Inducción 1: Alphabet and spelling

1st part: greetings (up to 10 minutes)

Say hello to students and have them say hello. Explain and practice different formal
and informal greetings and farewells.

Saying Hello

Formal Informal

Good morning Hi

Good afternoon Hello

Good evening

How are you? How is it going?/How is everything?

How are you doing?

I’m fine, thank you. How about you? I’m fine, thanks. And you?

Pretty good/Not too bad Great/I’m OK

Saying goodbye

Bye / Bye-bye

Good-bye

See you later/tomorrow/around

Have a nice day/ great weekend /nice evening - Thank you. You too

Good night

2nd part: alphabet. (up to 20 minutes)

Show students the alphabet starting by the vowels and telling them apart, then
continue with consonants, setting them in sound groups and drilling their sound. Pay
special attention to explosive sounds (p, t) and labiodental sounds (f, v) as well as the
sound of z. Practice spelling by asking their names and family names, as well as how to
spell them. You can also have them dictate each other their names in spelling.

A H J K

E B C D G P T V Z
 F L M N S X

I Y

U Q W

3rd part: personal introductions and practice. (up to 10 minutes). Show students an
example of a personal introducción, drill practice with them and then also include their
spelling names in the conversation. Variation: give students fictional names to do their
introductions and spelling. Examples can be taken from Interchange Intro Unit 1
Inducción 2: Numbers

1st part: Cardinal numbers 0-9 (up to five minutes)

Elicit students’ knowledge on the name of the numbers and their spelling, also note
that number 0 is zero, naught or oh, depending on the context. Practice with questions
about telephone and ID numbers.

2nd part: Cardinal numbers 10-100 (ten to fifteen minutes)

Elicit students’ knowledge on numbers from ten to twenty and the multiples of ten.
Note the differences in spelling and pronunciation between them. Also exemplify the
numbers between tens, reminding the importance of hyphenation in their spelling.
(twenty-one, thirty-two, forty-three, etc.). Practice by asking and answering questions
about ages.

3rd part: Cardinal numbers Hundreds and thousands (up to fifteen minutes)
Exemplify several cyphers and involve students in their nomination. Practice both plain
cyphers (e.g. 100, 200, 1000, 5000, 10000, 200000) and combined cyphers (e.g. 425,
5684, 125839) and use one or two arithmetic operations to practice.

4th part: Ordinal numbers (up to ten minutes)

Show and explain students how ordinal numbers are written and pronounced. Use
them on some examples for enumeration (e.g. taking turns) and for dates (e.g
Christmas, Independence day, Halloween). Practice with questions about dates and
their birthdays.

5th part: General practice (five to ten minutes)

Have students ask each other and answer questions about numbers, as well as some
arithmetic operations.
Inducción 3:Be

1st part: Form of Be (up to 15 minutes)

Use students’ knowledge to elicit the form of be, AM, IS, ARE, and their corresponding
grammatical persons, as well as the general affirmative, negative and question forms
with some examples.

2nd part: Functions of Be (up to 30 minutes)

Clarify that BE is an independent verb that has its own meaning and functions, and
when it works with another verb it is just an auxiliary for the present continuous. Then
proceed to explain and exemplify the four main functions (uses) of Be.
For instance

Function (Use) Examples

Identity What´s your name? - My name is_______________________

I’m a student/ a doctor /an accountant /an engineer
She is Colombian/from Venezuela
That is a chair
My best friends are Jenny and Natalia

Characteristic I’m a nice person

What is Bogotá like? - It is big and cold
What is your mother like? - She is beautiful and nice
My dog is playful. It’s not angry
How old are you? - I’m _______ years old

State How are you? - I am fine

I’m happy/sad/angry/hungry
My car is broken

Location (in We are in class.

place or time) My mom is at home. She isn’t at work.
The party is at 8:00
Where are you? - I’m at school

3rd part: Practice (5 minutes or more)

Write some sentences on the board for students to complete with the correct form of
Be and identify their function. Also have them build some sentences of their own to
show their general comprehension.
Inducción 4: Personal pronouns

1st part: Subject pronouns (up to 20 minutes)

Indicate that subject pronouns are the ones we use before verbs because they are who
do the action. Define what the first, second and third person are, and who they are in
singular and plural. Practice by having students replace different names and/or nouns
by the corresponding pronoun.

1ST PERSON: who speaks

Singular Plural

I
WE

2ND PERSON: who I speak to

Singular Plural

YOU
YOU

3RD PERSON: who I speak about

Singular Plural
 HE

THEY

SHE

IT

2nd part: Possessive adjectives. (about ten minutes)

Explain students the use of possessive adjectives and relate them to each subject
pronoun. also give examples of each one and solve any questions. emphasize on the
need of using each possessive correctly.

3rd part: Object pronouns. (about ten minutes)

Explain the role of object pronouns as they go after verbs or prepositions (I love you…
Do you love me?). Relate each subject pronoun to its corresponding object pronoun
and give examples.

4th part: Possessive pronouns:(about ten minutes)

Explain the general use of possessive pronoun using an object from the classroom and
asking Whose is this? for eliciting the answer It is mine or a similar one. Then relate
each subject pronoun to its corresponding object pronoun and give examples.
Inducción 5: Classroom objects

Part 1: Vocabulary (Up to 20 minutes)

Using realia (the objects in the classroom) check the students’ vocabulary and
introduce new words on the vocabulary of classroom objects. Also brush up on their
spelling and dictation abilities and the use of the questions What is this/that? - It is
a/an__________________ and What are these/those? - They are __________________

Suggested Vocabulary

Table Chair Desk Board TV

Marker Book Notebook Pencil Pen

Pencil case Eraser Sharpener Color pencils Pen drive

Computer Bag Backpack folder Clock

Window Door Air Scissors

conditioning

Part 2: Prepositions of place (up to 15 minutes)

Using the same objects, explain the main prepositions of place (IN, ON, UNDER, NEXT
TO, BETWEEN, IN FRONT OF, BEHIND). Have students practice by asking and answering
the questions Where is/are_____________?

Part 3: There is/are (up to 15 minutes)

Explain that for describing a place such as a classroom, we need to express the
existence of objects in said place and for that we use THERE IS / ARE, Give several
examples and have students practice by arranging different objects and asking them to
describe those settings using the vocabulary and structures seen during the class.
Inducción 6: Everyday activities

1st part: Verb vocabulary (up to 20 minutes)

Use posters, pictures or other resources to elicit students’ knowledge and introduce
vocabulary on everyday activities. The activities are based on but not restricted to the
following vocabulary

Follow up and check comprehension by asking students which activities they do in the
morning/afternoon/evening or they don’t do at all.

2nd part: Present simple (up to 20 minutes)

Using examples based on the vocabulary, provide students with the rules for using
present simple, spelling of -S form of verbs (-S, -ES, -IES), and how to make positive and
negative statements as well as questions. Also help students make some preliminary
examples.

3rd part: Practice (10+ minutes)

Have students talk about their daily routines as well as ask each other and answer
questions about their everyday activities and schedules..