Lesson Plans 201

ESCUELA SUPERIOR POLITÉCNICA AGROPECUARIA DE MANABÍ (ESPAM-MFL) ENGLISH INSTITUTE DAILY LESSON PLANS

DATE: Monday, May 21th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19

MODULE: English LEVEL: Second TIME: 19:10 - 20:40 PLACE: Classroom UNIT: 7

BOOK: Touchstone one LESSON: A NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Out and about NAME OF LESSON: Away for the weekend

OBJECTIVE: Students will be able to use the present continuous and talk about the weather. RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.

STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE

1.- Getting started To introduce the target

language (away for the

weekend)

A and B:

To develop Ss listening skills

and to figure it out the target

language

2.- Grammar

To raise Ss´ language

awareness

Form:

To increase Ss comprehension

about (present continuous

tense)

I’m calling from home?

She’s skiing with a friend?

We’re swimming in the

ocean?

Structure patterns and

responses

A and B:

To sharp the Ss’s listening

skills, and to produce the

target language

3.- Talk about it

To discuss in groups using the

target language in

contemporary topics

A and B:

To produce the target language talking about weather

Open class

T – Ss Pairs

T – Ss

SS individually

Pairs

T - Ss

Groups

Teacher sets the scene, explaining what away for the weekend means.

Teacher asks a few questions about the first picture, and asks Ss to read the Anita’s information aloud.

Have Ss to predict the remaining messages. Teacher plays the recording, and Ss listen what is the

weather like in each place. Teacher says, “Find the sentences with verbs ending

in-ing. What do you notice about these verbs?”

Teacher reads the instructions aloud, and Ss complete

the sentences.

Teacher plays the recording. Ss listen and repeat.

Teacher writes on the board the pattern for present

continuous affirmative and negative statements.

Subject + be + (verb) ing

Subject + be + not + (verb) ing

Teacher explains when we use present continuous.

Teacher presents the contractions and in conversation

Teacher presents spelling.

Teacher reads the instructions and the example aloud.

Have Ss complete the phone messages.

Teacher reads the part B instructions. Have Ss to

prepare and presents their phone messages.

Teacher reads the instructions aloud and models the

task using his own information.

Have Ss in each group take turns talking about their

perfect day.

RESPONSABLES: FIRMAS:

Institute’s Headmaster: Ing. Luis Ortega Arcia.

Teacher: Héctor Zambrano


DATE: Tuesday, May 22th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one LESSON: B NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Out and about NAME OF LESSON: Sports and exercise

OBJECTIVE: Students will be able to use present continuous yes/no and information questions and to talk about sports and exercise.

RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc. STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE

1.- Building vocabulary Visually presents new words (sports and exercise) A and B: To deduce new vocabulary through a listening activity, and to help Ss to organize new vocabulary in meaningful ways 2.- Building language Builds on the grammar of lesson A, presenting new language in different style from the previous lesson A and B: To sharp Ss’s listening skills, and to help Ss notice the forms and uses of the new structure 3.- Grammar Provide a clear presentation of new structure. A and B: To give Ss controlled and freer practice with the new structure, and to exchange personal information 4.-Speaking naturally Helps Ss understand and use natural pronunciation and intonation A, B and C: Provides communicative and use natural pronunciation and intonation, and covers the key areas of linking and reduction. 5.- Vocabulary notebook:

Provides a page of enjoyable tasks at the end of every unit to help Ss organize and write down new vocabulary.

Open class

T – Ss Pairs

Ss Individually

T – Ss Pairs

Ss Individually

T-SS individually

Pairs

T - Ss Pairs

Whole class

Ss Ss

individually

Teacher sets the scene “What sports and exercise do you know?”, and writes the answers on the board.

Teacher does a choral drill with the pictures on the book Teacher reads the instructions and plays the recording. Ss listen and check their answers. In part B, teacher explains when to use play, go and do. Have Ss to complete the chart, and check their answers.

Teacher sets the scene. “This is Carl’s dad. Is he happy?” “Is Carl studying hard this semester? What is he doing now?

Close your books and listen for the answers” Teacher plays the recording. Ss listen and write their answers, and then they open their

books and check their answers. Ss practice the conversation in pairs. Teacher asks Ss that underline the present continuous in the

conversation. Have Ss to complete the question, using the conversation for help.

Teacher does a choral drill with the grammar chart. Teacher writes the present continuous’ patterns on the board.

[Question word + be + subject + (verb)ing] Inf. Questions [be + subject + (verb)ing] yes/no questions

Teacher presents “time expressions” and reads the instructions Have Ss to complete the questions, and then check the answers Have Ss to ask and answer the questions in pairs. Teacher previews the task, explaining what stress and

intonation means, and then he plays the recording. Teacher reads the instructions aloud and plays the recording

pausing after each pair of questions. Ss listen and repeat. Teacher reads the instructions aloud. Have a pair of Ss read the

example conversation and model the activity. Have Ss to go around the class and ask three or four Ss the

three pair of questions. When Ss finish, have them to look for the most popular answer. Teacher presents learning tip. “to remember new vocabulary

use words in true answers”. Teacher presents It’s cold outside. Teacher explains the instructions aloud. Have Ss to complete the tasks. Teacher presents on your own.





DATE: Wednesday, May 23th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one LESSON: C NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Out and about NAME OF LESSON: How’s it going?

OBJECTIVE: Students will be able to ask follow up questions to be friendly and to use expressions like that’s great! and that’s too bad!

RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.


1.- Conversation strategy Teaches Ss techniques for managing conversations more effectively in English A and B: To cover follow up questions techniques, to think about the concept and then to listen and understand a conversation To notice the strategy and find more examples To use the strategy in interactive and personalized practice 2.- Strategy plus To teach conversation management expressions That’s great! – that’s too bad! A and B: To extend and reinforce the conversation strategy 3.- Listening and speaking To cover these important, complementary skills in the same section A, B and C: To present conversations and extracts all based on real life language. To include a new type of task that mirrors real communication by teaching SS to react with interest and respond in ways that keep a conversation going 5.- Free talk: To encourage Ss to use the new language in meaningful interaction with their classmates, it presents a creative and varied range of task types.

Open class T – Ss

Ss Individually

Pairs

T – Ss Ss

Individually Pairs

T-SS Ss

individually Pairs

T - Ss Ss Individually

Teacher explains why ask a follow up question, and then sets the scene. “Look at the picture, think of a question to ask about it”

Tell Ss to read the A/B conversation and add a follow up question, and then write their questions on the board.

Tell Ss to practice the conversations in pairs, changing roles.

Say look at the picture. The man’s name is Ray. The women’s names are Tina and Kate. What’s Kate doing this week?.

Teacher plays the recording. Have Ss to write and check answers

Teacher presents notice. Have Ss to practice the conversation

Say “Ray and Kate continue their conversation. Complete the conversation with the three follow up questions”

Ss complete the conversations, and then think of three more follow up questions, finally have Ss to practice the conversation.

Teacher explains Why use That’s + adjective, presents strategy plus and in conversation.

Teacher previews the task. “What topic are all the statements about”, then he reads the instructions aloud.

Have Ss to complete the conversations, a few of them have to share their answers. Have Ss to practice the conversations in pairs.

Teacher reads the instructions aloud. “you’re going to hear good and bad news”.

Teacher plays the recording, pausing after each item.

Teacher plays the recording again. Have Ss to check their answers with the class.

Teacher writes on the board [What are you doing these days].

Have Ss to write three things, and share their ideas.

Teacher reads the instructions aloud. Have two Ss to read the example conversation aloud.

Have partners take turns presenting their news and responding.

Ss share something interesting about their partners with the class.

Teacher explains and models the activity.

Have groups fill in their charts. When groups finish, have them to compare their answers with another group by asking and answering the questions.

A few groups share their answers with the class.




ESCUELA SUPERIOR POLITÉCNICA AGROPECUARIA DE MANABÍ MANUEL FÉLIX LÓPEZ (ESPAM-MFL) ENGLISH INSTITUTE DAILY LESSON PLANS

DATE: Thursday, May 24th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one LESSON: D NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Out and about NAME OF LESSON: Staying in shape

OBJECTIVE: Students will be able to use imperatives for advices, and read an article about benefits of walking for exercise


1.- Reading To provide comprehensive pre,

and post reading skills

A, B, C and D:

To offer high real interest texts,

to increase vocabulary and to

check comprehension

2.-Listening: Do you enjoy it?

To cover this important skill

A, B and C:

To present conversations and

extracts that are all based on real

life situation, to keep a

conversation going using Choose

a good response task.

3.- Writing

To develop real-world writing

tasks such as: e-mails, letters,

short articles, etc.

A and B:

Moves from simple sentences to

paragraphs, supporting the

presentations with models both

in the reading text and sample

student writing

To linking ideas and to produce

the language accurately

Open class Teacher-Ss

Pairs Ss individually

Teacher-Ss Ss-Individually

Teacher-Ss Ss individually

Groups

“What does stay in shape mean? Write the ideas on the board” Teacher previews the task, and reads the instructions aloud. Have Ss to check true or false. Teacher reads the article and instructions aloud. Have Ss to read the article and circle the reasons. Teacher reads the instructions aloud. Ss add the remaining sentences to the appropriate paragraphs. “What are the three best reasons the author gives?” Have Ss to work in pairs to answer the questions.

Teacher sets the scene and reads the instructions aloud. Teacher plays the recording, and Ss write their answers. “Why do people enjoy their exercise? Write one reason below

each picture” Teacher plays the recording and models the first conversation. Teacher plays the remaining conversations. Ss can write the

answers. Check answers with the class: Write the correct answers on the

board.

Say “Think of an exercise you enjoy and why you enjoy it” Teacher reads the instructions aloud. Teacher presents help note

Imperatives for advice

Find A fun teacher Make new friends

Don’t be shy

Have Ss write the article. As they write, walk around the class and help Ss as needed.

Have Ss form groups and read one another’s articles, Have groups decide on the exercise that sounds like the most fun. Ask a S in each group to report the to the class.





DATE: Monday, May 28th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one QUIZ: 7 NUMBER OF LESSONS: 4 PARTICIPANTS: Ss individually

NAME OF UNIT: Out and about NAME OF LESSON: A-D

OBJECTIVE: To evaluate Ss progress

RESOURCES: Written, oral quizzes and oral quiz assessment Sheets STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE

1.- Group 1 To evaluate a group of Ss’s progress related to the unit’s knowledge, listening, writing and reading skills. 2.- Group 2 To evaluate the remaining Ss’s progress related to the unit’s knowledge, listening, writing and reading skills. 3.- Oral quiz To evaluate Ss’s oral skills related to the unit.

Teacher-students Ss individually



Teacher explains the instructions for the quiz.

Teacher chooses a group of Ss to stay in the

classroom.

Have Ss to complete the quiz in 30’.

At the end teacher collects the quizzes and

shares the oral quiz sheets.

Teacher calls the remaining Ss, and repeats

the group’s one procedure.


Have Ss to ask and answer the five questions

using the conversation strategy.

Teacher grades the speaking on the oral quiz

assessment sheets.





DATE: Tuesday, May 29th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one LESSON: A NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Shopping NAME OF LESSON: Clothes

OBJECTIVE: Students will be able to use correctly “need to, have to, like to, want to & other words”.


1.- CONTEXT SETTING Engage the student and to introduce the target language 2.- TASK To introduce the target language 3.- TASK To introduce the target language 4.- LANGUAGE FOCUS to raise Ss´ language awareness LISTENING To rise the Ss’ understanding of the language LISTENING To rise the Ss’ understanding of the language SPEAKING To help the students with pronunciation of the target language 5.-FREE PRACTICE To provide Ss’ an opportunity to apply target language 6.- CONTROLLED PRACTICE To provide Ss’ with practice of the target language

Open class

Open class

Open class

Open class

Open class

T - Ss Ind

T - Ss Ind

Work pairs

T - Ss Ind

The teacher introduce the topic showing them a power point presentation

T. asks the Ss’ to listen to the audio script and talk about “What kind of clothes do they like to wear? ”.

T. asks the Ss’ to complete figure out activity on page 76.

T. explains grammar and asks the Ss’ to solve the “about you” activity A on page 77.

T. asks the Ss’ to listen and repeat the sentences

to focus on stress and intonation. T. asks the Ss’ to listen and repit the questions,

then answer the question “about you”. T .asks the Ss’ to write 10 questions with need

ton want to, have to and like to, then ask a partner your questions.

T. asks the Ss’ to prepare a short conversation

using the previous language. T. asks the Ss’ to complete unit 8 lesson A in their

workbooks





DATE: wednesday, May 30st 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one LESSON: B NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Shopping NAME OF LESSON: Things to buy

OBJECTIVE: Students will be able to use correctly “This, That, These &Those”. RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.


1.- CONTEXT SETTING Engage the student and to introduce the target language 2.- TASK To introduce the target language. 3.- TASK To introduce the target language. 3.- TASK To introduce the target language. 4.- LANGUAGE FOCUS to raise Ss´ language awareness WRITING To help the Ss’ start using the language SPEAKING To help the students with pronunciation of the target language. 5.-FREE PRACTICE To provide Ss’ an opportunity to apply target language 6.- CONTROLLED PRACTICE To provide Ss’ with practice of the target language

Open class

Open class

T - Ss Ind

Open class

Open class

T - Ss Ind

T - Ss Ind

Work pairs

T - Ss Ind

The teacher introduce the topic showing them a power point presentation

T. asks the Ss’ look & listen at the pictures to focus

on the new vocabulary and practice it.

T. asks the Ss’ to complete the “word sort” activity & discuss with a partner

T. asks the Ss’ to listen and practice the conversation on page 78.

T. explains grammar and asks the Ss’ to solve exercise A on page 79.

T. asks the Ss’ to write about the clothes they are wearing, “How much is it?”.

T .asks the Ss’ to talk about How much these things cost. Agree on an average price.

T. asks the Ss’ to solve the “Vocabulary Notebook” on page 84.

T. asks the Ss’ to complete unit 8 lesson B in their

workbooks





DATE: Thursday, May 31th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one LESSON: C NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Shopping NAME OF LESSON: Can I help you?

OBJECTIVE: Students will be able to use expressions like “Let’s see”, conversation sounds like “Uh-huh”.


1.- CONTEXT SETTING Engage the student and to introduce the target language

2.- TASK To introduce the target language.

3.- LANGUAGE FOCUS to raise Ss´ language awareness

VOCABULARY To rise the Ss’ understanding of the language TASK To rise the Ss’ awareness of the language

LISTENING To rise the Ss’ understanding of the language

LISTENING To rise the Ss’ understanding of the language

4 CONTROLLED PRACTICE To provide Ss’ with practice so that they can start using the target language

6.- FREE PRACTICE To provide Ss’ with practice so that they can start using the target language

Open class

work pairs

Open class Open class

T - Ss Ind

Open class Open class

T - Ss Ind work pairs

T. introduces the topic showing them a conversation and asks them to practice it.

T. asks the Ss’ to complete activity B: You are a customer and you are shopping. Have a conversation.

T. asks the Ss’ to learn it by memory and talk in

public. T. asks the Ss’ to look at the activity 2 “Strategy

plus” on pg. 81 and explain the vocabulary, then ask them to complete activity A.

T. asks the Ss’ to complete the “About you” activity

then practice with a partner. T. asks the Ss’ listen to three conversations in a

store & write the prices of each item. T. asks the Ss’ listen again and circle the item the

shoppers buy. T .asks the students to complete Lesson C on their

workbooks. T. asks Ss’ to do the “Free Talk 8” on page T-84A





DATE: Monday, june 4th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one LESSON: D NUMBER OF LESSONS: 4 PARTICIPANTS: Pairs and Whole class

NAME OF UNIT: Shopping NAME OF LESSON: Shop till you drop!

OBJECTIVE: Students will be given chance to practice and use the language they’ve learnt. RESOURCES: Books, Board, Markers, Speakers, CD player, Flash memory, Pens, Erasers, etc.


3.- LANGUAGE FOCUS to raise Ss´ language awareness READING To rise the Ss’ understanding of the language READING To rise the Ss’ understanding of the language LISTENING To rise the Ss’ understanding of the language WRITING To rise the Ss’ producing of the language SPEAKING To rise the Ss’ production of the language 4 CONTROLLED PRACTICE To provide Ss’ with practice so that they can start using the target language 5.- CONTROLLED PRACTICE To provide Ss’ an opportunity to apply target language

Open class

Open class

work pairs

work pairs

T - Ss Ind

T - Ss Ind

work pairs

Open class

T. shows the Ss’ the word shopping & ask them to write in the board as many words they can about shopping.

T. asks the Ss’ to read the article “Shopping around the world”, ask them to circle the words they brainstormed.

T. asks the Ss’ to find the information in activity C on page 83.

T. asks the Ss’ to listen to Min Sup talk about shops & circle the correct information.

T. asks the Ss’ to write a paragraph about their favorite store for a shopper’s guide.

T. asks the Ss’ to read the recommendations.

T. asks the Ss’ to focus on the “Talk about it Activity” and practice it on page 83.

T. asks the Ss’ to complete Unit 8 Lesson D on their workbooks.





DATE: Tuesday, June 5th 2012 CODE: E201 C12 HOURS: 1:30 STUDENTS: 19


BOOK: Touchstone one QUIZ: 8 NUMBER OF LESSONS: 4 PARTICIPANTS: Ss individually

NAME OF UNIT: Shopping NAME OF LESSON: A-D

OBJECTIVE: To evaluate Ss progress

RESOURCES: Written, oral quizzes and oral quiz assessment Sheets STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE







classroom.





the group’s one procedure.





assessment sheets.




DATE: Wednesday, June 6th 2012 CODE: E201 C12 Hours: 1:30 STUDENTS: 19

MODULE: English LEVEL: Second TIME: 19:10 - 20:40 place: Classroom

BOOK: Touchstone one Unit: 9 Lesson: a Number of lessons: 4

Name of unit: A wide World Participants: Teacher-Students Teacher: Héctor Zambrano

Name of lesson: Sightseeing

Objective: Ss will be able to use can in statements, questions, and short answers, and talk about things you can do in your city.


1.- Getting started To introduce the target language

(Activities you can do)

A, B, and C:

To develop Ss listening skills, to

figure it out, and produce the

target language.

2.- Grammar

To raise Ss´ language accuracy

Form:


about (can and can’t)


responses

4.- Speaking naturally Help Ss understand and use natural pronunciation and intonation A and B: Provides communicative and personalized practice, and use natural pronunciation and intonation, and covers the key area of can and can’t.

Teacher- students Pairs


Teacher-students Pairs

Whole class


Pairs

Groups

Ss individually

"What do visitors like to do in New York?" Get ideas

from the class.

Have Ss work in pairs, discuss the activities they

think are fun, and agree on two of them. Call on

a few pairs to report their ideas.

Books closed, "What do Emma and Ethan decide

to do? Listen for the answer, practice the

conversation

Present the grammar chart, play the

recording.

On the board subject + can + verb (+ st); subject + can't + verb (- st). Point out that can never has an -s ending, even with he, she, it, or a singular noun as a subject. Write the pattern on the board: can + subject + verb? (yes/no questions); Yes, subject + can; No, subject + can't (short answers).

Ask Ss for the pattern for information questions. [question word + can + subject + verb?] Have a few Ss come to the board and write information questions.

Tell Ss to read through the list of questions and answers before they do the task. When Ss finish, check answers with the class; Tell Ss to ask and answer the questions in pairs, this time answering with true information.

Preview the task Say, "It's sometimes difficult in English to hear the difference between can and can't. Many people don't say the t of can't clearly, Help with new vocabulary as needed. Tell Ss to listen and complete the sentences with can or can't.

Play the recording, Ss listen and complete the sentences.




DATE: Thursday, June 7th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.

CODE: E201 C12 Hours: 1:30 STUDENTS: 19


BOOK: Touchstone one Unit: 9 Lesson: b Number of lessons: 4


Name of lesson: Countries.

Objective: Ss will be able to talk about countries, languages, nationalities, and international dishes.


1.- Building vocabulary

To increase Ss vocabulary.

A, B and C:

To develop Ss listening skills,

countries and to produce the

target language about them.

2.- Listening and speaking

To cover these important skills in

the same section

A and B:




conversation going using a filling

gap activity.

3.- Survey

To know how much the Ss

know about other countries.

4. – Vocabulary notebook.

People and nations.

Provides a page of enjoyable

tasks at the end of every unit to

help Ss organize and write down

new vocabulary.




Whole class


Pairs

Groups

Ss individually

Put a check on your country. Choose two countries

you really want to visit. Put an X on those countries.

Preview the task Tell Ss to listen and repeat the

place names.

Then read the names of the languages aloud, and

have Ss repeat. Say, "Write the name of each

language. Where do people speak the language?

Present Can for Ability Say, "This is another use for

can." Read the information aloud to check

comprehension, ask several Ss to name the

languages they can and cannot speak. Have Ss

complete the chart with names of languages and

names of countries. Check answers with the class.

Look at the pictures of different foods. Ask, "Do you

like food from other countries? Raise your hands.

Play the recording, listen and check (/) the boxes. Ss

compare answers in pairs. Then check with the class.

Now listen again. Which kind of food are they talking

about?" Ss listen and then call out the answers.

Read the instructions aloud. Listen then read each

example question, and call on different Ss to answer.

Have Ss take turns asking and answering questions

about International foods.

Read the instructions and the example conversation

aloud. Say, "Go around the class, and ask your

classmates yes-no questions. When a classmate

answers yes, write the person's name in

the chart." Have Ss do the task.

Look at the chart of countries and nationalities.

Read the words, and have Ss repeat. Have Ss

complete the chart with fifteen of the nationalities

they would like to learn.

Have Ss complete the chart with countries for each

one of the regions.




DATE: Monday, June 11th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.



BOOK: Touchstone one Unit: 9 Lesson: c Number of lessons: 4


Name of lesson: They’re a kind of candy

Objective: Ss will be able to explain the meaning of a word and use like in different ways.


1.- Conversation Strategy To teach techniques for

managing conversations more

effectively

A, and B:

To think about the concept, to

listen and understand the

conversation, to notice the

strategy and find more

examples, to use the target

language in interactive and

personalized practice.

2.- Strategy plus Like

To teach conversation

management expressions, and

to extend and reinforce

conversation strategy



the same section.

A, B and C:





gap activity.

4.- Free talk where in the world

To encourage Ss to use the target

language in a meaningful, and

enjoyable way




Whole class


Pairs

Groups

Ss individually

"What kinds of foods do you _ usually order when

you eat out? Do you ever try foods from other

countries?"

Books closed. Ask, "What is coffee?"

Encourage Ss to try and explain the word coffee.

Write on the board: Coffee is a kind of….

Have Ss complete the sentence and then practice

the conversation in pairs.

Look at the pictures and cover the information at

the right. Ask, "Do you know what the items are?

Can you explain them in English?" Ask Ss for ideas.

Have Ss match the pictures with the explanations.

On the board:

In summer, you can play sports like,..

In Asia I South America, you can visit countries like...

I like to watch TV shows like...

Ask Ss to complete the sentences with their own

ideas.

Read the instructions aloud. Say, "Answer the

questions with two or more examples."

Preview the task Say, "Adam and Yuki are

continuing their conversation. They're talking

about the meaning of some words." Read the

instructions aloud.

Ask Ss for two or three examples of foreign words

that are used in Ss' first language(s) (some words

may be English words).

Call out any vocabulary Item Ss don’t know, write

them in the board. Ask the class to help explain

the words. Encourage Ss to use the conversation

strategy.

Have Ss complete the task in pairs.




DATE: Tuesday, June 12th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.



BOOK: Touchstone one Unit: 9 Lesson: d Number of lessons: 4


Name of lesson: Exciting destinations.

Objective: Ss will be able to read information about travel guides, and write using comas in lists.


1.- Reading

To provide comprehensive

pre, and post reading skills

A, B, and C:

To offer high real interest texts

2.- Talk about it To develop speaking skill,

discussing about do you want to

take a trip?

3.- Writing A paragraph for a web

page

To develop writing skills

A and B:

To link ideas using commas in lists, to

check comprehension and to produce

the target language




Whole class


Pairs

Groups

Ss individually

Set the scene, Read the title aloud. Say, “Destinations

are places like cities or countries to which people

travel. What are some exciting destinations you

want to visit?”

On the board

Tokyo Rome San Francisco London

"What countries are these cities in”, then ask, "What

do you know about them? What can you do in each

place?"

Preview and do the reading Ask, "Do you ever use

the Web for travel Information?

Read the instructions aloud. Say, "Look at the

information about the cities on the Webpage. Read

about each city. Circle those ideas."

Teacher introduces the culture note.

Preview the task. Read the instructions aloud. Ask

different Ss to each read an item in the bulleted list

aloud. Make sure Ss understand what Information

they are looking for.

Read the instructions aloud. Call on different Ss to

read the questions aloud. Then have three Ss read

the example conversation. Ask a few Ss questions.

Have Ss work in groups, discuss their ideas, and make

notes of the answers they agree on.

Read the instructions aloud. Ask, "What is a place - a

city or a country - you like and know well?"

Present the Help Note Cali on a S to read the

information aloud. Point out the use of commas for

lists with three or more Items

Have Ss write their paragraphs. As they write, walk

around the class and help as needed.

Read the instructions. Have Ss put their paragraphs-

on their desks or chairs. Tell Ss to move around the

class and read at least five other Ss' paragraphs.




DATE: Wednesday, June 13th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.



BOOK: Touchstone one Unit: 9 Lesson: A-D Number of lessons: 4


Name of activity: Written and oral quizzes

Objective: To evaluate Ss progress.

RESOURCES: Written, oral quizzes and oral quiz assessment Sheets. STAGE AND OBJECTIVE INT. PATTERNS PROCEDURE







classroom.





the group’s one procedures.





assessment sheets.








Name of unit: Busy lives Participants: Teacher-Students Teacher: Héctor Zambrano

Name of lesson: A night at home

Objective: Ss will be able to use the simple past of regulars verbs, and talk about things they did last night and last week.


1.- Unit Opener

Sets the scene for the unit

topic (busy lives), introduces

the unit aims, and has a

before you begin task.


(past statements)

A, B, and C:



target language.

3.- Grammar


Form:


about (Simple past

statements-regular verbs)


responses.

4.- Speaking naturally Help Ss understand and use natural pronunciation and intonation




Whole class


Pairs

Groups

Ss individually

Read the title of the unit aloud. Ask a few Ss, "Do you

have a busy life? What do you usually do during the day?

Call on individual Ss to each read a unit aim aloud.

"What are the people doing?" Ss call out the answers, and

ask individual Ss to write them on the board.

Preview the task Ask Ss to read the information out

about Josh in Part A. Say, "Find and underline three verbs

that say what Josh did last night. Have Ss call them out,

and write them on the board. “What do you notice about

the endings of the verbs” (they end in –ed). Have Ss

complete the remaining sentences.

Present the grammar chart Play the recording. Ss listen

and repeat. Write the patterns on the board.

Read the information aloud. Ask a few Ss to give examples

of sentences with verbs in the simple present and the

simple past.

Preview and do the ¡ask Read the instructions and the

example aloud. Have Ss complete the sentences with true

information.

Preview the task Say, "The -ed ending for simple past

verbs is pronounced three ways. Ss listen and repeat

listening carefully to the -ed endings.

Preview the task Read the instructions aloud. Tell Ss to

look at the sentences and underline the verbs. Ask Ss to

work in pairs and predict the pronunciation of each verb

ending. Play the recording Ss listen and check (/) the

correct column. Have Ss compare their answers with a

partner.

Preview and do the task Read the example aloud.

Have Ss each write five true sentences about what they

did last night.









Name of lesson: A busy week

Objective: Ss will be able to use the simple past of irregulars verbs, and form yes/no questions.



To increase Ss vocabulary

A and B:


simple past irregular verbs

and to produce the target

language about them.

2.- Building Language To introduce the target

language (simple past yes/no

questions)

A and B:


to figure it out, and use the

target language.

3.- Grammar


Form:


about


responses


Ways with verbs.

To study verbs with the words

that go after them




Whole class


Pairs

Groups

Ss individually

Answer the question What did you do last week?" Ss

work in pairs and say three things they did. Ask Ss to say the sentences in their negative form.

Remind Ss that the negative form is didn't + verb.

Preview the task tell Ss to look at the chart. Read the

example in the chart aloud. Say, "Write three things

you did last Sunday, three things you did last Friday,

and three things you did any day last week."

Preview the task Read the instructions aloud. Tell Ss

to look at the questions in the chart Play the

recording again Ss listen and check (/) the answer that

is true for them for each question.

Preview and do the task Read the instructions aloud.

Ask two Ss to read the example conversation. Have

pairs take turns asking and answering the questions.

Present the grammar chart Play the recording. Ss

listen and repeat. Write the pattern on the board: Did

+ subject + verb? Remind Ss that the past form of the

verb is never used after did.

Present Past Time Expressions. Look at the chart.

Read each expression aloud, and have Ss repeat

Do the task Books open. Have Ss complete the task.

Check answers with the class.

Ss to read the example conversation aloud. Have pairs

find a new partner, who asks about their first partner.

Present learning tip, Read the information aloud.

Say, "There are a number of forms for you to

remember for each verb you study, call on individual

Ss to each write the base form and the past form of

a verb on the board. Tell Ss to complete the chart

from memory.

Read the instructions aloud. Say, "The base form of

ate is eat. For the base form, write the simple

present form." Have Ss complete the chart.







BOOK: Touchstone one Unit: 10 Lesson: C Number of lessons: 4


Name of lesson: I’m exhausted.

Objective: Ss will be able to use expressions like congratulations and good luck to react to news.




effectively.

2.- Strategy plus you did?




conversation strategy.

3.-LISTENING To rise the Ss’ understanding of the language. 4.- Free talk Yesterday



enjoyable way.




Whole class


Pairs

Groups

Ss individually

Ask Ss to look at the A/B conversations. Read the

four responses in the box aloud, and have Ss

repeat. Say, "Complete each conversation with an

expression from the box."

Say, "Close your books, and listen to Eve and Mark's

conversation. Why is Eve so exhausted?" Books

closed. Ss listen for the answer. Check the answer

with the class.

Tell Ss to quickly read the conversation and highlight

any words they do not understand. Explain the new

words. s to practice the conversation in pairs, taking

turns playing each role.

Do the task. Have Ss decide on the appropriate

responses. Check answers with the class.

Present Strategy Plus Tell Ss to look back at the

conversation on p. 102 and find an example of You

did? Ask, "Why did Mark use You did? as a

response?" [He's surprised. / He's interested.]


Have Ss complete the conversations with You did?

and a question.

Ss listen for answers to this question: What did each

person do this week? After the recording is played,

ask Ss questions about what each person says.

Pairs work together. First, they look at the 10A

picture and make a complete list of the things A did

yesterday. Then Ss do the same for the 10B picture.

Check answers with the class.









Name of lesson: A journal

Objective: Ss will be able to order evens with before, after, then, and when.


1.- Reading



A, B, and C:


2.- Writing A journal


A and B:



the target language.



the same section.

A, B, and C:





gap activity.




Whole class


Pairs

Groups

Ss individually


Ask, "Do you or your friends keep a Journal?" Have

Ss raise their hands if they do. Ask a few Ss who

raised their hands, "Why do you keep a Journal? How

often do you write in your Journal?" Ask a few Ss

who do not raise their hands, "You don't keep a

Journal. Why not?"

Have Ss work in pairs and list topics that people write

about in journals. Do the reading Ss read the journal

and write a list of topics.

Have Ss look in the journal for information to support

their answers and circle it. Have Ss check (/) Agree or

Disagree for the remaining statements and circle

information in the journal to support each answer.

Read the instructions aloud. Tell Ss to read the

example Journal entry.

Read the Information aloud. Call on Ss to read the

example sentences. Say, "In sentences, one event or

action happens first, and the other happens second.

Explain that the part starting with before, after, or

when can come first in the sentence.

Have Ss write the two Journal entries. Tell them to

use the ideas they wrote down about their activities

last week and the Journal topics they brainstormed.

Tell them to use the ideas they wrote down about

their activities last week and the Journal topics they

brainstormed.

Books closed. Ask, "How do you remember things

you have to do? For example, how do you remember

your homework assignments? How do you

remember what things you need to buy at the

grocery store?" Write Ss' ideas on the board.

Preview the task Read the instructions aloud. Have Ss

read the things people do to remember.








Name of unit: busy lives Participants: Teacher-Students Teacher: Héctor Zambrano










classroom.




Teacher calls the remaining Ss, and repeats the

group one procedures.





assessment sheets.








Name of unit: Looking back Participants: Teacher-Students Teacher: Héctor Zambrano

Name of lesson: My first…

Objective: Ss will be able to use the past of be and to talk about past experiences.


1.- Unit Opener

T Sets the scene for the unit

topic (Looking back),

introduces the unit aims, and

has a before you begin task.


(past of be)

A and B:



target language.

3.- Grammar


Form:


about (past of be, affirmative,

negative statements, yes/no

questions and short answers)


responses.

4.- Speaking naturally Help Ss understand and use natural pronunciation and intonation




Whole class


Pairs

Groups

Ss individually

Read the unit title aloud. Say, "When you remember

or think about past events or activities, you are

looking back.” Tell something that happened when

you were five years old.

Read the aims aloud.

“What do you remember about this things?” have Ss

complete the before you begin task.

Tell Ss to look at the two large pictures. “What

questions can you ask about their first days?" Read

the instructions aloud. Play the recording, Books

closed. Ss listen and write the answers. Tell Ss to

show their answers to a partner.

Do the task, Have Ss complete the remaining

conversations using Jeff's and Rosa's stories for help.

Have Ss compare their answers with a partner. Check

answers with the class: call on pairs of Ss to each

read a conversation.

Understand the grammar Books closed. Write on the

board: I , they, he, we, you, it, she, Mari, the students

in one column and was, were in another. Have Ss

copy the words and draw lines from the subjects to

the correct verb. [I, he, it, she, Mari - was; they, we,

you, the students - were].

Books open. Ask Ss to complete the patterns for

negative statements. Write on the board:

subject (I, he, she, it, or a singular noun) +[wasn't]

subject (you, we, they, or a plural noun) + [weren't]


Have Ss complete the señtences. Ss compare their

answers with a partner. Check answers with the

class.

Preview the task Read the instructions and the

example questions aloud. Say, "Remember, the most

important word in a sentence is stressed, or said

louder, in a yes-no question, the voice starts to rise

on the stressed word." Ss listen and repeat the info.









Name of lesson: Vacations

Objective: Ss will be able to ask simple past information questions and to use expressions with go and get.



language (simple past

information questions)

A, B, and C:


to figure it out, and use the

target language.

2.- Grammar


Form:


about structure patterns and

responses.



A, B, and C:


Go/Get and to produce the



Ways with verbs.


that go after them




Whole class


Pairs

Groups

Ss individually

Set the scene Read the title aloud. Write a chart on

the board with the following headings:

Relaxing Fun Exciting

Ask, "What kind of vacation do you want to go on?"

Call out each heading, and have Ss raise their hands.

Ask a few Ss, "Where can you go for a relaxing

vacation?" Continue by asking the question for Fun

and Exciting. Tell Ss to work in pairs and copy and

complete the chart with their own ideas of vacation

destinations.

Present the grammar chart. Play the recording. Ss

listen and repeat. understand the grammar. Tell Ss to

look at the chart. Write on the board:

was I were, question word, subject? did, verb,

subject, question word?

Ask Ss to put each in order to give the patterns for

information questions in the past.

[question word + was I were + subject + ?;

question word + did +subject + verb?]

Explain that the verb in questions with did never has

an ending. Preview and do the task Tell Ss to look at

the list of answers. Say, "Write. a question for each

of these .answers."

Set the scene Tell Ss to cover the boxes and look at

the vacation pictures. Have Ss work in pairs and

write a sentence about each picture. Ask several pairs

to read their sentences aloud.

Play the recording Ss listen and number the pictures.

Check answers with the class: point to each picture,

and ask a S to read the sentence that goes with the

picture aloud.

Tell Ss to read the instructions. Read the example

aloud. Have Ss complete the chart. Remind Ss that

they can use a verb more than once.

Read the instructions aloud. Have Ss make a time

chart about their own past experiences.









Name of lesson: How was your weekend

Objective: Ss will be able to show interest in other people and to use anyway to change the topic or end a conversation.




effectively.

2.- Strategy plus Anyway?







the same section

A, B, and C:





gap activity.

4.- Free talk Guess where I went

on vacation



enjoyable way.




Whole class


Pairs

Groups

Ss individually

Read the lesson title aloud. Ask, "Do you ever ask

your friends or classmates that question?" Ask Ss to

raise their hands. Tell Ss they are going to hear a conversation about

Jessica's and Ben's weekends. Tell Ss to listen and

answer the questions How was Jessica’s weekend

and How was Ben's weekend? Play the recording Books closed. Ss listen and write

their answers. Ask Ss to compare their answers with

a partner.

Preview and do the task Books open. Read the

instructions aloud. Have Ss complete the

conversations, first write the answer to each question

then writing a similar question to ask.

Present Strategy Plus. Tell Ss to look at the

conversation on p. 112 and circle the two examples

of anyway. Preview and do the task Read the instructions aloud.

Have Ss read the four conversations and circle a or b

for each. Check answers with the class.

Tell Ss to look at the five topics. Say, "Two friends

are talking about their weekends. First, just listen for

the topics they talk about."

Play the recording. Ss listen for the topics. Play the recording again Say, "This time, circle the

topics you hear." Check answers with the class. Preview the task Read the instructions aloud. Tell Ss

to read the four questions.

Choose a beautiful or exciting city or country, and

imagine you went there on vacation.

Try to guess where each person went on vacation.

Ask questions like the ones above (but don't ask

Where did you go?). How many questions do you

need to ask before you guess the city or country?

Anticipated problems:









Name of lesson: A funny thing happened…

Objective: Ss will be able to read and write about funny articles using punctuation with speech.


1.- Reading



A, B, and C:


2.- Writing He said, she said


A and B:



the target language.



the same section

A, B, and C:





gap activity.




Whole class


Pairs

Groups

Ss individually

Read the title of the lesson aloud and then the title of

the reading. Say, "This is a page from a magazine.

It's a letter from a reader with a story. What kind of

story do you think the letter is about?" [a funny

story]

Read the instructions aloud. Ask, "Do you read

letters in magazines? What topics do people write

about?" Have Ss work in pairs and make a list of

topics that people write about in letters to magazines. Say, "Now read the letter. What's it about? What

happened to Alexa? As you read; Underline the main

events in the story."

Preview the task. Read the instructions aloud. Model

the task by reading the two parts of the example

sentence.

Do the task. Have Ss match the parts of the

remaining sentences.

Give the information of quotation marks. Call on Ss

to read the sentences they find with quotations.

Do the task. Have Ss Write a funny thing that

happened to them.

Preview the task Read the title aloud. Call on Ss to

read the captions under Miranda's and John's names.

Ask, "Did you ever do something really

embarrassing? Did you ever say something funny to

a dinner guest?" Ask Ss to share their stories with the

class. Read the instructions aloud. Play the recording. Pause after each story to give Ss

time to circle the correct information.

Preview the task. Read the instructions aloud. Have

Ss read the different endings for each story and

choose the best ending for a funny story.

Play the recording Ss listen and check their guesses.




DATE: Monday, July 2th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.














classroom.










assessment sheets.




DATE: Tuesday, July 3th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.




Name of unit: Fabulous food Participants: Teacher-Students Teacher: Héctor Zambrano

Name of lesson: Eating habits

Objective: Ss will be able to use many and much with countable and uncountable nouns and talk about favorite foods and eating habits.


1.- Unit Opener

T Sets the scene for the unit

topic (Fabulous food),

introduces the unit aims, and

does before you begin task.


(many and much)

A, B, and C:



target language.

3.- Grammar


Form:


about (countable and

uncountable nouns)


responses.


discussing about What’s your

daily diet?




Whole class


Pairs

Groups

Ss individually

Introduce the theme of the unit Read the unit title

aloud. Have Ss call out any food words they already

know in English, and write them on the board. Read the unit aims aloud. Tell Ss to listen and read

along. Ask Ss to check (/) the boxes next to the words for

the foods they ate yesterday.

Say, "Look at the picture. Kayla is calling her

parents. What is Kayla's problem? Listen the answer. Look back Kayla’s message, what are singular?

What are plural? How do you know? Have Ss

complete the chart. Focus on the form Say, "Most nouns in English have

both singular and plural forms. The nouns that you

wrote in the Singular part of the chart are not usually

used in the plural.

Do the task Have pairs discuss their food likes and

dislikes.

"Things you can count are countable nouns, they also

have singular forms. The singular nouns can have a

or an before them. Things you can't are uncountable

don’t use plural –s or a or an.” Say, "Look at the chart. Which do you use with

countable nouns?" [How many] "Which do you use

with uncountable nouns?" [How much].

Say, "Look at the answers to the questions with many

and much. With affirmative statements such as / eat,

use a lot of. For negative statements such as I don't

eat, you can use a lot o/for all nouns, or you can use

many for countable nouns and much for uncountable

nouns."

Have Ss then ask and answer the questions in their

groups. When Ss finish, call on a few Ss to tell the

class something interesting about a group member.




DATE: Wednesday, July 4th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.





Name of lesson: What’s for dinner?

Objective: Ss will be able to use some and any in statements and questions and would like for offers and requests.




A, and B:


Foods and to produce the



language (some and any)

3.- Grammar


Form:


about (Would like; some and

any) Structure patterns and

responses.

4.- Speaking naturally Help Ss understand and use

natural pronunciation and

intonation.


Ways with verbs.


that go after them




Whole class


Pairs

Groups

Ss individually

Books closed. Write a chart on the board with the

following headings, and ask Ss to copy it: vegetables,

fruit, drinks, snack food, desserts, meat and seafood.

Say, "Listen. Check the foods you like, and put an X

next to the foods you don't like."

Do the task. Have Ss complete the chart. Tell Ss to

check answers with a partner. Check answers with

the class.

Tell Ss they are going to hear the conversation

between a husband and wife, Kathy and Dan. They

are talking about dinner. Say, "Listen for the answer

to the question What does Dan want for dinner?"

Tell Ss to think of questions with nouns and to +

verbs (e.g., Would you like some coffee? I some

cookies? Would you like to watch TV? to rent a

video?. Call on a few Ss, and write their questions on

the board.

Direct Ss' attention to the second column in the chart.

Say, "Look for some and any. Which is used in the

questions?" [any] "Which is used in the affirmative

statements?" [some] "Which is used in the negative

statements?" [any]. Have Ss complete the questions

and answers with some or any.

Ss listen and repeat. Remind Ss to listen carefully to

the pronunciation of would you. Tell Ss to read the

five incomplete questions. Tell Ss to listen and

complete the questions with what they hear.

Briefly present the learning tip and the task direction.

Make sure Ss understand what they need to do. Have

Ss use the words in the list to complete the word

webs. In number 2 you don’t just to say vegetables,

you have to name the vegetable. Have Ss complete

the chart.




DATE: Thursday, July 5th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.





Name of lesson: Let’s take a break for lunch.

Objective:.Ss will be able to use or something, or anything, and add or…to yes no questions.


1.- Conversation Strategy or something or anything To teach techniques for


effectively.

2.- Strategy plus or…?







the same section

A, B, and C:





gap activity.

4.- Free talk Lunchtime



enjoyable way.




Whole class


Pairs

Groups

Ss individually

Set the scene Read the title aloud. Explain that take a

break means "to stop working for a short time."

Introduce the topic of lunch by asking a few Ss

questions such as Where do you go for lunch? Who

do you usually go with ? Do you go to different

places on different days? Tell Ss to look at the picture. Say, "Emily and Matt

are at work. Emily is asking Matt about lunch. What

do they decide to do for lunch? Listen for the

answer." Read the instructions aloud. Have Ss complete the

questions and answers. Have Ss compare answers

with a partner. Check answers with the class: have

pairs of Ss stand up and each read one of the

conversations aloud.

Read the information aloud. Ask a pair of Ss to read

Matt's and Emily's parts. Say, "Notice how Matt uses

or . . . ? at the end of his yes-no question. The or

makes the question less direct and more open-ended

and easier for Emily to answer."

"Preview the task Tell Ss to read the items in Part A.

Say, "Listen to the four conversations. Match the

people's names with the rest of the sentences." Tell Ss to listen again. Say, "This time, listen very

carefully to the last thing each person says in the

conversation. Think about it, and circle either / agree

or / don't agree. Then complete the sentence with

your own opinion."

Tell ss to read the chart and to ask about any words

the don’t know. Ask Ss to call out the questions they

need to ask for each item in the list. Have Ss ask

classmates the questions, find classmates with yes

answers, and write their names in the chart. Remind

Ss to write one more piece of information for each

classmate. Give Ss 10 min to complete the activity.




DATE: Monday, July 9th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.





Name of lesson: Great places to eat.

Objective: Ss will be able to read and write restaurant guides.


1.- Reading



A, B, and C:


2.- Listening and writing


the same section

A and B:



life situation, to present the help

note, and to write a review of a

restaurant.


discussing about do you want to

take a trip?




Whole class


Pairs

Groups

Read the title of the lesson aloud. Ask, "Who has a

favorite place to eat?" Have Ss to raise their hands.

Ask a few Ss with raised hands, "What's the name of

your favorite restaurant? Why is it your favorite

restaurant?" Continue the discussion by asking,

"How do you choose restaurants? What's important

to you?" Get ideas from Ss.

Ask different Ss to read the six statements beginning

with A good restaurant has...

Have Ss check (/) the three most important things.

Read the instructions aloud. Say, "Look at the end of

the description of each restaurant. What things are

used to give the guide's opinion of a restaurant?"

Have Ss answer the questions and then compare their

answers with a partner.

Read the instructions aloud. Have Ss read through

the seven sentences. Help with new vocabulary as

needed.

Ss listen and circle their answers. Check answers

with the class.

Read the instructions aloud. Tell Ss to look at the

example review for The Garlic Pot. Have them read

it and think of one or two more sentences to

complete the paragraph.

Have Ss write a review of a restaurant or café. Walk

around the class, and help Ss as needed.

Read the instructions aloud. To model the activity,

have a S ask you two of the questions.

Have Ss take turns asking and answering the

questions in their groups. Have Ss make notes of the

answers. Encourage Ss to use English only.

Have groups review the answers and see for which

questions they have similar opinions. Have groups

report something interesting they found out.




DATE: Tuesday, July 10th 2012 Institute’s Headmaster: Ing. Luis Ortega Arcia.














classroom.










assessment sheets.




Documents

Lesson Plans 201