Vantage Course: 20 Unit: 10 Lesson: A Day: 1 FFI

Lesson Learning Objective:

Students will be able to:
 Talk about travel and vacations
 Learn more about reported speech and reported thought.

Important considerations:
Make Ss notice the difference between nouns, verbs and adjectives.
Use only English to give instructions.
Ss’ first class so you need to activate previous knowledge about reported speech and tenses.
Encourage self- and peer-correction before providing the right answer.

Things to keep in mind

Do not allow Spanish in class.
Don’t forget to let students know how long they can take for each activity.
Monitor Ss and write down important errors to correct Ss.

Previous preparation/Materials needed

Markers & eraser
CD 4
Unit opener poster
Course 20 Outlines
Portfolio
Workbook
CCs: said, said that, told, told … that, informed that,
SHUs:
Prepare: cards (Activity 3)
index cards (Activity 7)
vocabulary cards (Activity 8)
visuals (Activity 9)
vocabulary cards (Activity 12)
sentences (Activity 14)
visuals (Activity 18)
Rules and cards (Extra activity)

Activity Procedure Grouping Material Time

pattern
1 Welcome Welcome students to HH. Total 1’/1’
class
2 Warmer Write your name on the board & Total Markers 2’/3’
introduce yourself. class Eraser
Say some interesting facts about
yourself.
3 Icebreaker Use the following Icebreaker: Cards
Prepare questions (See Appendix Ss

VANTAGE C20 UNIT 10 LESSON A

 Activity 3)
Give each S a card. Ss mingle to ask Total 5’/8’
and answer the questions. Then, Ss class
sit down and report their answers
for the rest of the class.
4 Orientation Tell Ss you are going to give them Total Outlines 20’/28’
important information about their class Ss’ books
course. You may do it in Spanish as Portfolio
this is their first English class. Workbook
a) Hand out Outlines.
Go over course milestones +
Homework, Cyber center,
Program components
b) Explain grading criteria:
3 written quizzes: 30%
Classroom assessment: 30%
3 oral quizzes: 30%
Course project: 10%
c) Explain how and when you are
going to give them feedback.
d) Attendance: Explain that SEP
requires 80% attendance.
Go over punctuality: 3 tardies
equal one absence.
e) Explain general/oral quizzes
requirement.
f) Explain minimum passing score
(70)
g) Explain Course Project
h) Explain Learning Portfolio
5 Personal Ask Ss why they want to learn Total Portfolio 8’/36’
objectives English. class (p 25)
Refer them to the portfolio and
have them fill out Personal
Objectives.
Ss share with the rest of the class.
6 Unit 10 Opener Put up Unit Opener Poster on the Total Markers 2’/38’
wall. Read the unit objectives and class Eraser
have Ss copy them in the portfolio. Portfolio
Write on the board: (p 26)
Going places Unit Opener
Elicit what the unit will be about. Poster
7 Lead-in Books closed Index cards 3’/41’
Prepare index cards (See Appendix Trios
Activity 7)
Ss get in trios to discuss the Total
question. class
Ss share with the rest of the class.

VANTAGE C20 UNIT 10 LESSON A

8 Vocabulary Prepare vocabulary cards (See Ss Voc. cards 3’/44’
appendix activity 8)
Surrounded, suburbs, Total
breathtaking, gateway, delay, class
bumpy, challenging.
Get Ss to stand up and match the
words with the pictures. Check.
9 Pre-listening Books closed Small visuals 3’/47’
Prepare visuals (See Appendix groups NB
Activity 9)
Place the visuals around the room. Total
Ss get in small groups and guess class
about Rob’s trip and write them in
their notebooks. Check.
10 Listening Books closed Individual CD Player 3’/50’
(Detail) Play CD 4- Track 2 – vocabulary in Audio CD
context (Ex. 1A) Ss NB
Ss listen and check if their guesses
are correct. Ss compare answers. Total
ChecK. class
11 Post listening Books open Pairs SB (p 106) 3’/53’
Ss need to answer the questions in Total
Ex. 1B. Check. class
12 Vocabulary Books open Total SB (p 106) 2’/55’
practice Ss read the text and importance the class Vocabulary
words in bold. cards
Ask Ss: NB
What do they have in common?
(-ed & -ing) Ss
What is the difference?
Ss decide which one expresses state Total
or effect. class
Books closed
Prepare vocabulary cards (See 3’/58’
Appendix Activity 12)
Ss need to categorize the words.
Check. Ex. 1C
Allow some minutes for Ss to copy
the answers in their notebook.
13 Vocabulary Books open Total SB (p 115) 1’/59’
notebook Have a S read ‘Learning tip’, class NB
‘Dictionary tip’ and ‘On your own’.
Ex. A Individual 2’/61’
Ss complete the sentences with the Ss
correct form of the word. Ss
compare answers. Check.
Ex. B
Ss get into pairs. Ss need to write Pairs 2’/63’

VANTAGE C20 UNIT 10 LESSON A

 examples using different word
forms. Check.
Ex. C Pairs 2’/65’
Ss get into pairs to transform the
words in Ex. A & B into nouns.
Ss share with the rest of the class.

14 Practice Books open Individual SB (p 106) 3’/68’

Ss write a short paragraph about a NB
trip they have had. Remind Ss to
use some of the words in the chart
on Ex. 1C. Trios
Ss get into trios to share their 2’/70’
stories.
Some Ss share with the rest of the Total
class. class
15 Test 1 Books open Teams Sentences 3’/73’
Prepare sentences (See Appendix
Activity 14) Ss
Ss get into teams. Ss need to
change the words to report the Total
information. Ss compare the class
answers. Check.
16 Clarification Books open Board
Ss write the sentences on the Total Markers
Form board. Then, they need to mention class Eraser 3’/76’
what the difference is in the verbs.
Show CCs: said, said that, told, told CCs*
… that, informed that.
Make sure Ss know how to use the SB (p 107)
verbs in reported speech depending
on the tense of the sentences. If
necessary, have Ss make a chart
with one example showing the
verbs transformation. 3’/79’
Books open
Pronunciation Have Ss read the chart and
common errors. (Ex. 2A)
17 Test 2 Books open Pairs SB 3’/82’
Ss get into pairs to transform the Ss (p 107 )
sentences. Ss compare answers. Total
Check. Ex. 2B class
18 Practice Books open Trios NB 3’/85’
Ss get into trios to report what Ss
Conrad said. Ss need to write the

VANTAGE C20 UNIT 10 LESSON A

 sentences. Compare with other Total
partners. Check. (Ex. 2C) class
19 Grammar extra Books open Total SB (p 162) 4’/89’
Ss read the chart 1. class
Then, Ss complete the exercise Pairs
transforming the sentences into
reported speech. Check.
Ss read the chart 2
Ss need to rewrite the paragraph
for homework.
20 Pre-listening Books open Pairs Visuals 2’/91’
Ex. 3A
Prepare visuals (See Appendix Total
Activity 18) class
Place the visuals around the class.
Ss get into pairs to discuss what
they think about those places and if
they would like to visit. Ss share
with the rest of the class.
21 Listening Books open Individual SB (p 107)
Play CD 4- Track 3 –Listening and Ss CD Player
speaking More adventures in Audio CD 3’/94’
Bolivia(Ex. 3B) Total
Ss listen to and number the class
pictures. Ss compare answers.
Check
22 Listening Books closed Individual CD Player 3’/97’
Play CD 4- Track 4 –Listening and Ss Audio CD
speaking More adventures in Total
Bolivia (Ex. 3C) class
Ss listen to and write the things
they can do in each place.
Ss compare answers. Check
23 Post-listening Books open Small SB 3’/100’
Then, Ss get into small groups to groups (p 107)
tell what places they would like to
visit and why. Total
Report to the rest of the class. class
24 Production Ss switch groups and talk about Small 4’/104’
interesting trips they have had or groups
interesting destinations they would
like to visit. Total
Ss report the information to the class
rest of the group.
25 Portfolio log Ss update their progress. Individual Portfolio 1’/105’
update (p 26)
Homework Workbook Unit 10 Lesson A (p 74 & 75)
Grammar game Rules and cards (See Appendix Extra activity)

VANTAGE C20 UNIT 10 LESSON A

**Each activity has a suggested time. You may adjust the time as needed.

CCs: said, said that, told, told … that, informed that.

Said
Said that
Told
Told… that
Informed that

VANTAGE C20 UNIT 10 LESSON A

APPENDIX

First Day Course Orientation Guidelines

1. Orientation
Orientation is a vital part of any curriculum, program of study, or course. Knowing what to
expect in a course inspires confidence in our students and provides accountability for
both the teacher and the student. The procedure for orienting students to the course on
the first day of class is standardized in Harmon Hall because we cannot hold students
accountable for things they do not know they are supposed to do or not do. They need to
know what is expected of them in order to learn and pass the course. For Course 1 only,
this may be conducted in Spanish. After Course 1, this must be conducted in English.
Detailed below, you will find guidelines for giving orientation to Adult Program students
on the first day of class:

1.1. Facilitate the ice breaker

Facilitate an “ice breaker” activity that gives students an opportunity to express their
interests. The recommended ice breaker for Course 1 of the Adult Program centers on
why students want to learn English. Give each student a piece of paper and ask them
to write their name in the middle, and in each corner write something about
themselves such as their favorite actor, movie, singer, hobby, cartoon, last book read,
scariest experience, etc. use your discretion when choosing these categories
according to your students’ age group. In the fourth corner, ask students to write why
they are learning English. When all students have finished, have them stand up and
exchange information about themselves with as many students as possible. At the end
of the activity, ask each student to say the name of another student and state why he
or she is learning English. Go around the class until each student has had a chance to
share. This activity has two important functions. Firstly, you now know your student
needs/wants (make a written note of it, because it should inform your teaching for the
rest of the course). Secondly, your students have reminded themselves of why they
are here which begins to foster accountability, and is reinforced throughout the Adult
Program.

For following courses you can vary the ice breaker, but make sure the activity
recycles previous course(s) language structures and vocabulary. This does not only
help you gain an understanding of what interests them but also allows you to
informally assess your students’ language skills and alert you to any possibly low
students who will require more attention and support.

1.2. Present the outline

Explain that the outline lets students know what to expect in their course. They
should take note of the quiz days and course project presentation date so that they

VANTAGE C20 UNIT 10 LESSON A

 can prepare in advance. Also, explain that Cyber Center and Video classes may occur
on different days.

1.3. Explain the program components

Tell students that throughout the course they will use different components. Explain
that they need to bring their Student’s Book, The Link/Workbook, VRB (Levels 1-4),
and Levels 5 (or 6) Learning Portfolio (Levels 5 & 6 only) to class every day.
Note: Please inform students they must bring a dictionary to class every day as well.
Students must be autonomous and employ a dictionary in class.

1.4. Explain the grading criteria

Explain that students are graded in four areas:
i. Written/General quizzes – 30%
ii. Oral/speaking quizzes – 30%
iii. Classroom assessment – 30%
iv. Course Project – 10%

Explain each area of the grading criteria. If students know how they are graded and
what they are graded on, they can easily reflect on their own progress, be better
prepared for assessment, and be successful in their course. For Levels 5 & 6, direct
students to the Introduction to Level 5 (or 6) Learning Portfolio and ask students to
read it at home and answer any questions they might have the next class.

Tell students that evaluation is a way for them to know if they are learning or not, and
that this helps them to reach their English language learning goals (their
needs/wants). Explain that they will be taking quizzes after each unit, and that they
are part of their final grade. Quizzes help students monitor their progress unit by
unit. See the class planners for more details.

1.5. Explain feedback

When giving the orientation lesson to students in the very first class, tell them that
they will receive feedback throughout the course which will help them to determine
what they need to improve and/or work on in order to achieve the learning
objectives.

1.6. Explain the attendance & punctuality policy

Explain that attendance is not calculated in the final grade because it is not a measure
of a student’s academic performance. However, excessive absences will prevent a
student from passing the course. The Harmon Hall attendance policy is determined
by the SEP. Attendance for every student must be recorded in the class list. To receive
credit for the course, students must attend at least 80% of the course; students can

VANTAGE C20 UNIT 10 LESSON A

 miss no more than five hours per 28-hour course, regardless of frequency (Intensive:
no more than 3 days; Saturday: no more than 1 day). If a student misses more than 5
hours per 28-hour course, s/he is not permitted to pass the course regardless of their
quiz scores or final course grade. Explain that this is a SEP policy that Harmon Hall is
required to follow, since we are registered at the SEP (Adult Program Courses 1
through 16, only). Additionally, this is also one of the ways to ensure that all
information within the academic program will be acquired accordingly.
All students are required to be in their seats (i.e. ready to work) at the beginning of
class. A student is considered late if s/he is not in her/his seat at the beginning of
class. If a student is late three times it counts as one absence. If a student arrives
more than 20 minutes late, it counts as one absence. Treat absences due to
punctuality using the attendance policy above. Record all tardies in the class list. It is
important to communicate to students what is considered “on time” and what is
considered “late”.

1.7. Explain the written quizzes requirement

The written quizzes objectively demonstrate that students have met the English
language learning objectives for that course. To pass, students must achieve 70% as
the final written/general quizzes weighted grade, regardless of their other scores.
The final written/general quizzes weighted grade is calculated by averaging out the
three unit written quizzes grades. (Please refer to the printable grade grid for further
information.)
If students do not take one of the written/general quizzes or get less than 70% (105
out of 150 points) in their final written quizzes weighted grade, they have not met the
criteria for moving on to the next course.

1.8. Explain the minimum passing score

Students must achieve an overall final minimum grade of 70%, in combination with a
minimum 80% attendance, in order to pass the course.

1.9. Present “Useful language for…” (Levels 1-4)

Direct students’ attention to page x of the Touchstone Student’s Book, and present
these common classroom expressions for getting help and working with a partner.
These expressions prepare students to start speaking English in class as soon as
possible. This information should be presented in the first two courses of each level only
(C1, 2, 5, 6, 9, 10, 13, and 14).

1.10. Explain the Course Project

Explain that in Harmon Hall we have always emphasized the need to help our
students develop their communicative competence in English. Explain that in order
to present learners with opportunities to acquire the language in authentic settings
and to foster real-life communication in class, as well as out of class, Harmon Hall has
incorporated projects into the courses.

VANTAGE C20 UNIT 10 LESSON A

 Explain students the process of working with projects and their stages:
1. Selecting the topic
2. Carrying out the project
3. Presenting the final product
Note: Please refer to PTP Module III, Section 11 for more details.

Inform students that projects should be assessed by the team itself and by the rest of
their peers. The teacher will score the course project using the grading criteria. Let
students know what areas will be evaluated. Please refer to PTP Module III, Section
11. This grade will account for 10% of the students’ final grade.

1.11. Explain the Learning Portfolio

Explain that the Learning Portfolio is a tool to help students monitor their progress.
Remind them of why they are here (the student needs they discussed in the ice-
breaker). Explain that achieving their English learning goals is partly up to them.
They have to “do their part” by taking responsibility for doing their class work,
participating in class, asking questions when they don’t understand something, doing
their homework, and preparing for the quizzes. The portfolio helps them to become
accountable for their learning. The act of writing down what they want to accomplish
(the personal and learning objectives), what they have done in class (the listening,
video, cyber and speaking logs), how they have performed on quizzes, makes them
more aware and accountable for their progress. This information gives them day-by-
day insight to their strengths and weaknesses, and guides their review and extra
practice efforts

2. Facilitate Portfolio personal and learning objectives

Direct student’s attention to correct page of the portfolio in The Link or in the Level 5
Learning Portfolio for the course and unit you are teaching. Explain that personal
objectives help students to develop awareness of and stay focused on their personal goals.
Tell students to pick one or two personal objectives from the list, or create their own if
they prefer. Once students set their personal objectives, have them discuss their ideas
with a partner or in groups. Ask them to talk about why they chose certain objectives and
exchange ideas about how they plan to meet them. Then, direct students’ attention to the
learning objectives section in the unit opener of the Student’s Book unit you are going to
teach. These inform students of what they should be able to do in English by the end of the
course. Tell students to open the portfolio to the first page again, and copy the learning
objectives directly to the corresponding section.

The simple act of writing these goals creates an active rather than passive role in the
learning process, because students are stating the achievable, measureable goals of each

VANTAGE C20 UNIT 10 LESSON A

 course. Once students have finished writing the learning objectives, call on different
students to read them aloud, and ask if there are any questions.

3. Facilitate Touchstone unit opener (Levels 1-4)

After the completion of the personal and learning objectives, continue with the Unit
opener (warm-up) for the first unit of the course. See the class planner and Touchstone
Teacher’s Edition for details. You can also review information in section 4.1 in PTP Module
II: Adult Program Components.

VANTAGE C20 UNIT 10 LESSON A

 Ice breaker (Activity 3)

1. If you could have an endless supply of any

food, what would you get?
2. If you were an animal, what would you be and
why?
3. What is one goal you’d like to accomplish
during your lifetime?
4. When you were little, who was your favorite
super hero and why?
5. What’s your favorite thing to do in the
summer?
6. If you were an ice cream flavor, which one
would you be and why?

index cards (Activity 7)

Imagine that you’re going to do some

traveling. You’ve chosen a destination, and
you’d like to get some ideas about what to
take, do, or expect. What kind of Internet
sites would you look at?

VANTAGE C20 UNIT 10 LESSON A

 visuals and cards (Activity 8)

Surrounded To form an enclosure round,

encircle.
Suburbs a district lying immediately
outside a city or town,
especially a smaller
residential community.
Breathtaking thrillingly beautiful,
remarkable, astonishing,
exciting,
Gateway an entrance or passage that
may be closed by an entrance
Delay to put off to a later time;
defer; postpone
Bumpy of uneven surface; full of
protuberance.
Challenging Testing one’s ability,
provoking.

VANTAGE C20 UNIT 10 LESSON A

 visuals (Activity 9)

VANTAGE C20 UNIT 10 LESSON A

VANTAGE C20 UNIT 10 LESSON A
VANTAGE C20 UNIT 10 LESSON A
vocabulary cards (Activity 12)

You feel…
Because something is…
The verb is…
Amazed Amazing
Impressed Impressive
Fascinated Fascinating
Tired Tiring
Exhausted Exhausting
Depressed Depressing
Puzzled Puzzling
Surprised Surprising
Frightened Frightening
Encouraged Encouraging
VANTAGE C20 UNIT 10 LESSON A
 Challenged Challenging
Terrified Terrifying
Relaxed Relaxing
Amaze Puzzle
Impress Surprise
Fascinate Frighten
Tire Encourage
Exhaust Challenge
Depres Terrify
Relax
sentences (Activity 14)

There are seats on the 6:00 a.m. flight

tomorrow.
There may be a delay.

VANTAGE C20 UNIT 10 LESSON A

visuals (Activity 18)

VANTAGE C20 UNIT 10 LESSON A

VANTAGE C20 UNIT 10 LESSON A
VANTAGE C20 UNIT 10 LESSON A
 Rules and cards (Extra activity)

Grammar game: Roulette

Type of activity
Group work

Function practice
Interviewing

Review
Questions and answers in:
Simple present, present continuous, simple past, past continuous, present perfect and present
perfect continuous.

How to use the game

 This game uses The roulette.
 Prepare several roulettes to have enough for each group.
 The Ss should sit in groups.
 Give out the roulettes.
 Ss take turns to spin the roulette. The S who spins it must make a question using the
information in the roulette e.g. the roulette points to simple present, the S must say Do
you go out every weekend?
 Then, the S on the left of the S making the question must answer it.
 Now the S who answered the question has to spin the roulette again and make a question
using the information from the roulette.
 Continue several times.
 The object of the game is for Ss to practice questions and answers using different tenses.

VANTAGE C20 UNIT 10 LESSON A

 PRESENT
PAST
PERFECT
CONTIUOUS
CONTINUOUS

SIMPLE SIMPLE
PRESENT PAST

YOU
PRESENT
CHOOSE
PERFECT

PRESENT PRESENT
CONTINUOUS PERFECT OR
CONTINUOUS

VANTAGE C20 UNIT 10 LESSON A