Intermediate I. Lesson Plan Submittal. 2019

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MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

ENGLISH IMMERSION PROGRAM
LEVEL: Intermediate 1 TEXTBOOK: INTERCHANGE 2
TEACHER: Mr. Persia DATE: June 2018
Unit: 1A A time to remember Lesson objectives. SWBAT:
1-Ss analyze, evaluate and create a conversation about their personal information using
the past tense:was/were, did/didn't..
2- Ss describe How things hapenned in an especial ocassion
celebration.
Time: 4 hrs. 3- Ss create an imaginary story that might have hapenned 3- Ss
to create
anyone. an imaginary story that
Pages: 2, 3, and 4 might have hapenned to anyone.
Resources (materials and equipment): Books, CD, radio, Life skills and values: MOTIVATION
personal objects that remind Ss goals achieved. STAGES OF THE LESSON
Learning styleLanguage Skills DESCRIPTION MINUTES
Preparation: Ask Ss in the room to remind the last class to a partner while you write the agenda on the left side of the 10
Visual/ Warm up: board. Write
Split class the date
in three - # of students
(standing). - Value
>> T asks: Whatofhas
thebeen
month:
your- Motto:
biggest Take the attendance
achievement? Did you while
marryCHECKING
the 20
Kinesthetic/ REMEMBERING person you love? Did you get the job you were looking for? Did you study what really pleases you? Have
Collaborative. the past.tense. the Ss discuss about the goals they had rearched in their lifes.
Social REMEMBERING (Still standing) T asks: What is an especial event? T models an example from his/her life, then writes on the 15
especial events in board: First surprised party, Getting Married, First kiss? get ss in groups of 3 and have them describe what
life.. happened to them in any of these especial ocassions..
Visual/ Social UNDERSTANDIN Tell ss to sit in groups of 4. >>Tell them to write a recap about their lives: where they were born, City they 30
G Personal grew up, School they went to and so on, in a blank sheet of paper >> After so, ss will present their story in
History. their own group first then, they will stand up and find 4 different partners to ask about their personal
information: Where were you born? Where did you grow up? What school did you go to? encourage the
use of the right verb tense. >>Finally, ss return to their groups and share the information they've got from
other partners.
Social//Auditiv Applying Pair ss up. Focus Ss' attention to the picture of conversation 2, page 2. >> (Now books closed) Tell Ss to 25
personal INTERPRET what happens in this conversation by what they can remember about the picture. >> Elicit
information in a some ideas. >>Only then TSs listen to the audio file for conversation 2, page 2; afterwards, have ss discuss
conversation. the conversation and say how close they were to guess. >>(Books opened) Have ss completely read the
conversation for themselves. Have Ss read the conversation one more time while listening to the audio file
a secaond time. >>later on, have ss read the conversationn, but changing the information this time. It's
optional to have one pair too role play its own for the class. Finally, have Ss compare their own personal
information with the one given in the conversation.
Social/ KinesthWarming up Ask Ss to get up and wonder around looking for other's people information. Encourage ss to use the past 10
break question. tense in a variety of ways, for example: I never learned to ride a bike. I could never make my bed by my
APPLYING own and so on >> Once Ss have talked to three classmates, ask them to do the same during the break.
expressions.
Social Break Where were you born> Where did yo grow up? Did you study in a private school? Did you learn how to do 15
the dishes? Did your mother teach how to sew?
Social Break Talk Assura After 7 minutes energizer, get Ss in groups of 4 to share about the talks they had during the break with frie 22
Annalytical ANALIZING Past Get Ss in groups of 3. Focus Ss' attention to exercise 3 (grammar fous). Ask them to DIFFERENTIATE and 40
tenses: DISCUSS the use of WAS, WERE, DID, DIDN'T. Give Ss plenty of time to COMPARE their thoughts. >>Next,
Was/were, elicit some explanation for the class. Help through. After you explain the use with examples on the board,
Did/Didn't have ss select a partner from a different group and explain WAS, WERE, DID, AND DIDN'T. Finally, have ss
complete exercise 3A. Elicit answers.
Annalytical/ VeEVALUATING the Get Ss in groups of 3. Tell them to write 3 sentences in past tense per group, T asks Ss to transform the 13
use of past tense: written sentences into the negative form using wasn't, weren't or didn't. S stand up and present to 4
was, were, did partners from other groups, T monitors, Ss go back to their seats. then, T asks Ss to transform their original
and didn't. sentences into yes/no questions. Ss stand up for a second time and make the questions to 4 different
partners for them to answer according to their reality. Finally Ss go back to their seats and now they will
make Information questions using the original sentences, Ss stand up for a third time and make the
questions to 4 different partners for them to answer according to their reality.
Social// KinestCREATE an Ask the groups of 3 to write down an imaginary story, They can use a fairy tale story as a reference but, 20
imaginary funny they should change the events to make it funny. >> Then tell Ss to stand up and share the story with other
story that might partners. Ss go back to their groups and they should vote for the funiest stories heard, the winning story is
have happened read outloud for the entire class.
HOMEWORK Ask Ss to investigate about Job interviews and Resumes (CV). 5
Pre-warmup Chat 5
Social Reflecting while Pair ss in two lines. Tell them to get till the street chatting about HOW PRODUCTIVE today's class was. 3
strolling
TOTAL 233
LEVEL: Intermediate 1 TEXTBOOK: INTERCHANGE 2

TEACHER: Mr. Persia DATE: June 2018
Unit: 1B A time to remember Lesson objectives. SWBAT:
Time: 4 hrs. 1-Ss analyze, evaluate and create a conversation about their childhood memories using
the past "Used to".
Pages: 5, 6, and 7. Language skills: speaking, reading, listening and writing.
Resources (materials and equipment): Books, CD, radio, Life skills and values: MOTIVATION
personal objects that remind Ss goals achieved. STAGES OF THE LESSON
Learning styl Language Skills DESCRIPTION MINUTES
Social Preparation: Ask Ss in the room to remind the last class to a partner while you write the agenda on the left side 10
of the board. Write the date - # of students - Value of the month: - Motto: . Take the attendance
while CHECKING THE DRESS CODE! Explain the agenda of the day. Start the warm-up.
Social Warm up: Get Ss (standing up) in groups of 3 ask Ss to tell other Ss about Dominican History from 15
REMEMBERING: Christopher's Columbus to present time, they need to be as specific as possible. Encourage Ss to
Talk about make questions about it. >>Tell Ss to switch groups and keep going.
Doninican
History.
Verbal// VisualUNDERSTANDIN Still standing, in groups of 4>>Tell Ss your own childhood memories starting by your History 25
G: Childhood teacher: I used to take classes with Mrs. Perez, she used to wear glasses but, I think is is dead
memories. now, or she is not teaching anymore, then Have Ss remember how things were when they were
kids, the pets they had, their hobbies, , their most valuable possessions, and the places they used
to go. >>After so, ask Ss to sit in pairs and make a list of their pets, hobbies, possessions and
places. After a time, have pairs compare their lists. Then ask Ss to complete word power 6 on
page 4.
Social// Auditi APPLYING: The In the same grooups of 4, focus Ss' attention to the picture of ex 7, page 5; tell them to give a 25
past with "Used glance and then close the books. Have Ss discuss what the reading is about (encourage
to" by context in preferences). Tell them to express What they saw. >>Elicit some ideas. Play audio file (books
a reading. closed) and have Ss explain what it says one-another. >>Choose a Ss to explain the reading to the
class.. >>After so, (books opened) ask Ss to read the reading 7. Ask Ss to switch. Afterwards, Have
Ss analyze the reading and , In pairs, Tell a partner which of these changes apply for him/her and
which changes are either positive or negative.
Analytical ANALIZING: While Ss read the conversation, write on board some examples using " Used to". Focus Ss' attention to the 35
Distinguish how examples and ask them produce similar ones. (Make emphasis on the -d sound ) >>Copy on board the
to make form of used to in: 1- Positive) Noun + used to + Verb + predicate. 2- Negative) Noun + didn't + use to +
sentences with predicate and 3- Question form) Did + noun+ use to + .........>Finally, have Ss explain one-another. Pair Ss
"Used to". up to compare and discuss things said by the teacher. Go ahead.
#BREAK question Ask ss to wander around finding out what other Ss used to do when they were kids. 5
preparation.
Social Break What did you use to play when you were a child? 15
Social Break Talk After Ss get some energy back, arrange them in groups of 4 to express about the talks they had during 25
Assurance the break. Wander around to check on progress.
Social EVALUATING: 20
JUDGE and
DISCUSS a test in Tell Ss to remind the partner beside what SKIM is. Elicit. >>Tell Ss they have 25 seconds to skim. >>Next,
a natural way. elicit skimmed ideas. >>Next, pick some Ss to read for the class. >>Later, have Ss in groups of 3 discuss
the test. >>Finally, ask Ss compare the this with others of the kind.
Visual. CREATING: Ask Ss to sit in groups of 4 . Tell the groups to write a p7 sentence paragraph about the things they used to 25
WRITE and do and the things they didn't use to do when they were younger. When finished Ss should pass their writing
CORRECT the to the person on the right, the next Ss would correct the paragraph . If there are any mistakes the Ss show
correct useof point it out, >>When the first Ss to the right fininishes pointing out the mistakes, then, the paragraph will
"Used to" . move to next person to the right for a second opinion and so on until it goes back to the autor. Afterwards,
the autor should re-write the paragraph, this time, with the corrections made, the autor should pass the
paragraph to the person on the let for final revision.
Verbal/ KinestRecreate your Captain is never missing, monopoly, ect. or the thing we used to do: go bicycling under the rain, play 15
childhood. monopoly, memory, chinesse checkers etc. >>Later, make only one circle of Ss, so Ss share their ideas
openly.
Social Pre-warmup talk
for tomorrow
5
Social Reflecting on the 10
class weaknesses
and strengths Get Ss standing in groups of 3 to express their opinions on the class. How was it? What looks like easy,
what like difficult? How can we practice comparative in the house?
Stroll and talk 5
TOTAL 210
1) Write nouns classifying them into count and noncounts by writing a list to distinguish
problems.
LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHANGE
2) write compound 2nouns by matching words to describe transportation and city problems.
TEACHER: MR. RAUL SANTOS DATE: 3)Utilize expressions of quantity with count and non-count nouns to show problems and
solutions.
Unit:2 Caught in the rush. Lesson objectives. SWBAT: 4) Identify traffic problems and their solutions by listening a resident of singapore to fill out an
exercise.
Time: 4 hrs.
Pages: 8,9,10 Language skills: speaking, reading, listening and writing.
Resources (materials and equipment): Pc,speaker,papers and pictures. Life skills and values:
Ask Ss in the room to remind the previous objectives to a partner while you write the agenda on the left side of
STAGES OF THE- Value
the board. Write the date - # of students LESSON of the month: - Motto:" CREATING A COMMUNITY OF
Learning styles Language Skills Pre; Ss will be in pairs asking and answering
LEARNERS".Take the attendance while CHECKING simple past
DESCRIPTIONquestions
THE DRESStaught.T
CODE! has to verify
Explain Ss are able
the agenda of thetoday. MINUTES
Preparation: employ those structures. Start the warm-up. 10
During; Ss have to write 2 questions with simple past BE and 2 questions with simple past DID. After a few
kinesthetic/ Warm up. 20
social//interpersonal/ (Speaking/Writing/ minutes,Ss will share the questions with the one sitting next to them.
Linguistic Post. The class will be divided into three teams and make circles. T has to put a chair in the middle of each
Listening)
groups. One S has to sit down and the others will ask 2 of the questions when everybody asks, another one
will sit down. T must monitor and encourage Ss to answer full sentences.
kinesthetic/ List transportation Pre- Books closed, the T will Introduce the topic of public services in the city. Ss ( in pairs or or small groups) 20
social//interperson services and employ will talk about, how many hours do they spend traveling each day? How do they get around the city? Do they
al/ Linguistic expressions with ever get stuck in traffic? What do they do to keep calm? (TPS)
adverbs of quantity in During- Books open: Ss ( in pairs or or small groups) will describe and discuss about the pictures on page 8-
context. 1A. (TPS) After 1 or 2 mins T Introduces compound nouns and words that form compound nouns. Pointing out
that some compound nouns are written as one word while others are written as two separate words.T has to
write on the board these questions:What do we call a police officer who is a man?/What do we call the car he
drives?/ What do we call his dog? (Police man, Police car, Police dog).(TPS)
Post; In pairs ,Ss have to combine the words to make compound words on page 8-1A. After a few minutes Ss
should compare with the pair sitting next to them.
L.A-Ss sitting face to face might talk about their hometown using the compound words on page 8-1B.TPS
kinesthetic/ Classifying nouns Pre- Ss sitting in small groups will discuss the differences between count nouns and count nouns.TPS. After a 20
social//interperson into count and few minutes T has to explain that Count nouns have a plural form and usually end in s. Non-count nouns do
al/ Linguistic noncounts. not have a plural form because it is impossible to separate and count.
During- T will Draw 2 columns on the board with the headings Count Nouns and Non-count Nouns and ask
Ss to select a leader who will write. Then T has to provide the nouns written on litter papers such as
kinesthetic/ GRAMMAR Pre-Go back to the two headings written
(car,traffic,poverty,famine,trees,..) ten andonten.
theSo
board andclassify
ss will add (there are
them. + too
Also themany/few,
Ss should fewer next nouns
add three to Count
to 30
social/interpersonal FOCUS.Learn Nouns and write there is + too much/little, less next to Noun-count Nouns
each category.
/ Linguistic compound nouns to Pract- Ss in pairs will write examples describing problems in this city. The Ss must use the structure taught.
describe TPS.
transportation and Prod- Ss will turn to page 9-3A individually and fill it out and they work in pairs to check on answers.
city problems. L.A- Ss have to discuss the pair work 9-3B. T will encourage Ss to use their own information. Then Ss should
share their information with three peers and sit down. At the end T should ask about a few of them.
social/Linguistic Break Time Ss have to ask a couple of peers: What's your town like? / What's your opinion about...? 15
Pre- Sitting in small groups, they should discuss about the traffic problems in santiago and One of them will
share the problems discussed. Then, Ss have to select three of the problems mentioned and write their
possible soluctions.
L.A. Ss have to share the
During:Book-closed.T information
should gotten
play (CD1, from11)
Tracks theand
questions
indicateintoa the
big class
circle that
standing facehear
they will to face and then
an interview
Social/ Energizer socialize
of the answers
a resident in class.and need to identify some of the problems there. Ss has to turn to page 9 (4A)
from Singapore 15
interpersonal/ and read both the instrution and statements.T has to play the track again, Ss should fill out the exercise. T
Social/Auditive/ Identify traffic should repeat the tarck the times he/she considers productive. T will play it again and Ss have to correct the 20
Annalytical problems and their false ones.
solutions. Post- Ss should compare the statements with D.R. to identify the differences and similarities.
L.A-Class activity on page 9-4C . Ss have to Ask and answer. Can be done either in pairs or small groups.
kinesthetic/ Discuss what is good Pre- Ss sitting in pairs have to list the means of transportation in D.R. and share them with the class. 20
social/interpersonal and bad about the During- T will write on the board one by one( Bus, Taxi, UBER, OMSA, Public car,Motorcycles). Teachers will
/ Linguistic means of encourage Ss to talk about things like quality,quantity,cost,confort and cleanliness.
transpotation in D.R Post; Ss have to write sentences using there is.../there are... To rate the means of transportation. Finally Ss
have to share their sentences with three different couples.
kinesthetic/ Speaking activity Pre- Book closed- Ask students to discuss about tourism and how it is affecting the DR? Ask Ss to get into 20
social/interpersonal (SNAPSHOT) pairs to talk about where tourists visit, where they have fun, where do they stay, when you will visit a different
/ Linguistic country,what do you need to know?,etc.T will write those questions on the board.
During- Open the book on page 10 - 7. Have students silently read the snapshot questions and check
comprehension. Ask Ss if they understood all vocabulary and write on the board those words they do not
understand. Use these words in context as clues to meaning.
Social Reflecting on the T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5. Here Ss 15
class weaknesses will reflect on the class content. Did they like the class? What did they learn? What could improve? T assigns
and strengths the pages 7,8,9 unit 2 of the workbook.
TOTAL 205
1) Create a conversation using indirect questions by asking questions about

schedule and locations to find information.
2) Write indirect2questions using Wh-questions structure by changing direct
questions into indirect to get and provide information.
3) Identify and practice syllable stress by writing a list of words to notice which
syllable has the main stress.
TEACHER: MR. RAUL SANTOS DATE: 4) Skim an article about new means of transportation by answering some
questions.
Unit: 2 Caught in the rush. Lesson objectives. SWBAT:
Time: 4 hrs.
Resources (materials and equipment): Pc,speaker,papers and pictures. Life skills and values:
STAGES OF THE LESSON
Learning styles Language Skills Ask Ss in the room to remind the last class toDESCRIPTION
a partner while you write the agenda on the left side of the MINUTES
board. Write the date - # of students - Value of the month: - Motto:"CREATING A COMMUNITY OF 10
LEARNERS ".Take the attendance while CHECKING THE DRESS CODE! Explain the agenda of the day.
Preparation: Start the warm-up.
kinesthetic/ social Homework Homework: Ss have to make small groups to exchange workbooks answers and correct the exercises reading 20
corrections. them one by one. T has to move around the classrrom in order to monitor and provide any help.
kinesthetic/ Warm up.previous T. will divide the class in two groups. T will provide Ss count and noncount nouns that describe 20
social//interperson class problems.Then, Ss will form 2 circles. One inside and facing the other classmates that will be forming a circle
al/ Linguistic (Speaking/Listening/R outside theirs. T. will write on the board the next question:What's your opinion about santiago?. Ss. will be
eading) practicing these questions until the circle in the middle rotates and they get to be with the first person they
presentedtoto.
answers the questions made by theclerk. Go over answers with the class. Elicit or explain any new
kinesthetic/ Role play a vocabulary and have students make additional sentences with the 3 new words.
social//interperson conversation asking Post- Have Ss get into pairs to read and practice the conversation. Next have them act it out standing.
al/ Linguistic questions about Part B. Ss in pairs, Twill play the second part of the audio program CD1 track 14. Students listen and check
20
schedule and the information that Erick asks for. Then have students compare answers in pairs.
locations. L.A-T will write on the board wh-questions words for example What is...? When is...? Where is? Who is and
Ss have to ask and answer those questions sitting face to face.
kinesthetic/ Arrange questions Pre and pract- T will write Could tell me where ... is/are? Do you know when ... is/are?. T has to give the first
social//interperson changing Wh- example direct and indirect, (Di; What is your name? Id;Could tell me what your name is? Sitting face to
al/ Linguistic questions into face Ss have to follow the patterns.
indirect questions: After a few minutes, T will write Could tell me who you,I,She can ... ?/Do you know when they ,we can...? T
ask and answer has to give the first example direct and indirect, The students need to write two questions using can after that
indirect questions Ss will stand up and ask a person. ( that person has to change the questions into Indirect. Repeat the activity 30
with Wh-questions with do but sitting in small groups to vary.
T has to explain the rules first, then T will paste some Wh-questions with does on the floor and Ss have to
stand up face to face in front of one of the paper.The right side direct and Left side indirect when T says
switch Ss will rotate to practice both.
Post- Open the book on page 11 (9A) TPS. Then Ss wil stand up ask and answer these questions with their
peers.
social Break Time T acts as the "caller" and stands Ss at the to
have front
askoftwo
thepeers
room.three
T willindirect
make gestures
questionsand the class follows along. T 15
shows off the gestures, hands on head, hands over mouth, hands on shoulder, hands on elbows, hands on
Social/ Energizer 20
hips, hands on knees, hands on toes. Once everyone has learned the gestures, pick up the pace. Do gestures
interpersonal/
from top to bottom, and mix it up to keep people guessing. Before it is over, run through the motions, EXTRA
fast, make sure to do a few hands on hips, hands on knees, hands on toes. The goal being that everyone
should laugh by the end of the energizer.
L.A- Ss sitting in small groups have to share the questions they were asked in a big circle face to face and
then socialize the answers in class.
social/ Arrange questions Pract-Ss will be sitting in a semi circle, Ss have to pass a red marker which means (direct-question) and a 15
interpersonal/ changing Wh- blue one which means (indirect-question). T has to play a song when T stops it, the Ss with the markers have
Linguistic questions into to stand up and make the task. This activity can be reapeted 3 or 4 times.
indirect questions: Product- turn to page 12 (11A) Follow the instrution. (individually) TPS. Then Ss in pairs should ask the
ask and answer indirect questions and take notes of the answers.
kinesthetic/ indirect questions
PRONUNCIATION Pre- Point out to Ss that the bubbles over the words on page 12 (10A) shows the different stress patterns in
social//interperson Identify and practice two-syllable words. The larger bubble means a syllable has the main stress.
al/ Linguistic syllable stress During- Play the audio program part A (CD 1, Track 16) as students listen and repeat.
Post- Sitting in small groups. Play the audio program part A (CD 1, Track 17) and model the task with the first
20
word. Have Ss write buses in the first column. Next, play the track again as students write the words in the
correct column. Ss should compare answers with the peers, and then complete the chart on the board as
students say the words that go into each column.
interpersonal/ READING: Skim an questions to make sure students understand them. Students work individually to answer the questions. Then
Linguistic article about new have students get into pairs and have them read and answer each question.
types of Finally. Ss have to stand up and discuss the question in the part C. Ss should switch peers when T claps. 20
transportantion.
Reflecting on the T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5. Here Ss 15
class weaknesses will reflect on the class content. Did they like the class? What did they learn? What could improve?
and strengths
TOTAL 205
TPS= think, pair, share (individually, in pairs and share with the whole class). T= Teacher.
CCQ's= Concept checking questions (after every task and assessment). Ss= Students.
SWBAT= Students will be able to

LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHANGE 2
TEACHER: Mr. Bliss (Rigo Peralta).
Unit: 3 Lesson topics: Houses and apartments Lesson objectives. SWBAT:

> Ss chat about conditions on spots for living discussing their features and modeling their
Time: 4 hrs. pronunciattions to evaluate and compare them using proper advance grammar.
Pages: 16, 17, 18
Resources (materials and equipment): two pictures of house,
radio, board, markers.
Learning styles Language Skills DESCRIPTION MINUTES
Social Preparation: Ask Ss in the room to remind the last class to a partner while you write the agenda on the left side of the board. Write 10
the date - # of students - Value of the month: - Motto: "Creating a Community of Speakers". Take the attendance
while CHECKING THE DRESS CODE! Explain the agenda of the day. Start the warm-up.
Social/Verbal. Discusing houses and Have Ss stand up. Ask who prefer to live in a house; who in an appartment, and group them as their answers. >> Lead 15
apartments. a discussion between the groups (encourage justifications). *LA: Fetch Ss back to seats and ask WHAT IS NEGATIVE OF
REMEMBERING LIVING IN A HOUSE. Elicit and copy answers on board.
differences.
Visual/Auditive.REMEMBERING (exercises 1 and 4)*Presentation: Draw2 columns on board (positive and negative things for houses and 25
adjectives and apartmments). Tell them to glance to exercise 1 and 4, pages 16 and 18 to help complete the 2 columns. Pick a couple
UNDERSTANDING of those adjectives and point to the UNPRONOUNCED VOWELS (explain). *Practice: Pair Ss up to discuss the
unprounced vowels. unpronunced vowel on those adjectives and headto board to complete columns and mark the no-pronounnced vowel
Verbal/AnalyticaAPPLYING adjectives to *Presentation: Write on board: My apartment is cramped.- My apartment is not spacious enough for a family. Ask 20
evaluate and compare. for similar examples and have others say the same in different words.*Pratice: Lead Ss attention to ex 2, page 16.
ANALYZING the use of Instruct to disccuss the same as those ideas with the partner beside. Afetr so, check on progress. *Production: Get Ss
TOO. in groups oof 3 discuss their agreement on the opinions of exercise 2 *LA: Instruct Ss to take books, stand up and ask
partners
Analytical/VisualEvaluating and comparing *Pre: around for
(Previously theonuse
copy oof TOO
board: on context
Evaluation in exercise 2. with
and Comparisons Thenadjs
elicitand
ideas.
nouns in 4 columns) Lead Ss attention to 35
places. ANALYZING the sentences from 1 to 8 of exercise 3A, and tell them to work as a class the exercise on board (analyzing and coping on
use of ENOUGH, AS...AS... the right column). *During: Go over explanation within Ss and write more examples. *Post: Bring 2 pictures of 2
different spots for living. Present the pics to class and have pairs discuss and write evaluations and comparisons about
Social. Warming up break talk. them.
>>Ask *LA: Ask a couple
everyonne of Ss
to get up to how similar WHAT
ask around or different
THEY those
WOULD 2 places areTO
CHANGE to their
THEIRhouses
PLACES.(SsAfter
get upp in minutes,
some front of claass
tell 5
them to ask the same to 2 different partners from other class during break.
Break. What would you change to your house? 20

Social. Assuring break talk. *Energizer: Divide class in 4. Innstruct when you make a sign, groups have to discuss on selecting one object that they 30
ca use a lot of adjectives to describe it. Ready, set, go: the grooup that can mention more logical adjectives for that
Social/Analytical(EVALUATING) TESTING *Pre: Ask Ss to open their eyes and comment on those old houses with the partner beside. *During: Have Ss write 25
and VALIDATING the individuaally 2 evaluations; one to evoke those memories about the old place and write and the other about the new
written use evaluation place ( only evaluationn- no comparison). *Post: Ss trade evaluations to correct mistakes. *LA: Instrruct Ss to take
with nouns, verbs and those 2 evaluations and compare those 2 places for the partner beside.
adjectives.
Visual/Auditive/Evaluating old and new *Presentation: Group Ss iin 6 with their chairs. Give a brief description about the old Santiago city. Then ask 25
places. (CREATING) volunteers to compare it to the new Santiago city. *Practice: Tell Ss to one by one read their 2 evaluations, so that the
Combining those ideas to other 5 make comparisonns between them. *Production: Ask groups to freely choose one topic and compare the
compare THEN to NOW. THEN and NOW of it.
Verbal Social Reflecting on the class Telll Sstoo JUDGE the way they commpared things before and how they can staart doning it now with this new 10
weaknesses and knowledge.
strengths
Social. Strolling and talking. Pair Ss up to stroll out sharing HOW THEY WISHED THEY WOULD LIVE.
TOTAL 220

TEACHER:
Unit: 3B Lesson topics: Making changes. Lesson
> objectives.
Ss explain changesSWBAT:
they would like to make, using subjunctive for WISH by explaaining
Time: 4 hrs. and writing about personal problems and their desire to make those changes.
Pages: Language skills: speaking, reading, listening and writing.
Resources (materials and equipment): radio, board, markers. Life skills and values:
Verbal/Visual. (KNOWLEDGE) the
Drawdate - # offor
a chart students - Value
tic-tac-toe of theand
on board month:
write- Motto: "Creating
adjectives a Community
for houses of Speakers".
and apartments as wellTake the attendance
as NOUNS. EVALUATION 25
Remembering and WITH ADJECTIVES, etc on each square. Split cla ss in 2 groups and explain tic-tac-toe. To make 3, they select one
making comparisons with square aand make a correct EVALUALION or COMPARISON about, to get marked X or O. *LA: Have Ss discuss in
words given. smaller groups whether they prefer to live with parents or alone.
Visual/Auditive,(UNDERSTAND) Getting *Pre: Ask and elicit answers for: Who lives with parents?, what do you wish?, a room unly for you?, to live alone? 25
acquainted with WISH *During: (Books closed) Play Track for ex 8, page 19. Ss in pairs take notes and discuss about Terry''s wishes. Elicit the
making. wishes. (Books Opened) Lead their attention to ex 8 and have them read the conversation a couple of time. *Post:
The pairs exchange opinions on Terry's wishes. *LA: Elicit comments for::What''s the most common wish people
Verbal. (APPLY) Elaborating a list *Pre: Tell some of your problems and write them on board. *During: Ss discuss their problems and things to change. 20
of problems to make Then they make a list in their notebooks. *Post: Ask Ss to CHOOSE which of the problems or things to change would
them wishes. Introducing be easy to achieve. After one expresses it, elicit among the others: HOW WOULD YOU ACHIEVE IT? -i WOULD...*LA:
to grammar construction. Have volunteers make a list on board of the most difficult problems or things to change.
Visual/Analytical(ANALYZE) Infering *Presentation: Make a couple of wishes about some of those problems on board and write 'em on it. Have pairs 30
WISHES out of problems. discuss how to make wishes in English. Elicit ideas. Reinforce. *Practice: Have Ss write wishes for all those problems
on board. After so, have them compare in groups of 3. *Production: Have Ss write individually a problem in a piece of
paper. They wander around asking for problems of others and making wishes about those for those partners. *LA:
Social. Warming up the bbreak *Get Ss in groups of four express what they wish for or about their neighbors. After some minutes, instruct to during 5
talk. the break make a goup of 4 and ESTIMATE what they wish for neighbors.
Verbal. Social Break What do you wish for or about your neighbors? 20
Kinesthetic/SociAssuring the break talk. ENERGIZER: Split class in 3. One group says a problem and other group has 5 seconds to discuss and make a wish on 20
that. If it's not correct, the 3rd group then makes that wish. Then it's another group's turn to say the problem nd so
on. *After some rounds, gets Ss in smaller groups discuss the information from the break. *LA: Have the groups
Social. (EVALUATE) Assessing 30
the most important *Pre: Tell Ss they will sit and silently write a list of all those things they wish were different (they can glance on
WISHES in your list of exercise 10, page 20 as a model). *During: Ss elaborate their list and ask partners for suggestions on their lists. *Post:
issues. Get Ss in groups of 5 to mention the most important of their issues; the rest of the group give suggestions or opinions.
*LA: Later, ask openly for those that are horrible and discuss along with class which ones are BAD HABITS.
Social/Visual. (CREATE) Hypothesizing *Pre: Give Ss 25 seconds to individually SKIM the exercise 12, page 21. Then get them to share ideas (books closed) 25
wishes to break personal with the partner beside. After so, elicit some ideaas. *During: Have all Ss read silently and some you select to read
and other's bad habits. aloud. Later, get Ss in groups of 3 to discuss the ways on the text to break those bad habits and what wishes we can
Social. Reflecting on the class make. *Post: Get the whole class in a circle with their chairs and lead a chat on WHAT OTHER WAYS THEY KNOW OR 10
weaknesses and
strengths
Have Ss in the same circle express how thw aagenda of the day was met today nd how beneficial that was for them.
Social. Strolling and talking. Pair Ss up to stroll out talking about: Special Food they wish they ate in a special place.
TOTAL 220
A) Describe dishesTEXTBOOK: INTERCHANGE
they have tried or ordered before, using from 8-10 ingredients gathered from the vocabulary, by writing a small
LEVEL: INTERMEDIATE I INTRO
descriptive paragraph about a dish they ordered in a restaurant in order to identify ingredients on things they eat on a daily basis.
TEACHER: MR. IRVING SUAZO DATE:
B) Discuss about things they have done as of lately, using simple past and present present perfect grammar structures, by asking
and answering questions following such structures in a mingle activity, in order talk to about exciting things they have done in their
Unit: 4A I've never heard of that! lives. Lesson objectives. SWBAT:
C) Describe some known recipes and their respective cooking methods, using from 4-6 cooking method's expressions, by writing a
Time: 4 hrs. small recipe of their favorite breakfast, lunch OR dinner in order to understand any cooking recipe they want to try.
22-24 Language skills:
Resources (materials and equipment): Life skills and values:
Learning
styles Language Skills DESCRIPTION
students - Value of the month: - Motto:" Creating a new community".Take the attendance while CHECKING THE DRESS CODE! Explain MINUTES
Preparation: the agenda of the day. Start the warm-up. 10
Social Warm up (Speaking) (Onion Ring) Ss will Discuss the following questions: What typical dishes can you mention of the Dominican Republic? Which one(s) is 15
Analytical, Role-Playing a dish your
#PRE: favorite?
(BooksWhy?closed)Allow
T askSsSstotodiscuss,
discussswitching partners
with a partner whenever
what they feel
is their favorite like it. #LA:
Mexican (in /pairs)
/ Italian Ss will
Japanese mention
dish. 2 dishes
Meanwhile, from 2on
T writes 30
verbal, Social presentation. (Speaking- other countries
the board: that they
I've never know
heard of. Ask a S what is the meaning of that sentence and the proceed to write on the board: Have your heard
of that!
Writing) of Bulgogi / Fejioda / Lamb Tagine /Fish head curry ? In a full choral repetition, Ss will state: No, I haven't. #During: T ask Ss to open
their books on page 22, ex 1A. (Groups of 3) Ss will discuss about the main ingredients of those dishes and which one they would like t
Verbal, Social, Discussing about an #PRE: T asks: When you go to a restaurant, do your order something you already know? Or do you like to try new dishes? Allow them to 35
Auditory experience trying an discuss with a partner for a while, then, elicit some answers for the class.#During: (Books closed) T ask Ss to write down on their
unknown dish. (Listening- notebooks the dishes mentoned in the conversation of page 22, ex 2A. Then, T plays the audio twice. Afterwards, T elicits the answers
Speaking) from the Ss and ask them if they would try any og those dishes. Why or why not? #Post: T ask Ss to write a small paragraph about an
Verbal, Social, Reinforcing simple past #Presentation: T reviews the simple past vs simple present, stating that the simple past refer to actions that happened at a definite time 30
Kinesthetic vs present perfect talking in the past while present perfect is for actions that happened within a time period up to present. Write some example quesions on the
about activities that they board and elicit the answers from the Ss. #Practice: Ss focus their attention t exercise 4A, page 23. They will complete the ex. on their
have/haven't done. notebooks and will confirm the answers by volunteering ans selecting a partner so 2 ss at the same time can share the answers as a
(Speaking-writing) dialogue. #Production: T hands Ss a set of 3 slips of paper with the following written: Have you ever ____________? Ss will complete
the questions and in a mingle activity they will ask the questions they wrote to a partner and vice versa. When The pairs finish asking and
social, verbal Break question WITH A PARTNER, SS WILL ASK AND ASNWER THE FOLLOWING QUESTION: Have you heard of_____? (mention 3 things) What do 5
preparation you think about that?
Break Time WITH A PARTNER, SS WILL ASK AND ASNWER THE FOLLOWING QUESTION: Have you heard of_____? (mention 3 things) What do 15
verbal, social Break question report + Ss youwill
think about
report that?
their break question answers. Followed by an enerizer: Action statues. T ask Ss to stand up and walk around, relaxing, 15
Energizer making limited movements. Then, T will state an action or word, for example: shower! And ss will stop like statues, mimicking the action
Verbal, Social, Describing the of taking
Pre: Focusa shower.
Ss attention on page 23, ex 5. In pairs, Ask them to discuss what do they think the conversations are going to be about 20
Auditory gastronomy of their based o the keywords that they have. #During: Play the audio twice for Ss to check the items each person is talking about. Then,
favorite restaurant. Correct as a class eliciting the answers. #Post: Ask Ss to think about their favoritr restaurant and to list the dishes that they can
(Writing - Speaking) remember from it. Then, in groups of 3, Ss will share their lists and will talk about which one they enjoy the most / the least. #LA: (same
groups) T writes on the Board: kentucky __________ chicken and Mr. G____________. They will fill in the blanks orally and will briefly
Analytical, Identyfying different #Pre: (Books closed)(horse ssoe layout) T asks: What cooking methods do you know? And circles "Fried" and "grilled" on the board to 30
verbal, Social cooking methods. (Writing give them a hint. Then, Ss will discuss for a while with the person next to them and T proceeds to elicit and write the answers stated from
- Speaking) Ss, followed by a full chloral repetition.. #During: T shows some pictures of foods using his or her laptop (T can bring the pictures,
optional) and in groups of 3, SS will label the correct cooking method(s) for them. Then, Ss focus their attention on exercise 8, page 24.
Ss will copy the chart on their notebooks and will mark the correct cooking methods for the foods mentioned. Correct the exercise as a
class, by eliciting the answers. #Post: Ss will list their favorite dish for each cooking method and the ingredients that they are made of..
Verbal, Social, Introducing recipes. #Pre: T asks: Do any of you guys know how to cook? How did you learn? Give them some time to discuss and write the word "Recipe" 20
Kinesthetic (Writing - Speaking) on the board. Expalin that a recipe contains both the ingredients/materiales to be used, as well as the steps or procedure to follow.
#During: (In pairs)T writes on the board: rice, Pancakes, Sandwich. Ss will have to list ONLY the ingredients and materials that are
needed for the preparation of each one. Then, in a mingle activity, they will share their recipes. Ss can even walk to the board and write
them down. Let's find out who has a different recipe for each of the dishes. #Post: Ss will write the recipe of their favorite breakfast /
lunch / dinner. In groups of 3, Ss will take turns sharing them.
Pre-warmup Chat
Verbal, Social Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5. Here Ss will reflect on the class 10
weaknesses and content. Did they like the class? What did they learned? What could improve?
strengths. (Speaking)
Strolling SS will leave the classroom talking about: recipes they have looked for on the internet. 5
TOTAL 230
TEXTBOOK: INTERCHANGE
LEVEL: INTERMEDIATE I INTRO
TEACHER: MR. IRVING SUAZO DATE:
Unit: 4B Lesson
C) Discuss about what objectives.
foods SWBAT:
affect their moods, applying the reading techniques, by reading an article related to Food and Mood in
Time: 4 hrs. order to distinguish favorable foods to boost anyone's mood.
Pages: 25-27 Language skills:
Learning STAGES OF THE LESSON
styles Language Skills DESCRIPTION MINUTES
Ask Ss in the room to remind the last class to a partner while you write the agenda on the left side of the board. Write the date - # of 10
students - Value of the month: - Motto:" Creating a new community".Take the attendance while CHECKING THE DRESS CODE! Explain
Preparation: the agenda of the day. Start the warm-up.
Social, verbal Warm up (Speaking) Ss will stand up and make tw lines facing each other. They will discuss the following: What is your favorite dish that your mother 15
prepares? How does she cook it? What ingredients she uses? Allow Ss some minutes to discuss, then make them switch to discuss with
a different partner. Repeat the process 3-4 times. LA: (Same partners) Ss will discuss the following question: Is it necesarry to follow
recipes in order?
Auditory, Reviewing Sequence #Presentation: T writes on the board: First, Then, Next, After that, Finally. Explains that those are called sequence adverbs, and are 30
Social, verbal adverbs.(Listening- usually used to number the steps or sequence of doing or preparing something. Ask Ss to mention any other sequence adverbs that they
Writing- speaking) can think of and copy them on the board. #Practice: (Books closed) SS will listen the recipe for Elvis Presely's favorite sandwich (ex 9A,
Analytical, Reinforcing the use of page 25). On
#Practice: Sstheir notebooks,
will complete they will
exercise 10write
A onboth
theirthe ingredients/materials
notebook. and
Then, They will thethe
read recipe
wholewith the sequence.
recipe After
and with the textplaying the using
covered, audiothe 20
verbal, social sequence adverbs. pictures as a guide, they will re tell the recipe for the kebabs. #Production: Ask Ss to write about what type of kebab will they prepare
(Writing - Speaking) and how will they prepare it, for themseleves if they were in a bbq party. Share with a partner afterwards.#LA: different partners, Ss would
ask and answer the following question: Are you the type who eats something sweet after having a big meal?
Visual, Social, Discusing about Snacks! #Pre: T writes on the board: Snacks. And ask Ss: Do you know what meal is this? What things do people usually have for snacks? Copy 25
verbal (Listening- writing - the answers stated from the Ss on the board. #During: Ss will open the books on page 26, ex 11A. In pairs, they will discuss abut how
speaking) those snacks showed in the pictured are prepared. Then, T plays The audio and Ss will number the pictures accordingly. #Post: Ss will
Analytical, Classifying snacks for write
#Pre:about
T ask:their favorite
In what snackoccasions
especial (Prepapration,
peopleingredients,
eat snacks?taste,
AndHow ofter
writes: theytheater
Movie eat it). Then, They
(popcorn, will stand up and
chocolate,soda). share it with
Encourage 3
ss to 30
Social, Verbal different occasions. mention any other occasions and write them on the board. #During: Ss will list the snacks that people usually have for the previously
(Writing - Speaking) written occasions. Ask Ss to walk to the board to write the snacks under each category. Held a full chloral repetition at the end. #Post:
Verbal,Social Break question (Groups of 3) Ss
With a partner, Sswill
willhave
ask to
andelaborate the following
answer the snacks menu
breakforquestion:
one of the following
What is youroccasions: Grad Party, Wedding Party, Baby Shower,
favorte snack? 5
preparation
Break Time What is your favorite snack? (Ask to 3 students) 15
Kinesthetic Break questions report + Ss will report their break questions by taking turns volunteering. Energizer: Human knot. Divide the classroom in 3 groups (depending on 15
Energizer the number of SS that you have). Ask them to make a circle to grab the hands of different partner. When all the hands are grabbed, ask
them to untie by making another circle without letting go of the hands. First group to do it wins.
Analytical, Writing a composition #Practice: (In pairs) Ss will discuss the questions of exercise 12 about their favorite snacks and will brainstorm or write down key words 30
Social, Verbal about their favorite snack. for each of them (6-8 key words). #Production: With the key words, Ss will write a paragraph in which they answer all of the questions
(Writing - Speaking) previously discussed. They will use connectors and T must state that is a descriptive composition. Number of sentences: (6-8 sentences)
Analytical, Skimming and scanning Then, (books
#Pre: In groups of 4, Ss
closed) will read
T writes theirboard:
on the compositions out loud
Food & Mood. for ask
then theirthe
partners
SS thwtofollowing
share about their
Q: Do youfavorite snacks.
think that what LA:
you (Standing) They
eat have any 30
Verbal, Social an article about Food & influence in your mood? How come? Allow Ss to think for a while and/or discuss with a partner before eliciting their answers. #During:
Mood. (Reading - Individually, SS will skim the article for the main idea. Then, They will complete exercise 12A. Ask them to write down any new
Speaking) vocabulary, as a means to use the 6 strategies to explain them in the classroom. #Post: In groups of 3, Ss will discuss: What foods do
you eat when you feel: Anxious, nervous, Cant sleep, Stressed? Do they help ypu feel better? Then, One member of each group will elicit
Pre-warmup Chat
verbal, Social Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5. Here Ss will reflect on the class 10
weaknesses and content. Did they like the class? What did they learned? What could improve?
strengths.(Speaking)
Social Strolling Snacks they have at home 5
TOTAL 240
TEACHER: MISS GINA VELOZ DATE:
Lesson objectives. SWBAT:
a) Categorize activities to do on vacations by writing a list in groups to write some
Unit: 05 sentences.
b) Differentiate the use of will from Be going to by completing an exercise to talk
Time: 4 hrs. about vacation plans.
Pages: 30, 31,
Resources 32
(materials and equipment): Radio/Speakers, Language skills: Reading, Speaking, Writing, Listening
Books. Life skills and values: Discipline
Preparation: Ask Ss in the room to remind the last class to a partner while you write the agenda on the left 10
Social/Auditive Warm up. side of the
Standing board.
Up: Write
Divide the date
the class - # of students
in groups of three. - Value of the month: ''Discipline'' - Motto:" 15
(Speaking/Listenin Tell them to ask each other: What did they do in their last vacation?
g/Reading)
Ss will switch with 5 more partners asking and answering the same question.
Social/ SNAPSHOT What PRE: Divide the class in groups of three and write on the board the following question: 25
Tactile/ do you like to do What would you like to do on vacation? Allow Ss to talk about this question for about 3
Auditive/ on vacation? minutes.
Verbal
Talking about DURING: Write on the board these four categories:
activities they like Take a fun trip / Discover something new / Stay home / Enjoy Nature.
to do on Give Ss 5 minutes to talk about each category and to write at least one activity for every
vacations. category. Ex: (Take a fun trip: Visit a foreign country).
Social/ GRAMMAR FOCUS PRESENTATION: T. will write on the board the following: 35
Tactile/ ** Future with Be going to and Will **
Auditive/ Completing a --Ask Ss if they remember how they can use this grammar and discuss it with the person next
Verbal conversation with to them.
Future with be
going to and will Meanwhile T will be writing this on the board:
- Use Be going to + Verb for plans you've decided on
(Example: What are you going to do? = She is going to go surfing // She's not going to do
anything special)
- Use Will + Verb for possible plans before you've made a decision.
(Example: What are you going to do? = I'm not sure. I guess I'll just stay home // Maybe I'll
watch some movies).
PRACTICE: Ss will write Exercise A on their notebooks. (Once they finish, Ss will discuss the
answers Standing up and in groups of 3).
T. will be monitoring any mispronunciation and/or incorrect answers.
PRODUCTION: (Ss will sit down in groups of three).

Here, they'll discuss the questions on page 31, exercise 3 (B). Have you thought about your
next vacation?
Break Question preparation Ask Ss to wander around asking others about any plans they have for this next weekend. 5
Break Time What are your plans for next weekend? 15
Auditive/ Break question Get Ss standing in 2 lines. Ask Ss to express their partners plans or anything they just think of 10
Social/Verbal report doing. Then move one of the lines switching partners to report about the previous one (they
can always confirm since the previous partner is beside). Do this until they report to 5 more
Auditive/ CONVERSATION: PRE: (Books closed) T. will divide the class in groups of 3. Then, will write on the board: ''What 30
Social/Verbal What are you are you going to do'' and elicit answers from Ss. -- Encourage Ss. to ask and answer this
going to do? question to the person next to them.
Social/Verbal/ WORD POWER PRE: T will divide Students in groups of 4 or 5 and write on the board: TRAVEL PLANNING, 20
Tactile (Travel Planning) allow Ss to discuss in their groups about it.
Where would they like to go? // What would they like to do? // What would they take there?
Identifying the
Tactile/ Creating a plan for Tell Ss to go back to their groups of 4 or 5. Then, tell them the classroom is going to have a 5-
correct category 30
Auditive/ vacations.
for each day vacation. - They need to plan that vacation for the class. (Ask them discuss and take notes
Social/Verba; vocabulary word about something DOABLE). - Wander around controlling ss use will and be going to correctly.
After a time, groups are goinng to present their plans. - Have class vote for the best in the end.
Social Reflecting on the *Reflecting on the class weaknesses and strengths. Tell ss to stand up and make groups of 3 10
class weaknesses (Different partners from the previous 3) to espress how they learned the difference between
and strengths BE GOING TO and WILL.
Ss need to wait for the teacher: 1st: Inside of the classroom. //

NEXT DAY: (PRE- 2nd: Ss will give suggestions to their partners about what is better to do on their next
WARM-UP) vacations. 10
TOTA
L 205

TEACHER: Ms. Veloz DATE:
Unit: 05 Lesson objectives. SWBAT
a) Use modal verbs by giving and receiving pieces of advice to complete an exercise
Time: 4 hrs. with the missing modals.
Pages: 32, 33, 34, 35. Language skills: speaking, reading, listening and writing.
Resources (materials and equipment): radio, board, markers.Life skills and values:
Social Preparation: Ask Ss in the room to remind the last class to a partner while you write the agenda on the left side of 10
Tactile, Warm up: the board. Write
(Previously cut the
somedate - # of of
pieces students
paper -and
Value of the
write onmonth: - Motto:
them plans for"Creating a Community
the future of or
(definite plans 20
Analytical. SPEAKING. ideas just thought), example: 1-Hey, thanks, I _____ go. 2-Look at those clouds, it _______
rain. )
*Discussinng the
use of WILL and BE Split class in 2 (3 or 4 if it's a large number of ss). Explain the groups they are going to listen
GOING TO.* the sentence read by the teacher and discuss whether that idea takes WILL or BE GOING TO.
They shoild let the teacher know when they take a decision. Decide which group is correct.
Social SPEAKING / Ask class to stand up and split forming groups of 3. 35
WRITING
PRESENTATION: Write on the board:
*Giving advice - Had better - Oughht to - Have to - Must
using ought to, - Should - Shouldn't - Need to
should, shouln't, 'd Tell ss they will exchange suggestions on the ideas read by the teacher (take the same ideas
better, Have to, discussed in the warm-up). Lead ss' attention to the modals on board and always modal the
Need to and first example so Ss can follow it. Keep on doing several times.
Auditive/Social Must.* /
Listening PRE: T. will write on the board: 30
Speaking - Eating out - History
- Money - Planning a trip
Checking topics - Safety - Tours
and writing a piece Let Ss discuss these topics in groups of three.
of advice in a - Encourage them to use Modals to give pieces of advice of the things they should take into
listening activity. consideration while travelling with the topics.
Social, SPEAKING// PRE: T. asks Ss the following: 20
cooperaative WRITINNG. - If someone is going to visit your town, city or country, Which suggestions will you give
him/her?
Giving travel
suggestions DURING: Write a 3 sentences' paragraph giving suggestions by using modals.
POST: Ss will switch notebooks with the person next to them and then, they'll stand up and
Social Break #BREAK question: What do you suggest about safety to visit Sto Dgo.? 15
Social SPEAKING. 15
Discussing the *Break Talk Assurannce.* Get ss in groups of 5 report to the group the suggestions given
information gotten during the break and who gave those suggestions, and whether or not they liked the
during the break suggestions and why.
Social, tactile Speaking/Writing/ PRE: (Books Closed) Ss will create groups of three. Here, they'll discuss about the following: 25
Reading - You just won a FREE 30-DAY TRIP around the world. (Write this on the board).
- What would you do?
Talking and
writing about a DURING: Ss will now open the books on page 34. Exercise 11. They'll pay attention to the
trip around the questions on the section A.
world. (Individually): Ss will now write answers (in their notebooks) to each one of the questions.
They can write them with KEY WORDS. It's not neccesary to use full sentences.
POST: Ss will stand up and create pairs with people from different groups of three. Here, they'll
exchange notebooks. Now, they have to give opinions and suggestions to the decisions their
Social Reading / PRE: (Books Closed) Ss will be divided into groups of 4. 25
Speaking T. will write on the board:
- Volunteer - Exchange
Reading an article - Farms - Harvest
about Volunteer - Crops - Goat
Travel - Stone - Fairly
Ss will discuss the meaning of these words.
Encourage them to identify what is the reading going to be about.
T. will be monitoring and in case there is a word they don't understand, T. will clarify the
Social Reflecting on the meaning. on the class weaknesses and strengths. Tell ss to stand up and make groups of 3
*Reflecting 10
class weaknesses (Different partners from the previous 3) to espress the uses of modals by creating sentences.
and strengths:
SPEAKING.
NEXT DAY: (PRE- Ss need to wait for the teacher: 1st: Inside of the classroom. // 10
WARM-UP) 2nd: Ss will give suggestions to their partners about which Volunteer Work is better and why.
TOTAL 205
Note: These plans haven't been revised (26/12/2018)

LEVEL: INTERMEDIATE I TEXTBOOK:
TEACHER: MR. BEN DATE:
Lesson objectives. SWBAT:
Unit: 06
Time: 4 hrs. Formulate 4 to 6 affirmative sentences, using +3 different phrasal verbs, by roleplaying a brief
conversation to ask for and give information about the house chores in your family.
Pages: 36-38 Language skills: speaking, reading, listening and writing.
Resources (materials and equipment): radio, board, markers. Life skills and values: Responsibility
Learning DESCRIPTION
styles Language Skills Min.
thewill
T. date - # of
write onstudents
the board- Value of the
1) I have month:___.
a job interview Take the attendance
tomorrow. 2) I saw a while
friendCHECKING
cheating on THE DRESS
a test. 3) CODE!
I plan toExplain
get the
Social, Warm up: Activating 15
auditory prior knowledge married. 4) I forgot to buy a present for my girlfriend´s birthday.
about modals. Have Ss stand up, repeat the questions aloud and then explain get in groups of 4 to express suggestions to these
situations.
Social, Evaluating complaints Pre: T will write on the board the word ¨Complaints¨ and ask this question: ¨What is a complaint?¨ Let some Ss answer 20
auditory freely (T will rephrase and explain if necessary) and ask what are the most common complaints university Ss use.
Tactile , Defining and using Pre: T will ask Ss to work in pairs while he/she writes on the board: - Turn down - Pick up - Hang up, then, ask Ss to 20
Social, phrasal verbs from a define these phrasal verbs and give examples of them orally. At this point do not correct but let Ss know they´ll find the
auditory. conversation. correct definition in the next exercise.
During: T will play the conversation Ex.2, pg.36 twice, while Ss write the sentences in which they listen the previous
Visual Applying phrasal words
P: T willintell
their
ss notebooks.
that the verbsWhenthatdone, Ss will compare
they previously with phrasal
saw were their partners.
verbs. TGiven some time
will explain them(2-on3the
minutes), ask some
board with the 30
verbs. volunteers
ones from Ex.3,to share what
pg.37. theybe
Ss will got withto
asked thegive
restmore
of the class, then,
examples let Ss openly
of phrasal discuss
verbs that theythe meanings of the Phrasal
know.
Verbs, as listened
P: Individually, in the
Ss will conversation,
complete and if 3A
the exercise it isinthe same
their meaningIn
notebooks. they gaveofto3the
groups ones
Ss will written and
compare on the board.
discuss theThen
ones
they have different. Then Some ss will be asked to share the answers with the class (The T will correct if needed).
Social Preparing for the P: Have Ss take
#BREAK turns making
question requests
preparation. withstand
Ss will the verbs
up andlearned andasking
practice, respondandusing will, asthe
answering exampled on Ex.3B,
break question pg.37.
with one 5
break another.Question: What do you usually complain about?
Social Break Break 15
Tactile Brk question report. # (In pairs) Ss will report what they got from the break. Then the teacher will ask some of them to share the 15
Energizer information with the whole class. # Energizer: Likeable Lucie
Auditory, Applying stress in #Students think of
Pre: (In pairs) Ss an
willadjective
be askedtotodescribe themselves.
discuss why we stressThe adjective
some words must suit the student
in a sentence. Then T and must also
will explain howstart
thewith the
stress 20
first letter
works of their
for the name.
phrasal Thewith
verbs students haveon
examples tothe
memorize every
board (Use name.
page The first4student
37 exercise to guidejust says his# name,
youself). During:but
Ss the
will
tactile phrasal verbs. second and
practice the the restwith
stress of the
thestudents
sentenceshave to name
given in the the previous
previous names
exercise before
before saying
they wenttheir name.
to the The# last
break. students will
Post:
have to do theSshard
(Individually) work.three
will write For example:
requests1.using
Likeable Lucie - 2.
the phrasal Likeable
verbs. Lucie
Ss will andupPrecious
stand and askPetra
three- people
3. Likeable Lucie, they
the request
made.
Tactile , Making requests. # Practice:(Individually) Ss will match the the vocabulary on page 38 exercise 5 in their notebooks. Some ss will be 25
Social, chosen to share the answers with the rest of the class. Then the ss do choral repetition. After that, ss will make up four
auditory. excuses for not doing something and write them.# Production: Ss will go around the class asking people to do things for
them to which the otherpeople will respond with excuses.
Auditory, Listening and Pre: The teacher will write the question that are on page 38 exercise 6 on the board. Ss will be told that since we 25
Social discussing chores. have been tallking about household chores it is time to make a survey. (In pairs) Ss will discuss the questions
previouly written on the board.
Social Reflecting on the clas Ss will reflect on the things they learned and how they learned it. 5
Social # (In pairs) Ss will go all the way out talking about the activities they liked from today´s class. 0
TOTAL 205

TEXTBOOK: INTERCHANGE 2
LEVEL: INTERMEDIATE I
TEACHER: MR. BEN DATE:
Unit: 06 Lesson objectives. SWBAT:
Time: 4 hrs. Discuss what the 10 most common complaints in a neighborhood are, using expressions with Can, Could and Would, by choosing the best suggestions in a group of 4, to design a set of guidelines to show in an apartment building.
Resources (materials and equipment): radio, board, markers. Life skills and values: Responsibility
Learning
styles Language Skills DESCRIPTION Min.
the date - # of students - Value of the month:___. Take the attendance while CHECKING THE DRESS CODE! Explain the
agenda of the day. Start the warm-up.
Tactile, Warm up. Individually, Ss will create three requests using the phrasal verbs seen in the previous class and write them in their 10
social notebooks. Now, in pairs Ss will stand up and go around the class asking classmates the requests and also trying to
convince them to do so.
Social Connecting ideas Pre: Ss will asked if they have ever had to request something to their neighbors and what it was. Let Ss answer freely. 25
During: Ss will T.
Presentation: gowill
to Ex.7,
ask Sspg.2, listenonand
to write therepeat
boardthe requests
some after the they've
of the requests T. Then,made
Ss willormatch the (Elicit
received requests
thewith theusing
use of
Visual Making requests 30
Auditory Apologizing to the modals Can,beCould,
Pre: Ss will askedWould),
to makethen,
threethe
moreT. will use some
requests, butthis sentences
these ones haveto explain thetheir
to do with grammar structures:
current neighbors or past 15
requests experiences. Then the teacher explains that they are different ways to apologize and point them on page 40 exercise 9
part B (The t will explain each one if necessary) During: (In pairs- different partner- sitting) Ss will pretend that they are
Social BREAK question/ Post: Ss will stand up and practice, asking and answering the break question with one another.Question: 5
Apologizing ¨Would you mind _________? (Tell Ss to try to come up with a good way to apologize)
Social Break Break 15

Tactile Brk question report Let some volunteers to report their experience that they got with the break question. 15
Energizer: ¨Unique laugh¨, Ss will form groups of five or six and express different types of "laughs". Each group will
select the best and present it in front of the class.
Tactile, Role- Playing: Pre: In pairs, books closed, Ss will have no preparation time for a role play. Ss will be come in front of the class, and 25
social Requests and there, they will be given a random situation that they need to dramatize. (These situations are on page 119, they can
apologies. be written in pieces of paper or selected by the T.)
During: Explain that while the two Ss are role-playing the rest will be taking notes of the mistakes they make. As soon
Auditory, Asking for a favor in Pre: Books closed, working individually, ask Ss to recall some of the favors we have been talking about during today's 20
visual, social. the right way. lesson. i.e. - Would you mind turning down the fan? Then explain that, in pairs Ss will think about 3 good advices when
asking for a favor and write them down.
During:
Pre: TellTsswill
thatdictate
thosesome sentences
previous requestfrom
thatEx.2,
theypg.41, by writing
had made somewere
when they "selected"
talkingwords
abouton the board
neighbors canand
beletting
used toSs
Auditory, Writing a set of 25
social, guidelines for the improve the community.
tactile. apartment building. During: In groups of 3 Ss will imagine that they live in an apartment building and they want to set some guidelines
(Rules or instructions) and that is why they will write a set of three to four guidelines like it is presented on Ex.11, pg.
40. (Encourage Ss to use the grammar and be creative).
Post: Ss will take turns reading their guidelines aloud. Later on they will discuss what are the best, the worst, the
funniest and the most creative ones of all.
Social NEXT DAY: (PRE-WARM-UP) Big News! 5

Explain Ss they must bring 2 different articles (in english of course) about a big event recently happening in
In aworld,
the horseshoe layer in
to share Ss class.
will tell the rest of the class what new things they learnt and in what real life situation they
Social Reflecting on the class are going to used them . 5
Social Strolling # (In pairs) Ss will go all the way out talking about : The favors that they have been asked and they refused to help. 0
TOTAL 205
LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHANGE INT
TEACHER: MR. JOEL WILLIAMS DATE:APRIL 2018/
SWBAT- classify computer parts using vocabulary by categorizing the parts according to their usage to
determine how they affect our lives, 2- list a number of inventions using facts and dates by prioritizing
which inventions impact our lives by comparing each one of them to determine which one is the most
important for humanity.
Unit:What is this for?

Resources RAdio, book, board, slips of paper and flashcards Life skills and values: MOTIVATION
Learning styles Language Skills the date - # of students - Value of the month: - Motto:"DESCRIPTION
Creating a new community".Take the attendance while MINUTES
Preparation: CHECKING THE DRESS CODE! Explain the agenda of the day. Start the warm-up. 15
social, Warm up.Reminding Step 1T posts some requests taught in unit 6 page 36. Step 2 *SS stand up in pairs and ask among them the request 15
intepersonal, requests in different posted. Step 3/SS switch request with the signal of the teacher (The request should include something to do inside the
visual levels of formality classroom)
social, ( writing)Building a Pre.T makes a collage with the words from exercise 5 page 46 on a sheet of paper (4 copies). T posts them in the four 30
intepersonal, vocabulary related to walls and make four groups of 5 or 4 . During *Ss copy the four categoties on page 46 in four colums and stand in
visual, linguistic. computers. groups dicussing the use of these parts and placing them in the correct catergoty.Post *T reads out a category and Ss
read out the words matched in the column. L.A Question to be discussed in pairs on the board written by teacher:
"What are the benefits of technology?"
social, (speaking)discussing they Pre.Question on board. Can we live without computers?SS ask this question in pairs. During.Ss make groups of four 30
interpersonal way computers affects and discuss the questions on page 46 exercise 5 part b . Post*T monitors and walks around. Ss by groups select the
our lives most interesting question read and express their opinion to the rest of the class.L.A Question to be discussed in
pairs( switching partners):Does technology affect your personality?
auditiory, (speaking)listening for Pre.T writes the words. net evaders/ Internet drop outs. Ss brainstorm the meaning of these two words in groups of 30
interpersonal, understanding. four. Ss also discuss the question:How often do you call a radio program to ask or answer a question. During T plays
linguistic the audio while the ss take notes of the following :people who use the internent/ people who dont/ why? why not?
What motivates people to use the internet? Post SS listen second time and start debating in pairs the previous
question. T uses a ball to moderate the opinions of the ss and to motivate organization and order in the class.
social Break question 1*Ss stand up and make two lines facing each other .2* Ss ask Explain what invention and you are alike. 3*Ss of the 10
Preparation: last position come to the first position of the line to brings variety.
Break Time 15
Explain what invention and you are alike.
Step 1 SS work
Pre.Topics in pairs.
on the board.One Ss is the robotinvestigation/trasnportation/intertainment/.
Communiation/ and the other is the controler. step 2 The controller
T verifiesgoes behind and of
the pronunciation
social , Energizer touches rightby
shoulder 15
kinesthetic these words listeningtoSsask a question
saying aloud. and leftwrites
T also shoould to answer a question-Step
When/Why/how doyou do it ? 3ask
The controller
these asksusing
question and the
answers
topic
and the robot repeats what the controller says.
given. T writes the dates or more from the page 44 and check for the pronunciation fo these dates.During* Ss ask
social, (speaking) Evaluating the among then What was invented in this year?. T writes the inventions a list next to the years. to bematched. Post*Ss 30
intepersonal, importance of an work in pairs evaluating the most important invention in their lives. by making a list of /why they use this invention. L:A
linguistic invention Question in pairs. What invention do you think is the most used in the world?
social, (speaking) Describing the Pre.T splits the board in two FOR/ TO and add a list SEND MESSAGES/ PLAY/ TALK WITH FRIENDS. During*Ss write I 30
kinesthetic usage of inventions use the phone to__I use the bus to____ I use my computer to_____ T elicists some sentences using for and to . T posts
the sentences on page 45 on the left side on the walls. Post* Ss stand up in pairs discussing the use of these inventions
by using to or for. T might add more inventions to the list. Ss sit down and compare the part b on page 45 discusing
moe options for this invention. L.A Question in to be asked in pairs : What do you use inventions for? Ss check how the
others use the infinitive of purpose.
(speaking) Using syllable P1T elicits some sentences using for /to. T points out the stress made in the syllables. P2*T writes some isolated words 30
stress to improve like the ones on page 45 part 4. SS write sentences with these words. P3* Ss write similar sentences to the ones
pronunciation modeled on the board. Ss then practice in pairs reading out the sentences . T monitors stress of syllables.
Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5. Here Ss will reflect 15
weaknesses and on the class content. Did they like the class? What did they learned? What could improve?
strengths
stroll out SS get a partner andwalk out the class explaining a classmate what invention is the most importance.NEXT CLASS. Ss 5
ask what is the best invention in the world and make a list of their parnter´s answers.
TOTAL 240
LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHANGE INT
TEACHER: MR. WILLIAMS DATE:
Unit: 7 Lesson objectives. SWBAT:
SWBAT-1- discuss the purpose of using an invention using short sentences related to the invention given
by recognizing the necessity of using them to explain their usage.
2-Classify inventions to help humanity to become better using sentences and computer vocabulary by
Time: 4 hrs. demonstrating their relevance in the world to rank the most useful ones.
Pages: Language skills: LISTENING , SPEAKING, WRITING, GRAMMAR
Resources (materials and equipment): Life skills and values: MOTIVATION
Learning styles Language Skills DESCRIPTION

the date - # of students - Value of the month: - Motto:" Creating a new community".Take the attendance while MINUTES
Preparation: CHECKING THE DRESS CODE! Explain the agenda of the day. Start the warm-up. 15
social Warm up.( Reviewing the P1.T makes set of cards with inventions. T hands out the cards among the ss. P2.Ss work in pairs and explain the 20
infinitive of purpose) purpose to use thiese inventions and how they use it everyday. T claps and Ss switch. P3.Ss make a circle after 5 mins
and speak about how other partners use inventions everyday and how they use it.
social, auditory (speaking) Pre. T writes this question on the board ; Do you give up on something you can´t do? During. SS ask this question in 30
Understanding and pairs and after that they listen ( book closed) the audio page 47 part 7. T writes these chunks of sentences. Be
creating a real sure________/ dont forget_____/ make sure to___/ Post. SS discuss what was the problem and how Terry figured it
conversation. out. T plays the rest of the conversation SS stand up and practice the conversation with their own situation. L.A
social ,interperso (speaking) Identifying the P1*T posts the sentences on page 47 part A on the walls . P2 Ss stand up in pairs and guess the type of invention the 30
nal ,kinesthetic imperative and infinitives sentences reffer to. P 3 Ss sit down and say what they figured in pairs.Ss ask iin pairs What invention do you own? SS
in real context give a suggestion to keep this invention working in good condition.
social Break question SS make two lines facing each other. SS make the question Do you prefer to work with people or with machines? 15
preparation
Break Time Do you prefer to work with machines or with people? 15
Energizer Ss make a circle in the class or outsidde. One ss call out an invention and the rest of Ss are supposed to act like this 15
invention. SS switch turns
social Checking breakquestion step 1 Ss stand up making two lines facing each other.step 2 Ss give answer got from teh break. T monitors and walks 20
around. step 3 The last ss on the line go to the beginning and check the answers collected in the break.
social, Roleplaying Pre SS work in groups of four and create a device to help the humanity to be better.During Ss perform a role play in 30
interpersonal front of the class showing the device invented `POST In groups of four Ss rate the most creative,useful invention. L.A
Question on the board to be discussed in group of four What is your favorite device?
Auditory. (writing) Listening for plays the audio on page48 part 9 . Ss fill it out in pairs. During* Ss get in groups of four and collect and write down 30
understanding more suggestions for these devices. *Post Ss read out their suggestion to the class and compare them with other
suggestions given. T monitors pronunciation
Pre-warmup Chat NEXT CLASS, Pre -warm up*Ss ask What is your favorite celebration in D.R? 5
Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divides the class in groups of 4 or 5. Here Ss will reflect 15
weaknesses and on the class content. Did they like the class? What did they learn? What could you improve?
strengths
TOTAL 240
Ss= Students.
CCQ's= Concept Checking Questions (after every task and assessment).
SWBAT= Students Will Be Able To

0
TEACHER: MR. CARLOS
Unit: 08. ''Let's celebrate''. CHAVEZ DATE:
LessonJune/2018
objectives. SWBAT:
•Practice using the structure of relative clauses of time using the
vocabulary explained and pictures with 80% accuracy by
presenting on a famous celebration of a foreign country to discuss
about holidays.
•Differentiate celebrations and routines using previously written
activities with 70% accuracy by selecting the correct circle in order
Time: 4 hrs. to describe holidays.
Pages: 50, 51, 52. Language skills: Speaking/Reading/Writing/Listening
Resources (materials and equipment): Radio, laptop, speakers, markers,
color paper Life skills and values: Motivation
Learning
styles Language Skills DESCRIPTION MINUTES
Ask Ss in the room to remind the last class to a partner while you write the agenda 10
on the left side of the board. Write the date - # of students - Value of the month: -
Motto:" Creating a new community".Take the attendance while CHECKING THE
Preparation: DRESS CODE! Explain the agenda of the day. Start the warm-up.
Kinesthetic Warm up. Ss will elicit famous Dominican holidays. Ss will copy them on the board. Optional: Ss will
Presentations! line up in two groups. (5 mins). T will review the pronunciation for dates and when to use
(Speaking/Listening/ in and on. Also, Ss will review the cardinal numbers. (5 mins). Ss will split the class and Line 25
Reading) up! T will copy the following questions as students divide the class: When is your birthday?
Visual / Reading - Snapchat Pre: the warm up could work as a pre-activity. 35
Linguistic Purpose: Scan a During: Group work. while students work on the previous activities, T will copy a chart. The
article given a chart will have four columns: holiday, date, country, activity. Ss will work in groups of
snapchat exercise three. One secretary will copy the chart. (10 mins). Ss will open their books on page 50 and
with 80% accuracy by look at the Snapchat for 5 seconds. Ss will close the books and go to the board and copy
completing a chart to the names of the holidays they read. (5 mins). Ss will open the book again and each
identify festivals and student in the group will read one paragraph. Ss will complete the chart. (10 mins).
holidays. Post: While student work on the previous exercise, T will copy the questions of the
Snapchat on different pieces of color paper. T will past the pieces of paper around the
class. Ss will discuss the questions in a line-up activity.
Auditory / "Vocabulary - Presentation: T will bring pictures representing the following words: decorations, presents, 60
Visual / Word Power fireworks, parade, wedding, flowers. Ss will repeat the pronunciation after the teacher. (5
Linguistic Purpose: mins). T will copy on the board the exercise Scrambled Letters on page T-50, teacher's
Differentiate book, word power. Ss will complete the exercise on the board. (5 mins). T will ask students
for the activities mentioned on the exercise 1, snapchat: celebrate with fireworks, put on
celebrations and patriotic shows, put up color streamers, make squeleton sculptures. Ss will identify the
routines using verb and the nouns. Ss will elicit some verbs and nouns. T will clarify what a verb and a
previously written noun are. (10 mins). Then, Ss will copy three verbs related to the words they learned at the
activities with 70% beginning (decorations, fireworks, etc.) in groups on three. T will copy some more and
accuracy by explain those are collocations. Ss will go to exercise 2A on page 50. Ss will complete the
selecting the correct exercise. Ss will TPS their answers. (20 mins).
circle in order to Practice: Ss will copy the questions on the part B on their notebooks. Ss will go to another
describe holidays. class
Ss willand
askask their 4-6
a friend: students.
Have you beenSs will
in acome backHave
parade? and you
TPS been
their answers. (10 mins).
in a wedding? How Ss will
was
Break Time copy the collocations on different color paper strips, one for each activity mentioned on 15
Break wrap-up the experience?
Ss will discuss with 3 people theirplace
break question. Then,inSs will and
organize themselves in a
the part A of the exercise. T will the paper strips a box explain these activities 5
circle and play hot potato. The person that loses will say what they remember.
Linguistic / Vocabulary - Practice: Ss will listen to the audio track of exercise 3A on page 51. T will explain they will 40
Kinesthetic Perspectives listen to three different people discuss their favorite holiday. Ss will take notes on which
Purpose: Differentiate holiday each speaker mentions and one thing he or she does on that day. Ss will TPS their
celebrations and answers by throwing a paper ball and taking turns. (10 mins). T will copy three incomplete
routines using sentences: 1.) Thanksgiving: It's a day when ________________________. 2.) February
previously written 14th: It's a day when ________________________. 4.) New Year's Eve: It's a night when
activities with 70% ______________________________. T will play the audio program again. Ss will complete
accuracy by selecting the sentences on the board. (5 mins). Ss will open their books and read the paragraphs on
the correct circle in exercise 3A. (5 mins).
order to describe Production: (Energizer): Ss will copy some daily routines on different paper strips (brush
holidays. my teeth, eat dinner). Ss will follow the structure verb + noun. Ss will place their paper
*Here you have strips in a box. While students do that, T will draw two circles on the floor. T will copy
analysis and synthesis celebrations inside one, and routines inside the another. T will have the two boxes on a
stages. table. Ss will split the class. Each team member will have a number. Same numbers in
Linguistic / Grammar - Relative Presentation: T will ask students to complete these sentences from memory: Thanksgiving 35
Social clauses of time is a day when..., February 14th is a day when..., New Year's Eve is a night when... T will
Purpose: Practice ask students: What do all senteces have in common? Ss will TPS (5 mins). T will explain
using the structure of that a relative clause of time is formed with when, which refers to the sentence that comes
relative clauses of before it. T will elicit some examples using the words: season, time of the year, a time, the
time using the month. (10 mins).
vocabulary explained Practice: Ss will complete exercise 4A on the board. Ss will correct orally. (5 mins). Ss will
and pictures with 80% read the part B. T will model with an example. T could use the question what happens in/on
accuracy by to complete the exercise. Ss will compare their answers in they
an Onion Ring.T(15
willmins).
Reflecting on the Ss will organize the classroom. Ss will reflect on what learned. use realia 15
class weaknesses so Ss can take turns. Homework: Ss will prepare a presentation about a celebration in a
and strengths previously assigned country using relative clauses of time, the vocabulary explained, and
pictures.
LEVEL: INTERMEDIATE I TEXTBOOK: INTERC
TEACHER: MR. CARLOS
Unit: 08. ''Let's celebrate''. CHAVEZ DATE:
LessonJune/2018
objectives.
• Scan four paragraphs using the information from an article with 80% accuracy by
anwering some questions to develop their scanning skills.
• Describe their favority Dominican celebration using the collocations learned with
70% accuracy by eliciting the activities in order to apply adverbial clauses.
•Identify methods to keep conversation going by answering some questions
using information from a conversation with 80% accuracy in order to analize a
conversation.
• Discuss about a conversation by answering some questions using information
Time: 4 hrs. from a conversation with 70% accuracy to develop their listening skills
Pages: 52, 53, 54, 55 Language skills: Speaking/Reading/Writing/Listening
Life
Resources (materials and equipment): Radio, laptop, speakers, markers, color skills and values: Motivation
paper
Learning styles Language Skills Ask Ss in the room to remind the last DESCRIPTION
class to a partner while you write the agenda MINUTES
on the left side of the board. Write the date - # of students - Value of the month: - 10
Motto:" Creating a new community".Take the attendance while CHECKING THE
Preparation: DRESS CODE! Explain the agenda of the day. Start the warm-up.
Social Warm Ss will divide their classes in two groups and organizanize their chairs in two circles. Each 20
up.Presentations! student will have one minute and a half to present the information assigned as homework
(Speaking/Listenin for the respective country previously given. T will be incharge of telling the students to
g/Reading) switch.
Auditory / Listening Pre: T will ask students: what celebrations do we take part in Febrary? Ss will TPS. T will 35
social Purpose: Develop hightlight the carnaval. (5 mins). T will explain the following vocabulary: samba, book a
their listening skills by hotel room, all over, costumes. (5 mins).
answering some During: Ss will read the part A. T will copy the question on the board. Ss will listen to the
questions using audio track. Ss will TPS their answers. (5 mins). Ss will read the part B and the questions. Ss
information from a will write the questions in four different sheets of paper. Ss will listen to the audio track
conversation with twice. T will past the questions around the class. Ss will discuss the questions in a gallery
70% accuracy. walk activity. (10 mins).
Logical / Conversation Pre: Ss will copy the following questions: where do weddings normally take place?, Is there 30
Auditory Purpose: Identify a ceremony and a reception?, do the bride and the groom wear special clothes?, who gives
methods to keep the gifts?, do guests give speeches at the reception? Ss will go to another classroom and
conversation going by ask 4-6 students. (10 mins).
answering some During: Ss will listen to the audio track of the conversation on page 53. Ss will answer the
questions using following questions: where was the ceremony? Is there a ceremony and a reception?who
information from a gave the presents? who gave the money? T will replay to confirm the answers. Ss will TPS
conversation with their answers. (10 mins). Ss will open the book. T will explain that to keep the conversation
80% accuracy. going (T will tell students: "to be a good gossiper".), it is important to (1) add follow-up
information, (2) ask for more information, and (3) show interest. Ss will answer the
following question in groups of three: how did Emiko keep the conversation going? T will
copy the following options to answer: a.) Telling jokes. B.) Gossiping about another person.
Logical / Conversation Post: Ss will practice the conversation in an Onion Ring. Optional: T could request the 15
Auditory Purpose: Identify students to say the lines of the conversation with feeling. Demonstrate if necessary. (5
methods to keep min).
conversation going by
answering some Linking activity: Group work. Ss will list all the sentences with when, after, before the
questions using conversation. Meanwhile, T will provide each group with a color paper with parts of the
information from a speech on it : subject (twice), verb (twice), complement (twice), and one of the adverbs
conversation with (after, before, when). Ss will mingle. T will provide the color that can be together and
80% accuracy. students find classmates with the colors the teacher said. Each group will have 5 students.
Ex.: T says" blue-yellow and green-orange". Ss will group up with students that have the
colors the teacher mentioned together (blue-yellow is one group/ green-orange is another
group). At least one person from both colors. (10 mins)
Logical / Grammar - Adverbial Presentation: T will write the words before, when, and after on the board. T will model 20
Auditory clauses how to use them as adverbs before a noun. Ex.: The reception took place after the
Purpose: Apply ceremony. T will use timeline to explain which action happened before and which action
adverbial clauses by happened after. (5 mins). Then, T will write these adverbial clause on the board: Before
describing their two people get married, they plan the wedding. (1) T will point out that the first half of the
favority Dominican sentence is an adverbial clause. T will copy the formula: adverb + subject + verb. (2) T will
celebration using the point out that an adverbial clause is subordinate. It cannot occur on it's own and is always
collocations learned attached to the main clause. T will erase the main clause (they plan their wedding). T will
with 70% accuracy. explain how the adverbial clause doesn't make any sense if you erase the main clause
(before two people get married, WHAT?). (3) T will change the order of the sentences in
the clause. T will explain that we use comma if the adverbial clause come first. Ex.: Before
they get marry, couples send invitations = Couples send invitations before they marry. (15
mins).
Break Time Ss will ask their friends: what is you favorite Dominican celebration? Why? 15
Break wrap-up Ss will discus their answers with 5 friends in a music talk activity. 5
Kinesthetic ENERGIZER Ss will play the game fish/fisherman. More instructions on this link 15
https://www.youtube.com/watch?v=flALM4eqlXc. T could develop a puntiation system so
Grammar - Adverbial Practice: Ss will complete exercise 10A on page 54. Ss will copy their answers on the 50
clauses board. (10 mins). Ss will read the part B. Ss will discuss their answers in groups of three. (5
Purpose: Apply mins). Ss will share their answers in an Onion Ring activity. (5 mins). Ss will list all the
adverbial clauses by activities you can do for a cultural celebration. Ss should use the activities in the word
describing their power of page 50. (5 mins). Production: Group work. Then, Ss will divide the class in
favority Dominican groups of three. Each group will pick a different Dominican cultural celebration: carnaval,
celebration using the patron saint celebration, mother's day, new year's eve, Christmas' Eve, Independance day,
collocations learned etc. Ss will write relative time clauses using the activities on the list and other activities. Ex.:
with 70% accuracy. Before Christmas' Eve, Dominican women go to the beauty salon. (10 mins). Ss will share
their answers in a walk and talk activity. Ss will copy the relative clauses they listen and
copy them on the board afterwards. Ss will correct any mistakes. (5 mins).
Linguistic /
Kinesthetic Linking activity: T will ask students: do you know any country where weddings are
Reading different from ours?
Pre: the previous What could
activity are the differences?
work Ss will talk
as a pre-activity to areading.
for the partner.Ss
T will
will show
go to students
page 55.
Visual / 10
Linguistic Purpose: Develop T will have a map to find the countries that are mention in the article.
their scanning skills by During: Group work. Ss will work in groups of three. T will assign one paragraph to each
anwering some group. Each group will list 3 adjectives and 3 verbs of their paragraph. Then, Ss will answer
questions using the the question in the blue box. Ss will TPS their answers. (5 mins). Ss will read the part A of
information from an the exercise. Ss will copy their answers on the board. (5 mins).
article with 80%
accuracy.
Social Pre-warmup chat 3

Social Reflecting on the Ss will organize the classroom. Ss will reflect on what they learned. T will use realia 15
class weaknesses so Ss can take turns. Homework: Ss will complete the part B of exercise 13 on page 55.
and strengths Ss can discuss these the next day as a post activity for the article. Ss will look for definitions
of 5 unknown words.
TOTAL 243
LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHAN
TEACHER: DATE: June 2018
Unit: Times have changed! Lesson

Express differences objectives.
between past and SWB
present, using 3 questions of changing times, by asking
Time: 4 hrs. and answering them about education and fashion to discuss how things were in the past.
Write the description of a person, using questions to obtain personal information by interviewing
classmates about his/her past, present, and hopes to find out which person it is.
Pages: Language skills:

Learning
styles Language Skills day. Start the warm-up. Quote: “Be the change that you wish to see in the world.” ― Mahatma MINUTES
DESCRIPTION
Preparation: Gandhi 10
social, Warm up.Presentations! #Activating prior knowledge: T ask Ss to share what things they remember from their childhood that 10
auditory (Speaking/Listening/Rea are very different from childhood these days. Give them a few mins., and then mingle. Re-start with
ding) a different partner and compare ideas. Then T will get some Ss to share those ideas with the
classroom. Then ask how they think childhood from the future will be like.
social, Talk about Pre: With the help of the snapshot on page 58, (T will explain or elicit any new vocabulary words) Ss 25
auditory developments about the will see some examples of the difference between times in entertainment, transportation and
past, present and communications. Then, Ss will elicit some ideas and will share them in pairs.
future.
During: T will ask Ss to think about education in the country, brainstorm some ideas and in pairs
create a chart of the differences in education, music and economy between past, present and
social, future.
Practice a conversation Pre: Questions on board: What building can you see? How old are the people? What do you think 25
auditory, about changes. they look surprised? Ss will look at the picture of the conversation on page 58 while covering the
visual. text. Ask Ss to close the books and will get some time to try to answer those questions. (Elicit some
ideas from Ss)
Auditory, Practice describing During:

In groupsT of
writes
3-4. on the board these questions: 1-Have things changed a little or a lot? 2-Have 25
visual events using time things changed a little or a lot? T play the audio program and encourage Ss to pay attention to it to
contrasts between the answer theask
Pre: T will questions. After
Ss if they that,
know whatthetypes
audioofprogram
tenses arewill used
be played a second
to refer to the 3time, now time
different with books
periods
past, present and open for Ssbefore.
presented to readElicit
while they1listen
some answerto it.form
T will
eachget group.
Ss to discuss theTanswers
After that, will pointtoout
thethe
questions in
modal might
future. and explain that it indicates possibility. and elicit some sentences form the Ss using the modal. After
that T will elicit time expressions used with each tense and write them on the board. (*Past: -a few
Presentation: Ss wil talk about changes using the time contrast between past, present and future
choosing 4 topics from exercise 6. they will discussthe questions on the exercise in groups of 3.
#BREAK question preparation. Ss will stand up and practice, asking and answering the break
Break Time question 15
Practice:with one
T will another.
use Question:
the questions andHas
the the Dominican
sample Republic
conversation changed
to model thesince 2000?
exercise to the Ss and
Auditory, Notice and practice Presentation: T will play
will elicit some examples thethem.
from audio program and Ss will listen to the intonation in the 25
social intonation. statements of pg. 59 ex. 4 and will notice the rising and falling arrows. The audio will be
repeated a second
Production: timethe
Ss will form sogroups
the Ssand
cancomplete
repeat the
the statements.
task. (if possible, mix the groups with older
and younger Ss so they have different opinions and ideas) T will go around the classroom taking
notes of theStanding
Practice: different errors
up, Ssand
willwill correctthe
practice them at the endstanding
intonation of the exercise.
on their toes when is rising
Visual, Talk about changes 25
auditory, using the time contrast and bending when is falling.
Fluency/L.A.: Do you think people can change through time?
social. between past, present
social, Use time contrast to
and future. Presentation: T will explain the task to Ss, they will interview their partners about their past, present 30
auditory, write a paragraph and hopes for the future and encourage them to be creative. T will conduct a quick brainstorming
writing, describing
Pre-warmup someone.
chat for activity with the
What would youclass
do iftoyou
helpwin
pairs
thewith their interview. Sample questions: What did you use to be
lottery? 5
listening. tomorrow like? What are you doing nowadays? What are you going to do in the next five years? (Also show
Social Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5. 10
weaknesses and Here Ss will reflect on the class content. Did they like the class? What did they learned? What could
strengths improve?
TOTAL 205

TEACHER: DATE:
Discuss the consequences of making money, using complete sentences, by telling their partners
Unit: Lesson objectives.
the pros and SWBAT
cons of having money, to discuss about different consequences.
Practice conditional sentences with if clauses, using 5 sentences by creating possible situations
Time: 4 hrs. and consequences .
Learning
styles Language Skills day. Start schema:
the warm-up. DESCRIPTION MINUTES
#Activating T willQuote:
write on"You know
th board: Ifyou're
i get a in love
high whenjob...
paying youand
can't fall Who
asks: asleep because
wants to
Preparation: reality is finally better than your dreams" -Dr. Seuss
make a lot of money? why? T will let Ss comment on those questions standing up in the middle of 10
kinesthetic, Warm up.Presentations! the classroom. (elicit ideas from the Ss and a mind map with the phrase that was written on the 15
social, (Speaking/Listening/Rea board)
auditory ding)
In groups of 4
Presentation: Write this example from the Perspective section on the board: If you get a high-
paying job, you'll have more cash to spend. Explain that this is a possible situation (It might happen
one day. The rest of the sentence is a consequence of getting a high-payment job. (We can say the
auditory, Discuss consequences same
Pre: Tinwill lead a class
a different discussion
order: overmore
You'll have the topic, and
cash to will elicit
spend if yousome
get aideas from the warm
high-payment up. T will
job.) Rules: If+ 30
social of making money; see add these
Simple questions
Present, subjectto the discussion:
+ will/won't If you
If you eatget a highyou
healthy, paying job, weight.
will lose how will your life change, for
conditional sentences better or for worse? Elicit some ideas form the Ss.
with if clauses in Practice: Refer Ss to the Perspectives section and have them find two examples of each pattern.
context. During: With the books open, have Ss read the statements silently and compare them with the
mind map. Which
Production: T willofbring
the consequences
flashcards withdis Ss mention
clause in their
like If I finish mydiscussion?
homework early ... and Ss will add
auditory, Practice using consequences. 30
social conditional sentences
with if clauses. Fluency: What are the consequences of dropping out of college? drinking and driving?
smoking? not visiting your doctor?
Then ask Ss to participate and elicit some answers form the exercise.
Social, verbal Learn vocabulary for 25
talking about possible Post: in little groups of 3/4 Ss will create their own set of events and consequences.
events and
consequences.
#BREAK question preparation. Ss will stand up and practice, asking and answering the break
Social Break Time question with one another. Question: if you don´t drink enough water...? 15
verbal, Talk about Post: Ss will check their list and mark the most original consequences. After that, they will share 35
auditory consequences using them with the class.
conditional with if
clauses. Fluency: Do you believe in love?
reading, Read an article about 35
auditory, falling in love; develop Post: T copies the empty chart on the board while Ss read the article, When they finish reading, T
social skills in reading for will ask them to read the artcle one more time and try to answer the chart. Some Ss will go to the
specific info and board to complete the chart. At the end, Ss will comment their opinion on the article with the person
recognizing sources. next to them.
Pre-warmup chat What are the job skills that are most important to employers?
Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5. 10
weaknesses and Here Ss will reflect on the class content. Did they like the class? What did they learned? What could
strengths improve?
TOTAL 205
LEVEL: INTERMEDIATE II TEXTBOOK: INTERCHANG
TEACHER: MS. BAN CHEUNG DATE:
Unit: 10 The past and the future Lesson objectives. SWBAT

1) Expand vocabulary by discussing pop culture (2) Make reference to time in the
Time: 4 hrs. past by using prepositions (3) Write a biography
Pages: 64-69 Language skills: reading/speaking/listening
Resources (materials and equipment): Life skills and values: analytical; social
Learning
styles Language Skills community".Take
Galery walk-Have the attendance
pictures of different DESCRIPTION
whileprofessions
CHECKING THE DRESS
around CODE!
class-see Explain
attached. Askthe
Ssagenda
what typeof the
of MINUTES
Preparation: day.
skillsStart the warm-up.
is needed for each profession? Note the skills on the board, check against Language Summary- 10
Visual Warm whole class repetition of word phrase for skills. T listen for pronunciation. 15
Audio up.Presentations!
Listening/Speaking 15
(Speaking/Analytical) T-solicit jobs/occupations from Ss using the skills from previous activity. T-solicit other skills and
professions not listed on the board. Note on board, go over occupations/skills that Ss doesn't quite
understand. Drill repetition of profession. T listens for pronunciation.
Visual/audio Reading/Listening/ In pairs, give ss cloze dialogue on p. 64-2A (see attached)-5 min to figue out the missing words. 20
Speaking Listen to audio to check for correctness. Ask CCQ-What is the conversation about? What jobs were
talked about?
Practice: Whaton
T writes jobs are they
board: interested?
"I love traveling",Intro to working
"I hate Gerunds, on ask ss to identify
weekends", themind
"I don't -ing words.
working
"boring",
long hours""selling",
"I can't"traveling" and "working".
stand commuting", ask SsAreto these words-subject,
identify the gerunds (1verbs,
min).orInobjects
pairs, Tofpoint
the out to
Visual Reading/Listening/ 15
Speaking verbs that are followed by gerunds-"love", "hate", "mind", "stand". Ss come up with other statements
using gerunds. (10 min) Ea. pair write one sentence on the board. T solicits agreement/disagreement
responses to the statements-using "so", "neither", "do", "can", "to be". (5 min)
Kinesthetics Speaking T toss ball to 1st S to make a sentence using gerunds, S will then toss ball to another S, who has to 20
agree/disagree with 1st S statements. 2nd S has to make another statement using gerunds and toss
the ball to another S. Repeat this turn taking till all Ss has made one statement and one respond. T
correct S during the practice.
Open book to page 65 ex 3a;T solicit volunteers to match A & B-Give students 2 min. to review the
Visual Reading 10
two columns
Break Time Ask SS during break: What 15
T divide class into two teams, Ssare
willyou goodto
compete at? What
make do you hate
statements usingdoing? What
gerunds. do flash
T will you need?
a verd
Kinesthetics Reading/Speaking card and Ss run to the board to write a gerund statements. The fastest,correctly written sentenc will 15
earn a point for the team.
Audio Speaking Ss share their answers to the break questions. T note/highlighting the pronunciation of "t" and "d" at 10
the end of words with each Ss sharing conversation. Play Audio on p. 65 ex 4a for more clarificaiton.
Visual Listening/Analytic I'm going to be_______. Ss take turns to mimic actions related to dream career while the rest have to 15
guess the career.
In pairs, Ss ask each other P. 66 ex 5a. (10 min), Make a suggestion to what career is best for
Social Speaking partner-Share with class. 20
Divide the class into groups of 3 to read the job postings on p. 124 ex A; Ss will write one more
Social Reading/Writing/ question to the suggested "useful questions" box. Ss rotate within group being interviewer and job 20
Listening/Speaking/ seekers-Decide which post will suit partners in group.
Analytical
Social Reflecting on the 5
T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5.
class weaknesses
Here Ss will reflect on the class content. Did they like the class? What did they learned? What could
and strengths
improve?
TOTAL AMOUNT OF MINUTES 205

Cloze dialogue p. 64
Dan: I’m so broke. I really need _________ a job!
Brad: So do I. Do you see anything good listed?
Dan: How about this telephone sales job? You call people and try ________ them magazines.
Brad: That sounds boring. And anyway, I’m not very good at __________.
Dan: Well, I am! I might check that one out. Oh, here’s one for you. An assistant entertainment director on a cruise ship.
Brad: That sounds like fun. I love _______ and I’ve never been on a cruise ship.
Dan: It says here you have to work every day while the ship is at sea.
Brad: That’s OK. I don’t mind ________ long hours if the pay is good. I think I’ll apply for it.
LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHANG
TEACHER: MS. BAN CHEUNG DATE:
Unit: 10 I hate working on weekends Lesson
1. objectives.
Discuss SWBAT
personality by pairing personality to job choices 2. Give excuses using
Time: 4 hrs. because 3. prepare for job search by writing a cover letter
Pages: 67-69 Language skills: speaking/reading/listening/writing
Resources (materials and equipment): Life skills and values: Analytical and Social
Learning
styles Language Skills community".Take the attendance while CHECKING DESCRIPTION
THE DRESS CODE! Explain the agenda of the MINUTES
Preparation: day. Start the warm-up. 10
Social Warm T. will divide the class in two groups. Then, Ss will form 2 circles. One inside and facing the other 15
up.Presentations! classmates that will be forming a circle outside theirs. T. will write on the board the next questions:
(Speaking/Listening/R how does your mom describe you? How do your friends describe you? Do you agree with their
eading) descriptions? Ss. will be practicing these questions until the circle in the middle rotates and they get to
be with the first person they presented to.
Auditive/ Speaking/Listening T ask Ss what are some words used by their classmates to describe themselves? T note the words on 20
Social the board. Ask Ss which adjectives are negative and positive? Ask Ss to compare the board with the
adjectives listed on p. 67 Ex 8. Note difference on the board. Go over the meanings and drill
Visual/Social Speaking/Listening 15
In pairs,
T ask Ssstudents
how theywill work
write on excuses
their Ex. 10 offor
Workbook. (15 min)
being absent. Compare
T highlight theanswers with other
word "because" andgroups.
solicit
Social Speaking/Listening meanings for word. Using "because", using "talking piece/ball", Ss individually answer "what's your 15
dream? Why?". Allow all Ss to answer.
Social Speaking/Listening In pairs, students will work on Ex. 10 of Workbook. (15 min) Compare answers with other groups. 15
T-solicit Ss answers to what is needed for searching a job. Resume and cover letter. Ask Ss if they
Visual/Social Speaking/Listening have prepared these documents. How do they do it? Note on the board what information is needed. 10
Show video: https://www.youtube.com/watch?v=jHg0b7Nai6c
Break Time What do you look for in a job? 15
Social Speaking/Listening T-ask Ss what they found out from other Ss about what they look for in a job. 10
Kinesthetic Speaking/Analytical Divide the class in two-T will say a description of an listed adjectives on Unit 10 Vocab list, 1st S to 20
say the(20
speak. correct
min).adjective
In pairs, will
Ss get
thinka of
point
twofor their
jobs forteam. Highest score
each personality wins.
type. (5 min) Share with class (5
Visual Reading/Speaking min). 25
Kinesthetic Writing/Speaking In pairs, Ss answer
demonstrate how toEx.
use12 A on p. 69.inShare
information cover answers (15
letter. Ask Ssmin),
to write a cover letter and submit at end of 10
Kinesthetic Writing class. T walk around to help Ss write cover letter. 20
Reflecting on the 5
T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in groups of 4 or 5.
class weaknesses
Here Ss will reflect on the class content. Did they like the class? What did they learned? What could
and strengths
improve?
TOTAL AMOUNT OF MINUTES 205

TEACHER: MS. ALEXANDRA JEREZ DATE:
Unit 11: "It`s Really Worth Seeing!" Part A Lesson objectives. SWBAT:
Time: 4 hrs. 1. To recycle cultural / geographical aspects of Dominican/abroad life 2.To ECRIF
Passive Voice in S. Present without by 3. To scan a text for information 4. To read
about the Empire State Building 5. To write information that integrate geographical
Pages: 72-77 Language skills: Recycling
data of Santiago with new previous knowledge
words from the unit.
Resources (materials and equipment):Flashcards, Landmarks pic/ Pedro Mir Pic, Books, Life skills and values: Nation belonging feelings,
markers, flags of the world diversity, aestetics in
130 minutes before break
Preparation: Ask Ss in the room to remind the last class to a partner while you write the agenda on 10 8:00 - 8:10
Warm up. "The the left side of the board. Write the date - # of students - Value of the month: -
Visual / DR"(Speaking/List)
Before activities 1)T. needs to print pictures on p.72 plus others. Ss will be given an image to then all 20
Auditory/ stand up and match it w/ flag on the wall. Ss will place the images below the
Kineste corresponding flag of the country where the building is from. Ss will walk around
the classroom to assess the process, so will the T. Close by checking as a whole. 8:10- 8:30
Reading / Speaking / 2)Bring the model of ESB (Empire State building) from the office. Ss will continue 20
Listening standing up while you quickly go to the office and get the model. Give them the
opportunity to enjoy the details and proportions of the building. Ask if they know 8:30-8:50
Speaking Cultural Reference of Still in this
about groups ask them
beauty. about
Ask them tomovies
see howinthey
which ESB to
relate appears
it. Askand
thema reference of the
to sit,return NYC 5
King Kong
8:50-8:55
Visual Grammar / deductive Before: Ss go back to Horse Shoe Sitting arrangement.Write down on the board Be + 25
Past Participle. Ask Ss to read / give exampes from the reading they just finished.Seek
for any others FOWSAK.Write a couple of full sentences on the board from the
reading to give the explanation a context. During: a)Offer a brief explanation on 8:55-9:20
Oral Recycling Information Ss report by raising their hands on what they conducted a search for Portfolio regions 10
Production and subregions of our country. T will erase the board and start a list fro everyone to
see as record of their reports. Make sure they give additional information after they
remember . Ss all collaborate in recalling process. Make sure to engage the shy/ low 9:20-9:30
Visual Artistic Drawing/ Ss individually draw an imperfect image of a land mark. T provides old folder carton 20
creativity board and some colors, pencils, markers , etc.The class is asked to lose self awareness
and to be a bit of an artist here , now.
9:30-9:50
Kinestetics Visual Ss will stand up to post their works for exhibit ; when everyone is ready, we all stroll 15
for Gallery Walk. As we ponder the pieces, it is important to identify aspects of the
image(s) in question.
9:50-10:05
Auditory Break Question Ask at least 3 people these two questions: Where is the EEB? How do you spell E M P 5
I R E?
10:05-10:10
Break Time 15
10:10-10:25
Kinestetics Energizer Remind Ss the Brk IS OVER! Everyone is up, standing at the center of the 15
classroom.Ask them to report on their findings . Did they know themselves how to
write the name of the building? T will then ask for two (2) volunteers ( preferably a 10:25-10:40
Visual/ Review Ss
mansitand
down again in Ss
a woman) U shape. T writes
go inside on thecircle
the human board a list
and of 10
place base
each form
other verbs.
back to back 10
Auditory Students have to write their Past Participle form. TPS . Pre teaching: Introduce the
concept of PP as adjectives. the conjugation of Passive Voice Sentences . Ex. The
German soldier was found drunk.
10:40-10:50
Visual/ Vocabulary Acquisition Before :Write These words on the board: cattle, microchips, oysters, soybeans, and 20
Auditory wheat. Ss will write them down on their notebooks. During: T will ask them to stand 10:50- 11:10
Kinestetics/ Listening up in groups
After: of five. Ss
Still standing Give
willthem
wait the words
/ help T putnow on the
up on flashcards.
classroomStudents will decide
walls pictures of the 20
Auditory which words need
vocabulary.* Makeclarification
sure they are bydistributed
holding up around
the unknown words
the space. up, above
A student willtheir
then 11:10 - 11:30
Writing have command of the class to say each word outloud and the rest of the
Ss will go back to their seats. Before: Have students write a definition for each word. Ss will walk 15
to theare
They picalso
thatrequired
featuresto the word the
provide leading
what Part Ofstudent
Speechsaid.T
each will
word assess students
is. During: that
Prompt: 11:30 -11:45
Reflecting on the class Write a Travel
Standing Guide
up for Introduction
the last for people
time.T explains Ss thewho visit Santiago
importance de los
of being Caballeros.
CENTERED , 7
weaknesses and MINDFULL. Teacher motivates to be in silence as a closing activity. Try breathing just
Include the information that open today`s class plus 3 of the key words we have
strengths relaxation , a couple of rounds. Ss are required to be silent for two (2) minutes. *
Optional *: hold hands for energy flow enhancement.Time those two minutes, it is 11:45- 11:52
TOTAL 232
TEACHER: MS. ALEXANDRA JEREZ DATE:
Unit 11 B: " It`s Really Worth Seeing!" Lesson objectives. SWBAT
Time: 4 hrs. 1. Lsten to specific geographical information of a country.2. Get
Pages: 72-77 acquantaince with tag question formation 3.Distinguish Active
Life skills and values: Local Production, negotiation,
Resources (materials and equipment): same as Part A plus a radio/ speaker, laptopWooden
130 minutes before break.
Preparation: Ask Ss in the room to remind the last class to a partner while you write the agenda on 10
the left side of the board. Write the date - # of students - Value of the month: -
Motto:" Creating the habit of using side English".Take the attendance while
CHECKING THE DRESS CODE! Explain the agenda of the day. Start the warm-up.
8:00- 8:10
Integral Warm up. Reading / Before: T. will greet the students with the words that meant the most to them on the 20
writing previous class. During :Ss are sitting in a U shape arragement facing the teacher.
Teacher will guive Ss the papers from yesterdays final writing activity for other than 8:10-8:30
Auditory/ Writing / reading/ talking Before:
the ownerT will remind
student to students
read - they words on corrected
are not page 76 before playing who
yet- Student the track
readsfor
a certain 20 8;30-8:50
speaking
Visual Grammar Colombia.
Before: Ss will
T will ask point to its flag inwhile
Ss to collaborate the room and mention
she hangs up two(2)someone famous which
plastic threads who is 25
colombian. During: Ask students to see both map and pics/ chart. Play 8;50-9:15
Writing / reading/ talking are
Backtotobe tied at the sitting.
short side of the classroom. Wooden
75 forrings will be insertedtwice.
audio
AinAND
the 20
After : SsHorse Shoe
complete Ss will
and predict practice
what part Bon page
deals with. accuracy. Exercises
B; C material is already largely covered. Before: Check previous exercise example
on the board. T will ask a volunteer to do so. Ask him/ her to write favorite 9:15-9:9:35
Listening / Speaking Before:
sentence. Warm
Takeup with previous
advantage of theknowledge. Read with
moment. During : Ss them
share the listreading
their and stablish the
skills by 10
difference between farmed and raised. *Those terms are likely to be
confusing.During: Ss speak in groups of four about the content we covered already 9;35-9:45
Reflexion/ critical Tand
and students
this buildingquickly
a chartbrouse
exerciseUnit
as 11
thecontent
processtois see what`s missing and how rich
in progress. 5
thinking the material has been.
9:45-9:50
Kinestetics Making eye contact Ss from Mr. Bliss , Williams, Perez will serve as models who explain the activities 15
they assist me for. These activities will today be made aware by specifing eye
contact importance as they play. Activities: "Pow", "Wa", "The leader." 9:50- 10:05
Social Question for the break/ Who built the pyramids in Egypt? 5
Talking
10;05-10:10
Break Time 15
10:10 - 10:25
Auditory Reporting Ss report their findings to the class ; we are all standing in the middle of the class, 15
listening to their theories. references to books, etc.
10:25 - 10: 40
Social Listening/ Turn taking The class sits down to continue with the same idea of building techniques and 20
explanations to the unknown. T numbers Ss from one to four . Ss sit down in groups .
Before: Ss open their books to focus on para text for ex. 6 Listening. They read the 10:40- 11:00
Social Speaking questions.During
Ss will collaborate: by
T plays audiotheir
checking twice as Ss tryanswers
workbook to grasp for
meaning
unit 9 and
and take notes.
10 make sure 15
they are not writing down ; this time is not intended to reflection purposes but for
accuracy only. * Specially dedicated for weak individuals who need a push * 11:00- 11:15
Speaking/ Script reading Before: a)T introduces the word currency to the class. Use the flags once more for 25
and acting / eye contact some currencies around the globe. b) Model Conversation P 75 pronunciation for the
whole class. You could also play track to it. Stop for a minute on Tag Question at the 11:15 -11:40
end of it. c) Choose two strong Ss. to read it in front of the class. During :The reading 5
Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class in 10 min
weaknesses and groups of 4 or 5. Here Ss will reflect on the class content. Did they like the class?
strengths What did they learned? What could improve? Homework: Write the paragraph about
Santiago again , this time edit it and include your partner`s suggested question 11:40- 11:50
TOTAL 225
TEACHER: MR. RODALIS PENA DATE:06/07/2018
Unit: 12-A It could happen to you Lesson

List 2 or objectives.
3 sentencesSWBAT
applying the simple past and past continuous by
stating past recent events and experiences in order to clarify actions in
Time: 4 hrs. progress in the past and actions being interrupted.
Pages: 78, 79 and 80 Language skills:
Resources (materials and equipment): Life skills and values: Creating a co
Learning
styles Language Skills Creating a new community".TakeDESCRIPTION
the attendance while CHECKING THE DRESS MINUTES
Preparation: CODE! Explain the agenda of the day. Start the warm-up. 10
Social / Warm up " Your day at work or at school" - T will write the following question on the board: " 15
verbal What interesting thing happened to you at work or at school today?" Ask ss to
pair up with a partner to find out. Allow ss to switch classmates to find out more. Next,
have ss make a circle so they can report the information their partners stated. LA:
Sitting in pairs, ss will comment on some inventions that have made life easier.
Social, Making Pre- Inventions by mistake- Ss will sit in a semi circle, T will ask " Was FIRE created 25
verbal, assumptions or discovered by humans? If created, how did it happen? If discovered, how was it
Auditory, about inventions discovered? Ss will discuss with the closest partner. Answer: Fire has always existed
solitary for millions of years, but our ancestors have learned how to control it. During- Later,
write on the board: Accidental inventions- Ask ss to make a list of 2 or 3 accidental
inventions they know of and share it with their partners. Then, in groups of 4 ss will
Auditory, Speaking about Pre- T states the following: Do you know what happened to me last friday? and write 25
social unexpected this example on the board: While I walking to JP from Synergies, I found a $100 peso
situations bill. (T will write a different example on the board) T writes the question "Has anything
unexpectedly ever happened to you?" Ss will comment in pairs. During-(Books closed)
Then, in an onion ring, tell ss they will listen to an audio about things that happened to
some people. Ask ss to write down as much information as they can while they are
listening. Once done, ss will compare what they got with their partners. T repeats the
track once more to confirm their answers.(Books open) As a post, ss will choose one
Visual, Grammar: Past Pres: T writes the following examples on the board " I was washing my car when it 25
Kinesthetic continuous Vs started to rain" 2." While I was cooking, somebody knocked on my front door. T asks:
simple past What was the interruption in the 1st sentence? What was the interrumption in the 2nd
one? Ss will answer. Practice-Then, T draws ss' attention to the grammar chart and
Ss willthe
analyze
"Whos itinteract
pairs.with
inleader?" the break
T clarifies
Have question-
allif the
any doubt. "Ss
players What funny
willincomplete
stand thing
a circle. the has happened
exercise
Choose oneon page
playerto you
to79,
be it.
Break Q Prep The player must leave the room. Choose lately?"
a second player to be the leader. The 5
Social Break leader’s job is to create What funny thing
motions has happened
and have to you lately?
the other players follow along as quickly as 15
Social, Energizer possible.the player comes back into the room and observes the circle and figures out 10
auditory who the leader is. If the player guesses correctly, the leader comes out of the room to
be the
Pre- player.
Lucky break- Good fortune, good opportunity. T asks "Do you think that being
selected in the immersion program was a lucky break for you?" Why? Ss provide
answers. During- Individually, Ask to complete the chart by listening to some stories
Verbal, How lucky are about lucky breaks. What were the people doing before they got their lucky breaks and 25
Auditory you? what were those lucky breaks? Ss will compare their answers. As a post, Ask " How
has your life changed since you started to study English in the Immersion program? Ss
will give their own opinions. LA: First, T provides a slight definition of what Storytelling
is. Then, asks: Are you good at telling stories? Allow ss to give their answers.
Auditory, Definition of Pre- T defines the word "storytelling"- we use storytelling when describing events in a 20
Kinesthetic storytelling and narrative way. T writes the list of some adverbs used in storytelling to emphasize that
classifying something interesting is about to happen on the board. T will have a choral repetition in
words class. Ss will now come to the board to classify (P) for positive, (N) for negative and (E)
for either and pronounce them once again. LA: Which are some adjectives that you
Verbal Writing a short During-Ss will write a short story about something that has recently happened to them. 20
story It can be a real or imaginary story. Ask ss to include some of the adverbs in the story.
Post- Then, in a semi circle some ss will take turns reading their stories and choose the
most interesting one. * Homework: Assign the ss to bring a picture of a celebrity. (A
Pre-warmup sport or a movie celebrity, famous artist or a well-known writer) 5
chat What strategies have you searched to improve your English?
Social Reflecting on 5
the class
weaknesses and T. will ask Ss to organize the chairs and take the garbage out. Then, T. divide the class
strengths in groups of 4 or 5. Here Ss will reflect on the class content. Did they like the class?
What did they learned? What could be improved?
Strolling Ss will leave talking about what they liked the most about the class.
TOTAL 205
TEACHER: MR. RODALIS PENA DATE:06/07/2018
Unit:12-B It could happen to you Lesson their
Discuss objectives. SWBATDiscuss
activities someone's
by expressing the activities
most recent lately
ones they have
Time: 4 hrs. done in order to collect as much personal information as possible.
Pages: 81, 82 and 83 Language skills:
Resources (materials and equipment): Life skills and values: Creating a co
Learning
styles Language Skills Creating a new community".TakeDESCRIPTION
the attendance while CHECKING THE DRESS MINUTES
Preparation: CODE! Explain the agenda of the day. Start the warm-up. 5
Social Warm up T writes on the board: " What have you been doing to improve your English 15
lately?" " Then, "What have you been doing to avoid the use of Spanish at
school?" Ss will discuss these reflective questions with their partners. In a big circle,
Ss will comment their improvements or suggestions.
Auditory, Personal Pre- T asks" How long have you been living in Santiago? Do you work? If yes, 25
verbal information/ Where have you been working? Ss will provide their answers. Next, ss will listen to a
listening to more conversation between two people. Gina & Pete. What have they been doing lately?
personal details During- Books closed. Ask ss to have a sheet of paper to answer those questions. T
plays the audio two times. Then, with books open ss take a look at the conversation to
confirm their answers. Post - Once done, ss will read the conversation in pairs.
Kinesthetic, Describing Presentation-"Celebrity guess"- Ask ss to describe celebrities using the present 25
social celebrities perfect progressive.
Pres-T T modalsof
explains the structure anthe
example,
grammar ‘Heonhasthebeen directing
board: subject+movies for more
has/have+
(pictures) than 30verb+
been+ years.ing.
Answer:(Steven
T provides someSpielberg). Practice-
examples. Ss come Students take turns
to the board reading
to write their
examples
statements to the class and writing only the initials of the celebrity's name
and read it to the class. Practice-T will then draw ss' attention to the grammar focus, until the
class
ask ssistoable to guessthe
go around theclass
celebrity
for a being
coupledescribed.
of minutesAs a post: Ask
explaining the ss to add and
structure one more
Analytical, Seeing Present giving examples. Once done, ss will complete the exercise on page 81 individually. 25
verbal perfect when finished, ss in pairs will read the conversation together. As a post, ask them to
continuous pair up with another partner,read the conversation again and answer the questions with
structure their
Ssown information.
will interact with the break question- " What have you been doing to improve
Break Q Prep your English?" 5
Social Break and they have to What
starthave you When
dancing. been doing to improve
the music stops, theyyour
willEnglish?
just strike a pose like a 15
Social Energizer statue. The quietest and funniest person wins! 10
ss not to drop the"v" sound. Emphasize as well the sound of ''been" as a slight sound.
T can write a couple of examples on the board and have ss pronounce accordingly. Ex:
I've been working since this morning. I've been waiting for you for hours. Next, T will
play an audio (part A) so ss notice how the stress changes to emphasize a contrast.
Auditory, Emphasizing the Books open- once heard, ss will pronounce after the teacher again. Later, ask ss to 20
Tell me more about you! Ss will visit another class to ask some of the questions in part
Social, "v", "b" sounds mark the stress changes in the conversations in part B. Ss will repeat again after the
10. Before doing this, havewhat
a little practice in classyou
andwant
encourage toabout
ss toyour
use Answer:
verbal and contrastive Pre-T
teacher. asks
LA: "Do you
What isknow
some made
important Bob Marley
information different from
to knowother artists?" partner?
expressions
He used
Allow ss to to
sing
give ask
for for
their further
love, information.
justice
opinions (3 and peace
mins) Ts
in should
the agree
world. " whothe time
is stafffor the
Benda visit. Post:
Billili?"
stress in
Social, Ss will report their partners' answers to the class. Ex: Karina has
Getting to know What is so special about them? What do they play? During- Ask ss to skim the articlebeen taking driving 25
verbal lessons.
more about you! to get theLA: Whichtoartist
answers those has set an example
questions. for people
Once done, someto ssfollow himthe
will read or her? Ssand
article will
(Class visit) comment
make a list in their notebooks of any unknown words, T provides assistance. For
Verbal, Reading- homework, ss will find the words in italics below the article and match each word with 25
Kinesthetic Skimming an its meaning.
article.
Pre-warmup 5
Highlighting
chat What are 5 of the most sucessful movies in the past 10 years?
Social Reflecting on 5
the class
weaknesses and T. will ask Ss to organize the chairs and take the garbage out. Then, T. divide the class
strengths in groups of 4 or 5. Here Ss will reflect on the class content. Did they like the class?
What did they learned? What could be improved?
Strolling Ss will leave talking about what they liked the most about the class.
TOTAL 205
LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHANGE INTRO
TEACHER: Ms. Ban Cheung & Carlos Chavez DATE:
Unit: 13 Good book, terrible movie! Lesson objectives. SWBAT:
Time: 4 hrs.
Pages: 86-88 Language skills:
Resources (materials and equipment): Power Point presentation, cloze Life skills and values:
Learning
styles Language Skills CHECKING THE DRESS CODE!DESCRIPTION Explain the agenda of the day. Start the warm- MINUTES
Preparation: Split the class into two teams-ea. team up.compete for score to name the movie 10
Social Warm up.Speaking flashcards. (1 picture for each movie genre) 15
Social Speaking/Analytical T asks Ss to name the movie genre (type)-action, adventure, etc. and note on the 25
board. T-also ask for other words describing the movie-words on the vocabulary
language summary.
T-ask Ss what Noteinallthe
is playing thecinema.
words on the Ss
Have board,
seenexplain new
it? What is itwords to What
about? Ss and
repetition drill. T check for pronunciation.
types of movie does Ss enjoy? Solicit more vocabulary from the language
Social Speaking/Analytical 10
summary-adjectives and verbs. T listen for expressions-and note the words and
expression on board-briefly explain to Ss who may not understand.
Collaborativ Speaking/Analytical/Listening In pairs, give Ss cloze conversation on p. 86 ex. 2A. Play audio to check for 15
e correctness. Ss practice the Show
conversation with ea. other.
_ed are described a feeling. the PowerPoint presentation/Go over the
Inductive/ Speaking/Analytical points/Show pictures from presentation. p. 87 Ex 3B, S work individually and 20
Social share
Askanswers
other Ssinatvolunteer
the break:reading. T check
What was for time
the last correctness.
you went to see a movie or
Break Time game? How do you feel? 15
Ss share their break questions answers. T listen for participle adjectives and
Social Speaking 10
make necessary corrections.
Group Ss into groups of 4, each group must come up with as many participle
Collaborativ Speaking/analytical/writing adjectives in 10 min. Share answers to see which team has the most. T make 20
e necessary corrections
Collaborativ Speaking/Analytical/Writing In pairs, Ss open book to p. 87 ex 4a., T explain the category and SS sort out the 20
e adjectives
box. T ask synonyms and share
Ss which movies will with class. 20 min How did they make the
be recommended?
Auditive Listinening prediction?
choose one question to ask another class. (10 min). Share answers. Ss will write 10
Social Speaking/Listening 7 sentences paragraph about their favorite movie, and why they like it. (15 min) 30
Pre-warmup chat 5
Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class 10
weaknesses and strengths in groups of 4 or 5. Here Ss will reflect on the class content. Did they like the
class? What did they learned? What could improve?
Homework: Ask students to bring the name of their favorite movie in English, and 5
another movie with special effects. They need to bring at least two TOTAL movie names 195
Cloze dialogue-p. 86 ex. 2A Roger: Do you want to see a movie tonight?
Carol: Hmm. Maybe. What's ________?
Roger: How about the new Star Trek film? I hear it's really ___________.
Carol: Actually, the last one was _________.
Roger: What about the movie based on Stephen King's new novel?
Carol: I don't know. His books are usually _____________, but I don't like horror movies.
Roger: Well, what do you want to see?
Carol: I'm ________ in the new Sandra Bullock movie. It looks good.
Roger: That's fine with me. She's a wonderful actress.

TEACHER: Mr. Chavez DATE: July/2018
Unit: 13B Lesson objectives. SWBAT:
•Discuss about entertainment using relative clauses fluently with
80% accuracy by interviewing their partners to apply relative
clauses in context.
• Complete a chart with 80% accuracy using an audio track by
writing down critics' rating to develop their skills in listening for
specific information.
Time: 4 hrs. •Organize the main ideas with 80% accuracy using an article by
Pages: 89-91 matching some
Language skills:sentences
Speakingwith the correct
/ Listening paragraph
/ Reading to develop
/ Writing
skills in understanding sequence and text organization.
Resources (materials and equipment): Color paper, speakers Life skills and values: Discipline
Learning
styles Language Skills Ask Ss in the room to remind DESCRIPTION
the last class to a partner while you write the MINUTES
agenda on the left side of the board. Write the date - # of students - Value of the 10
month: - Motto:" Creating a new community".Take the attendance while
CHECKING THE DRESS CODE! Explain the agenda of the day. Start the warm-
Social Preparation: up.
Kinesthetic Warm up! Ss will make three teams. T will show students some posters of famous movies. 15
Each team will select a movie and take turns. Each team will dramatize one movie
and the other teams will guess the movie. Then, the next team will do the same.
Logical / Grammar - Presentation Book closed. Set the scene. Ss will hear four people talk about their favorite 15
kinesthetic Purpose: Discuss about actress, actor, and movie. T will play the audio program. Ss will listen and guess
entertainment using relative clauseswhat actor, actress, and movie each person is describing. (5 mins). Ss will read
fluently with 80% accuracy by the exercise 8B on page 89. Ss will ask six different partners. Ss will TPS the
visual / Grammar
interviewing- Relative pronouns
their partners T will copy the following sentences on the board: She is an actress who is
to apply 45
logical / Purpose: Discuss about excellent in both dramas and comedies. It's a science fiction movie that was
social entertainment using relative clausesdirected by James Cameron. T will point out that these sentences have two
fluently with 80% accuracy by clauses each: a main clause and a relative clause. Ss will identify the clauses in
interviewing their partners to applythe preciously written sentences. (5 mins). T will explain that: 1.- A relative clause
relative clauses in context. joins two sentences together. 2.- A relative clause gives information about
something in the main clause. (5 mins). T will explain that who is used to join
clauses about people; which is used to join clauses about things; that is
used to join clauses about people and things. (5 mins). Practice: Ss will
social / Interchange 13 - Speaking Pre: Ss will line-up into two groups facing the board. T will provide each group 25
Kinesthetic. Purpose: Discuss about with a maker. Each group will have 2 minutes to copy famous actors and
entertainment using relative clauses actresses' names. Ss will have 2 minutes more to copy movie names in English.
fluently with 80% accuracy by (5 mins).
interviewing their partners to apply During: Ss will read the following phrases: What is the movie or TV star..?, what
relative clauses in context. is the TV show or movie..? T will ask students: what relative pronoun should I use
for each case. Ss will TPS. T will ask students: why?, why not? (5 mins). T will go
Social Break Time to
Ssthe
willinterchange 13. Ss will
ask the questions: practice
What's your using themovie?
favorite information
What'sonyour
the Interchange
favorite T.V. 15
show?
Wrap-up break question Ss will choose two classmates and do some charades using the movies and t.v. 5
shows they got from break time. Their partners need to guess.
Kinesthetic Energizer Ss will split the class into two groups. T will blindfold one student from a group. 15
Two students will be chosen from that group to guide the blindfolded one. His/her
partners need to guide the student to get/grab something. Ss will have two
minutes to accomplish the task.
Auditory / Listening Pre: Ss will brainstorm the most important aspects of a movie. Ss will talk about it 50
social / Purpose: Complete a chart with with a partner. (5 mins). T will ask students: what are the names of the movies ?
solitary 80% accuracy using an audio track Ss will go to exercise 12 on page 90. Ss will TPS their answers. (5 mins). T will
by writing down critics' rating to explain the expressions: a standard story... the same old stuff; he was a totaly
develop their skills in listening for believable character; the special effects were a weakness; everything looked fake,
specific information. not real. Ss will explain which expressions mean: ok, liked it, didn't like it. Ss will
TPS their answers. (5 mins).
During: Ss will read the exercise A. T will explain the scoring system. Ss will copy
the chart on their notebooks. (5 mins). T will play the audio track twice. Ss will
complete the chart. Ss will TPS their answers. (10 mins). Ss will read part B. Ss
will listen to the audio track. Ss will share their answers in a line-up activity. (5
Visual / Reading Pre: T will write on the board - Special effects. Ss will elicit a list of movies in that 35
linguistic / Purpose: Organize the main ideas category. T will explain the new words. (5 mins). Ss will discuss the following
social with 80% accuracy using an article questions in a gallery walk: Do you think special effects are important in a movie?
by matching some sentences with Do you think movies are better in 3-D? Have you heard about 4-D cinemas? Ss
the correct paragraph to develop will discuss the answers. (5 mins).
skills in understanding sequence During: Meanwhile, T will copy the pre-reading question: what is the most
and text organization. important change in special effects? Ss will discuss the answers in groups of
three. (5 mins). Ss will read the part A. Ss will work on the exercise. Ss will copy
their answers on the board. (10 mins). Ss will read the part B. Ss will copy their
answers on the board, too. (5 mins).
Pre-warmup chat
Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. divide the class 5
weaknesses and strengths in groups of 4 or 5. Here Ss will reflect on the class content. Did they like the
class?
Homework:What did theycomplete
Ss will learned?the
What could improve?
notebook. 5
TOTAL 240
SWBAT: Show images or drawings for expressing feelings or emotions in a group activity.-Name
TEACHER: MS. LUCIBELIS PEREZ DATE:
vocabulary in order to describe gestures and feelings by matching images and words.-Present a
conversation using body language in order to develop other kinds of communications, in a pair-
shared activity.- Talk about gestures using modals and adverbs for /to practice the new vocabulary
Unit:14A previously seen in class, in a mime activity.
Time: 4 hrs.
Pages: 92,93,94 Language skills: Speaking, Listening, Writing, Reading
Resources (materials and equipment): Life skills and values: Discipline
Social Preparation: Ask Ss in the room to discuss pre warm quest with a partner while you write the agenda on the left side 10
Social/Verbal Warm up! (Speaking of thegive
T will board.
someWrite the datein-small
sentences # of students
papers to- Value of participles
Ss, with the month:from
- Motto:" Creatinggrammar.
the previous a community
So if of
the 10
sentence has a present participle, the other Ss will repeat the sentence using the past participle. Ex: S1
The EIP class sounds interesting. S2, I´m interested in the EIP class. (Ss will be organized in 2 lines facing
Manual/ Writing/ Express each Tother/
PRE: onion
will show ring,emojies
some or just mingle
imagesaround, switching
to Ss, and will askpapers
them towith
talktheir
aboutpartners.
the images; meaning, if they 30
visual/Analytic feelings or emotions by use them, how frequently, etc. Next T will ask the questions ´´Would you rather communicate with words
using drawings or or emojies when you write a message?. why do people use emojies in written conversations?. PRA:In
images. groups Ss will create their own emojies, explaining their meaning. All emojies will be posted in the
Visual Reading/Learn PRE:T will model some gestures with the face and body, and will ask Ss to interpret the meaning of the 30
vocabulary in order to gestures. Then with the person sitting next to them, Ss will explain if there are any specific gestures that
describe gestures and they usually do, or if there is a person they might know, who frequently uses gestures when
feelings by matching speaking.DURING: After this T will copy and cut the words in exercise 2B. T will give one set of images and
Auditive images and words.a PRE:
Listening/Practice wordsSitting
to every group
in small of 4 orSs5 will
groups, Ss, and willabout
share give them
other time to match
methods, theuse
people images with the words.Next
to communicate.( If they Ss will
know 15
conversation using sign any language, they can give examples). Next T will ask them to share if they know a person from
body language, in order another country, and how that person communicates with others. T will explain Ss that they will listen to a
to develop other kinds conversation between 2 people from different countries. During:T will copy on the board these countries:
of commucations, in a Argentina, India, and Japan. And T will ask ss to select the country that is mentioned in the audio.Also T
pair shared activity. will copy on the board these words: Side to Side 1, uderstand 2, sometimes 3, compare/ North
America( are not in the audio). Ss will be asked to listen to the audio one more time and label these words
Social Break Time Do you speak another language? Is it easy or difficult? 15
Social Eergizer Ss will be divided in groups of 3 or 4 according to the amount of ss, and 2 groups will be facing eachother 10
to play groupal ROCK,PAPER,SCISSORS, ss need to agree on each group what they will present, and both
groups need to play at the same time. Ss develop team work and practice speaking, while doing this
activity.
Analytic/ Grammar/Modals and PRE: Divide ss in groups depending on the amount of ss in the classroom. Give each group the modals and 40
Kinesthetic Adverbs. adverbs from the grammar written in small papers all toguether. Ask ss in each group to classify in 2
groups the adverbs on one side and modals on the other side. They will leave the 2 columns on the top of
Verbal/ the chairs,
Speaking/ Talk about PRE: and go in
Ss organized around
small eachother
groups willgroups, comparing
be presented their divisions.
the scenario PRA: in
of a person Ssawill opencountry,
foreign their books
whoon 15
kinesthetic gestures using modals doesn´t speak the local language, and needs to communicate, so T will give each group a set of small
and adverbs to practice papers with the expressions in exercise 5A page 94.PRA: One by one ss will mime the expressions to the
the new vocabulary group, and the group using the modals seen in the grammar, will try to predict/guess the expressions.
previously seen in class, PROD: When they all finish mimicking each person in the group will select 4 expressions and create one
in a mime activity. sentence for each one.L.A. Ss will stand up after selecting one of the sentences they wrote, they need to
Social/Analytic Interchange/What's PRE: In the same groups they were previously divided, Ss will go to the exercise on page 128, individually 15
going on? read it, and make their own predictions about what's going on.PRAC: Next they will discuss with their
partners their thoughts about each situation. PROD: Finally T will make sure there are 5 groups in the
classroom, and copy the numbers from 1-5 in papers. Ss from each groups will select one random number
Pre-warmup talk for Is it correct to give a cellphone to a minor?
tomorrow
3
Social/Verbal Reflecting on the class Standing up in a circle Ss will reflect on the class, giving feedback to the T about what they´ve learned. 10
weaknesses and
strengths
HW Bring one image of a popular sign.(printed or drawed) 2
TOTAL 205

LEVEL: INTERMEDIATE I TEXTBOOK: INTERCHANGE INTR
TEACHER: MS. LUCIBELIS PEREZ from supportingDATE:
ideas, in order to improve their knowledge by reading an article and classifying some
Unit: given sentences.
Time: 4 hrs.
Pages: 95,96,97 Language skills: Speaking, Writing, Listening, Reading
Resources (materials and equipment): Life skills and values: Discipline
Language Skills DESCRIPTION MINUTES
Learning styles
Preparation: Ask Ss in the room to discuss the pre warm question with a partner while you write the agenda on the left 10
Social Warm side ofupthe
Standing ss board. Write
will mime onethe date -and
gesture # ofthe
students - Value
other will of the
guess the meaning.
month: - Motto:" Creating
Ss will switch a newand
partners 10
up.Presentations! repeat so on.
(Speaking)
Social/ Speaking/Talk about PRES: T will draw a popular sign on the board, and will ask Ss for its meaning. Next Ss will share with the 25
Verbal/Tactile international signs in
person next to them about other common signsT will pasted on the walls some common signs.PRA:Ss will
order to use terms ofstand up and go around each one explaining their meaning among them and also will be stating in which
permission, obligation
places, these signs could be found. Meanwhile T will be copying on the board all the meanings from
and prohibition. exercise 8A page 95. Ss will select the correct one for each sign and verbally match them agreeing with
their classmates.Then Ss will return to their seats and complete Ex 5A in their notebooks.PROD: Ss will
invent one advice and they will draw a sign for it in their notebooks. The person sitting next, will see the
sign and needs to guess its meaning.L.A. T will ask ss to look at the signs in the classroom and refresh their
Social/Verbal/ Speaking/Analyze and PRE: Divide ss in groups, and ask them to discuss what they think about EIP rules.Then tell them if they 25
Critical create rules. could change the rules at JGP, what new rules would they create/ what would they change?. PRA: T will
thinking give some time for each group to create a new rule to be implemented at JPG/EIP.Then Ss are going to
share their ideas, to make sure every group have a different rule. Next per group they are going to create
a sign, representing the new rule to be placed in the hall.PRO: Every group will go to a different classroom
showing their sign, and explaining its meaning. Finally signs will be posted all over JGP according to their
meanings.L.A T will ask ss to share with the person next to them, the answer to this question: Which
drivers respect more the transportation signs in the DR, taxi drivers or public cars drivers?
Auditive Listening/ Develop 25

skills in listening for PRE: with the person sitting next, Ss will comment if they know how to drive or not . In addition Ss will
specific information by share what they know about the signs that are on the streets. Randomly Ss will be asked to mention the
listening three rules of the road, that they know. DUR: T will tell students about the audio to be played, regarding to
conversations three conversations about driving. Ss will copy exercise 11A in their notebooks. Then T will play the audio
giving Ss time to select the correct options. T will play the audio one more time, for Ss to complete
exercise 11B. POST: Finally Ss will share in pairs what would they do in each situation.
Social Break Time DO you always follow the rules? why yes/no? 15
Social Energizer Divide ss in 2 groups, select one s from each side and cover his/her eyes with a handkerchief, and place 10
some obstacles in the complete area. Place the 2 selected ss in one side and the rest of the ss in the
Social/ Grammar/Permission, groups will need
PRES: Divide the to giveinthem
board threeinstructions
columns and to go between
write the
on each obstacles
one and cross
Permission, the classroom
Obligation, to the
and Prohibition. 25
Analytical/ Obligation, and opposite side. The
Ask ss to make onefirst
lineSincrossing will of
the middle make
the the team win.
classroom. Explain that you (T)will mention the verbs in the
Kinesthetic Prohibition. grammar randomly, and according to the category the ss believe the verb belongs, they will jump to the
left, right, or stay in the middle.PRA: Ss will return to their seats and go to the grammar page 95,
explaining in pairs the use of each verb. After some minutes ask then to individually complete exercise
9A.Then in pairs complete the part B.PROD: Ss will create one sentence for each verb. They will stand up
Social/ Writing/apply terms of PRES: Divide ss in groups. Ask them to share about the rules in EIP, which ones they like or dislike. Why 25
Analytical/ permissions, obligation they do /don't like them. Ask Ss to brainstorm about other places where people should follow up
Tactile and prohibition, by rules.PRA: Give each group a different place and allow them to create a list of rules for each
writing a list of rules for place.Options: wedding party, funeral, movies, church, restaurant, etc.PROD: Ss will present their lists
different scenarios. among their groups, explaining why they decided or selected those rules, and if they have been in a
Visual/ Reading/ Develop skills situation
PRE: Ss iningroups
any ofofthese
3 or scenarios and they
4 will be asked or somebody
to share elseproverbs
about local did not follow the rules,.
they might know.What
Then happened?.
T will 25
Linguistic/ in distinguishing main randomly ask for some proverbs to be shared with the complete class. Next T will ask ss to share about
Social ideas from supporting the proverbs they´ve heard but they don´t know nor understand.DUR: T will give each group the proverbs
ideas, in order to of the reading written on pieces of paper, one by one, allowing ss to interpret the meaning of each
Social Pre-warmup talk for Were students more intelligent when people didn't have cellphones? 3
tomorrow
Social Reflecting on the class In a big circle, play the hot potato with any object, and last s holding the object will comment about the 5
weaknesses and class.
strengths
Stroll and talk 2
TOTAL 205
TEACHER: MR. Santos DATE:
1) Make true or false stories using unreal condictional to express whether
Unit: 15A What would you do? Lesson objectives. SWBAT
something is likely or unlikely to occur
2) Discuss about lost and found valuables by reading some situations to
employ the unreal condictional. .
3) Rephrase a predicament, give advice and propose suggestions using
unreal condictional to name possible conseuqnces.
4) List and put into practice antonyms writing sentences to describe events.
Time: 4 hrs.
Resources (materials and equipment): Pre- Teacher willLifeprovide
skills and values: of the previous unit and
the summary
Ss will be sitting
STAGES OFinTHE
small groups to discuss them.
LESSON
During- all the Ss have to write 3 words that they do not
understand or they consider important.
Learning styles Language Skills community".Take the standDESCRIPTION
attendance while CHECKING THE DRESS MINUTES
Post: Everybody will up face to face with someone and talk
Preparation: CODE!the
about Explain
paperthe
theyagenda of thea day.
have, after Start theTwarm-up.
few minutes will shout 10
kinesthetic/ social/ Warm up. SWITCH , so Ss will exchange both papers and peers. 20
interpersonal/
kinesthetic/ social/ (Speaking/Writing/
(SNASHOTS) Pre: Books closed. Ss talk about honesty and (BRAINSTORM). 25
Linguistic
interpersonal/ Listening)
Making true or false Pre-teach vocabulary: brief, mistake, cheat, owner, passenger,
Linguistic stories. lucky, model the pronunciation. T can also make Ss to make up a
story with those words.
kinesthetic/ social/ Conversation Pre-page 100: With text covered, tell s's to ask questions about 30
interpersonal If I found $750,000 the pictures or describe it.
Discuss about lost During: Play the (CD3 track 21) with books closed and Ss will
question,
and found valuables. identify theonmain
a piece
ideaofofpaper; exchanges answer
the conversation, papers
then with bookswith
open
kinesthetic/ Grammar focus another group, and writes appropriate questions for the other
Ss read it twice sitting in groups of four. Ss have to personalize 30
interpersonal Use Unreal group’s
the answers.
dialogue with all the members of their groups.
conditional sentences Post-Put the two groups together and have them return the
answer papers. The group who wrote the answers checks that
the questions are appropriate.
social/Linguistic Break Time Ss have to say a joke to somebody else. 15

and ask questions about it . e.g. ( Who got a postcard? / What
was the situation? / What's her serious problem? ). The 2nd
time,Ss will number the predicaments in the order they are
discussed on page 101. 3rd times: play the CD again so ss can
write the suggestions for those predicaments. Play it again if
interpersonal Sharing jokes Ss have to be in small groups to share the jokes listened during
needed. 15
the breakcompare
Post-Ss time their answers and will discuss which is the best
Social/ Listening suggestion? Why? 30
interpersonal/ L.A- JUST THE OPPOSITE. Everybody standing in a big circle, T
Linguistic Identifying the tough has to say Tall and throw the ball to a student so that Student
predicaments in a should say the opposite Short. fast/slow, expensive/cheap,
listening
messy/neatThen The student say another thing and throw the ball
to another one. It can repeat it as many time as the T considers.
kinesthetic/ Word power Pre-T will Elicit or explain what antonyms are. Then T can give 20
interpersonal List and put into examples (Good-bad/agree-disagree/Boring-exciting).
practice antonyms During- Ss might turn to page 102 6A and find nine pairs of
opposites in the list, complete the chart, compare with a partner;
model pronunciation, Ss practice with a partner.
Social Reflecting on the class T. will ask Ss to fix the chairs and take the garbage out. Then, T. 10
weaknesses and divide the class in groups of 4 or 5. Here Ss will reflect on the
strengths class content. Did they like the class? What did they learned?
What could improve?
205

TEACHER: K. Andrade DATE:
Unit: 15 Lesson topics: What Would You Do? Lesson objectives. SWBAT:
a) Name actions in the past using the simple past tense to give an
opinion or make a suggestion about them.
b) Identify specific information listening three people call on a radio
talk show to complete a chart.
c) Discuss about regrets using past modals to write down examples
for each situation.
d) Discuss posts on a message board applying skimming and
scanning skills to guess the meaning from context.
Time: 4 hrs. Language skills: speaking,
Pages: 103-105 reading, listening and writing.
Resources (materials and equipment): radio, board, markers. Life skills and values:
Discipline/Perseverance

Social Preparation: Ask Ss in the room to remind the last class to a partner while you 10
write the agenda on the left side of the board. Write the date - # of
Social, auditory, Refresh unreal students
PRE: - Value
T writes of the
on the month:
board Discipline/Perseverance.
five questions Motto:
relating to ridiculous 20
writing, reading, conditional with if Creating a Tcommunity
scenarios. then solicits ofresponses
learners."Take
from Sthe attendancethem
encouraging whileto
listening clauses respond
PRE: T using
directs "should
students have"
to and
grammar "would
focus have"
box on and
pastreinforcing
modals onthe
p.
Listening, reading, 25
speaking Past modals contexts
103. T in
then which
asks S they
to should
analyze itbe used.
and DURING:
explain to T S
the are
use to
ofcreate
the their
past
Reading, writing modal and how to
PRESENTATION: create it. DURING:S
T reinforces the context in and
pairsuse
thenof discuss and create
past modals. T 20
Past modals
Social, auditory, Surveys using past modal PRODUCTION: T will place S in groups of 4 to decide on 4 questions In
directs S attention to exercises 3A and B on page 103. PRACTICE: S: to 20
writing, reading, ask of S in another class using the past modal. S from each class will
listening, speaking mingle and respond to the questions presented. Post: S in their groups
What wouldquestions
will analyze you have anddonetry differently in your life
to find patterns. if given
After, T willaelicit
second
Kinesthetic- Social. Speaking: Warming up opportunity? 5
Social- verbal the break question.
Speaking: BREAK. S will ask people from other classes the break question. 15
Kinesthetic- Verbal S discuss results of break question together in groups of 5. 10
Speaking: Break talk
assurance.
Social, writing, Applying past modal PRE: T will tell S in groups of 4 to decide on 4 questions to ask of S in 20
reading another class using the past modal. DURING: S from each class will
Listening, writing Applying past modal mingle andT respond
PRESENT: to the
elicits from questionsas
S directions presented. Post:use
to the proper S inoftheir
the groups
verb 25
Review "should" and its negative counterpart and then directs
T arranges students in a circle and gives them a talking object and them to 15
social, auditory
Social- Verbal In a big circle
explains that Sthe
willwhole
pass itclass will until
around comment
T stopsabout what
it. That was
S will betaught
asked a 15
Speaking: Reflecting, today. They will express how favors are asked using tell and ask; ask
assessing any pending question or clarify any existing doubt.
INTERCH
LEVEL: Intermediate 1 ANGE 2
TEACHER: Mr. Persia DATEJuly 2018
Lesson
objective
s.
Unit: 1A What's your excuse? SWBAT:
1-Ss analyze, evaluate and create a conversation about other
Time: 4 hrs. speaking, reading,using Reported speech..
people's demands
Pages: 106, 107 and 108 listening 2- Ss
Resources (materials and equipment): Books, CD, radio, personal describe
Life skillshow
andSs have been requested by some partners.
objects that remind Ss goals achieved. STAGES OF THEvalues:LESSON
Preparation: Ask Ss in the room to remind the last class to a partner 10
Visual/ Warm up: while you in
Split class write the(standing).
three agenda on>> the left side
T asks: Whatof the
are board.
your 20
Kinesthetic/
Social REMEMBERING how
REMEMBERING how to to most common excuses? What do you say to quickly end 15
Collaborative. excuse yourself.
make requests... a phone call without being rude? What excuses do you
give after skipping a meeting? What do you usually tell
Visual/ Social UNDERSTANDING a Tell ss to sit in groups of 4. >>Tell them to write a 30
Personal story. paragraph stating the circumstances they have given
excuses in their lives: I once turned down a date with my
girlfriend because I prefered to watch the soccer world
cup instead so I told her ........, in a blank sheet of paper
>> After so, ss will present their story in their own
group first then, they will stand up and find 4 different
Social//Auditive Applying reported Pair ss up. (Books closed) T asks "Who makes requests in 25
speech requests. life? What does your mother request? Your doctor? A
friend? A wife? >> (books still closed) Tell Ss to quote
the most common requests they have been asked. >>
Elicit some ideas. >>Only then Ss listen to the audio file
for Perspectives 2, page 106. T asks, Who has made
these requests? identify from the audio? >> Elicit some
ideas>> afterwards (Books opened) Have ss completely
read the perspectives 2 for themselves. Have Ss read the
Social/ KinestheWarming up break
conversation
Ask Ss to get up oneand
more time while
wonder around listening
makingto the audio
requests. 10
question. APPLYING Encourage ss to quote the requests they have been
reported speech. asked for example: My partner asked to take the
garbage out>> Once Ss have talked to three classmates,
Social Break Could you take the garbage out? Would you buy a 15
Social Break Talk Assurance sodafor me? energizer, get Ss in groups of 4 to share
After 7 minutes 22
Annalytical ANALIZING reported about
Get Ss the talks they
in groups of 3.had during
Focus the breaktowith
Ss' attention friends
exercise 3 40
speech: He said/he told (grammar fous). Ask them to DIFFERENTIATE and
me/ he asked me. DISCUSS "The Original Request" and the "Reported
Request". Give Ss plenty of time to COMPARE their
thoughts. >>Next, elicit some explanation for the class.
Help through. After you explain the use with examples
Annalytical/ Ver EVALUATING the use of Get Ss in groups of 3. Tell them to make 3 request to the 13
reported speech: He partner in his/her right, then they should transform
said/he told me/ he those request into the reported speech using he/she
asked me. said/ he/she told me/ he /she asked me. S stand up and
present to 4 partners from other groups, T monitors, Ss
Social// KinestheCREATE an imaginary Ask the groups of 3 to write down the last 3 request 20
funny story that might their mothers have recently asked, they should write the
have happened to whole story about the circumstances they were asked.
anyone.
HOMEWORK Ask Ss to investigate about Job interviews and Resumes
Social Reflecting while strolling (CV).
Pair ss in two lines. Tell them to get till the street
chatting about HOW PRODUCTIVE today's class was.

LEVEL: INTERMEDIATE I TEXTBOO
TEACHER: MR. WILLIAMS+MR. R. PERALTA DATE:
Unit: Lesson o
Time: 4 hrs.
Resources (materials and equipment): Life skills and val
Learning
styles Language Skills DESCRIPTION
THE DRESS CODE! Explain the agenda of the day. MINUTES
Preparation: Start the warm-up. 10
Warm theirs. T. will write on the board the next questions: 15 min
up.Presentations! How are you?/ What's your full name?/ Nice to meet
(Speaking/Listening/R you. Ss. will be practicing these questions until the
eading) circle in the middle rotates and they get to be with
the first person they presented to.
Break Time 15 min
out. Then, T. divide the class in groups of 4 or 5.

Reflecting on the 10 min
Here Ss will reflect on the class content. Did they
class weaknesses
like the class? What did they learned? What could
and strengths
improve?

Intermediate I. Lesson Plan Submittal. 2019

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Marca temporal Untitled Question

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

LEVEL: Intermediate 1 TEXTBOOK: INTERCHANGE 2

1) Create a conversation using indirect questions by asking questions about

STAGES OF THE LESSON

SWBAT= Students will be able to

Unit: 3 Lesson topics: Houses and apartments Lesson objectives. SWBAT:

Break. What would you change to your house? 20

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

PRODUCTION: (Ss will sit down in groups of three).

Break Time What are your plans for next weekend? 15

Ss need to wait for the teacher: 1st: Inside of the classroom. //

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

Social Break Break 15

Social NEXT DAY: (PRE-WARM-UP) Big News! 5

Unit:What is this for?

Learning styles Language Skills DESCRIPTION

CCQ's= Concept Checking Questions (after every task and assessment).

SWBAT= Students Will Be Able To

STAGES OF THE LESSON

Social Pre-warmup chat 3

Unit: Times have changed! Lesson

Pages: Language skills:

Auditory, Practice describing During:

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

Unit: 10 The past and the future Lesson objectives. SWBAT

TOTAL AMOUNT OF MINUTES 205

TOTAL AMOUNT OF MINUTES 205

Unit: 12-A It could happen to you Lesson

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

Auditive Listening/ Develop 25

social/Linguistic Break Time Ss have to say a joke to somebody else. 15

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

Learning styles Language Skills DESCRIPTION MINUTES

MINISTERIO DE EDUCACION SUPERIOR, CIENCIA Y TECNOLOGIA

Break Time 15 min

out. Then, T. divide the class in groups of 4 or 5.

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