LCB-TTC – Taller Didáctico Teacher: Gladys Baya Students: Cynthia Randerath & Maria Perez A.

Final Plan
Number of students: 30. Age: 17. Level: Elementary. Book: Interchange 1 (Cambridge), Unit 6. (Sample pages can be found in pages 4 and 5 of this file) Assumed knowledge: Simple present (1st and 3rd person); wh-questions; vocabulary on sports and fitness. Aims: By the end of the lesson students should be able to ask and answer about routines. - Topic Aims: talking about sports, fitness and exercise. - Grammar Aims: adverbs of frequency; questions (how often, how long, how well). - Communication Aims: sharing information about their routines. - Vocabulary Aims: related to sports and fitness; adverbs of frequency. - Function Aims: asking and talking about routines. - Skill Aims: learners speak about routines and listen to other people's routines.

Previous lesson
On the previous lesson the students learned vocabulary items related to sports and fitness activities. They carried out activities number 1 and 2 from the course book.

Timing: 2 min The teacher greets the students and tells them that they are going to watch a commercial related to the topic they are dealing with which shows several sports and activities. They are only told to watch. After the commercial they are asked to share their impressions on it.

Timing: 3 min In pairs, the students are asked to make a list of all the sports / activities they remember from the video they have just seen. The teacher plays it a second to check the sports form the list they made. Checking is done as a whole class. Video can be watched at:

Teaching moment
Timing: 15 min Presentation: without opening the book, student swill be told that they will listen to a dialogue in which two people talk about fitness activities. Global task Students listen to the dialogue and check which of the activities listed in the revision activity are mentioned.
LCB-TTC – Taller Didáctico – PLAN #3 Cynthia Randerath & María Pérez A. 1

Specific task True or false. Students are given the following list of sentences: Correct Paul's activities! 1. I never exercise. 2. I always get up early. 3. I sometimes go skating. 4. I exercise three times a week. The exercise will be checked as a group with the help of the book.

Isolation of the teaching point
Timing: 5 min The teacher elicits the meaning of the different adverbial expressions, provides and asks for examples from the students. Students will focus on the chart on page 37.

Timing: 10 min Students carry out activity 4A on page 37, in which they have to place the adverbs in the correct place. In pairs, students carry out activity 4B. They must fill out a small chart with the information they've gathered for a future activity. Sample chart: Me Do you ever play sports? What do you usually do on Saturday mornings? Do you always exercise on Sundays? What do you usually do after class? Think an extra question... ____________

Timing: 5 min The class is divided into two groups (A and B). One student is given a card with a frequency adverb written on it. He asks a person from team B a question trying to get him to respond with the adverb on the card. For example, if I am on team A and have the card NEVER, I will ask a student from team B: "How often do you speak English at home?" Hopefully s/he will say "never" and I will get a point for my team. If not, then a person from team B repeats process with a different card and so on. When time's up, the team with more points wins.
LCB-TTC – Taller Didáctico – PLAN #3 Cynthia Randerath & María Pérez A. 2

Activity taken from: Dave's ESL Cafe Idea Cookbook.

Students have to write a small paragraph with the information gathered in the chart.

N.B.: In case there is not enough time to cover all the activities, the Global Task would be omitted.

LCB-TTC – Taller Didáctico – PLAN #3 Cynthia Randerath & María Pérez A.


LCB-TTC – Taller Didáctico – PLAN #3 Cynthia Randerath & María Pérez A.


LCB-TTC – Taller Didáctico – PLAN #3 Cynthia Randerath & María Pérez A.


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