Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

LEVEL: Basic TEXTBOOK: Interchange 1

CLASS: DATE: January 3rd, 2014

Lesson Objectives: By the end of this lesson Swbat

Lesson Topics: Unit 1 please call me Beth!
complete: introduce yourself, introduce someone else, outline and
Time: 6 hours check information, compare and exchange personal information,
Pages: 2-7 combine greetings: say hello and goodbye; apply names, countries and
nationalities.
Pieces of paper, cards, Language Listening, speaking, writing, grammar.
Materials:
notebooks. Skills:
Life Skills &
Equipment: Patriotism, hospitality
Values:

LESSON’S STAGES TIME

Books closed. A: Where are you from? B: I'm from______. Pre-task: look at the picture, where are these
Check the attendance list people? Do they know each other? What's the man's name? What are the two women's names? Play the CD 5-10 mins
Warm up s's listen silently. Explain any new vocabulary. Play the CD again stopping after each sentence. Use TPS.
Variation: divide the class in groups, ask them to act out the conversation. Personalize it.
10-15 mins
Introduction

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 Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

Presentation 1 Ss match the questions and responses. Play the cd to check the answers. Model intonation, reteach the alphabet. 10 mins
Conversation Pair Ss up for further practice. Ss introduce themselves to a small group. Expand: name, last name, surnames, 10-15 mins
Practice/Activity nickname. Play the name game.

Presentation 2 With text covered, tell s's to ask questions about the picture. Write focus questions on the board. Play CD with 10-15 mins
Conversation: What's books closed, then with books open so s's answer the questions. Ss listen to the rest of the conversation. S's
Seoul like? practice the conversation different ways. Post-task: Ss personalize the conversation. 10-15 mins

Presentation 3 Explain that final consonant sounds are linked to the vowels that follow them Give some examples. Play the CD, Ss
Pronunciation listen and read silently. Play the CD again, Ss listen and repeat. Pair them for further practice, Ss write more 10-15 mins
Linked sounds examples.
Option: S's underline and write on their notebooks all the examples of final consonant sounds linked to the vowels
that follow them in the previous conversation. Then play the CD for more pronunciation practice. Ss listen and pay
attention to the linking. S's practice the conversation again.
10-15 mins

Presentation 4 Explain statements with be, contractions of be, and possessive adjectives. Make sure Ss don't confuse its and it's.
Grammar focus Optional: Possessive adjective game: choose the possessive adjective that corresponds to the picture. Gather 10-15 mins
pictures from newspapers or magazines: people and objects; On small cads or pieces of paper write the possessive
adjectives, Ss place them together and they match the pictures with the possessive adjectives. 10-15 mins
Variations: use small cards or pieces of paper ask Ss to write pronouns on one set of cards and possessive
adjectives on the other so you can use it for matching, mingle, unscramble, etc. S's will work in small groups and
should move from one group to the other. Group A: pronouns, Group B: Possessive adjectives, Group C: objects,
etc.

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 Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

Presentation 5 S’s focus on the chart. Explain cultural differences. Greetings: hand shake, waving, bowing, etc. Ss read the
Snapshot sentences, model the pronunciation. Ss talk about greeting in their culture, proxemics (physical distance), haptics 10-15 mins
(touch), etc. Use TPR.

Presentation 6 Books closed. Elicit the meaning of How is it going?

Conversation Cover the text and ask Ss to predict from the picture what the conversation is about. 10-15 mins
How is it going? Then play the CD for pronunciation practice. Now, Books open, Play the CD again, S's listen and read silently. Elicit
or explain any new vocabulary. Play the CD again. S's listen and repeat. Then you and S's practice the conversation 20-25 mins
together (T-s's, s-s). Personalize the conversation.

Presentation 7 Elicit the pattern. Is he Dominican? 1= verb to be; 2= noun/pronoun; 3= adjective.

Grammar focus Ss complete the conversations then practice with a partner. 20-25 mins
Yes/no questions with be S's answer the questions about themselves, then ask a partner. Ss write five questions about their partners and
take turns asking and answering them.

Presentation 8 Do you know these words, which ones are hellos and which ones are goodbyes?
Word power Ss add any other expressions. Use other expressions, such as: How are you doing? What's going on? How are 10-15 mins
things? How are things going? How's life? How's life in your world? How's life in the land of Bob? (or Joe, or
whoever) What's happening? Howdy Anne! What's up? So long, later, until later, see you later. Ss match the
greetings and then pair up for more practice.

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MESCYT 2012 FO-DAC-04 3

 Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

Presentation 9 Pre-listening: Ss talk about the title. Differences: In the U.S. people use only father's last name while in the D.R. people 10-15 mins
Listening use both father's and mother's. Use TPS. Play the CD at least twice. Then check their answers. Post-listening: Getting
acquainted. Ask at least 3 Ss their names, last names, and hometown. Variation: ask some wh-questions about 10-15 mins
background, education, etc.

Presentation 10 Pre-reading: Ss infer from the title with books closed.. What is in a name? How did you get your name? Reading: Ss read without 20-25 mins
Reading stopping. 2Nd reading Ss check the statements that are true. Names connotation (positive or negative).
Practice/Activity What names are popular in your country? Why? Is it common names combinations? E.g. Aleisa (Alex and Raisa), Rafielly (Rafael + 10-15 mins
Elly), etc. Is it common names backwards? Nomar (Ramon), Airam (Maria), etc.

Assessment/Evaluation Assess when to use a word or structure, how to pronounce a letter, word, phrase or Intonation. 10-15 mins.
Grammar mingle: cut out pieces of paper with parts of a sentence ask groups to
Remedial Activity rearrange the parts to find the original sentence. Unscramble words, sentences,
paragraphs, etc. recycle the reading, listening passages and reuse them to reteach 10-15 mins.
vocabulary, pronunciation, structure and speaking. E.g.: Create multiple choice
questions or fill in the blank exercises with the reading/listening.
Final activity/Wrap up Pause the memories: the last 10 minutes of your lesson, give each student a piece of
paper with the buttons printed on it (you can just print the image above!). Play a cool 10-15 mins.
song and ask students to reflect upon the lesson and write down on the paper what
they would like to play again, rewind, pause and stop. If you think it is ok, you can
have students talking and sharing their opinions but if you prefer not, just collect the
pieces of paper. I have no doubt you will have a priceless material in your hands which
will work as an accountability moment to assess how students like your lessons and
what they think of your and their performance. Assign Homework.

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 Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

SWBAT= Students will be able to

TPS= think, pair, share (individually, in pairs and share with the whole class).
CCQ's= Concept checking questions (after every task and assessment).
KWL = what I know, want to know and learned.
T= teacher.
S's= students.
TPR= Total Physical Response.

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