Rodriguez Ian Luca Kell’s Institute - 2023

WEEKLY LESSON PLAN - #3 (3rd week of

March)
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Adults 2 (Monday course from 7 to 8:30pm):

 Ice-Breaker / Warm-Up:
As an Ice breaker, the teacher will check homework provided from the
previous week: the round-up section of Unit 7B of the students’ book, and
page 134, which is the extra practice section of units 7A and 7B in order
to check comprehension of the topics dealt the previous week.

 Core Task:
SIDE NOTE: It is important to mention that most students did NOT
attend last week’s class, so the teacher will re-visit the recap
topics one more time before jumping onto a new topic with the
students.

To start with, the teacher will re-visit topics such as Quantifiers, How
Much/Many, Uncountable/Countable nouns with the students on the
whiteboard, providing the right structures and uses for each topic so that
the student can copy on their workbooks. Again, this is mainly for those
students who did NOT attend the previous class. The teacher will provide
a special worksheet involving these topics that deal with the practice of
these topics through an activity in groups, where students have an
incomplete dialogue and with each other’s help, they will have to complete
it using Quantifiers, Uncountable/Countable nouns.

After that, the teacher will invite the students to go to page 58 and 59
from their workbooks to keep on practicing these topics dealt in the
previous week. Most activities deal with grammar, listening and reading
activities. The teacher will practice all skills through, at least, one activity
of each skill.

Finally, the teacher the teacher will keep on asking the students to
practice Comparative/Superlative sentences and Countable/Uncountable
nouns in pages 60 and 61 (7B) from their workbooks. Most activities deal
with grammar, listening and reading activities. The teacher will practice all
skills through, at least, one activity of each skill.

 Follow-Up:

INTRO – “BE GOING TO for PLANS”

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If time allows it, the teacher will introduce a new topic: “Be Going to”.
The idea is to elicit about any possible familiarity with the topic to the
students, possibly connecting it with any personal experiences, and of
course, to provide the right structure and use on the whiteboard,
explaining its sense. The teacher will ask the students to go to page 80 of
their students’ book in order to carry out a few comprehension activities of
the topic.
 Homework:
As homework, the teacher will provide page 62, sides A and C from their
workbooks for the following week.
 What I want my students to learn from this lesson:
I want my students to round-up with the re-visiting of previous learned
topics from last year, making sure they remember everything they have
learnt so far, and in order to start with new content right away.

Children Intensive Preparatory (Wednesday course from 6 to

7:30pm):
 Ice-Breaker / Warm-Up:
As an Ice breaker, the teacher will check the students’ DAILY LIFE
ROUTINE presentations as it was asked in the previous class. Moreover,
the teacher will check pages from 80 to 83 from their Pupil’s book.
 Core Task:
In order to re-visit topics from the last two units one more time, the
teacher will invite the students to complete a few listening & grammar
activities from pages 94 and 95 of their pupil’s books. The idea is to
round-up with everything they have been revisiting in class with the
teacher, and to finally move on to a new unit of work.
After that, the teacher will have a Reading moment with the students
through Page 93 of their pupil’s book with a text called: “My favourite
breakfast.” This text is important because it contains a structure as
regards the making of a small narrative text, which is something the
teacher will explain to the students through the whiteboard, eliciting and
analysing the text all together. Moreover, the teacher will ask the students
to complete a small comprehension activity in the same page of the text.
Finally, the teacher will introduce a new unit: UNIT 8 – HEALTHY LIVING.
The teacher will ask the students if they know the meaning of those
words, if they consider they have a healthy living, how can someone live
healthily, and more eliciting questions. After that, the teacher will ask the
students to go to page 96 in order to carry out a Vocabulary activity of the
field through a listening and guessing game in groups.

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 Follow-Up:
The teacher will ask the students to go to page 97 in order to listen to a
song involving different habits of a healthy lifestyle. Moreover, the teacher
will carry out a simple listening comprehension game of questions
involving the song, in order to introduce the use of PAST SIMPLE,
which is the topic worked throughout this new unit.

 Homework:
For homework, the teacher will ask the students to create their own
narrative and descriptive text of “Their Favourite Breakfast” as it was
worked through Page 93 in this lesson. Moreover, he will provide page 76
of their workbooks for next week in order to check comprehension of the
new vocabulary involved in the new unit.

 What I want my students to learn from this lesson:

I want my students to round-up with the re-visiting of previous learned
topics from last year, making sure they remember everything they have
learnt so far, and in order to start with new content right away.

Children 3 (Thursday course from 4:45 to 6:15pm):

 Ice-Breaker / Warm-Up:
As an Ice Breaker, the teacher will check if students could investigate and
Make an Animal Habitats poster, and then will ask them to present their
posters to the whole class, checking the right use of “Can” for the many
different animal abilities.

After that, the teacher will carry out a game called “Guess the animal”
in which the teacher will ask the students to imitate a sound or figure that
represents a certain animal provided by the teacher to their peers. The
game will be played in groups in order to round-up with the last unit
worked last year in this course.
 Core Task:
To start with, the teacher will ask the students to complete a simple
activity in page 95 of their pupil’s book: an activity about “Like/Don’t
like” which is a topic they have to re-visit from last year. Of course, the
teacher will remind the students the right use of this topic and its meaning
on the whiteboard for them to have a re-fresher while doing the activity.

After that, the teacher will invite the students to a game in page 106 in
their pupil’s books called: “What animal am I?”. This game is about
writing an animal on a sticky piece of paper and then to stick it on their
foreheads so that the rest of the students can create oral questions using

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“CAN” about the animal they have to guess. The game will be in groups
and there will be a reward for the winning team.

INTRO – UNIT 9 “FUN ALL YEAR!”

Finally, the teacher will introduce a new topic to the students with page
108 from their pupil’s books. This new unit focuses on the months of the
year, so the teacher will ask the students to participate in activities 1, 2
and 3 of the same pages in order to start working on the vocabulary in the
unit, through a Listening activity and a few grammar activities.
 Follow-Up:
To keep on going with the work on the new topic, the teacher will ask the
students to go to page 109 in order to complete activities 2 and 3 from
the page: another listening with a dialogue of different months of the
year, and a “fill in the blanks” activity.
 Homework:
As homework, the teacher will provide page 107 from the pupil’s book.
Moreover, he will provide pages 74, 75, 76 and 85 from the workbook so
they can keep on practicing the re-visited topics + the new topic, which is
about the Months of the year.
 What I want my students to learn from this lesson:
I want my students to round-up with the re-visiting of previous learned
topics from last year, making sure they remember everything they have
learnt so far, and in order to start with new content right away.

Adolescents High (Thursday course from 6:30 to 8pm):

 Ice-Breaker / Warm-Up:
As an Ice-Breaker, the teacher will check pages 62 and 42 of their
students’ books in order to check activities provided in the last class,
which involved re-visited topics throughout the past 2 weeks.

Moreover, the teacher will provide a huge poster of different rules in

different contexts. The idea is to briefly ask students to transform the
rules into Imperative sentences, re-visiting Modals of Obligation
throughout this very short and oral activity.
 Core Task:
NEW TOPIC UNIT 8A – REPORTED SPEECH
To start with, the teacher will introduce the new topic of the lesson:
Reported speech. The idea is to elicit about any possible familiarity with
the topic to the students, possibly connecting it with any personal
experiences, and of course, to provide the right structure and use on the
whiteboard, explaining its sense. After doing so, the teacher will invite the
students to go to page 74 and 75 from their students’ books in order to

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carry out a series of activities involving this new topic: Reading, oral,
listening and grammar activities throughout the pages of this unit.

After that, the teacher will invite the students to go to page 76, and will
invite the students to read a text called: “The King of Complainers.”
The teacher will introduce the right vocabulary and elicit about any
possible situations where the students complained. They will read the text
about Cliet Zitman and will analyse how Reported Speech is being used
throughout the text. Finally, the teacher will ask the students to complete
a few listening and grammar comprehension activities about the text they
just read.

 Follow-Up:
As a follow-up, and in order to keep on practicing this new topic, the
teacher will ask the students to complete page 77 from their students’
books: this page contains another reading about complaining, and a few
pronunciation-listening and oral activities where the students will have to
practice Reported Speech.

 Homework:
For homework, the students will have to complete activity 7 from page
77 of their students’ book called “Writing a letter of complaint.” The idea
is to check if students got Reported Speech throughout their writing
ability on a letter of complaint. Moreover, the teacher will give out a few
activities from pages 50 and 51 of their workbooks for homework.

 What I want my students to learn from this lesson:

I want my students to round-up with the re-visiting of previous learned
topics from last year, making sure they remember everything they have
learnt so far, and in order to start with new content right away.

Adolescents 4 (Friday course from 6:30 to 8pm):

 Ice-Breaker / Warm-Up:
As an Ice-Breaker, the teacher will check if students answered the tricky
questions about the Jenna Ortega article that they had read last week.
The activity is simply to check comprehension. Moreover, the teacher will
check if students completed a few worksheets he provided about Defining
Relative Clauses and Present Perfect. The idea is to check
understanding of both topics.
 Core Task:

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To start with, the teacher will do a Present Perfect recap one more time,
since it was asked by a student at the end of last week’s class. The idea is
to elicit about any possible familiarity with the topic to the students,
possibly connecting it with any personal experiences, and of course, to
provide the right structure and use on the whiteboard, explaining its sense
one more time. After that, the teacher will ask students to go to page 30
and 31 from their students’ book and complete a few Comprehension
Checking activities as regards this tense.

Moreover, the teacher will provide a few speaking and listening activities
from page 50 of their students’ books, which also involve the practice of
Present Perfect throughout a Language Revision section.

Finally, the teacher will introduce a new unit and topic: Present Simple
Passive through Unit 5A in page 52 of their students’ books. They will
read a short text called “Around the World” with a listening included of the
same text first. Then, the teacher will ask the students to complete short
comprehension activities of the text, in order to finally analyse the text
and ask them to look out for any examples of Present Simple Passive in
the text.

 Follow-Up:
In order to keep on working on this new topic, the teacher will present
more activities in page 53 to keep on practicing Present Simple Passive
with the students, through a series of listening, speaking and reading
activities in the page.

 Homework:
For homework, the teacher will ask the students to complete pages 40 and
41 from their workbooks. Moreover, the teacher will ask the students to
share a song in their Google Classroom that includes any sentence in
Present Perfect or Present Simple Passive, so that they can analyse the
sentence next week.

 What I want my students to learn from this lesson:

I want my students to round-up with the re-visiting of previous learned topics
from last year, making sure they remember everything they have learnt so far,
and in order to start with new content right away.