while answering questions.

Speaking REFLECTION
. Interact in a simple Answer some questions about the Reading exercise:
way provided the Where will you work? Read, then, underline the prepositions you
see. Answer the questions and then answer the questions below.
 other person is  What job will you probably get in the future?
prepared to repeat or  Will you stay in Ecuador or in another country?
rephrase things at a  Where will you live?
slower rate of speech VOCABULARY: Differentiate the use between prepositions of place and
and help me prepositions of time. Observe the language use grammar box and choose
formulate what I’m the correct preposition based on the options given.
trying to say. Ask and
answer simple APPLICATION
questions in areas of READING: Check the types of measurement definitions and identify the
immediate need or correct noun.
on very familiar WRITING: Write about your future job. Use the simple future tense.
topics.
LISTENING: “I am shaking in fear” / “Sorry I won’t” Listen to a dialogue
and fill in the corresponding noun according to the audios.
 Use simple phrases
and sentences to
describe where I live
and people I know.

Writing
 Write a short,
simple postcard, for
example sending
holiday greetings. I
can fill in forms
with personal
details, for example
entering my name,
nationality and
address on a hotel
registration form.
ELABORATED CHECKED APPROVED
Teacher: Department coordinator: Vice principal:

Date: Date: Date:

 UNIDAD EDUCATIVA “FRANCISCO DE ORELLANA” School Year
Decreto Presidencial Nº 495 - 15/05/1970 - Resolución N° 974-CZE3-2013
Dirección: Barrio El Dorado, Calle Sucumbíos y Calle Oriente
PUYO – PASTAZA – ECUADOR 2023-2024
MICROCURRICULAR PLAN- UNIT 8
1. INFORMATIVE DATA
TEACHER START DATE FINISH DATE
DEPARTMENT English Foreign Language GRADE/LEVEL 9th Grade CLASS
SUBJECT English TIME # weeks
2. PLANNING
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:
 To identify adverbs of frequency
 To talk about types of food
 To recognize intensifiers (enough-so-really-too)
 To recognize modal auxiliary verbs (can/could)
 To correctly use to be going to for future intentions
CONTENTS & SKILLS WITH EVALUATION INDICATORS METHODOLOGICAL STRATEGIES ASSESSMENT RESOURCES
WEEKS PERFORMANCE CRITERIA ACTIVITIES
WEEK: # Listening To identify types of food EXPERIENCE  Music
UNIT 8: WHAT • Recognize familiar  Warm up: Brainstorm/ Video TECHNIQUE player (ICT
words and very basic
ABOUT HEALTHY To use intensifiers to talk VOCABULARY: “Types of food”. Talk about the food pyramid and say PRACTICE & tools)
phrases concerning
FOOD? about healthy eating. what you usually eat to stay healthy. REVIEW TEST  Markers
myself, my family and
LESSON 12: immediate concrete READING: Enough vegetables. Fill in the blanks and complete a dialogue Lesson 12  Book
 Adverbs of surroundings when To use adverbs of about vegetables.  Video
frequency people speak slowly frequency correctly. INSTRUMENT  Photocopies
 How often and clearly. REFLECTION Checklist (book)
 Types of food. To use CAN/ COULD in Answer some questions about s healthy lifestyle:  Dictionary
Reading
 Intensifiers different contexts.  Are you healthy?  Board
Understand familiar
(enough-so-  How often do you eat fruit and vegetables?
names, words and
really-too) To use “BE GOING TO” to  What your favorite food? Etc.
very simple sentences,
 Modals: CAN/ express future intentions.  LISTENING: “Making lifestyle changes, or not?”/ “Healthy habits”
for example on notices
COULD Listen and complete the dialogue with the words you hear.
and posters or in
 To be going to
catalogues
CONCEPTUALIZATION
 GRAMMAR:
Speaking  Read the examples of the adverbs of frequency list in the
. Interact in a simple grammar box. Ask questions with “How often”.
way provided the  Identify the meaning of Identifiers and their position in
other person is sentences.
prepared to repeat or  Use the modal auxiliary CAN/ COULD in positive, negative and
rephrase things at a
questions to be express in different ways: possibility, ability,
slower rate of speech
request, permission, offers, suggestions.
and help me
 Going to for Future intentions.
formulate what I’m
APPLICATION
trying to say. Ask and
WRITING: Use the previous text to guide you. Write about your eating
answer simple
Habits.
questions in areas of
SPEAKING: Pair work: choose a partner and talk about your daily diet.
immediate need or
on very familiar
What’s your favorite food? What do you usually have for breakfast /
topics. lunch / dinner ? Use what we learned in this unit.
LISTENING/READING: Based on the text DAILY DIET, choose the right
option to answer the questions given.
 Use simple phrases
and sentences to
describe where I live
and people I know.

Writing
Write a short, simple
postcard, for example
sending holiday
greetings. I can fill in
forms with personal
details, for example
entering my name,
nationality and
address on a hotel
registration form.
ELABORATED CHECKED APPROVED
Teacher: Department coordinator: Vice principal:

Date: Date: Date:

 UNIDAD EDUCATIVA “FRANCISCO DE ORELLANA” School Year
Decreto Presidencial Nº 495 - 15/05/1970 - Resolución N° 974-CZE3-2013
Dirección: Barrio El Dorado, Calle Sucumbíos y Calle Oriente
PUYO – PASTAZA – ECUADOR 2023-2024
MICROCURRICULAR PLAN- UNIT 9
1. INFORMATIVE DATA
TEACHER START DATE FINISH DATE
DEPARTMENT English Foreign Language GRADE/ LEVEL 9th Grade CLASS
SUBJECT English TIME # weeks
2. PLANNING
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:
 To recognize the simple past tense: was-were
 To identify simple past signal words: yesterday-last-ago-the other day
 To use prepositions of time: during-within-after-about
 To identify the days of the week and the months of the year
 To evoke last vacation
CONTENTS & SKILLS WITH EVALUATION INDICATORS METHODOLOGICAL STRATEGIES ASSESSMENT RESOURCES
WEEKS PERFORMANCE CRITERIA ACTIVITIES
Week # Listening To use Was & Were to EXPERIENCE  Music
UNIT 9: LAST • Recognize familiar express finished actions in  Warm up: Songs TECHNIQUE player (ICT
words and very basic
VACATION the past. VOCABULARY: Months of the year related to holidays. PRACTICE TEST tools)
phrases concerning
Days of the week related to weekdays and weekend activities. Lesson 13  Markers
myself, my family and
LESSON 13: immediate concrete To recognize the time READING: WHEN WERE YOU THERE? Fill in the corresponding month of  Book
Past of to be: surroundings when expressions in simple the year according to the options given in the vocabulary box. INSTRUMENT  Video
Was/ were people speak slowly past. Checklist  Photocopies
Simple past time and clearly. REFLECTION (book)
expressions To use preposition of time Answer some questions about your last vacation:  Dictionary
Reading
Prepositions of time to talk about the past.  How was your last vacation?
Understand familiar
Days of the week  Where did you go?
names, words and
Months of the year To name and write the  When were you there? Etc.
very simple sentences,
Talk about last days of the week and  LISTENING: WHEN WAS THAT? Choose the right month of the
for example on notices
vacation. months of the year. year to correctly answer the question given in the sentences
and posters or in
catalogues
heard.

Speaking CONCEPTUALIZATION
. Interact in a simple GRAMMAR:
way provided the  To be in past. Observe the Grammar box and read the language
other person is usage and examples referred to actions completely done. Say
prepared to repeat or oral examples using WAS/WERE. Fill in the corresponding
rephrase things at a conjugation according to the options given for the dialogue.
slower rate of speech  Identify Simple Past signal words also called time expressions:
and help me yesterday, ago, last, the other day.
formulate what I’m -Choose the right simple past signal word from the options given
 trying to say. Ask and in the exercise or extra worksheet.
answer simple  Use prepositions of time related to simple past: during, within,
questions in areas of after, about.
immediate need or  READING: “During Last Holiday” Based on the vocabulary box
on very familiar about prepositions of time, make the right choice from the
topics. options given.

 Use simple phrases APPLICATION

and sentences to WRITING: a paragraph describing your best vacation ever! Use the simple
describe where I live past tense, the past simple signal words, the prepositions of time, the
and people I know. days of the week and the months of the year learnt in the unit.

Writing SPEAKING: “WET WEEKEND” Describe one of your memories on

Write a short, simple weekends. Use the simple past tense,
postcard, for example the simple past signal words, the prepositions of time.
sending holiday LISTENING: THOSE WERE THE DAYS! Fill in the missing day of the week
greetings. I can fill in according to the sentence heard.
forms with personal
details, for example
entering my name,
nationality and
address on a hotel
registration form.
ELABORATED CHECKED APPROVED
Teacher: Department coordinator: Vice principal:

Date: Date: Date:

 UNIDAD EDUCATIVA “FRANCISCO DE ORELLANA” School Year
Decreto Presidencial Nº 495 - 15/05/1970 - Resolución N° 974-CZE3-2013
Dirección: Barrio El Dorado, Calle Sucumbíos y Calle Oriente
PUYO – PASTAZA – ECUADOR 2023-2024
MICROCURRICULAR PLAN- UNIT 10
1. INFORMATIVE DATA
TEACHER START DATE FINISH DATE
DEPARTMENT English Foreign Language GRADE/ LEVEL 9th Grade CLASS
SUBJECT English TIME # weeks
2. PLANNING
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:
 To give instructions using affirmative and negative imperatives
 To give advice using modal verbs must, should
 To use vocabulary related to parts of the body
 To learn vocabulary about body idioms
 To learn vocabulary about illness
 To correctly use quantifiers: few-most-enough-both
CONTENTS & SKILLS WITH EVALUATION INDICATORS METHODOLOGICAL STRATEGIES ASSESSMENT RESOURCES
WEEKS PERFORMANCE CRITERIA ACTIVITIES
Listening To give instructions and EXPERIENCE  Music
Week # • Recognize familiar use negative imperatives.  Warm up: Game TECHNIQUE player (ICT
words and very basic
UNIT 10: WHAT’S VOCABULARY: Brainstorm ideas about parts of the body, pains and PRACTICE & tools)
phrases concerning
WRONG? To give advice using illness. REVIEW TEST  Markers
myself, my family and
immediate concrete modal verbs: (to be) Guessing game: Introduce body idioms to make students guess what they Lesson 14  Book
LESSON 14: surroundings when supposed to-should mean.  Video
Imperatives people speak slowly ought-had better. INSTRUMENT  Photocopies
Modal verbs for and clearly. REFLECTION Checklist (book)
advice: should/ Identify the parts of the Answer some questions about body idioms:  Dictionary
Reading
ought to body  Do you know what an idiom is?  Board
Understand familiar
Parts of the body  Which body parts can you name?
names, words and
Illness vocabulary To use few-most-enough-  Which health problems or pains do you know? Etc.
very simple sentences,
Quantifiers: few- and both correctly. READING:” Lending a hand & Body Idioms” Exercise: Complete the
for example on notices
most-enough-both conversation and choose the right body idiom from the options given.
and posters or in
catalogues
CONCEPTUALIZATION
Speaking GRAMMAR:
. Interact in a simple  Observe the Imperatives grammar box: Say examples: give
way provided the orders, instructions and short explanations. Exercise: Fill in the
other person is blanks to complete the dialogue using +/-imperatives.
prepared to repeat or  Focus on the language use of Modal verbs for giving
rephrase things at a advice/recommendation. Learn that Ought to is the same as
slower rate of speech Should.
and help me  Lear more quantifiers from the Gramma box and its usage: few-
 formulate what I’m most-enough-both. Exercise: Fill in the blanks using the right
trying to say. Ask and quantifier.
answer simple  LISTENING: Fill in the missing quantifier according to the
questions in areas of sentence heard.
immediate need or
on very familiar APPLICATION
topics. WRITING: Write a text giving advice to a person who doesn’t see eye to
eye with you. Use imperatives, modal auxiliary verbs, the quantifiers and
 Use simple phrases the vocabulary about the human body developed in the unit.
and sentences to SPEAKING: Describe the injury you remember the most. Mention the care
describe where I live you took, the things you were advised on. Use imperatives, modal
and people I know. auxiliary verbs, the quantifiers and the vocabulary about the human body
learnt in this unit.
Writing READING: “When you don’t see eye to eye!” Read the next paragraph
Write a short, simple about Mary’s job. After that, answer the questions.
postcard, for example
sending holiday
greetings. I can fill in
forms with personal
details, for example
entering my name,
nationality and
address on a hotel
registration form.
ELABORATED CHECKED APPROVED
Teacher: Department coordinator: Vice principal:

Date: Date: Date:

UNIDAD EDUCATIVA “FRANCISCO DE ORELLANA” School Year

 Decreto Presidencial Nº 495 - 15/05/1970 - Resolución N° 974-CZE3-2013
Dirección: Barrio El Dorado, Calle Sucumbíos y Calle Oriente
PUYO – PASTAZA – ECUADOR 2023-2024
MICROCURRICULAR PLAN- UNIT 11
1. INFORMATIVE DATA
TEACHER START DATE FINISH DATE
DEPARTMENT English Foreign Language GRADE/ LEVEL 9th Grade CLASS
SUBJECT English TIME # weeks
2. PLANNING
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:
 To use imperatives for giving directions
• To use prepositions for locating objects
• To recognize compound nouns
• To use vocabulary related to tourist attractions
• To recognize magnitude
• To ask for and give prices
CONTENTS & SKILLS WITH EVALUATION INDICATORS METHODOLOGICAL STRATEGIES ASSESSMENT RESOURCES
WEEKS PERFORMANCE CRITERIA ACTIVITIES
Week# Listening To tell the time. EXPERIENCE  Music
UNIT 11: SIGHTS OF • Recognize familiar  Warm up: Game TECHNIQUE player (ICT
words and very basic
INTEREST To use the conjunction so VOCABULARY: Compound nouns. Make students match some compound PRACTICE & tools)
phrases concerning
& because correctly. nouns and add extra ones. Explain that some nouns can be joined and REVIEW TEST  Markers
myself, my family and
LESSON 15: immediate concrete others not. See the vocabulary box and fill in the corresponding Lesson 15-16  Book
Giving directions surroundings when To differentiate the compound noun according to the options in the Reading exercise. “Do  Video
Prepositions of place people speak slowly present continuous for you have a map?” INSTRUMENT  Photocopies
Compound nouns and clearly. the near future and for Checklist (book)
LESSON 16: actions happening at the REFLECTION  Dictionary
Reading
Tourist attractions moment. Answer some questions about tourist attractions:  Clock
Understand familiar
Vocabulary:  What is your favorite tourist attraction?
names, words and
Magnitude To use demonstrative  What tourist attractions are famous in your country?
very simple sentences,
Giving prices adjectives correctly. LISTENING/ VOCABULARY: “Touristic places” Fill in the missing
for example on notices
tourist attraction according to the sentence heard.
and posters or in
catalogues
CONCEPTUALIZATION
Speaking GRAMMAR:
. Interact in a simple  Teach the use of Imperatives for giving directions in positive and
way provided the negative form: Turn left/right, Go straight, Go down etc.
other person is LISTENING: “HEY, HOW CAN I GET THERE!” Fill in the missing
prepared to repeat or imperative according to the sentence heard.
rephrase things at a To To
slower rate of speech
and help me
formulate what I’m  Observe the prepositions of place for location objects. Study the
trying to say. Ask and difference of each one and say oral examples.
 answer simple VOCABULARY: Giving prices and magnitude. Exercise: Choose
questions in areas of the right answer that best fills in the blanks from the options
immediate need or Given and use these words in real examples.
on very familiar
topics. APPLICATION
WRITING: “Giving advice” Write a paragraph describing the tourist
 Use simple phrases attraction that you like the most. Use imperatives for giving
and sentences to directions, prepositions for locating objects, compound nouns and
describe where I live the vocabulary learned in the unit.
and people I know. SPEAKING: PAIR WORK. Work with a partner and pretend one of
you has just arrived in your city how to get to the tourist sites and
Writing
Write a short, simple the sights of interest. Use imperatives for giving directions,
postcard, for example prepositions for locating objects, compound nouns, magnitude and
sending holiday the vocabulary about prices studied.
greetings. I can fill in
forms with personal
details, for example
entering my name,
nationality and
address on a hotel
registration form.
ELABORATED CHECKED APPROVED
Teacher: Department coordinator: Vice principal:

Date: Date: Date:

 UNIDAD EDUCATIVA “FRANCISCO DE ORELLANA” School Year
Decreto Presidencial Nº 495 - 15/05/1970 - Resolución N° 974-CZE3-2013
Dirección: Barrio El Dorado, Calle Sucumbíos y Calle Oriente
PUYO – PASTAZA – ECUADOR 2023-2024
MICROCURRICULAR PLAN- UNIT 12
1. INFORMATIVE DATA
TEACHER START DATE FINISH DATE
DEPARTMENT English Foreign Language GRADE/ LEVEL 9th Grade CLASS
SUBJECT English TIME # weeks
2. PLANNING
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:
 To use regular verbs in past tense
• To identify spelling rules for regular verbs in past tense
• To recognize the –ed ending pronunciation for regular verbs in past tense
• To use irregular verbs in past tense
• To identify simple past signal words: when-since-every-if
• To use conditional clauses in past tense to make hypotheses
CONTENTS & SKILLS WITH EVALUATION INDICATORS METHODOLOGICAL STRATEGIES ASSESSMENT RESOURCES
WEEKS PERFORMANCE CRITERIA ACTIVITIES
WEEEK # Listening To describe relatives. EXPERIENCE  Music
UNIT 12: YESTERDAY • Recognize familiar  Warm up: Video/ Presentation TECHNIQUE player (ICT
words and very basic
ROCKS! To write and talk about VOCABULARY: Past Signal words: Observe a chart of sentences in simple PRACTICE & tools)
phrases concerning
someone’s daily routine. past and identify the words: When/ Since/ Every/ If. Look up for REVIEW TEST  Markers
myself, my family and
LESSON 17: immediate concrete meanings. Lesson 17-18  Book
Simple past Tense surroundings when To identify colors and LISTENING: Choose the simple past signal word mentioned in each of the  Video
Regular verbs people speak slowly shapes. audios. Exercise: Fill in the correct simple past signal word according to INSTRUMENT  Photocopies
ED-Ending and clearly. the options given in the vocabulary box. Checklist (book)
pronunciation To make contractions to  Dictionary
Reading
show relation between REFLECTION  Board
Understand familiar
family members. Answer some questions about a past action?
names, words and
LESSON 18:  What did you do yesterday?
very simple sentences,
Simple past Tense  Can you distinguish regular and irregular verbs?
for example on notices
Irregular verbs  Can you pronounce the regular verbs in past? Etc.
and posters or in
Past Signal words: catalogues
READING: “I LOVE PSYCHOLOGY!” the next paragraph about Kassidy’s
WHEN - SINCE - experience studying psychology in New Jersey. After that, answer the
EVERY – IF Speaking questions given below. Underline the regular verbs with blue and the
First Conditional . Interact in a simple irregular with green. Could you find all verbs? Compare wit a partner.
way provided the
other person is
prepared to repeat or
rephrase things at a
slower rate of speech
and help me
 formulate what I’m CONCEPTUALIZATION
trying to say. Ask and GRAMMAR:
answer simple  Introduce Simple Past Tense: Used with actions completely done.
questions in areas of  Teach the rules for regular verbs in past tense. Exercise: Fill in
immediate need or the corresponding past simple verb phrase based on the options
on very familiar given in the vocabulary box.
topics.  Observe a chart of past signal words and circle them. Say and
write examples with each one of them.
 Use simple phrases  Study the Grammar Box: conditional clauses in past tense (First
and sentences to Conditional) Check structure and usage.
describe where I live READING: What if..? Fill in the correct past simple verb phrase based on
and people I know. the options given in the vocabulary box. (Remember to use the verb in
past tense).
Writing
Write a short, simple APPLICATION
postcard, for example WRITING: Write a paragraph describing the job you imagined you
sending holiday
would get when you were a child. Use regular and irregular verbs
greetings. I can fill in
forms with personal in past tense, simple past signal words and the vocabulary learned.
details, for example SPEAKING: Talk about the things you did in the last 24 hours. Use 5
entering my name, regular and 5 irregular verbs in past tense, simple past signal words
nationality and and the vocabulary learned.
address on a hotel
registration form.
ELABORATED CHECKED APPROVED
Teacher: Department coordinator: Vice principal:

Date: Date: Date: