Semester: SECOND FOURTH SIXTH

Third partial: April 17th – June 2nd

Subject: English B2
Teacher’s name: Juan Carlos Lugo Pérez

Week 14: May 1st – 5th

Monday, May 1st OFF

Friday, May 5th OFF

Session I Tue 2nd May Topic/content (s) Family, Common Activities, and Phrasal Verbs for
Relationships

Activities Approximate time for Aim(s)

completion
5 minutes
Let students know that they will carry out several Introducing the context and getting them ready
activities that aim to practise the phrasal verbs for the next stage

Activity 1: Family Tree 10 minutes To practise phrasal verbs related to family

members and relationships
Drawing and labelling the family tree:Asking and
answering questions about families To improve communication skills by asking and
Activity 2: Common Activities Matching answering questions in English

Introduction and explanation of the activity: To develop critical thinking skills by organising
Matching the activity with the correct picture or 5 minutes information in a visual format
descriptions
Discussion of likes and dislikes

Activity 3: Phrasal Verb Charades

Introduction and explanation of the activity: 5 minutes

Acting out and guessing the phrasal verbs:
Reviewing and using the phrasal verbs in
sentences:

Activity 4: Family Portrait

Introduction and explanation of the activity: 10 minutes

Creating the family portrait and labelling family
members
Presenting and describing the family portrait to
the class
Closing up 15 min This activities summarise the language used
Introduction and explanation of the activity: throughout the lesson
Acting out and guessing the phrasal verbs
Reviewing and using the phrasal verbs in
sentences

Activity 4: Family Portrait

Introduction and explanation of the activity:

Creating the family portrait and labelling family
members
Presenting and describing the family portrait to
the class

Resources Phrasal verbs cards, paper and markers of different colours, glossary

Session II Tue 2nd May Topic/content (s) Lesson Title: Exploring Famous Letters and
Enhancing Writing Skills

Activities Approximate time for Aim(s)

completion
Warm up: 10 minutes Setting context and introducing the main point of
the lesson
Begin by asking the students if they have ever
received a letter that they cherished, and what
made it special for them. Introduce the website,
Letters of Note https://lettersofnote.com/ , to the
students and ask if any of them have heard of it
before.
Display the website and explore it together.
Highlight some of the most famous letters found
on the website, such as a letter from John
Lennon to the Queen, or a letter from Albert
Einstein to President Roosevelt.
Ask the students to discuss in pairs what they
think makes a letter special or memorable.
Development 30 minutes Understand the significance of famous letters
written by famous people.
Divide the students into pairs or small groups. Analyse the structure and language used in
Assign each group a letter from the Letters of letters.
Note website to read and analyse. Improve their writing skills by practising letter
writing.
Ask students to pay attention to the structure,
language, and tone used in the letter.

After they have read the letter, ask students to

discuss with their partner/group what they found
interesting about the letter, and how they could
use that in their own writing.

Next, provide the students with a letter writing

prompt, such as "Write a letter to your future
self" or "Write a letter to your favourite celebrity".
Allow the students time to write their letters, and
remind them to use some of the techniques they
learned from analysing the famous letters.
After the students have finished writing their
letters, ask for volunteers to read their letters out
loud to the class.
As a class, discuss what made the letters
successful, and how they could be improved.
Closing 10 minutes Summarising the key points of the lesson helps
for better retention
To conclude the lesson, ask the students to
reflect on what they learned about letter writing.
Ask the students to share with the class one new
thing they learned today, or one thing they found
challenging.
Thank the students for their participation and
encourage them to continue practising their
writing skills.

Resources Projector or smart board to display the website

Pen and paper for writing exercises

Session III Thu 4tj May Topic/content (s) IPA Alphabet for Better Pronunciation

Activities Approximate time for Aim(s)

completion
Warm-Up. 10 minutes Introduce the topic of pronunciation and the
concept of IPA, and its use
Tongue Twisters: Ask the students to repeat the
following tongue twisters:

She sells seashells by the seashore.

Red lorry, yellow lorry.
Unique New York.

Discussion:

Ask the students if they know what the IPA is

and if they have heard of it before. Briefly
explain what the IPA is and its importance in
language learning.

IPA Chart: Hand out the IPA chart to each

student and go through the sounds in English.
Encourage the students to highlight or mark the
sounds they find difficult.
Development 30 minutes To contrast the sounds of the International
IPA Card Creation: Ask the students to create Phonetic Alphabet (IPA) and use their symbols
index cards for each IPA sound. They can write as well as improving students' pronunciation
the symbol, the sound, and an example word on skills through practice.
each card. Encourage the students to use
different colours for each sound group (vowels,
consonants, etc.) to make it easier to identify.
Listening Activity: Play an audio recording of a
native English speaker reading a list of words.
Ask the students to listen and follow along on
their IPA charts. Encourage them to mark the
sounds they hear and identify them using their
index cards.

Pronunciation Practice: Have the students

practise the sounds they find difficult by
repeating after you. Use minimal pairs (words
that differ by only one sound) to help them
differentiate between similar sounds. For
example, "sheep" and "ship."
Closing (10 minutes) Summarising helps to make sure they
Recap: Review the IPA symbols and their understood the concepts used in thetis lesson,
corresponding sounds. Ask the students to give then extra practice
share any difficulties they had during the lesson.

Homework: Assign the students to practise their

pronunciation using the IPA chart and index
cards. They can use online resources or ask a
native speaker to help them practise.

Conclusion: Thank the students for their

participation and encourage them to continue
practising their pronunciation using the IPA
symbols.

Resources IPA chart handouts for each student

Coloured pencils, markers, or highlighters
Index cards
Whiteboard and markers
Audio recording of a native English speaker and tongue twisters presentation

Session IV Thu 4tj May Topic/content (s) Holidays Vocabulary with Speaking Practice

Activities Approximate time for Aim(s)

completion
Warm-up 10 mins Sets context while using speaking and listening
Begin by asking the students to share their skills. Engages students to talk about the topic of
favourite holiday destination or experience, and this lesson
why they enjoyed it. Encourage them to use
descriptive language and share details about
their trip.
Development 15 mins All skills are integrated in this series of activities,
Introduce a list of vocabulary related to holidays, and also they allow collaborative learning,
such as "trip", "travel", "journey", "ride", creating meaningful experiences during the
"commute", "transport", "cruise", "excursion", lesson that might foster learning.
and "voyage". Go over their meanings and give
examples of how they can be used in sentences.
Have the students work in pairs or small groups
to create their own sentences using the
vocabulary. A matching exercise in a worksheet
helps to accomplish this task and check
understanding.

Next, give the students a prompt, such as

"Describe your dream holiday". Have them work
in pairs to discuss and plan their dream holiday 15 mins
using the vocabulary they learned. After a few
minutes, ask some pairs to share their plans with
the class.
.

Game
Play a game of "Holiday Charades". Divide the
class into two teams. One person from each
team comes to the front of the class and acts out
a holiday-related word or phrase, such as
"sunbathing" or "backpacking". Their team must
guess what the word or phrase is. The team with
the most correct guesses wins.
Closing Activity 10 mins Reflecting on the language is a great way to help
Ask the students to reflect on what they learned them to retain what was seen in this lesson
in the lesson and to share one vocabulary word
related to holidays that they found interesting.
Ask them to keep notes of the vocabulary for
later examination (3rd partial)

Resources Matching exercise handout, charades slip papers

Week 15: May 8th – 12th

Wednesday, May 10th OFF

Session I Tue 9th May Topic/content (s) "Time Flies with Phrasal Verbs: A Speaking and
Writing Lesson"

Activities Approximate time for Aim(s)

completion
Introduction 5 minutes Setting context and getting ready for next stages

Greet the students and introduce the topic of the

lesson, "Phrasal Verbs in the Context of Time."
Write the following phrasal verbs on the board:
run out of time, make up for lost time, kill time,
pass the time, and waste time.
Ask the students if they know what the phrasal
verbs mean, and elicit some examples of when
they might use them.
Distribute the handouts with the phrasal verbs
and their definitions.
Speaking Practice 20 minutes To introduce and practise phrasal verbs related
to time
Divide the class into pairs and ask each pair to To develop students' speaking and writing skills
choose one of the phrasal verbs from the in English
handout. To encourage students to use phrasal verbs
Give the pairs five minutes to discuss a situation accurately in context
in which they have used or might use that To improve students' understanding and use of
phrasal verb. time-related vocabulary
After five minutes, ask each pair to share their
discussion with the class, using the phrasal verb
in context.
Encourage the students to ask questions or
provide feedback to each other.
Writing PracticeAsk the students to write a short
paragraph (100-150 words) about a time-related
situation, using at least two of the phrasal verbs
from the handout. 15 minutes
Give the students 15 minutes to write their
paragraphs.
After 15 minutes, ask the students to share their
paragraphs with a partner, who will provide
feedback on the use of the phrasal verbs.
Ask a few volunteers to share their paragraphs
with the class, and provide feedback on the use
of the phrasal verbs in context.
ConclusionCongratulate the students on their 5 minutes Organises the key points of the lesson and helps
performance and encourage them to continue to create autonomous learning skills
practising their English skills.
Recap the main points of the lesson, including
the meaning and use of the phrasal verbs
related to time.
Remind the students of the importance of using
phrasal verbs accurately and in context.
Thank the students for their participation and
attention

Resources Handouts with phrasal verbs related to time

Timer, list of meaningful examples of the phrasal verbs in use with their definitions

Session II Tue 9th May Topic/content (s) Writing practice using phrasal verbs about time

Activities Approximate time for Aim(s)

completion
Introduction 5 minutes Setting the context for the next stages of the
lesson and integrated skills practice
Ask the students if they are preparing for an
upcoming exam and how they are feeling about
it.
Explain that the lesson will help them learn
strategies and tips to prepare effectively for the
exam, and will also provide some fun activities to
help reduce exam-related stress.
Exam Guide 15 minutes To guide students on how to prepare for an exam
Write the following on the board: Planning, Study effectively
Techniques, Exam Day Strategies, and Time To review key exam concepts and strategies
Management. To reduce exam-related stress and anxiety
Divide the students into small groups and assign through fun, ludic activities
each group one of the topics on the board.
Give the students 5 minutes to discuss the topic
and come up with tips and strategies related to 20 minutes
it.
After 5 minutes, ask each group to share their
tips and strategies with the class, and write them
on the board.
Hand out the handouts with additional exam tips
and strategies.
Exam Review
:

Write key exam-related vocabulary words on

flashcards.
Give each student one or two flashcards and ask
them to explain the word(s) and provide an
example in context.
Encourage the students to ask questions or
provide feedback to each other.
Use a timer to ensure that each student has an
equal amount of time to review their flashcard(s).
Ludic Activities 10 minutes Guides the students to the completion of the
Divide the class into two teams. tasks in this lesson in a dynamic way
Play a vocabulary game, such as Taboo or
Pictionary, using the exam-related vocabulary.
The team that guesses the most words correctly
wins a prize.

Conclusion 5 minutes:
Congratulate the students on their participation
and engagement in the activities.
Recap the main points of the lesson, including
exam tips and strategies, key vocabulary words,
and fun activities to reduce exam-related stress.
Encourage the students to continue practising
and preparing for their exams.
Thank the students for their attention and
participation.

Resources Handouts with exam tips and strategies

Flashcards with exam-related vocabulary
Timer
A small prize for the winners of the ludic activities

Session III Thu 11th May Topic/content (s) "Phonetics Fun: Mastering English Pronunciation
with the International Phonetic Alphabet!"
Activities Approximate time for Aim(s)
completion
Introduction 5 minutes
Greet the students and introduce the topic of the Engage students into the topic, as it raises
lesson, "Learning and Practising the interest in the topic, the context is set
International Phonetic Alphabet."
Explain the importance of good pronunciation
and the role of IPA in helping us understand and
produce accurate sounds in English.
Distribute the handouts with IPA symbols and
examples.
IPA Introduction and Practice 20 minutes To introduce and practise the International
Phonetic Alphabet (IPA)
Write the IPA symbols on the board and explain To improve pronunciation skills and awareness
each one, using the handouts as a guide. To develop listening skills and phonemic
Play audio recordings of words with various awareness
phonetic sounds and ask the students to listen To increase vocabulary knowledge
and identify the sounds.
Ask the students to practise saying the sounds
themselves, using the IPA symbols on the board
as a reference.
Provide feedback and correction as necessary.
IPA Transcription Practice 20 minutes

Hand out the worksheet for IPA transcription

practice.
In pairs, have the students take turns
transcribing words using the IPA symbols.
After 10 minutes, review the answers as a class,
providing feedback and correction as necessary.
Encourage the students to practise using IPA in
their own time.
Vocabulary Practice 5 minutes Concluding with this kind of activities helps for
better retention of memory for the long term and
Choose a few words with challenging phonetic it allows extra practice
sounds and ask the students to pronounce them
using IPA.
Write the words on the board and have the
students repeat them, paying close attention to
the pronunciation.
Encourage the students to use IPA to improve
their pronunciation and comprehension of
English words.
Conclusion 5 minutes
Recap the main points of the lesson, including
the importance of good pronunciation and the
role of IPA in achieving it.
Encourage the students to continue practising
and using IPA in their English learning.
Thank the students for their participation and
attention.
Resources Handouts with IPA symbols and examples
Audio recordings of words with various phonetic sounds
Worksheet for IPA transcription practice

Session IV Thu 11th May Topic/content (s) Long Weekend Fun

Activities Approximate time for Aim(s)

completion
Warm-up: Start the class by asking students 5 minutes Speaking practice and setting context
how they're feeling about the upcoming long
weekend break. Encourage them to share their
plans and what they're most looking forward to.
Vocabulary Review: Review vocabulary related 10 minutes To help students practise their English skills and
to activities that students might do over the long get excited for the upcoming long weekend break
weekend break, such as "hiking," "swimming," through a series of fun and engaging activities.
"reading," etc. Write the words on the board and
practice pronunciation and usage with the class.

Card Game Activity: Divide the class into small 15 minutes

groups of 3-4 students each. Give each group a
deck of playing cards. Explain that they will be
playing a game called "Word Chain." In this
game, each player takes turns drawing a card
and saying a word that starts with the letter on
their card. The next player must then say a word
that starts with the last letter of the previous
player's word. For example, if the first player
draws a card with the letter "S" and says
"swimming," the next player might say "guitar." If
a player can't think of a word within 5 seconds,
they are out. The last player remaining in the
game wins. Encourage students to use the
vocabulary words from the warm-up activity in
their game.

Writing Activity : Ask students to write a 15 minutes

paragraph about what they plan to do over the
long weekend break. Encourage them to use the
vocabulary words from the warm-up activity in
their writing. Collect the paragraphs and use
them as a basis for discussion in the next class.
Wrap-up : End the class by asking students to 5 minutes Summarising the key information of the lesson
share one thing they learned during the lesson
or one thing they're looking forward to over the
long weekend break.

Resources Pencils and paper, deck of playing cards

Session V Fri 12th May Topic/content (s) "Phonetics Fun: Mastering English Pronunciation
with the International Phonetic Alphabet!"

Activities Approximate time for Aim(s)

completion
Introduction 5 minutes
Greet the students and introduce the topic of the Engage students into the topic, as it raises
lesson, "Learning and Practising the interest in the topic, the context is set
International Phonetic Alphabet."
Explain the importance of good pronunciation
and the role of IPA in helping us understand and
produce accurate sounds in English.
Distribute the handouts with IPA symbols and
examples.
IPA Introduction and Practice 15 minutes To introduce and practise the International
Phonetic Alphabet (IPA)
Write the IPA symbols on the board and explain To improve pronunciation skills and awareness
each one, using the handouts as a guide. To develop listening skills and phonemic
Play audio recordings of words with various awareness
phonetic sounds and ask the students to listen To increase vocabulary knowledge
and identify the sounds.
Ask the students to practise saying the sounds
themselves, using the IPA symbols on the board
as a reference.
Provide feedback and correction as necessary.
IPA Transcription Practice 20 minutes

Hand out the worksheet for IPA transcription

practice.
In pairs, have the students take turns
transcribing words using the IPA symbols.
After 10 minutes, review the answers as a class,
providing feedback and correction as necessary.
Encourage the students to practise using IPA in
their own time.
Vocabulary Practice 5 minutes Concluding with this kind of activities helps for
better retention of memory for the long term and
Choose a few words with challenging phonetic it allows extra practice
sounds and ask the students to pronounce them
using IPA.
Write the words on the board and have the
students repeat them, paying close attention to
the pronunciation.
Encourage the students to use IPA to improve
their pronunciation and comprehension of
English words.
Conclusion 5 minutes
Recap the main points of the lesson, including
the importance of good pronunciation and the
role of IPA in achieving it.
Encourage the students to continue practising
and using IPA in their English learning.
Thank the students for their participation and
attention.
Resources Handouts with IPA symbols and examples
Audio recordings of words with various phonetic sounds
Worksheet for IPA transcription practice

Session VI Fri 12th May Topic/content (s) Long Weekend Fun

Activities Approximate time for Aim(s)

completion
Warm-up: Start the class by asking students 5 minutes Speaking practice and setting context
how they're feeling about the upcoming long
weekend break. Encourage them to share their
plans and what they're most looking forward to.
Vocabulary Review: Review vocabulary related 10 minutes To help students practise their English skills and
to activities that students might do over the long get excited for the upcoming long weekend break
weekend break, such as "hiking," "swimming," through a series of fun and engaging activities.
"reading," etc. Write the words on the board and
practice pronunciation and usage with the class.

Card Game Activity: Divide the class into small

groups of 3-4 students each. Give each group a 15 minutes
deck of playing cards. Explain that they will be
playing a game called "Word Chain." In this
game, each player takes turns drawing a card
and saying a word that starts with the letter on
their card. The next player must then say a word
that starts with the last letter of the previous
player's word. For example, if the first player
draws a card with the letter "S" and says
"swimming," the next player might say "guitar." If
a player can't think of a word within 5 seconds,
they are out. The last player remaining in the
game wins. Encourage students to use the
vocabulary words from the warm-up activity in
their game.

Writing Activity : Ask students to write a

paragraph about what they plan to do over the 15 minutes
long weekend break. Encourage them to use the
vocabulary words from the warm-up activity in
their writing. Collect the paragraphs and use
them as a basis for discussion in the next class.
Wrap-up : End the class by asking students to 5 minutes Summarising the key information of the lesson
share one thing they learned during the lesson
or one thing they're looking forward to over the
long weekend break.
Resources Pencils and paper, deck of playing cards