Weekly Lesson Plan - #6 (3 Week of April)

Rodriguez Ian Luca Kell’s Institute - 2023
WEEKLY LESSON PLAN - #6 (3rd week of April)
Clase de Apoyo -#2 – Paola Seggovia (Monday course from 6 to
7pm):
 Lesson:
The teacher will firstly check homework and possible doubts with the
students. The idea is to check guidance and comprehension of previous
topics such as Superlative/Comparative sentences, Uncountable/Countable
nouns, Quantifiers and Defining Relative Clauses. Moreover, the teacher will
check a few activities from the last topic learnt with the student: “Be going
to” with plans and predictions.
After that, the teacher will provide a few more worksheets of more previous
topics to start checking if the student has any knowledge about them: the
teacher will ask the student to complete a few activities about Defining
Relative Clauses in order to round-up with that topic. Later on, the teacher
will provide a worksheet about Present Perfect. The teacher will explain and
re-visit all topics involving Present Perfect on the whiteboard with the
student, and they will check the activities asked to complete together.
Finally, the teacher will provide, if possible, 3 listening activities and
instances to the students in order to check comprehension through
elicitation. The main idea is to keep on practicing the student’s Listening
and Oral skills through these activities, since its important for the student to
start pulling her listening and oral skills in order to be at the same level as
the rest of the class.
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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 teacher will start with “The Last Leaf” questionnaire,
checking if all students had completed it. The main idea is to ask students
to read some of their answers, in order to check if all answers are the
same, or if some have variety in their responses so that others students
can add more information to their answers if they want. Also, the teacher
will check pronunciation by asking them to read their answers and share
them with the class. After the sharing moment, the teacher will ask
students to send in their questionnaires so that he can check grammar
and provide a mark to the students next week.
Finally, the teacher will check pages 62 and 63 from their workbooks in
order to check practice as regards the last topic taught: “Be going to” for
plans and predictions.
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 Core Task:
“BE GOING TO” – LAST ACTIVITIES
To start with, the teacher will provide a few more pages and exercises to
keep on practicing the topic of “Be going to” through plans and predictions
with the students. These will be the last activities they will complete
before moving on to a new topic of matter. The teacher will ask students
to go page 87, and check Activity “B”: “Interview your partner.” The
idea is to do a small fun activity involving pairs: each pair of students will
have a series of questions involving the questioning of activities during the
week, the weekend, and even winter break that is happening in a few
months. The teacher will ask the students to ask each other these
questions using “Be going to” orally, and then report their pair’s responses
on a sheet of paper. The main idea is to share what each pair of students
is going to do during their week, weekend and during winter break by
using Be Going To for planning.
After that, in order to keep on practicing “Be Going to” for plans or
predictions one last time, the teacher will make students complete a few
simple activities in page 64 of their workbooks: There, the students will
have activities involving a reading and grammar activities.
“COMPARATIVE ADJECTIVES” – UNIT 8A
The teacher will finally introduce a new unit to the students: Comparative
Adjectives in Unit 8A. This is a topic some of the students already know,
but in order to keep all students on the same page, the teacher will go
back to the basics and explain the meaning and use of this topic on the
whiteboard, eliciting about the knowledge of this topic to the students and
even making transitions from the meaning in Spanish to the meaning in
English of this topic. The teacher will explain and provide the rules
involving Comparative Adjectives in order to start to put it into practice
immediately.
After that, the teacher will ask students to go to pages 88 and 89 in order
to carry out the main pages of practice of this new topic: involving a few
activities that incorporate readings, listenings, oral and simple grammar
activities. Moreover, the teacher will also introduce new vocabulary:
Personality skills. After completing each activity, the teacher will check
with all students.
 Follow-Up:
As a follow-up, the teacher will ask students to go to page 66 in the
“Practice section” of their students’ books. The main idea is to check on a
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few comprehension activities involving Comparative Adjectives through

contextualized activities. The teacher will check after all students
completed the activity.
Finally, and if time allows it, the teacher will introduce a simple yet
effective game called “Think of a Word.” The game is about drawing a
chart on the whiteboard, where a main noun will take practice on the
centre of the chart. In their corners, there will be a few comparative
adjectives, and the teacher will ask students to be fast and name
something “bigger than a building” or “smaller than an elephant” to keep
on practicing this new topic all together.
 Homework:
As homework, the teacher will provide activities from page 67 of their
workbooks to keep on practicing Comparative adjectives. Moreover, the
teacher will ask students to try and read the first 2 pages of a new short-
story called “A GOOD BUGLAR”, so that they can familiarise themselves
a little bit with the story for next week.
COMPARATIVES CHAIN GAME: The teacher will also ask students to

participate in a simple game in the Google Classroom called
“Comparative’s chain” which involves taking the LAST noun of a previous
comment and creating a whole new sentence using comparative
adjectives using the same noun:
EXAMPLE: “An elephant is bigger than a mosquito”  “A mosquito is

more annoying than a construction building.”  ...
 What I want my students to learn from this lesson:
I want my students to keep on practising the new topics dealt with during the
last lessons. Moreover, I want my students to carry out a few projects in
order to apply everything they have learnt so far, and to start their first
readings to the teacher can carry out Debates in order to hear them speak in
English, and practice orality through these debates or presentations. Finally,
I want my students to keep on reading and answering questionnaires so that
they start practicing for what’s to come in the final exam.
Children Intensive Preparatory (Wednesday course from 6 to

7:30pm):
previous week: The teacher will start with “What is a Calorie?”
questionnaire, checking if all students had completed it. The main idea is
to ask students to read some of their answers, in order to check if all
answers are the same, or if some have variety in their responses so that
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others students can add more information to their answers if they want.
Also, the teacher will check pronunciation by asking them to read their
answers and share them with the class. After the sharing moment, the
teacher will ask students to send in their questionnaires so that he can
check grammar and provide a mark to the students next week.
Moreover, the teacher will check the creation of HEALTHY vs UNHEALTHY

Posters for this lesson by two of the students who couldn’t make them the
previous week. If they still need a few minutes to finish their posters, the
teacher will allow them to. If not, the teacher will start the presentation of
these posters to the class with a few eliciting questions in the Past tense.
After the presentations, the teacher will finally check the creation of their
“Healthy Habits” chart that they all had to carry out for this week. The
teacher will share their charts between each other so that they can notice
the different routines and habits of their peers.
 Core Task:
“SIMPLE PAST AND THE USE OF ‘AND’, ‘BUT’ AND ‘OR’”
To start with, the teacher will ask students to go back to pages 105 and
106. There, the teacher will ask the students to read a short-
contextualized text that will allow the teacher to present the use of
connector like “and, but, or” during narrative and descriptive productions.
The teacher will explain their meaning and right use during texts, and
then he will carry out a few comprehension activities of this new topic with
the same page of their students’ books.
Moreover, the teacher will provide a few photocopies to the students

about short biographies of celebrities. This time, he will share biographies
of stars like Lionel Messi and Dibu Martinez. These biographies need to be
completed by using the Simple Past of a few verbs, so the teacher will ask
the students to complete them with the right tense, and even provide lists
of verbs if they need it. The main idea is to put the students in contact
with a biography of achievements of a celebrity for a future task they will
have to carry out as homework.
Finally, the teacher will ask the students if they can complete page 107 of
their students’ books: which is a Unit Review page with all topics and
vocabulary worked throughout the unit in different activities to be filled
out. After they completed these activities, the teacher will check them
with the students.
 Follow-Up:
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MONOPOLY GAME – SIMPLE PAST
As a follow-up, the teacher will present a game called SIMPLE PAST

MONOPOLY to the students. The game involves a carboard like Monopoly
with different categories with questions in the Simple Past tense, which
the students will have to orally answer. The teacher will check
pronunciation and guide the game for its complement. The winner will get
a prize.
 Homework:
For homework, the teacher will ask students to bring some information
about a famous celebrity of their choice. Moreover, the teacher will
provide pages 80 and 81 of their workbooks as homework too. Finally, the
teacher will tell students he will publish a short fun game in their Google
Classroom for them to play that involves the use of Simple Past verbs.
The teacher will ask the students to play it and share a screenshot of the
results of the game they get, which it will reveal how many simple past
verbs they got correctly.

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

previous week: The teacher will start with the “Special Dates”
questionnaire, checking if all students had completed it. The main idea is
to ask students to read some of their answers, in order to check if all
answers are the same, or if some have variety in their responses so that
others students can add more information to their answers if they want.
Also, the teacher will check pronunciation by asking them to read their
answers and share them with the class. After the sharing moment, the
teacher will ask students to send in their questionnaires so that he can
check grammar and provide a mark to the students next week.
After that, the teacher will leave room for the students to present their
final productions: their “Special Dates” poster. The students will have
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to go to the front of the class and share their posters, reading their
written descriptions of their special dates selected on the posters.
Core Task:
To start with, the teacher will keep on practicing the use of ADVERBS OF
FREQUENCY with the students as it was presented during the last few
lessons. The teacher will ask students to go to page 115, where they will
carry out a few revision activities of this topic through Simple Present
sentences. Moreover, the teacher will ask students to keep on practicing
this topic in page 116 of their students’ books: through activities that
involve a short reading, and a few listening activities. The main idea is to
round-up the checking of Adverbs of Frequency in the students.
After that, the teacher will keep on checking Seasons Vocabulary in

through page 117 with a Revision Page that includes short activities where
the students will have to use Simple Present, Months of the year, Seasons
vocabulary and Adverbs of Frequency.
“MY FAVOURITE SPECIAL DATE” – PHOTO POSTER PROJECT
As a follow-up, the teacher will present their first project of the year: The
creation of a photo-poster about the students’ Favourite Special Date. For
that, the students will have to create a short text and use images about
their favourite special date, as it was first shown last week through a
small reading that the teacher provided them with about the teacher’s
favourite special date. The teacher will provide materials for them to start
creating their poster, where they will to create simple present sentences
with adverbs of frequency, so they can present it to the class the following
week.
 Follow-Up:
As a follow-up, the teacher will ask students to go to page 118 of their
students’ books, in activity A. The teacher will introduce a game called:
“Guess your peer!” which involves sharing information like birthday,
favourite month and favourite season. Finally, the students will have to
create a sentence using adverbs of frequency about themselves, so that
later on all students can guess each other’s information. The winner will
get a prize.
 Homework:
As homework, the teacher will provide pages 88 and 89 from their
workbooks. Moreover, the teacher will ask students to complete activity
18 of page 115 of their students’ books: A project activity involving the
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drawing of the students’ favourite month + a sentence using adverbs of

frequency and simple present.
Finally, the teacher will tell students he will publish a short fun game in
their Google Classroom for them to play that involves the use of Simple
Present verbs. The teacher will ask the students to play it and share a
screenshot of the results of the game they get, which it will reveal how
many simple present verbs they got correctly.
Adolescents 4 (Friday course from 6:30 to 8pm):

 Ice-breaker/Warm-Up:
previous week: The teacher will start with the “3 IS A LUCKY NUMBER –
PART 1” questionnaire, checking if all students had completed it. The
main idea is to ask students to read some of their answers, in order to
check if all answers are the same, or if some have variety in their
responses so that others students can add more information to their
answers if they want. Also, the teacher will check pronunciation by asking
them to read their answers and share them with the class.
Finally, the teacher will check page 40 of their workbooks in order to

check comprehension of the last topic learnt: Passive Voice in Simple
Present and Simple Past.
Core-Task:
“3 IS A LUCKY NUMBER” – SECOND SHORT-STORY DEBATE –
ROUND UP
As the core-task, the teacher will start the second round-debate about a
short story called “3 Is a Lucky Number” from the Crime Stories
Collection. The teacher will provide eliciting questions in order to check
the reading and comprehension of the content with the students, and
while doing so, they will all create a MINDMAP on the whiteboard for the
students to copy as a reminder of the story as a summary. Moreover, the
teacher will go through the first and second Activity worksheet included
in the photocopies, and carry out a few questions from the Part 2 of the
Questionnaire they have to complete of this short story. The teacher will
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correct a few of them with the students, and ask them to finish the
complete questionnaire for next week.
After that, the teacher will move on to the re-cap of Passive Voice in
Simple Present and Past Simple. To start with, the teacher will do some
vocabulary and listening activities in Page 53 of their students’ books:
Activities 4 and 5, where they will check vocabulary about Materials while
discussing a few sound rules in the following activity. Then, the teacher
will carry out activity 9 of the same page, which is a Game activity about
selecting a random object and guessing the object using Simple Present or
Past Simple in their Passive devices.
 Follow-Up:
As a follow-up, the teacher will continue with the revising of Passive Voice
in their Present and Past simple forms with the pages 105 and 106 from
their students’ books, in the Practice Grammar section, where they will
have a few oral and grammar activities to solve using the Passive Voice in
both forms mentioned. The idea is to keep on with the practice of this new
topic provided during last class. The teacher will check activities all
together before the class finishes.
 Homework:
For homework, the teacher will provide page 41 from their workbooks.
Moreover, the teacher will remind the students to finish up the
questionnaire about “3 Is a Lucky Number” by completing PART 2 of the
questionnaire for next week. If they will not attend next week’s class, the
students will have to post the questionnaire in the Google Classroom.

Weekly Lesson Plan - #6 (3 Week of April)

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Rodriguez Ian Luca Kell’s Institute - 2023

WEEKLY LESSON PLAN - #6 (3rd week of April)

Clase de Apoyo -#2 – Paola Seggovia (Monday course from 6 to

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

“COMPARATIVE ADJECTIVES” – UNIT 8A

few comprehension activities involving Comparative Adjectives through

COMPARATIVES CHAIN GAME: The teacher will also ask students to

EXAMPLE: “An elephant is bigger than a mosquito”  “A mosquito is

Children Intensive Preparatory (Wednesday course from 6 to

Moreover, the teacher will check the creation of HEALTHY vs UNHEALTHY

Moreover, the teacher will provide a few photocopies to the students

MONOPOLY GAME – SIMPLE PAST

As a follow-up, the teacher will present a game called SIMPLE PAST

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

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

After that, the teacher will keep on checking Seasons Vocabulary in

“MY FAVOURITE SPECIAL DATE” – PHOTO POSTER PROJECT

drawing of the students’ favourite month + a sentence using adverbs of

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

Finally, the teacher will check page 40 of their workbooks in order to

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