Teacher book primero medio KET

PRIMERO MEDIO TEXTBOOK Color Key Class Title and Main Objectives

Hook and Pre-Teaching Activities/ Contract Check In

Vocabulary

Teaching

Memorize

Practice Activities (Speaking, Writing, Grammar)

Formal Evaluation

Conclusion/ Contract Check In In nearly every lesson, there should be at least be one of each of these different categories. A well-planned and effective lesson requires different types of activities and methods of approach.

UNIT 1 11 Lessons - 1 Test Class 1 March Week 1 Class 1 Rules, Expectations, Rewards, Consequences, Procedures.

Material Needed: Student Book Unit 1: Class 1.

1.

Enganche (in Spanish) (15 minutes)

A - Do an activity which catches their attention. It should be something exciting that marks the difference between you and other teachers. It could be a: -Game with movement (red rover, rely race) -Short 15-minute constructing activity (making something) -A challenge or competition.

It doesn’t need to have a direct tie with English, as long as you relate English in some small way.

2.

Motivation (in Spanish) (5 minutes)

A - Speak about why English is important. Give real life examples of how English is necessary in Chile for all professions. Tell them that because of that your goal as a teacher is to assure they leave this school being able to speak English.

3.

Chart (30 minutes total)

A - Make a chart outlining Teacher Responsibilities and Student Responsibilities (20 minutes): This should be done with the class, and should be copied on posterboard which we will provide, and students should copy it in their notebooks as well. This puts in perspective exactly what is expected of them, and what they need to do to be able to learn.

Steps: 1- Start eliciting the responsibilities that you as a teacher have for them. What are the things you must do to create a class where they learn.

2- When you are finished ask students what their responsibilities are, specifically what they need to do to learn.

Overall, it should look like this: Teacher Responsibilities

Student Responsibilities

 

 

         

Provide necessary supplies Structure physical environment to increase participation and learning.

Teach material clearly in a way students understand.

Provide activities which are on the students’ levels.

Provide multiple and varied opportunities to practice.

Make a fun class.

Have a clear, loud, and engaging voice.

Time management.

Check for understanding.

Reteach concepts which are not understood.

Evaluate learning, and change contents accordingly.

Provide clear instructions.

   

Come to class with a notebook and a pencil.

Be clear on what you need to learn by the end of the day.

Listen to the information taught.

Practice as much as possible during class time.

Ask questions when you don’t understand.

Evaluate whether you met the objective or not.

B - Write/ present your rules (in Spanish) (10 minutes) From this chart present: 1. your three rules 2. why you chose them 3. how the rules will help them learn.

4.

Consequences and Rewards (optional) (in Spanish) (10 minutes) A - Explain your consequence and reward system.

5.

Procedures (in Spanish) (25 minutes total)

Material in Students Book A - Have students copy classroom language from materials in the book (10 minutes).

A - Review each one and have students repeat and model examples.

B - Review Sentence Stems (in Spanish) (15 minutes).

B.1 - What they are (A base phrase they will use to help them speak during group activities).

B.2 - When they are used (During partner activities: both speaking and in the book).

B.3 - Why they are used (To help them take advantage of every second of class, speaking as much English as possible, because the only way to learn to speak is by...SPEAKING!).

B.4 - Have partners model for the class with the questions in the book B.5 - Sentence Stems are only to be said, not to be copied in books.

C: Tell them about Oral Evaluations. They will be given a contract next class with what they are responsible for memorizing. They will be tested in an oral evaluation where they will have to answer questions with no help from the guide or their notes.

D-Review other procedures.

Teacher Procedures: (This is an explanation of procedures throughout the units). ● Choral Repetition: Students choraly repeat as a class to practice pronunciation as well as memorization. Have fun with this. Do in different voices, standing, sitting, boys, girls etc. ● Sentence Stems: A base phrase to help students speak during group activities. ● SPR (Skills, Practice and Review): An oral activity intended to review previously learned content in a fast and dynamic way so as to create automaticity in students. ● AB - BA: A way to organize pair work. Student A and Student B have different tasks during pair work.

They can switch their tasks the moment you tell them to. This should be quick, and controlled. ● Contract Check-In: An instance to check what students remember and write down what they need to study to fulfill the objectives of the contract. It could be performed at the beginning or end of the class. ● Oral Evaluations: Students will have a graded oral evaluation during their workshop. They will be graded on talking and therefore remembering vocabulary/grammar. The number of items they need to remember are in their contract. ● Partner Memorization Activities: Partners check each other on specific content. Partner A tests Partner B, and then they switch.

6. Closing (5 minutes) A - Have students review orally the points established today (Expectations, Rules, Classroom Language, Consequences, Sentence Stems).

Class 2 March Week 1 Class 2 Grammar: Present Simple To Be Positive/Negative Vocabulary: Emotions, Feelings Material Needed: Student Book Unit 1: Class 2

Part I: Emotions 1. Hook (5 minutes) Through the book, the hooks will consist of stories about a character and will build on one another. This consistency will help keep students interested and activate background knowledge subconsciously.

A - Draw a person with a large face. Tell them that his name is Lito and he will be helping them learn English during the year. Elicit emotion words that describe Lito’s face.

B - Change face. Elicit more words.

Introduce Contract (10 minutes) Material: Contract in Student Book A - Tell them that the purpose of English class is to be able to speak English. That is why you are presenting them with a document that tells them exactly what they must be able to do if they want to speak English.

These expecations are THEIR responsibility. They will be given time in class for memorizing, but if they do not memorize it, they MUST practice at home or they will not get a good grade on the oral evaluation.

-Column one is at risk. If they can achieve can column one they are on the road to having a minimum level of

English.

-Column two is on level. If they can achive column two they are on the road to being able to speak English.

-Column three is exceptional. If they can achieve column three they are on the road to being fluent.

After every lesson they will have time to reflect on their English level.

Note: Remind them that this document refers to oral production, which means they must focus on memorization, and being able to orally produce.

Ask them stragegies to help memorize words.

Introduce Objective (Spanish) By the end of the class you will have memorized: ● Seven emotions. ● To Be (ser/estar) in positive and negative for with I, you, he/she/it, we, they. If you do this you are on the road to knowing how to speak English.

2.

Elicit background knowledge (What do the students already know?) (5 minutes)

A - Erase board.

B - Students turn to p. 3 Activity 1. Material in Student Book Part I Activity I C - Have students in partners orally guess emotions using the Sentence Stem.

Sentence Stem: I think this face is….

(Before they do the sentence, re-explain in Spanish that the Sentence Stem must always be used. It is used because you want them to leave this school and be able to speak English so they have more job possibilities. The only way to learn to speak, is by speaking. So every second they waste speaking in Spanish is one less second of practice they will have, and therefore the probability goes up that they will not be able to speak when they graduate, and their job opportunities will be less.)

D- Remind them that the only words you should hear spoken in the classroom are I think this face is + emotion.

3. Vocabulary Activity (15 minutes) Material In Student Book Part I Activity II A - Students look at p. 3.

- Students match.

Sentence Stem: I think ________ (word) goes with this face.

- Review answers.

B - Choral Repetition: Have them choraly repeat each word for both pronunciation and memorization. This is your opportunity to play. Have them do it loud, quiet, with an accent, half the room, boys, girls, sitting, standing.

- Check for comprehension meaning in Spanish.

- Say Spanish word and have them give you English one.

A- Partner Memorization Activity: Instructions in Student Book Part III Activity III - Get into Partners. Tell them on the right A on the left B. -Partner A give emotion vocabulary word in Spanish and Partner B give English word.

- Switch.

- Repeat as needed until each has at least seven words memorized.

B - Have them copy both English and Spanish down in notebooks.

Part II: To Be 4. Teach Pronouns (10 minutes) I You He/She/ it

We You(pl.)

They

A - Choral Repetition: - Have all students repeat the pronouns after you do.

- Then point at different students randomly and have each one of them say a pronoun in the same order.

- Remember positive reinforcement.

5. Solicit To Be (5 minutes) I am You are He/She/it is

We are You(pl.) are They are

A - Choral Repetition: - Have students repeat the conjugation of To Be after you mention the pronoun (Teacher says: I - Students say: am).

- Remember positive reinforcement.

- Have students copy down in notebooks.

6. Memorize Whole Class (5 minutes) Instructions Teacher Book Part II Activity I A - Point to a pronoun and have students say the corresponding To Be conjugation .

B - Erase am/is/are (to be) C - Say pronoun and have them remember the corresponding To Be conjugation.

D - Partners Memorization: - Have students test each other without looking at their notebooks.

-Put students in Partners. On the right A on the left B. -Partner A gives pronouns and partner B gives corresponding To Be. - Switch.

7. Explain Use of To Be (5 minutes) A - Explain that To Be is used to describe people or things. It can be a place of origin (I am from Chile) an age (I am 28), an occupation (I am a teacher) an emotion (I am happy) or describing how you look (I am tall).

8. Speaking Activity (10 minutes) Material In Student Book Part II Activity II A - As a class brainstorm words that describe them (Chilean, tall, short, a student, 15, happy, sad, smart, incredible, bad, cool) (5 minutes).

- Have them write down in their notebooks words in English that describe them (specifically). When they have no more ideas, they can write down words in Spanish.

- Students share the words in English and you copy on the board.

- Students share the words in Spanish. You copy both the Spanish corresponding English word on the board. Have students write in notebook new vocabulary.

B - Controlled Partner Work AB - BA: Students now tell partners everything about themselves. (5 minutes)Material/ Instructions In Student Book Part II Activity II - Tell that students on the left are A and on the right are B. - Model for them how they are going to share “I am + adjective” - Tell them that on your command B says one example to A. A says one example to B. Switch it up, getting faster each time. BA, AB, AB, BA etc.

- Once partners have shared with each other, have three students share as a class examples from their partner Example: She/he is…..(Offer 3 wow tickets).

(2 minutes optional) 9. Teach To Be Negative (5 minutes) A- Ellicit pronouns: I, You, He/she/it, we, they.

B - Solicit positive I am, you are, he/she/it is, we are, they are.

C - Add negative: I am not, you are not (aren’t), he/she/it is not (isn’t), we are not (aren’t), they are not (aren’t).

D - Choral Repetition: Negative form.

E - (Have them copy in books).

10. Writing Activity (10 minutes) Material In Student Book Part II Activity III A - Have students write down independently: ● Four things about themselves, (two positive to be, two negative to be). ● Four things about their best friend (or pololo/a) (two positive, two negative to be). ● Two things about you (the teacher) (one positive to be, one negative to be).

As they write, you should circulate.

11. Closing (5 minutes) Instructions in Student Book A - Have students reiterate what they learned (To Be, the use, the grammar).

B - Contract Check-In:

- Have students look at contract. - Partner A tests partner B in: ● Emotions (Partner A saying the Spanish Word and Partner B says the corresponding English word). ● To Be (Partner A says pronouns and Partner B says cor ● responding To Be (+) To B - Switch.

C - Congratulate them because now they know To Be, and will know it for the rest of their lives!

Class 3 March Week 2 Class 1 Grammar: Present Simple To Be Questions (Open and Closed) Vocabulary: Articles, occupations Material Needed: Student Book Unit 1: Class 3 1. Hook (5 minutes) A - Remind students about their friend Lito and draw him on the board again.

B - Describe Lito using To Be. Tell them “This is Lito. He is a boy. He is from Chile. He is 15 years old. He is tall. He is a student. He is a happy person.” After, ask them Is Lito small? Is Lito an engineer? Is Lito from the United Kingdom?

C - Explain to the students that today’s goal is to learn how to ask questions using To Be in English.

Objective: Tell them that by the end of the day they must be able to: ● Ask open and closed questions using the verb To Be. ● Have Wh-Words memorized. ● Have seven occupations memorized. ● Add articles to any noun.

2. Elicit Background Knowledge (10 minutes) A - Remind students that To Be is for describing people or things. It can be: ● ● ● ●

A place of origin (I am from Chile).

An age (I am 28), an occupation (I am a teacher).

An emotion (I am happy).

A describing how you look (I am tall).

B - Have three students give one example of a sentence that describes themselves.

C - Contract Check-In: Instructions in Student Book - Have students look at contract.

- Partner A tests Partner B in: ● Emotions (Partner A saying the Spanish Word and Partner B says the corresponding English word). ● To Be (Partner A says pronouns and Partner B says corresponding To Be (+) To Be (-)).

- Switch.

- For the things they have not memorized have them make a note in their notebooks with a star.

D- AB - BA: Have partners tell each other two things that describe themselves. Example: I am 18. I am from Chile. Instructions in Student Book Warm Up Activity - Assign them Partner A and Partner B. - B to A share.

- A to B share.

- Repeat switching fast.

E - Review To Be grammar: For each pronoun (I,you,he/she/it, we, they) elicit To Be in positive and negative form.

Part I: Professions 3. Vocabulary (15 minutes) Material: Part I Activity I A - Say I am a teacher. Ask, What are you? If they don’t know, respond that they are students.

B - Refer to Material in activity 2A. Tell students to match orally speaking only in English.

Sentence Stem: I think ________ (English word) goes with picture ___ (picture number) (Circulate and give out positive reinforcement/wow tickets).

Example: I think profesor means teacher.

C - Review answers on board.

D - Choral Repetition: Students repeat the answers written on the board after you say them.

A - Partner Memorization Activity: Instructions: Part I Activity II - Test each other on how many vocabulary items were memorized.

-Designate Partner A and B. -Partner A gives occupations vocabulary in Spanish and Partner B gives corresponding words in English.

- Switch.

- Repeat as they need until each has at least seven words memorized.

- Have them copy in notebook occupations in English and Spanish.

4. Articles (5 minutes) Material: Part I Activity III A - Write a teacher/an teacher. Ask Which is correct?

B - Write a engineer/ an engineer. Ask Which is correct?

C - Explain rule.

D - Activity: Have them put A or An in the same notebook with all the different careers.

Part II: Questions To Be 5. Closed Questions To Be (10 minutes) A - Ask Are you a teacher? (Students answer: No) Are you a cat? (Students answer: No) Are you a student?

(Students answer: Yes).

B - Correct student: Yes I am.

C - Explain: There are two types of questions. Open and Closed. Ask if the question Are you a student? is open or closed. Explain that a Closed Question has the answer yes or no.

D - Show grammar formula: To Be + Subject + Describing Word (age/place of origin/ occupation/ adjective, name etc).

Note to students that questions and phrases are opposite.

In phrases it’s: Subject + To Be. And in questions it’s: To Be + Subject.

E - Show Full Grammar: I am a student. → Am I a student? Yes I am. / No I am not.

You are a student. →Are you a student? Yes I am. / No I am not.

She/He is a student. → Is she/he a student? Yes she/he is. / No she/ he isn’t.

We are students. → Are we students? Yes we are. / No we aren’t.

They are students. → Are they students? Yes they are / No they aren’t.

F - Have students copy in notebooks.

6. Writing Activity/ Game- Bingo (15 minutes) Instructions Part II Activity I A - Have students rip out a piece of paper and draw a 3 by 3 square like the one below.

B - Have students write questions in each box about professions with To Be. It must be about people’s families, friends, boyfriends or girlfriends. Give them examples: (5 minutes) Is your mom a/an ____?

Is your brother a/an ____?

Is your dad a/an ____?

Is your grandmother a/an ____?

Is your sister a/an ____?

Is your uncle a/an ____?

C - Model the question and answer process with multiple students to clarify instructions.

Question: Is your mom a doctor?

Answer: No she isn’t.

Question: Is your father a lawyer?

Answer: Yes he is. (Here, you put an x).

Have students circulate and ask their classmates the questions. First person to get all filled in wins!

7. Open questions To Be (10 minutes) Grammar Explanation Students Book A - Ask Where are you from? (They answer: Chile).

B - Explain that that is an Open Question because it has an answer.

C - Show grammar: Wh-Word + To Be + S + Describer.

D - Students copy in their notebooks.

E - Teach: Question Words song.

8. Grammar Application (15 minutes) Material: Part II Activity II A and B Independent Work Activity IIA: Answer the correct closed question. Pay attention to the subject.

Activity IIB: -Decide if it is an open question (with an answer) or closed question (yes/ no).

-If it is open put in the correct Wh word + to be. If it is closed put in the correct To Be. 9. Closing (5 minutes) A - Contract Check-In: - Have students go to the Grammar Section. Have them look at To Be. - Have them rip out a paper, and write down two Closed Questions for you as the teacher.

- Have them give the paper to you as they leave.

Class 4 March Week 2 Class 2 Grammar: Have - British and American English Vocabulary: Personal Possessions.

Material Needed: Student Book Unit 1: Class 4 *SPR (5 minutes) A - Write down the pronouns on the board (I, you, he, she, it, we, they). Point at each and ask student to conjugate verb To Be in Present Simple with each of the pronouns.

B - This should be a fast activity so as to create automaticity in students.

1. Hook (5 minutes) A - Show a picture of Lito. Read the story about Lito from the materials out loud.

Lito is a happy student. He lives in Santiago, he has got a dog but he hasn’t got a cat. He also has got an ipod with his favorite music. He loves hip hop and reggaeton. He likes to dance too. He also has got a girlfriend. She is tall and has got brown hair.�

B - Ask students questions using To Be to refresh the contents from last class, such as Is Lito a boy? Is he a teacher? Is he happy? What is his favorite music? What does he like?

2. Elicit Background Knowledge (10 minutes) A - Ask students what they remember about Present To Be and how to use it.

B - Tell students that today they are going to learn (1) verb To Have used in British and American English (2) Vocabulary for Personal Possessions.

C - Optional: Internet groups (5 minutes): (Ask them to look up: How do you conjugate verbs in British English and American English? What is the difference? Translate as needed.

C.1. Have them share the information they found on the board.

D - Contract Check-In: Instructions Student Book - Students must write down two Closed Questions and one Open Question with To Be (emotions, occupation).

- Partner ask and answer in the following way way: AB, BA, AB, AB, BA, BA. - Share as a class.

Objective: (Translate as needed)

By the end of this lesson you will be able to: ● Conjugate verb Have in American and British English. ● Have eight possessions memorized.

Part I: To Have 3. Teach – Present Simple Positive Have (10 minutes) A - Explain to students that one can show possession by using the verb To Have (Got).

B - Explain that Have and Have Got go with nouns.

C -Teach students the verb To Have in Present Simple: I have They have You have We have He/She/it has D - Choral Repetition: - Have them copy in notebooks.

E- Erase Have/Has and point to a pronoun and have them choraly respond whether it is Have or Has. Go fast.

4. Teach - Present Simple Positive Have Got (8 minutes) A - Teach students the British Version of Have: I have got They have got You have got We have got He/She/it has got B - Choral Repetition: - Have them copy in notebooks.

- Erase Have/Has and point to a pronoun and have them choraly respond whether it is have or has. Go fast.

- Partner Memorization Activity: Instructions in Student Book Part I Activity I - Partner B says the American Have/Has. - Switch.

- Repeat the same procedure for British Have/Has.

Part II: Possessions 5. Teach - Express Possessions (10 minutes) Material: Part II Activity I A - Tell students that verb Have and Have Got can be used to express possessions, for example, I’ve got books in my house.

B - Ask students look at the picture of Lito’s room and elicit vocabulary. Students should come up with words like books, CDs, video games, computer games, DVDs, money, clothes, magazines, make-up.

C-When students share ensure they respond “Lito has got a/an” (Sentence Stem).

D-Write down a list of English and Spanish translation on the board of the things in Lito’s room.

E- Choral Repetition: - Have them copy possessions in notebooks.

- Have students repeat the words.

- Partner Memorization : Instructions: Part II Activity II - Partner A says possession in Spanish.

- Partner B says possession in English.

- Repeat until Partner A has memorized eight possessions.

- Switch.

6. Writing Activity ( 5 minutes) Instructions:Part II Activity III A - Tell students to write six sentences with possessions.

● Three should be in positive about something they Have Got. ● Three should be in positive about something a family member or friend Has Got. B - Share with each other in partners quickly in the following procedure: AB - AB, BA - BA, AB - BA, etc.

Part III: Negative To Have 7. Teach - To Have Negative (10 minutes) A - Ask students how to change I have an Ipod, into its negative form.

B - Explain that in American English we add the auxiliary Don’t or Doesn’t.

I do not (don’t) have.

They do not (don’t) have.

You do not (don’t) have.

We do not (don’t) have.

He/She/it does not (doesn’t).

C - Have them copy in notebooks.

E - Erase Have/Has and point to a pronoun and have them choraly respond whether it is Don’t Have or Doesn’t Have. Go fast.

8. Teach - To Have Got British Version (10 minutes) A -Teach students the British Version: I have not (haven’t) got They have not (haven’t) got You have not (haven’t) got We have not (haven’t) got He/She/it has not (hasn’t) got B - Have them copy in notebooks.

C - Erase Have/Has and point to a pronoun and have them choraly respond whether it is have or has. Go fast.

Partner Memorization Activity: Instructions: Part III Activity I Partner A says pronoun.

Partner B says British Have Negative (Haven’t/ Hasn’t got) Switch partners.

9. Speaking Activity (10 minutes) Instructions: Part III Activity II A - Have students write eight things they do not have but really, really want. Four in British English and four in American English.

B - Have students share their responses in the following way. A-B, B-A, A-B, A-B, B-A, etc.

10. Grammar Activity (5 minutes) Instructions: Part III Activity III A - Have students independently fill in the grammar exercise with Have Got/ Has Got (+/-).

11. Closing (2 minutes) A - Contract Check-In: - Partner A says an example of Have Got + Possession for each pronoun.

S + Have/Has Got + Possession - Partner B checks that (1) The pronoun and Have/Has Got matches. (2) That their partner knows eight possessions.

- Partner B writes down anything that Partner A needs to study.

- Switch.

Note: If the objective was not achieved, students must be able to do objective by next class.

Class 5 March Week 3 Class 1 Grammar: To Be and Have for Physical Features.

Vocabulary: Physical Features (thin, fat, tall, short, eyes, hair etc).

Materials Needed: Student Book Unit 1: Class 5, Vocabulary Chart Part I written or projected on Board

*SPR (5 minutes) A - Ask students questions with To Be so that you give them the chance to answer both in positive and negative form: Are you students? Are you teenagers? Are you from Argentina? Is your classmate a good student? (Try to trick them, make it funny).

1. Contract Check-In (5 minutes) A -Tell them that today they will be learning to describe people using To Be and To Have. But first they need to check to ensure they have memorized To Be and To Have.

- Partner A says pronoun.

- Partner B: To Be positive, To Be negative, Have Got/ Hasn’t Got. - Switch.

2. Solicit Background Knowledge - Review Verbs (10 minutes) A - Ask the students to help you fill out a conjugation chart for the verb To Be. B - Next, make one for To Have. Ask the students to help you fill in the chart with the proper forms of the verb.

C - Erase chart and leave only pronouns. Point to each pronoun and give them tell you the To Be conjugation.

Do fast. Repeat with To Be Negative, To Have, To Have Negative.

Objective: By the end of this class you will be able to describe Physical Features using To Be and To Have. You will know: ● To Be/ To Have conjugations ● Features which go with To Be, features which go with To Have. ● Have ten Physical Features memorized.

Part I: Physical Features 3. Vocabulary (15 minutes) (Chart Outline must be written on the board before this activity) Material: Part I Material I A - Show students pictures of different people. Point at their physical features and elicit vocabulary (they can use the word bank).

B - If they do not know the name of the things you point write new vocabulary on the board.

C – Organize vocabulary in a chart. Establish categories. Have volunteer students come to the board and fill in the chart. Note: This should be fast, three or so at a time.

Category

Physical Feature

Height

Short – Medium height – Tall

Weight

Skinny – Thin – Average – Overweight

Skin Color

Fair – Tanned – Dark

Hair Style

Straight – Wavy – Curly

Hair Length

Short – Medium length – Long

Hair Color

Blonde – Brown - Black

Facial Features

Beard – Moustache – Glasses

Other features

Young – Old – Pretty – Handsome – Unattractive

D - Have students copy the vocabulary in their notebooks. If necessary, add the Spanish translation for each of the words.

Note: The chart they copy should include all these vocabulary words sorted in the correct categories.

E - Choral Repetition: - Have students repeat these words. For each category, have a different row of the class repeat it, then switch so that all students get the chance to learn the pronunciation of all words.

F - Concept Map Material: Material: Part I Activity II - Independently have them fill in the concept map and write down without looking all the words that describe hair, eyes, skin, body shape, face that they can remember.

- Let them look at notebooks for 30 seconds.

- Fill in what new things they remember.

- Look at notebook for 30 seconds. Repeat.

Note: Remember to model activity first step by step.

- Partner Memorization: Instructions in Student Book Part I Activity III -Have partners check memorization of each other.

- Parner A says word in Spanish.

- Partner B says word in English (without looking).

- Have them do the same procedure for ten words.

- Switch.

- Partners write down words they got wrong.

Part II: Physical Features To Have Got 4. Teach - To Have for Personal Qualities (15 minutes) A- Solicit the conjugations of To Have as a class for each pronoun, to review.

Note: Do American To Have (positive and negative), British Have Got (positive and negative).

B - Remind the students that the verb To Have is used for possession. It can be used to show that someone owns something or is in possession of it.

C - Explain that To Have also can be used to describe people’s physical characteristics when used with a noun.

D - Give some example sentences using yourself and have the students copy the examples down in their notebooks.

I have long hair.

I have brown eyes.

I have a small nose.

I have small hands.

E - Tell them to go to the chart they copied in their books and circle the nouns which go with To Have/Have Got. Instructions: Part II Activity I - Partner Memorization Activity: Instructions: Part II Activity II - Partner A says all the physical features which go with Have Got. - Partner B checks to see if correct.

- Switch.

- Have students share examples out loud of friends and family. (Make sure they are refering to their chart).

Have some use Has and some use Has Got. 5. Writing Activity (10 minutes) Material and Instructions: Part II Activity III A - Show pictures of Lito’s friends, family, pets.

B - Tell them they must write sentences about the pictures using physical features. They must have minimum of eight sentences. ● 2 positive for American To Have. ● 2 Positive for British To Have. ● 2 Negative for American To Have. ● 2 Negative for British To Have.

C - Share some as a class.

Part III: Compare To Be and To Have Got in Physical Features

6. Teach - To Be vs. To Have with Personal Attributes (10 minutes) 7. Instructions: Part III Activity I A - Now that the students have the vocabulary, ask them to describe the same people using sentences.

B - Tell students that when talking about Physical Features (nouns), one always uses the verb To Have. For example, He has long hair. She has tanned skin. You have black hair. I have a big smile.

C - Tell students that when describing a person (adjectives) such as height, weight, age, and appearance, we use the verb To Be. For example, He is short. I am young. She is pretty.

D-Tell them to underline adjectives with To Be in the chart in their notebooks.

7. Speaking Activity (5 minutes) Instructions: Part III Activity II A - Write down different Physical Features on the board. (Example: blue eyes, tall, fat, long hair), and have them tell you whether it is To be or To Have without looking at their books.

B - Students get into groups of three. Name them person A, B, C. They should share: â—? â—?

Characteristics which describe themselves using To Be (2 examples).

Sentence Stem: I am + characteristic (adjective) Characteristics which describe another student using To Be (2 examples).

Sentence Stem: He/she is + characteristic (noun)

C - Call out the letter of the person you want to share their answers with their partners.

D - Have a few students share their examples with their partners.

8. Writing Activity: Describe/Guess (15 minutes) Instructions: Part III Activity III A - Have students work individually.

B - Have students cut out a slip of paper. On that slip of paper, they should write the description of one of their classmates. Students are supposed to fully describe a classmate using To Be and To Have. Students are not supposed to write the name of the person.

You can use the following pattern to help students develop their ideas: My classmate is a girl/boy.

My classmate is (height) and (weight).

My classmate is (feature).

My classmate has (length)+(style)+(color)+hair and (color) + eyes.

My classmate has (facial features) C - Once finished, pick some students to read their descriptions out loud.

D-Have students create a T Chart for each student in their notebooks (To Be/ To Have). Have them write down physical characteristics in either To Be or To Have which the sharing student expresses.

E- After each presentation partners should discuss: (1) If there were any mistakes, (2) what the sharer student was talking about.

9. Grammar Conclusion (10 minutes) Instructions: Part III Activity IIII - Have them do the grammar fill-in-the-blank-activity differentiating To Be and To Have.

10. Contract Check-In: A - Partner A describes their best friend or family member using eight physical characteristics.

B - Four descriptions should go with To Be and four with To Have. Partner B writes down and ensures they are correct. Note: If Partner A cannot do it, then they need to come to next class able to do it.

C- Switch.

Class 6 March Week 3 Class 2 Grammar: To Have Questions Vocabulary: Review Vocabulary Materials Needed: Student Book Unit 1: Class 6 *SPR (5 minutes)

A - Get students in a more active mood. Ask questions such as Who has pencils? Who has a book? Who has money? Have students stand up if the answer is positive.

B - Have students from their seats ask questions to the class. Give positive reinforcement for those that do.

1. Hook (5 minutes) A - Show Lito with his backpack.

B- Ask the students what kind of things that Lito could have in his bag. Get suggestions from the students and write them on the board.

C- Ask the students if he has other items using the verb To Have. For example, Does he have a phone? or Has he got a sopaipilla?

2. Elicit Background Knowledge (15 minutes) A - Contract Check-In: - Partner A describes their best friend or pololo/polola using eight physical characteristics.

- Four descriptions should go with To Be and four with To Have. Partner B writes down and ensures they are correct.

- Switch.

B - Ask the students if they remember how to conjugate the verb To Have. Ask them to give you all the forms.

C- Ask them what the difference is between To Have in British English and American English.

Objective: By the end of this class students will be able to use To Have Got to ask for someone’s possessions.

Part I: To Have Got Closed Questions 3. Teach - Present Simple Have Got / Closed Question (15 minutes) A - Ask students to provide one sentence that exemplifies possession.

B - Use the same example and teach students how to transform it into a Closed Question (If required, remind students what a Closed Question is). Tell them all they have to do is change the order of the words and split Have Got and put the subject in the middle: Positive Statement: They have got CDs and magazines in their room.

Closed Question: Have they got CDs and magazines in their room?

Positive Statement: She has got red hair.

Closed Question: Has she got red hair?

C - Have them write down the formula: Closed Question: Have/ Has + S + Got + Object Closed Answer: Yes + S + Have/Has / No + S + Haven’t/Hasn’t - Remind students that Have goes with I, you, we, they, and Has goes with he, she, it.

D - Tell students they should answer in short form: Yes, they have/No, they haven’t. – Yes, she has/No, she hasn’t.

E - Writing-Speaking Activity: Instructions and Material: Part I Activity I A/B - Everyone writes four Closed Questions about what their partner has in their bag (independently): Have you got X in your bag?

- Have them follow the following procedure: A-B, A-B, A-B, A-B. - Switch.

- Partner answers Yes, I have. / No, I haven’t.

F- Speaking and Writing Activity Instructions and Material: Part I Activity II A/B -Next have them write questions about their partner’s family/friends etc.

- Have them do all four with Physical Features: Has + S + Got + Physical Feature.

- Partner listens to make sure the Physical Feature is correct (hair, eyes, skin) - Have students ask and answer to each other in an A-B procedure.

Part II: To Have Got Open Questions 4. Teach – Present Simple Have Got/ Open Question (15 minutes)

A - Ask students how they can ask about someone’s possession in a more general way.

B - After some brainstorming, tell them Open Questions (also called Information Questions) request more information than just yes or no.

C - Write the following on the board so they can visually notice the difference between a Closed and Open Question: Have you got a magazine in your bag?

Yes, I have./ No, I haven’t.

What have you got in your bag?

I have books and money.

D - Speaking Activity : Material/ Instructions: Part II Activity I -Partner A: “What have you got in your bag” -Have them follow an AB -BA procedure..

5. Vocabulary/ Writing Activity - Review (10 minutes) - Material/Instructions: Part II Activity II A - Review Personal Possessions, Physical Features, Occupations, Emotions, Feelings.

B - Have students look at the worksheet with pictures of several people performing their occupations.

C - Ask the students to write three things about each person. For example: He is a mechanic, He his tall, He hasn’t got hair.

6. Activity/ Game - Guess Who Game (15 minutes) Material/Instructions: Part II Activity III Suggestion: Model Instructions with another student A - Pass out worksheet with several different people on it.

B - Partner A picks a person silently.

C - Partner B asks questions “Has your person got X (Physical Features/Possession).

D- Partner B asks at least 4 questions and then must guess which person.

E - Switch.

7. Closing (10 minutes) Contract Check-In: A - Students go back to contract in the Student’s Book.

B - Partner A says ten Possessions, eight Physical Features, seven Occupations, seven Emotions in Spanish.

C - Partner B says word in English.

D - Write down words Partner B missed.

E - Switch.

Class 7 March Week 4 Class 1 Grammar: Review Vocabulary: Emotions, Occupations, Possessions, and Physical Features Material Needed: Student Book Unit 1: Class 7 SPR (5 minutes) Material Student Book SPR A - Show students pictures of posessions. Point at each one and have students tell their names.

B - Have students get more active. For example, tell them: Pat your head if you have money in your bag, Pat your stomach if you have make-up in your bag, Raise your hand if you have an mp3 player in your bag.

Note: This activity should be fast and dynamic, so as to create automaticity in students.

1. Elicit Background Information (10 minutes) A - Ask students about Occupations/ Possessions/ Physical Features. Ask them quickly about them, their parents, friends, family or famous people. For example, Are you a student?, Is your mother a nurse?, Is Messi a soccer player? Is your best friend tall? Have them stand if true. Sit if false.

B - Make charts on the board soliciting: ● Conjugations To Be (+/-) ● Conjugations Have (+/-) ● Possessions, Physical Features, Occupations, Emotions.

C - Establish connections (Which grammar is used for which vocabulary).

E - Once a connection is made have them give you background knowledge.

Objective: Tell students that by the end of this lesson they must have: (In Spanish) ● seven Feelings/Emotions memorized ● seven Occupations memorized ● eight Possessions memorized ● eight Physical Features memorized with their corresponding To Be/ To Have!

Part I: Review Emotions 2. Review – Emotions and Feelings ( 10 minutes) A - Ask students how you can ask about somebody’s feeling. They should reply How are you?. Write this question on the board and also ask for the same question but with different pronouns (How is she? How are they?).

B - Ask students to spot or circle the verb in this question and have students conjugate it orally (Teacher says the pronoun and the students say verb To Be conjugated).

C - Elicit vocabulary to describe Emotions/Feelings and have volunteer students come and write it on the board. The list of Emotions/Feelings should include at least the following words: angry, bored, pleased, sad, happy, hungry, sleepy, scared.

3. Speaking Activity – How Do You Feel When…? (10 minutes) Instructions: Part I Activity I A - Give students a slip of paper with the following information: When it’s sunny, I am___________________________.

When it’s rainy, I am ____________________________.

When it’s lunchtime, I am________________________.

When it’s noisy, I am ___________________________.

When it’s stormy, I am __________________________.

When it’s bedtime, I am _________________________.

B - Have students work together in pairs and say these sentences out loud. They should understand the context to be able to attribute an emotion or feeling to it (For example, When it’s sunny, I am happy).

C - Ask students to come up with two more situations (following the previous exercises) and the attributed Emotions/ Feelings.

D - Both students are supposed to share their ideas orally. And only after that, write them down on the slip of paper.

Part II: Review Occupations/ Physical Features 4. Review – Occupations / Physical Features (15 minutes) A - Write and ask students What do you do? They should reply I am a student.

If students have problems understanding the question, explain to them that it is the way to ask for somebody’s occupation.

B - Elicit vocabulary related to Occupations and have volunteer students come and write them on the board.

The list of Occupations should include at least the following words: teacher, engineer, secretary, doctor, nurse, police officer, bus driver, fire fighter (fast 2 or 3 at a time).

C - Project /give them a handout containing exercises like the following: Teaches students in a school = _____________________.

Sentence Stem: I think the occupation is...

Note: Students are supposed to fill in the blanks with the correct occupation. This activity will also make students aware of Present Simple verbs.

Instructions/ Material: Part II Activity I

D - Now have students remember how to ask for Physical Features. They should answer what do you look like? Write it on the board.

E -Elicit vocabulary related to Physical Features and have volunteer students come and write them on the board (fast, more than 2/3 at a time).

F - Silence Game: - Students silently come up to the board and circle words which go with To Be - underline words which go with To Have.

- If it is correct the class silently applauds.

- Student passes marker to person of their choice who silently comes up.

- If not correct student gets one more chance to fix their mistake and then passes the marker.

- If the class is able to be in silence for the entire time you can end the class five minutes early and give them free time in the classroom.

5. Speaking Activity: Guess who – Occupations + Physical Features (15 minutes) Material/ Instructions: Part II Activity III A-Make Partners B-Review the questions and make examples.

C-Review if they are open or closed D- Partner A chooses a photo and Partner B guesses by asking the following questions.

Q: Is he/ she a/an ___________ (occupation).

A: Q: Has he/ she got________ (physical feature) A: Q: Is he/she__________ (physical feature) A: Q: What does he/she do?

A: Q:What does he/she look like?

A:

Part III: Personal Possessions 6. Review – Personal Possessions (5 minutes) A - Ask students What have you got in your school bag? They should reply by mentioning objects such as books, notebooks, pencils, pens, pencil case, money, among others.

B - Remind students that to express possession they need to use Have Got. 7. Activity – Draw Your Bag ( 10 minutes) Instructions: Part III Activity I A - Have students work in pairs.

B - Ask them to draw in their notebook a suitcase/bag/purse with different elements in them.

C - Have students ask and answer questions to each other regarding the objects each drew, such as Have you got books in your bag? Have you got money in your bag? And corresponding answers such as yes, I have or No, I haven’t.

D - Ask them to report their answers to you as you circulate in the classroom.

8. Closing (10 minutes) A - (In Spanish) Have students look over the contract independently and silently. Note where they are, what they have the ability to do, and what they need to work on.

B - Have them look at To Be. Say Mentally check if you know all the positive conjugations.

B.1 Tell them the steps to a mental check: Steps: ● Recall in your head the conjugation for I, you , he, she, we they. ● Check your notebook. ● Write down what you missed. ● See which phase of speaking you are in (Riesgo, Nivelado, Avanzado) Note: Do the same for Have Got, Haven’t Got, Occupations, Physical Features, etc.

Class 8 March Week 4 Class 2 Grammar: Can / Can’t – Questions with Can (Ability) Vocabulary: Review Material Needed: Student Book Unit 1: Class 8 Dictionaries are needed from the library Refer to Activity 7D. Write verbs on individual slips of paper *SPR (5 minutes) A - Tell students you need them to describe themselves. You will only tell them to use To Be or Have got.

Point to students individually and have them share.

It should go like this:  Teacher: Use Have got.  Volunteer Student: I’ve got black hair.  Teacher: Use To Be.  Volunteer Student: I’m short.

B - Encourage students to do it fast since this activity is intended to create automaticity in students.

1. Hook (5 minutes) A - Show a picture of Lito and his favorite super hero (Superman, Spiderman, or any other well-known super hero). Have students look at their similarities and differences.

B - Ask the students questions about them: Can Lito fly? Can this superhero fly, Can Lito speak English?

Can this superhero speak English? Can Lito drive? Can this superhero drive?

C - Move into asking them what they can do.

D - Ask them what Can means 2. Elicit Background Information (5 minutes) A - Before moving into a new content, divide the board so as to have space for a word bank.

B - Ask students to think of verbs that represent ability.

C- Have volunteer students come to the board and write them down. No more than 10 verbs should be in the list. Note: Make sure the verbs you add in the board are useful when conjugated with Can and Can’t.

D- Go through the verbs, explain students their meaning in Spanish and have them repeat them out loud.

Objective: Tell students that by the end of this lesson they will be able to express ability with Can and only by memorizing the previous verbs and practicing, they will be able to speak English.

Part I: Can/ Can’t 3. Teach – Positive Can ( 10 minutes) A - Tell students that to express the ability to perform and action they can use the Modal Verb Can. B - Explain students the pattern they should follow when using Can in positive statements and provide an example for them: Subject + Can + Verb + Complement I + can + teach + English *Highlight the fact that the main verb remains the same after Can, even with he/she/it.

C - Ask students to think about a special ability they have. Give them a few seconds to think, and then gather their ideas.

D - Encourage students to use a complete sentence: I can play the guitar rather than play the guitar.

4. Writing Activity – Occupations and Abilities (10 minutes) Material: Use Dictionaries.

Material/ Instructions: Part I Activity I A - Have students work in pairs.

B - Ask them to think about one occupation they like or they are interested in.

C- Ask them to write down 3 abilities the professional they chose has. They should use verbs that have been previously taught.

D - To exemplify this, write on the board the occupation teacher and then add:

A teacher can correct tests.

A teacher can talk to students.

A teacher can explain difficult things.

Sentence Stem: A/an __________________ can __________________.

Note: Help students find appropriate verbs (not too complex) when they do not know which verb to use, this can broaden their vocabulary.

5. Teach – Negative Can (10 minutes) A - Tell students that the negative way to express ability is Cannot. Encourage students to use the contracted form Can’t.

B - Explain to students the pattern they should follow when using Can’t in positive statements and provide an example for them: Subject + Can’t + Verb + Complement I + can’t + speak + French *Highlight the fact that the main verb remains the same after Can’t, even with other pronouns.

C - Ask students to think about an ability they do not have. Give them a few seconds to think, and then gather their ideas.

D - Encourage students to use a complete sentence: I can’t cook pasta rather than cook pasta.

6. Writing Activity – Pairs (5 minutes) Instructions: Part I Activity II A - Have students work in pairs.

B - Write on the board the following set of pairs: Adults-Kids, Women-Men, Teachers-Students and Cats-Dogs.

C - In partners students write two examples for each category.

D - To exemplify this, write on the board: Adults can’t go to school. – Kids can’t work.

Adults can’t play videogames. – Kids can’t drive.

E - Write some of their responses on the board.

7. Teach – Question Can (20 minutes) A - Tell students that to ask for ability they should use Can, but this time they have to change the order of the Modal Verb and the Subject. You can write this example on the board to make it visually clear: Positive Statement: She can cook.

Question: Can she cook rice?

B - Explain students the pattern they should follow when using Can in questions: Can+ Subject + Verb + Complement Can she cook rice?

C - Explain students that they should answer these question with a short answer, for example, Yes, she can/ No, she can’t.

D - Write a few more examples on the board with the help of students.

E - Have students copy the examples and contents in their notebooks and continue with the next activity.

Instructions/ Material Part I Activity III F - Bring a small plastic bag and put in several verbs in little pieces of paper.

Circulate in the classroom and ask students individually to pick one of the papers. (Give some verbs to some students and have them help distribute).

- Have students on the spot create a question using the verb they picked to a separate student who then answer the question.

- Encourage students who have not participated to be part of this activity, since it is also an engaging way to practice the use of verbs. This is a whole class activity.

8. Activity – Can you…? (10 minutes) Instructions: Part I Activity IV A - Have students work in pairs.

B- Ask students to think of three questions related with abilities that they would like to ask their classmates.

C - Have students write these questions in their notebooks.

D - Have students do the AB-BA procedure, and ask them to report their answers to you as you circulate in the classroom.

9. Activity – Who can…? Raise your hand (5 minutes) A - Have a set of questions prepared related with abilities.

B - Tell students that you will ask about ability and if they can perform that ability they have to raise their hand. For example, the teacher should say Who can speak Spanish? Then all students should raise their hands, or Who can play soccer? Then students who can actually play soccer would have to raise their hands.

10. Closing (5 minutes) A - Have students explain at least three new things they learned today.

Congratulate your students on having learned how to express ability!

Class 9 April Week 1 Class 1 Grammar: Why don’t we / Why doesn’t he + verb Vocabulary: Weekend Activities, Suggestions for School/Work Materials Needed: Student Book Unit 1: Class 9 1. Hook (5 minutes) A - Walk around the class and tell them the weekend is coming and you need something different to do rather than work. Ask students to give you some suggestions.

Sentence Stem: I think you should…

2. Elicit Background Knowledge (5 minutes) A - Ask students about verbs they remember.

Objective: Tell students that by the end of this lesson they will be able to make suggestions regarding weekend and school activities.

Part I: Making Suggestions 3. Vocabulary (10 minutes) Material: Part I Activity I A - Show students picture in the book with different activities (pictures + the name of the activities). Tell students these are common weekend activities: Watch television/ Watch a movie Go to the movies Go out with friends Go shopping Go dancing Chat with friends Play computer/video games Listen to music Play sports Spend time with family Study B - Choral Repetition: B.1 - Have students repeat the weekend activities you presented. Have them repeat all together after you, then have the girls and boys go one by one alternately, and finally point at students and make them repeat.

- Ask students to copy down in notebook. Then repeat.

- Tell student they will be using this new vocabulary for this class and have them copy it on their notebooks.

4. Teach - Why don’t/Why doesn’t (10 minutes) A - Teach students Why don’t ….? for invitations or suggestions.

B - Teach the pattern: Why + don’t + we/you/they + Verb + Complement?

Why don’t we watch television?

Why don’t you meet your friends?

Why don’t they go shopping?

B.1 – Teach the pattern: Why + doesn’t + she/he + Verb + Complement?

Why doesn’t she listen to music?

Why doesn’t he go to the movies?

C - Build some examples with the help of students.

5. Grammar (10 minutes) Instructions/Material: Part I Activity II A - Work along with students in the following exercises. You can either write them or project them on the board.

B - Students should fill in the blanks with why don’t or why doesn’t and the verb. _______________ she ________________ television? _______________ you ________________ rugby? _______________ we _________________ to the movies? _______________ he _________________ his friends? _______________ you _______________ computer games? _______________ they _______________ dancing?

6. Activity - Make Suggestions (10 minutes) Instructions: Part I Activity III A - As a class show pictures of different situations to students.

B - Have students come up with different suggestions using the vocabulary.

For example, show a picture of a person being bored. Students could suggest why doesn’t she watch a movie?

7. Writing Activity - Why don’t/Why doesn’t II (10 minutes) Instructions: Part I Activity IIII A - Ask students to pretend that they are teachers.

B - Ask them to come up with suggestions to improve the classroom environment or the students’ performance.

For example, why don’t you finish your homework? Why doesn’t she sit?

8. Finalizing Contract (25 minutes) A - At this point students have a free writing activity on a separate piece of paper. This is to finalize that they can express ideas about Occupations, Physical Characteristics, and Possessions. They will answer the following questions in paragraph form using full sentences. This is a graded activity. They cannot use their notebook.

A.1 - Name six people you know and their Occupations. Use full sentences.

A.2 - Name two people. Describe their Physical Characteristics. Describe four things they have/are four things they don’t have/aren’t. You must use eight different Physical Characteristics. Use full sentences.

A.3 - Discuss three Personal Possessions you have and three Personal Possessions a friend has which are different. Use full sentences.

Vocabulary

Grade: 1-3

Grade: 4-5

Grade: 6-7

Missing more than 9 vocabulary words.

5) Missing six vocabulary words in total.

7) Complete number of vocabulary words each question.

4) Missing nine vocabulary words in total.

6) Missing 3 vocabulary words in total.

Grammar

More than 8 mistakes.

5) 2-5 Mistakes.

4) 5-8 mistakes.

7) All To Be and Have are correctly conjugated.

6) Less than 2 mistakes.

Use of Full Sentences

No full sentences.

Missing full sentences.

All full sentences.

9. Closing (5 minutes) A - Have students summarize what they learned today.

Class 10: KET Integrated Class, Unit 1.1 April Week 1 Class 2 Grammar: Verb To Be, To Have (+ got) Vocabulary: Previously learned Vocabulary Materials: Student Book Unit 1: Class 10 1. Hook - Lito’s Friends (10 minutes) A - Draw a pictures of some of your friends (make exaggerated features). Tell them a funny story about your friend.

A.1 - Have them record what they hear, and retell.

A.2 - Ask the students if they have any friends. Then ask the students to talk about their own friends.

Sentence Stem: My friend is, My friend has.

B - Look at page 8 of the KET Student Book. Ask the students why friends are important and ask them to write down three reasons.

Sentence Stem: My friends are important because...

2. Eliciting Background Knowledge - Review (15 minutes) A - Ask the students what they remember from the first few classes on To Be and if they know how to use To Have.

B - Have the the students fill in some sentences.

Objective: Today students must be able to use To Be and To Have in speaking, writing, as well as listening.

3. Teach - To Be and To Have (+ got) (15 minutes) A - Explain To Have again.

A. 1 - Ask the students what they remember. Explain that To Be is used to describe people or things. It can be a place of origin (I am from Chile) and age (I am 28), a occupations (I am a teacher) an emotion (I am happy) or describing how you look (I am tall).

B - Teach To Have.

B.1 - Explain that To Have refers to possession (I have a dog, I have a Playstation).

In American English (+) Subject + Have/ Has + Object

(-) Subject + Don’t/ Doesn’t + Have + Object

In British English (+) Subject + Have/ Has Got + Object

(-) Subject + Haven’t Got/ Hasn’t Got + Object

C - Have students give some examples on the use of both grammatical structures. Have volunteer students stand up and share their ideas with the class.

4. Grammar Review - (15 minutes) A - Students must fill in the graph on page 9 in the KET Student Book entitled Grammar Extra.

A.1 - Students must write both positive and negative forms of the verbs for each person, including contractions.

A.2 - After students are finished, have them share their responses with the class.

5. Listening Activities (35 minutes)

A - Have students do listening activities 3, 4, 5, and 6 in the KET Student Book.

B- In activity 3, the students listen and write down the letters they hear to spell the names. Repeat and check for comprehension.

C- In activity 4, the students listen and fill in the information left blank in the book. Check for comprehension.

D - In activity 5, the students listen and write down the short answers so that they can discuss the answers with their classmates in activity 6. Check for comprehension.

E - Put the students into pairs. Do activity 6; have them discuss the answers to activity 5.

F - After discussing, have students answer the same questions about their best friend.

6. Closing Activity (10 minutes) A - Ask the students what they have learned today. Ask them to tell you at least three things.

Class 11: KET Integrated Class, Unit 1.2 April Week 2 Class 1 Grammar: Asking Questions Vocabulary: Feelings Materials: Student Book Unit 1: Class 11 1. Hook (10 minutes) A - Draw and tell a story about Lito and his friend. Tell a story: Lito and his friend Pablo are talking about their favorite bands, Red Hot Chile Peppers and Chico Trujillo.

Pablo has the newest CD and Lito wants to listen to it. Lito asks Pablo if he can borrow it. Pablo says that Lito can borrow it, but he needs to give it back in a few days.

B - At the end of the story, ask the students what they think. Do you think that Lito will return the CDs?, Do you have CDs?, Would you let your friends borrow your CDs?, Do they return them?. Try to elicit participation.

2. Reading and Discussion (10 minutes) A - Have the students look at page 10 in the Student Book. Discuss activity 1. What sort of things do you let your friends borrow? Help with vocabulary as needed.

B - Next, look at the picture dialogue. Give the students 2 minutes to read over it silently.

C - Then, have students read it out loud as a class.

3. Teach - Asking Questions (10 minutes) A - Read over the story again, looking for: ● six Yes/No Questions ● three Wh-Questions ● two suggestions B - Have the students copy these answers in their notebooks. Make sure that each type of questions is distinguished in their notes.

C - Review verb movement in question formation. (There is a car. - Is there a car?)

C.1 - Discuss using Wh-Words at the beginning of questions.

C.2 - Review the difference between Open and Closed Questions.

C.3 - Why Don’t/Doesn’t is used to make suggestions.

4. Practice (20 minutes) Complete activity 3 on page 11. Using similar forms found in the picture dialogue as reference, fill in the grammar rules. Have the students copy the questions from the activity in their notebooks and make them fill in the answers there.

After discussing the answers, have the students work in pairs to complete activity 4. In this activity, the students must take several sentences that have errors in them and correct them.

5. Vocabulary Review - (10 minutes) A - Ask the students to look at the dialogue on page 10. Tell them to focus on the expressions of the boy and girl and not on the words. Ask the children what they think the boy and girl feel. Do they look happy, sad, pleased, etc.?

B - Have the students work on vocabulary activity 6, filling in the blanks.

6. Practice Activity (20 minutes) A - Use the extra activity on page 128 for lesson 1.2. The questionnaire contains six questions. They are:

● ● ● ● ● ●

Name Age Address Favourite Music Favourite place(s) What makes you laugh?

B - Have the students ask the questions to their classmates. At the end of the activity, have the students tell about the person they interviewed. Remind the students that they will need to use 3rd person conjugations.

Sentence Stems: His name is...

He is...

He lives at...

His favorite music is... _________ makes him laugh.

Note: For a greater challenge, do no conjugate the verb To Be 7. Closing (10 minutes) A - Have students summarize what they learned today.

Class 12: KET Listening and Test Practice April Week 2 Class 2 Material Needed: Student Book Unit 1: Class 12 1. Hook (5 minutes) A - Ask students about their favorite songs, TV shows, and movies in English.

B - Ask them why they like these things and if they understand them.

C - Explain the importance of listening in language learning and tell them that they will be learning some new techniques for listening comprehension.

2. Teach - Listening Techniques (15 minutes) A -Tell students they are supposed to be aware of 2 things: A.1 - Tell students to listen to the main concepts/ideas by focusing on the who, what, when, where, and why of the selections.

A.2 - Tell students to focus on details (mostly grammatical items).

Note: Encourage your students to keep working on these skills individually, so that at one point they can mix A.1 and A.2 to construct the full meaning of the selection.

3. Activity - Listening Practice (15 minutes) A - Have students turn to page 12 of the KET Student Book.

B - Read the question.

C - Have a student repeat the reading.

D - Ask the students who they are talking about (David), and when they are talking about (after school) E - Listen twice. First time they write the answer, the second time they check to see if it is right).

F - Have students practice reading the dialogue and check their answer.

4. Review Listening Strategies (15 minutes) A - Read Exam Advice at the bottom of the page.

B - Explain any possible doubts and have students explain the pieces of advice themselves.

5. Activity - Listening Practice (35 minutes) A - Continue on the page 13.

B - Have the students practice their newly-learned pre-listening skills.

C - Before each question, have the student read the question and reiterate any who, what, when, and where they hear.

D - Ask the students to look over the picture answers and ask them to describe them to you: What is different in each picture?

Is there an important word in each picture?

What is the picture about?

E - Students should think about each of these before answering a question. When they hear a question, they

will already have a basic idea of what it is about, spending less time on analyzing the language.

6. Closing (5 minutes) A - Have students explain the technique in their own words and think of other contexts they can use them (songs, movies, series, etc.).

Unit 2 Class 1 April Week 3 Class 1 Grammar: (1) Countable/Uncountable nouns (2) Plurals (3) How much/ How many.

Materials: Student Book Unit 2 Class 1.

SPR: Why don’t/doesn’t for suggestions. *SPR (5 minutes) A. Remind students the use of Why don’t/Why doesn’t.

B. Tell students you need ideas to have fun during the week, ask them to give you suggestions.

Introduce Contract: (15 minutes) Tell students that we will learn the vocabulary to go shopping. Have them look over the different grammar and vocabulary components. Ask them (in Spanish): ● If there is any vocabulary, or grammar they already recognize. ● If they know any more words for shopping. ● Briefly review different grammar structures, vocabulary, and speaking capacities they will be working on, and what they need to be able to do by the end of the unit.

1. Hook (5 minutes) - change from how many to relevant grammar A. Tell the students you are going to tell a story in English. Have them try to understand as much as they can.

Lito’s mom went to Iquique. She came back with a big bag (un fardo) of clothes (Ropa Americana). She wanted to sell the whole bag in the feria before lunch time, but she wasn’t sure sure about the quantity.

B. Ask them How many shirts are there in a normal fardo?

2.

Elicit Background Knowledge (5 minutes)

A. Tell the students we will be talking about Countable and Uncountable Nouns.

Ask them: ● What do you think an example of a countable noun is? ● What do you think an example of an uncountable noun is? ● Are shirts countable or uncountable? ● Water. Chair. Which one is countable?

B. Ask them for examples.

Objectives: (5 minutes) Review Objectives. Have students touch the objectives in the contract.

Tell students that by the end of this class they will be able to: 1. Remember at least 5 countable nouns and 5 uncountable nouns.

2. Use have Have Got with countable and uncountable.

3. Use how much/ how many for countable and uncountable.

4. Ask about price with how much.

Part I: Countable/ Uncountable 3.

Teach the Difference- Countable/Uncountable Nouns (5 minutes)

A. Take the ideas given by students in the previous section and blend them into your explanation.

B. Explain what Countable Nouns are. Emphasize the fact that they can be counted and referred to in the plural. They exist as separate and individual units. For example: A chair - chairs.

C. Explain what Uncountable Nouns are. Emphasize the fact that they cannot be counted nor used in plural form. For example: air or water.

D. Write the nouns Finger, Bottle, Chair, Desk, Boy, Girl, Word, Water, Coffee, Weather, Furniture, Money.

E. Refer to the question: Is chair countable or uncountable? (countable) F. Refer to the question: Is furniture (mueble) countable or uncountable? (Ans. uncountable) G. Teach strange exceptions Material in Student Book 4. Practice (5 minutes) A. Whole Class: Ask the students to help you divide the words in (D) into Countable and Uncountable nouns in a T Chart.

B. Partner: Have them do a similar activity in the book, with the sentence stem.

“I think _______ is countable/uncountable”. Material In Student Book Part I Activity I: Grammar 5. Teach Grammar Countable/Uncountable (10 minutes) Grammar Explanation Part I A.Explain (in Spanish) that grammatically they are different.

Countable can be singular or plural, whereas uncountable can’t be either.

Refer to the rules: Countable Singular: is. a/an.

Example: I have a chair.

I want an egg.

The chair pencil is blue.

Plural: Are. “S” at end

Example: I have two chairs.

I want to eggs.

The pencils are blue.

Uncountable No Singular No Plural No a/an No S No are (only is)

Example: I have water I want juice.

The coffee is hot.

6. Grammar Exercise: (10 minutes) Material: Part I Activity II Activity Instructions: Step 1. If countable underline C if uncountable circle UC (Have them do this independently) Step 2. Change only COUNTABLES from singular to plural or plural to singular. Leave uncountables alone (Have them do this in partners).

Step 3. Go over correct answers.

7. Writing/Speaking Practice (10 minutes) Instructions Part I Activity III A.Tell students to write down five of their own personal possessions.

B.Tell them on a separate piece of paper to write down five sentences with Have Got Countable: Singular- I have got a/an Plural- I have got ________s Uncountable- I have got _______.

C.Snowball fight.

C.1 Have them crumple up the paper.

C.2 Throw it.

C.3 Find a new paper.

C.4 Try to find the owner of the paper by asking, “Have you got a/an, Have you got ______s, Have you got”

Ways to enforce: *Give first five people to find the owner of the paper wow tickets or stamps, but make them ask questions in front of class. *Give wow tickets or stamps to those who ask questions. Those who cheat get wow tickets/stamps taken away

Part II: How much/ How many 8. Teach – How much/ How many (10 minutes) A. Have them remind you of rules for countable/uncountable.

B. Tell them that how much/ how many both mean “cuanto” but how much is for countable and how many for uncountable.

C. For example: To ask “Cuanto Hay” Grammar Explanation in Student Book Countable: How many chairs are there?

(How many + nouns + are there?)

Uncountable: How much water is there?

(How much + noun + is there?)

D. Grammar Exercise: Material: Part II Exercise I Depending on the noun, have them fill in the grammar sheet with 1. How much/ How many 2. is/ are E. Review Work.

9. How much for purchasing items (5 minutes) Tell them (in Spanish), that because money is uncountable, when you ask “Cuanto dinero cuesta” you always say how much, no matter if it is countable or uncountable. It is always how much when you want to know the price. *The only thing that changes is is/are depending on the noun. Grammar Explanation Student Book.

Singular: How much is the shirt?

Plural: How much are the pants?

Uncountable?

How much is the water?

10.

Writing Activity (5 minutes) Instructions: Part II Activity II

A. Have them think of five things they want for their birthday.

B. Have them write five questions pretending to ask how much something costs. Think about whether: ● Is it countable or uncountable? ● If countable, is it singular or plural?

C.Share with a partner. Have partner see if all were correct.

11.

Closing (5 minutes) Contract Check in: A. Partner A names 5 countable and 5 uncountable.

B. Partner A says sentences correctly with nouns (refer to student book) C. Partner B writes down mistakes.

D. Switch.

E. Show mistakes.

F. Each person writes an entry in Spanish about what objectives they met and what they need to study.

Class 2 April Week 3 Class 2 Grammar: There is/There are; Countable/Uncountable Review.

Vocabulary: Memorize 5 Stores.

Material: Student Book Unit 2 Class 2.

Contract Check In (10 minutes) A. Have partners do contract check in from last class to see if same mistakes were made.

1. Hook: (3 minutes) Remind the story of Lito’s mother. Write down “How many shirts are there in a fardo?”

2. Try to scaffold them to say the correct answer.

2. Elicit Background Knowledge (3 minutes) A. Ask students to explain to you the difference between countable and uncountable nouns.

B. Have them give examples. Push them to give strange examples. Tell them that today they will be learning how to express “hay/ cuanto” with countable and uncountable nouns. They will also learn clothing vocabulary.

Objective: (2 minutes) Review objective. Have them touch the objective in the contract.

By the end of the day you must: ● Be able to correctly say There is/ There are (depending on the noun). ● Memorize 5 stores with 3 corresponding products.

Part I: There is/ There are 3. Teach - There is/There are (5 minutes) Material: Part I A. Refer Grammar Explanation 1: There is/ There are

There is / There are.

They are used to express that something exists or that something is on a location.

There is (Singular) → There is a man.

There is an egg. There is 1 house.

There are (Plural) → There are three computers. There are people outside.

Grammar: There is + a/ an/ 1 + noun.

Grammar: There are + nouns

B. Point at different objects in the classroom and have students say the objects in complete form, for example S: There is a white board. There is an eraser. P: There are desks. *If students do not know the vocabulary for classroom items, write it on one side of the board.

Choral Repetition: (5 minutes) Instructions: Part I Activity I A.Choral Repetition with class vocabulary alone.

B.Have them identify (choraly) if there is/ there are goes with the word on the board.

Refer to Grammar Explanation 2: There is/ There are with Countable/ Uncountable (5 minutes) Tell them that there is/ there are changes with singular and plural. But this is only for Countable.

There is (Singular) → There is a man.

There is an egg. There is 1 house.

There are (Plural) → There are three computers. There are people outside.

Grammar: There is + a/ an/ 1 + noun.

Grammar: There are + nouns

Uncountable → There is water Grammar: There is + noun (No a/an/-s only is) 5. Activity - Fill in the blank paragraph (10 minutes) Material: Part I Activity II A. Tell students that they are going to work with a paragraph with blanks.

B. Students must follow the story and fill in the blank with the correct form of There is/There are.

Options: ● Singular Countable → There is a ● Singular Countable → There is an ● Plural Countable → There are ● Uncountable → There is *To make it easier have them do it in steps.

A. Underline the nouns.

B. Identify Countable Singular (write CS), Countable P (CP), Uncountable (UC).

C. Have them independently fill in.

D. Review as a class.

Part II: Shops Note to Teacher: The purpose of this exercise is to memorize the names stores. The memorization of 3 products for each store is so they can better understand what the store is. It is also an introduction to other vocabulary learned later. They do not need to memorize all their clothing, food, and personal care to do this lesson.

6. Vocabulary - Shops and Shopping (10 minutes) A. Ask the students to give you examples of the personal possessions that they learned in the last unit.

B. Write them on the board.

C. Solicit other nouns in their house, like food, electronics, clothes, and personal care products. (Make a long list for the game in part C).

D. Have students refer to the list of places to shop. Material: Part II Activity I ● Department Store ● Supermarket or Grocery Store ● Pharmacy ● Bookstore ● Newsstand ● Electronic Store E. Ask for definition. Have them write.

F. Relay Race: (10 minutes) Material/Instructions: Part II Activity II F1. On the board write the six different stores horizontally in columns F2. Make two-four teams.

F3. Give each team a shape (star, triangle, circle etc) F4. Have the first person of each team walk quickly to the board, cross out a word from the list in part C, and write it in the corresponding store.

F5. When they write their word have them put the team shape next to it.

F6. Pass the marker on and go to the back of the line.

F7. WARNING: ● If they pause for more than three seconds they lose their turn. ● If a team member gives them a clue they lose a point. ● Team with the most words gets extra stamps/ wow tickets.

G. Conclusion (5 minutes) G1. To finish the activity have them copy down the list of vocabulary. For columns without products (bookstore/ newsstand) brainstorm product (at least 3 in each column).

G2. Make sure they have at least 8 personal care products and 8 articles of clothing written so they can meet contract requirements.

G3. Students will refer back to, and add to this list in future lessons.

8. Closing (15 minutes) Contract Check In Instructions Student Book A. Independently students fill in the chart without referring to notes or book.

B. Independently students mark C or UC on the different products.

C. Partner A says for all products There Is or There Are Example: In a department store there are clothes. ● ● ● ●

Singular Countable → There is a Singular Countable → There is an Plural Countable → There are Uncountable → There is

D. Partner B gives points.

E. Students with 10+ points get positive reinforcement (wow tickets/stamps) F. Students write a small journal entry about what objectives they met, and what they need to study.

Class 3 April Week 4 Class 1 Grammar: There is/There are negatives and questions.

Vocabulary: Clothes.

Materials: Products for hook, Student Book Unit 2 Class 3.

SPR: Emotions.

1. SPR: Emotions (3 minutes) A. Solicit different emotions with word in Spanish (for review).

B. Have each student rip out a piece of paper and draw a different face with a different emotion (just the face/ do not write the emotion).

C. Each person passes their paper to the person in front of them (model passing with left hand to the front and receiving with right hand to the back).

D. Students then show their partner the face, and say the emotion they think corresponds.

E. Have them keep passing, and showing, passing, and showing at your command.

2. Hook (5 minutes) Bring in some products you bought from a store (food, medicine, clothes, CD’s). Tell them it was your last shopping trip. Tell them about the trip. Have them guess where you bought each product. Reward English vocabulary.

3. Contract Check In: Countable v. Uncountable (7 minutes) Partner A: Names different objects from last class.

Partner B: Tells if object is countable/ uncountable.

Says (1) There is a/an (2) There are ____s (3) There are ____ for each item Partner A names.

Switch.

4. Elicit Background Knowledge (3 minutes) A. Write There is/ There are B.Solicit definition and use (singular/ plural).

C.Have student fill in chart with countable/uncountable use of There Is/ There Are Material Student Book D.Review Rules Countable Singular: There is a/an + noun

Countable Plural: There are + noun +s Uncountable: There is + noun

5. Objective: (2 minutes) -By the end of this class you will be able to use there is/ there are in negative and questions -By the end of this class you will be able to name 8 clothing items.

Part I: There are Negative 6.

Teach: There is/There are Negatives (5 minutes)

A. Write There Is. B. Ask how to make it negative.

C. Teach: There is, There is not/ There isn’t.

D. Write There Are. Solicit how to make it negative.

E. Tell the students that in informal speech, you use a contraction.

7.

Writing/Speaking Activity: (15 minutes) Material Part I Activity I

A. Have students write down 3 things they LOVE for their dream room, and 3 things they HATE for their dream room.

B. Have students write under the object C for countable/ UC for uncountable.

C. Have students make positive and negative sentences with There Is/ There Isn’t

D. Ensure correct sentences.

Countable Singular There is a/an + noun There isn’t a/an + noun Countable Plural There are/aren’t + nouns Uncountable There is/ There isn’t.

E. Have them share with a partner.

Part II: Clothes Note to Teacher: Today they should learn 5-9 vocabulary words for clothes. They do not need to learn more.

We will revisit clothes in other units.

8. Vocabulary (10 minutes) Material Part II Activity I A. Show students a picture of clothing items. Ask them to recall where you can buy clothes (department store) B. Tell them they are going to do a matching activity C. Have them match using the Sentence Stem “I think number __________ is __________ (English word).

D. Review and have them copy in their copybook.

E. Brainstorm more clothes to add to the list. Write on the board, and have student write them in English and Spanish. Make sure student have a vocabulary list of 10-12 words.

Choral Repetition: Point at vocabulary words written on the board. Point at them and have students say those words. Give it a twist, and have girls say the girl’s clothing items, and have the boys say the boys clothing items.

F. Game: The wind blows: (10 minutes) Say: “The wind blows for anyone who is wearing… ” and name an article of clothing.

If a student is wearing that item they must change seats. Do this repeated. After a few times, have last student standing come to the front.

G. Call a student to the front of the class with you (you can use part H). Have the class name all of the items that they are wearing.

H.Partner memorization (10 minutes) Instructions: Part II Activity II Partner A: Says word in Spanish (looking at book).

Partner B: Says corresponding word in English (without looking at book).

Counts correct answers.

Switch.

Partner B: Says word in Spanish (looking at book).

Partner A: Says corresponding word in English (without looking at book).

Do a second round and see if they achieve more words.

Part III: Is there/ Are there 9.

Teach: Questions using Is there/ Are there (5 minutes)

A. Explain to the students that to ask questions using There is/are, you just have to change the order of the words.

There is a table. → Is there a table?

There are three students. → Are there three students?

B. Explain that the answer to these questions is also very simple: Is there a table? → Yes, there is/No, there isn’t.

Are there three students? → Yes, there are/No, there aren’t.

C. Check understanding and ask a few questions related with the classroom: is there a TV in the classroom?, Are there curtains in the classroom?, etc.

B. Get the students to give you three statements using the There is/there are format. Then ask them to help you change them into the question format.

10.

Activity - What’s in your closet? (10 minutes)

A.Have students draw a closet with 12 items.

B.Have partner guess what there are in each other’s closet. ● Countable Singular: Is there a/an __________? ● Countable Plural: Are there __________? ● Uncountable: Is there __________?

C. Circulate giving positive reinforcement.

9. Contract Check In: Clothes (5 minutes) Partner A: Says clothing in Spanish.

Partner B: Says corresponding word in English.

Writes down mistakes.

Writes a sentence about whether your completed the objective.

Class 4 April Week 4 Class 2 Review/Application Class Grammar: There is/ There are to ask what products are in a store.

How much for asking prices.

Vocabulary: Stores Review Material: Student Book Unit 2 Class 4, Tape for SPR. 1. SPR: Physical Features (15 minutes) A. On the board draw a T Chart for physical features with To Be/ To Have.

B.Have students write down 1 physical feature on a piece of paper.

C. Relay Race: ● Get Students into two lines. ● Have them walk up as quickly as possible and copy or paste the physical feature they previously wrote in the correct category (To Be/ To Have).

Team Gains Point: For every different word they have correct.

Team Loses Point: For running, for every word they have in the wrong category, for copying another word.

Reward students who win with wow tickets or stamps.

D. Re-explain rule of physical features To Be. To Have.

E. In partners tel students to describe someone in their family with 3 To Be and 3 To Have examples 2.

Elicit Background Information (5 minutes) A. Ask students to remember important points from the previous classes.

Objective: By the end of the class you will be able to: ● Use There is/ There are to say what products are in a store. ● Ask how much a product is (Singular/Plural). ● Name 5 stores and 3 of their products.

4.

Review - Countable/Uncountable Nouns (15 minutes) Material/ Instruction Activity I A. Create a T-Chart with Countable/ Uncountable.

B. Have students give examples.

C. Write the word paper. Ask where it goes. Remind them that there are strange nouns.

D. Have them do T Chart in Student Book with strange Countables/ Uncountables.

E. They can do it independently or in partners. But if they do it in partners they must use the sentence stem.

“I think _________ is countable/uncountable”.

F. Review after.

5.

Review – Grammar Countable/ Uncountable (15 minutes) Material/ Instruction Activity II A. Remind students that Countable can be Singular or Plural. However, uncountable is neither.

B. Tell them that in partners they are going to make sentences with the verb and the noun.

C. Remind them of a/an D. Remind them of There is/isn’t/is there.

Do the first one together.

Countable Singular: ● I have an eraser. ● I want a pencil. ● There is an eraser. ● There isn’t a pencil. ● Is there an eraser?

E. Have them in partners do the same for Countable Plural and Uncountable.

F. Review.

6. Speaking Practice Activity: Instructions Activity III (10 minutes) ● Is there/Are there ● Products Stores A. Go back to the product lists they made in Class 2.

B. Ask them to add more (they can say it in Spanish and you translate).

C. Have them copy new words.

D. Choral Repetition.

Activity A. Have each student write down a store in Chile, including the kind of store it is.

Example: Falabella: Department Store.

B. Partners Guess which store their partner wrote down by asking ● “Is there __________” ● “Are there __________” (Challenge them by adding the word any “Is there any/ Are their any____” C. Each partner must ask four questions before guessing the store.

D. As they ask the questions, the partner who is listening must copy what their partner wrote, and check for grammar mistakes (this will help ensure that they do the activity).

E. Circulate.

7. Teach How much/ How many Grammar Explanation Student Book. (10 minutes) A. Remind students that How Much (Cuánto) is for Uncountable, How Many (Cuántos)is for Countable.

B. Remind students that How Much (Cuánto cuesta) is for both Countable and Uncountable. The only thing that changes is that when it is singular we say “How much is… ” and when plural “How much are… ” C. Practice: Instructions Exercise IIII Have students write down four “How much” questions for prices about their favorite products in their favorite stores.

D. Let a few read to the class, and have the class guess the store.

8. Activity - Shopping Role Play (20 minutes) Instructions Activity IV A. Have students work in groups of four: two of the students will be clerks, and two will be shoppers.

B. Review the different questions for clerks and shoppers.

C. Assign each group a different type of store.

D. Give each group sheets of paper and have them draw four items to sell in their shop.

E. Once ready with the drawings, the shoppers in each group will walk around the shops asking for prices and quantities (how much, is there, there is). The clerks have to stay and answer questions from other shoppers.

F. Make sure you have some example students model before doing the activity E. If time allows, students can switch their roles.

G. Give wow tickets/ stamps for every correct question and answer you hear as you circulate.

7. Closing (5 minutes) A. Tell students that next class you will be doing a major contract check in for wow tickets/ stamps for all who have achieved the on level category. Encourage them to study.

Class 5 April Week 5 Class 1 Grammar: Some/Any Vocabulary: Personal Care Materials: Different colored whiteboard markers Student Book Unit 2 Class 5

1. Contract Check In (15 minutes): A. Review Objectives: Review the objectives from the lesson 5 contract check in in student book.

B. Review Grammar: Review the grammar in contract check in in student book.

C. Model Instructions: Read instructions in the contract check in and model with a student.

Then have two students model for the class.

D. Have them test each other. *Hold them accountable by telling them those who report mistakes will be rewarded.

E. Circulate to ensure working.

F. Have them report mistakes their partner made.

Student A Test Student B:Material Contract Check In Objective 1: Student B names 5 countable and 5 uncountable objects.

Objective 2: Student A reads objects indicated in the teachers’s book.

Student B says I have + object using the correct grammar.

Objective 3: Student A reads objects indicated in the teachers’s book.

Student B says There is/ There are + object using the correct grammar.

Objective 4: Student B names 4-5 stores.

-Student A makes sure all are correct, writes down any mistakes.

-Switch.

2. SPR- Have/ Has got: (2 minutes) A. Write Have Got. B.Write the pronouns (I, you, he/she/it, we, they).

C.Chorally have students tell you whether have/ has goes with those pronouns.

D.Point to individual students, and point to a pronoun.

E.Repeat with negative and questions. *This should be quick!

3. Hook (5 minutes) A. Write on the board: I’ve got some books in my bag, but I haven’t got any money.

B. Ask students, so how many books have I got? and how much money have I got?

Make students realize that no quantity is implied when using some and any.

4. Objective: (3 minutes) Tell students that after this class they will be able to use some and any correctly to express non-specific quantities in phrases and questions.

Have them touch the objective in the contract.

Part I: Vocabulary Brainstorm

Note to teacher, they only need to memorize 5-9 vocabulary words for personal care. Remember, the purpose is that they know a few products they can buy from the pharmacy or chemist.

5.

Vocabulary: Matching (10 minutes) Material Part I Activity I A. Ask students where can you buy shampoo? Medicine?

Make sure they say Pharmacy. Remind them that in British English it is also called a Chemist.

B. Have students work in pairs.

C. Have them match the word to the number using the sentence stem.

D. Model the sentence stem.

Option 1: “I think number__________is __________.” (picture number)

Option 2: “I think__________means____________.”

(Spanish word) (English word)

(English word)

Ex: “I think pasta de dientes is toothpaste.”

Ex: “I think number 2 is a razor.”

D.Partner Memorization: (10 minutes) Material Part I Activity II Partner A: Says word Spanish Partner B: Says word English.

Partner A: Writes down words partner B doesn’t remember.

Switch.

Repeat until all words are memorized.

Have individual students show you they memorized.

Part II: Some/ Any 6.

Teach - Some (5 minutes) Grammar in Student Book

A. Tell students that some is used to express non-specific quantities and in positive/affirmative statements.

Positive/Affirmative Statements (+)

Some

Countable + Plural

There are some apples on the table.

Uncountable (Singular)

I’ve got some money in my bag.

Request (?)

Countable/Uncountable

Can you give me some apples?

Can you give me some money?

B. Solicit examples using the vocabulary learned in previous classes.

6.

Teach - Any (5 minutes) Grammar in Student Book

A. Tell students that any is used to express express non-specific quantities in -Negative Statements -Questions where you are not sure the item is exists (Examples: Have you got any _____, Is there any _____, Are there any ______) Negative Statements (-) Countable/Uncountable

They haven’t got any apples.

They haven’t got any money.

Any Question (?)

Countable/Uncountable

Are the any apples?

Have you got any money?

B. Solicit examples using the vocabulary learned in previous classes.

7. Activity: Writing Instructions: Part II Activity I (10 minutes) A. Have students create sentences and questions using the sentence stems. *Tell them they cannot use the same noun twice!

B.Have them share with each other.

C.As one partner shares, have the listener write down the mistakes their partner makes.

D.Partner shows mistakes.

E.Switch.

8. Activity - Grammar (10 minutes) Material: Part II Activity II A. Have students refer to the handout that contains exercises on some and any.

B. Have them exchange with a partner to check each other’s answers.

C. After they are done, check all together and orally.

9. Questions: Some, Any (10 minutes) Material/ Instructions Part II Activity III A. Tell students to draw three personal care products in their shopping bag.

B. Students guess what is in the other’s bag.

Example: Partner A: Have you got any toothpaste?”

Partner B: No I haven’t Partner B: Have you got any shampoo?

Partner A: Yes I have got some.

C. Circulate, giving stamps.

10.

Closing (5 minutes)

A. Have students write a sentence about the grammar and vocabulary they learned that day.

B. Tell them to write one question they have, or one thing they did not understand.

C. Tell students to study the mistakes they made in the contract check in- as they will have a mini surprise the next class.

Class 6 April Week 5 Class 2 Grammar:A few (Countable), A little (Uncountable), A lot of Vocabulary: Food Material: Student Book Unit 2 Class 6 1. POP QUIZ Material Student Book.

(25 minutes 15 to do, 10 to correct) A. Have them do all activities on a separate piece of paper. Tell them it will be for a grade and that they only have 15 minutes, and then they cannot continue.

B. After collect the quizzes and re-hand them out to randmon people.

C. Go over the answers and have the students correct their classmates quizzes.

D. Have them write on each paper the score out of 30.

E. Have them multiply that by 7 and divide by 3 to get the grade.

2. Objective: Introduce objective and have them touch the objective in the contract.

Tell student that by the end of class today they will be able to: ● Name 10 different kinds of food. ● Say how much food they have.

Part I: Food Vocabulary 3. Vocabulary (10 minutes) Material: Part I Activity I

A. Write on the board the following categories and explain meaning.

Fruits Vegetables Meats Grains Dairy Junk food *Have students copy.

B. Have each student who can think of an item, write it in the correct category. Reward them. When there are no more volunteers, start to solicit more food in Spanish and write the English word. The following should be on the list: tomato, potato, carrot, fish, apples, cheese, chocolate, sweets.

C. Choral Repetition D. Have students copy in notebooks.

E. Ask Students where you buy food products. They should say supermarket or grocery store.

F. Partner Memorization (5 minutes) Have Partners close notebooks and attempt to name 10 foods. Material Part I Activity II. ● Partner A: closes book and recite as many foods as they can. ● Partner B: writes down which food Partner A remembered. ● Switch. ● Students study what they didn’t remember. ● Students repeat until they have memorized at least 10.

3B. Teach- Food Countable/ Uncountable (10 minutes) Material Part I Activity III A. Remind students that food can be Countable or Uncountable.

B. On the chart on the board have them write a C for what is Countable and UC for Uncountable.

C. Correct wrong answers: (Example: Chicken is uncountable, a piece of chicken is countable.

D. Recall the tricky ones. ● Bread v. pieces of bread. ● Chocolate v. Pieces of chocolate. ● Rice v. Bowls of rice.

E. Have them copy UC and C in their books.

Part II: A little, A few, A lot of 4. Teach - Quantifiers (15 minutes) Refer to Grammar Chart Student Book.

A. Explain to students that there are some words that can express quantities.

A.1. A few for countable nouns. → She needs a few books for school.

A.2. A little for uncountable nouns. → We have got a little money for vacations.

A.3. A lot of for countable and uncountable nouns. → I eat a lot of apples. → There is a lot of shampoo at home. (Countable) → There are a lot of crackers. (Uncountable) A.4. Remind students that since A Little is for Uncountable you can only use There is.

A.5. Remind students that since A Few is for Countable (plural) you can only use There Are. B. Provide some more examples to show students the difference between them.

Countable I have a few oranges.

There are a few bananas.

There are a lot of pieces of bread.

Uncountable There is a lot of tea.

I have a little coffee.

There is a lot of cheese.

C. Have students come up with other examples using the food chart.

5.

Writing and Speaking (15 minutes) Material Part II Activity I

A. Have students write down 8 things there are in their kitchen.

B. Have them label C or UC. C. Have them create 8 sentences using the sentence stems.

D. Share 6.

Grammar (10 minutes) Material Part II Activity II

A. Have students complete handout regarding the use of a few, a little.

B. Check their responses orally.

7.

Closing- Shopping List (10 minutes) Material Part II Activity III

A. Have students in pairs create a shopping list of things they would want in a party for the class. Have them use the sentence Stems.

B.When they are finished have them present to the person next to them.

C.Have them see what they have that is similar, and what they have that is different.

Class 7 May Week 1 Class 1 Grammar: Review/Catch Up Vocabulary: Review Material: Adhesive tape for part 3, Ball for SPR 1. Contract Check In: Food (10 minutes) Partner A: Says word in Spanish.

Partner B: Says word in English.

Partner A: Marks a check when partner B has a correct match.

Switch.

Students study what they missed.

Repeat until each have memorized 10 words. *Model before students begin.

2. SPR: Can (5 minutes) A. Ask students “Can you fly?” (translate fly if necesary).

B. Ask students “Can you have cell phones in class?”

C. Remind students that can is for ability and possibility (rules).

D. Have each student write down a question.

CIRCLE OF DEATH E. Tell them that each student (individually) will have to ask their question to a person in the class as they pass them the ball. The person they choose must answer, and then ask their question to another student while passing the ball. *If everyone has a turn before 120 seconds are up, then they all get stamps/wow tickets on the way out.

1. Hook/Elicit Background Knowledge (10 minutes) A. Have students remember what they have learned in previous lessons.

B. Have volunteer students come to the board and write the concepts they remember in different bubbles, so as to visually show them the different items they have been learning throughout the lessons.

C. Tell students that in this class they will revisit those concepts and they will practice.

Objective (2 minutes): Introduce objectives and have them find objective in contract.

By the end of this lesson students will be able to: ● Express unspecific quantities with a little, a few, a lot of. ● Ask shopping related questions.

2. Vocabulary - Review (15 minutes) Material Activity I A. Show students a picture of a grocery store full of items they already know.

B. Have students recognize and label the different items in the picture.

Sentence Stem: I think this is a/an…...

3. Activity - Grammar (15 minutes) Material Activity II A. Students take out a piece of paper and have them write a noun they remember from the vocabulary they have been learning during the lessons. (Clothes, Food, Personal Care Products) B. While they write a word on the piece of paper, draw a T chart on the board. Divide the chart in Countable and Uncountable nouns.

C. Have students come, say their word for the class, and paste it in one of the sides of the T chart. If the students make a mistake, use it as learning instance to have the whole class explain the right answer.

4. Activity - Party Plan (15 minutes) Material Activity III

A. Split the class into two halfs (clerks and customers) B. Have them create three by three sheets C.Tell the clerks they need to write 9 products they have in their store.

D.Tell the customers they need to write down 9 products they need for a party.

5. Activity - Bingo (15 minutes) Material Activity IV A. Tell them that they are going to ask and answer questions.

B. Customers ask “Is there any/ Are there any/ Do you have any____” C. Clerks answer Yes or No. D. If they have a match they both mark X. E. Model with some students before you begin.

F. First person to get 9 matches wins 6. (15 minutes). Catch up Time.

7. Closing (5 minutes) Contract Check-In: Take a look at the contract along with the students. Reflect with them on the points they have achieved. Ask them for information like, how do you ask for price?, tell me the price of a product, tell me what things are in the classroom, what food is in your refrigerator?, etc.

Class 8 May Week 1 Class 2 Grammar: Ordering food: I’d like / I wouldn’t like / I want / I don’t want / Is there /Are there.

Vocabulary: Restaurant Food.

SPR: Closed Questions Is there, Are there. *SPR (5 minutes) A. Ask fast questions such as are there any students in the room?, is there any money in your bags? And have students answer in the complete form.

1. Hook (10 minutes) A. Show a picture of Lito in a restaurant. Tell students Lito is very hungry and wants to eat something delicious. Lito has three options: Bistec a Lo Pobre, Chicken and Salad, and Fried Fish and Rice.

B. Ask students how can Lito ask for these dishes?

2. Elicit Background Information (5 minutes) A. Ask how to say you want something (I want, I’d like).

Objective: Tell students that by the end of this class they will be able to order restaurant food in English.

3. Vocabulary - Restaurant Basic Vocabulary (10 minutes) A. Ask students to imagine a restaurant, and ask them: ● Who cooks in a restaurant? Teach students the word chef. ● Who serves in a restaurant? Teach students the word waiter, waitress. ● Who eats in a restaurant? Teach students the word customers.

B. Add verbs such as order and bring. Give translation.

Choral Repetition: Have students repeat after you say a word.

The, just point the word and have students say the word.

Have them copy in copy books.

4. Vocabulary - Restaurant Food (15 minutes) Material: Activity I A. Show students pictures of some restaurant dishes and beverages.

B. Elicit some vocabulary from students and teach the new vocabulary items.

Choral Repetition: Have all students repeat after you say one word.

Then, say the word and have one row of students repeat it.

Pictionary: A. Have students work in groups of four.

B. One person chooses a dish and draws it.

C. The other students guess the dish without looking at their book.

D. Time these so each person has 1 minute to draw and that is all.

5. Teach - Ordering food (10 minutes) A. Tell students that when going to a restaurant you can ask for something to eat in different ways: I’d like + food

I’d like bistec a lo pobre.

I wouldn’t like + food

I wouldn’t like guatitas.

I want + food

I want rice and chicken.

I don’t want + (any) food

I don’t want (any) rice and chicken.

Is there + (any) food? (Uncountable)

Is there (any) pasta?

Are there + (any) food ? (Countable)

Are there + (any) sandwiches?

Remind them that any goes with ● negative. ● questions where you are not sure the item exists.

Practice: Have them practice using the different phrases with each food item.

A. Write down a food on the board.

B. Ask students how you might order that food? (Have them respond in full sentences).

C. Ask students how you might ask if that food exists? (Is there, Are there).

D. Do this with different foods quickly.

6. Grammar Practice (10 minutes) Material Activity II A. Give every student a mini handout to practice the new grammar forms.

B. Tell students to be aware of possible changes with the conjugation (he,she,it) of these new grammatical forms and pronouns.

7. Activity - Completion (15 minutes) Material Activity III A. Have students put the following conversation in order: _____ Would you like a salad? _____ Are you ready to order? _____ No, thank you. _____ Yes, I am. Please bring me a sandwich and some coffee.

In case some of the words are new to the students, use that moment as a learning instance for them to broaden their vocabulary.

B. Complete a small conversation in a restaurant by using some words in a box. am bring drink some

order would yes you me

Waiter: Are you ready to ___________ ?

Customer: Yes, I _____. Please bring _____ a sandwich.

Waiter: ____________ you like a salad?

Customer: No, thank _________.

Waiter: Anything to _______________ ?

Customer: ________. Please ________ me ________ milk.

Waiter: Yes, of course.

8. Activity - Food Order (20 minutes) Instructions Activity IV A. Have students work in pairs to create their own dialogue to order food.

B. Tell students they need to use the vocabulary and grammatical forms learned in this unit.

9. Closing (5 minutes) A. Have students summarize what they have learned.

Class 9 May Week 2 Class 1 Grammar: Everyone (Everybody), Someone (Somebody), Anyone (Anybody), No one (Nobody) Vocabulary: Likes/Dislikes (A review of shopping vocabulary) Materials: Adhesive tape for part 3 Student Book Unit 2 Class 9 1. Hook (10 minutes) A. Use the classroom to express similar ideas to the following. Make sure you emphasize the indefinite pronouns. ● ● ● ●

Everyone in this room is a student.

There is someone in this room called Sebastián.

No one in this room is a soccer player.

There isn’t anyone from Brazil in this classroom.

B.Have the students respond true or false to each one.

C.Have students come up and invent some.

Formula: _______________ is a ______________.

(Indefinite pronoun)

(complement)

2. Objective: (2 minutes) Tell students that: By the end of this class they will be able to use the words someone, anyone, no one (somebody, anybody, nobody).

Part I: Indefinite Pronouns 3. Teach - Indefinite Pronouns (15 minutes) A. Tell students that when we want to refer to people without being specific, we use everyone, someone, anyone, and no one. For each of them there is a variation, but the meaning remains the same (everybody, somebody, anybody, nobody).

B. Solicit the meaning of each indefinite pronoun in Spanish. Have students write down.

C. Tell students all of the indefinite pronouns go in 3rd person singular (he/she/it) form.

D. Tell them anyone has to be used in a negative sentence with -n’t

Positive/Affirmative Statements Indefinite Pronoun

Example

Everyone / Everybody 100%

Everyone plays soccer in my class. 100%

Someone / Somebody

There is somebody in my house.

No one / Nobody

No one has got money for the movies. 0%

0%

Negative Statements Anyone / Anybody

There isn’t anyone on the street.

4. (Grammar-15 minutes) Material Part I Activity I A. Have students fill in individually.

B. They must look at: ● if it is positive or negative ● context.

C. Have them underline vocabulary they don’t know. Review the vocabulary as a class.

D. Review example.

E. Give them five minutes to do independently.

F. Have partners correct each other.

G. Review the correct answers and why they are correct.

5. Activity - True or False (20 minutes) Material/ Instructions Part I Activity II A. Have students in groups of four create statements that they believe are 100% true for everyone in their classroom. There must be eight. Two with each indefinite pronoun.

B. Review examples and vocabulary they can use. *Notice all in third person.

C. Review the sentence stems and the possible verbs they can use.

6. Survey (20 minutes). Material/ Instructions Part I Activity III Have them find out if their statements are true or false be creating a questionnaire.

A. Review examples.

Examples: Everyone likes ice cream Nobody has a Mercedes Benz Everyone is Chilean Everyone can play soccer

→ Do you like ice cream? → Do you have a Mercedes Benz? → Are you Chilean? → Can you play soccer?

Have them notice grammar: ● like → do you like __________? ● has → do you have __________? ● is → are you __________? ● can → can you + verb?

B. Review question sentence stems.

C. Give them 5 minutes to create questions.

D. Assign each partner question numbers. ● Partner 1: Question 1 and 2 ● Partner 2: Question 3 and 4 ● Partner 3: Question 5 and 6 ● Partner 4: Question 7 and 8.

E. Tell partners to split up and ask questions for 5 minutes. They are responsible for asking their two questions to 100% of the class.

F. Have them return to their partners and say results.

G. If a group has all True statements, verify by asking the class questions. If everything checks out give them a prize.

8. Closing Final Contract Check In (20 minutes) A. Have students summarize the main points learned during the class.

Class 10: Unit 2 KET Integrated 1 May Week 2 Class 2 Grammar: How much/How many Vocabulary: Shopping/Things in stores Material Needed: KET Book 1. Hook (5 minutes) A. Tell the students that Lito needs to go buy some things. He needs to buy medicine, cheese, a magazine, and a camera. Ask the students to help you figure out where Lito needs to go to buy the things.

2. Elicit Background Knowledge (10 minutes) A. Ask students to give you more vocabulary and grammatical feaures that they have already seen in the past units. What other type of things can they remember?

B. Tell them that they will be going over the KET book and reviewing How much/many.

Objective: Tell students that by the end of this class they will be able to use countable and noncountable nouns, as well as ask and answer questions with how much/many.

3. Vocabulary (15 minutes) A. Have students look at page 14 of the KET book, point number 2: What other things can they get at the

stores? Have them list at least six more items and then share as a class.

B. Write the ideas shared on the board and have students copy the vocabulary in their notebooks.

C. Have students look at point number 3: How much shopping do you do? Have them answer the questions individually.

4. Review- Countable / Uncountable Nouns (15 minutes) A. Ask students to explain the difference between count and noncount nouns.

B. Tell students to look at the Grammar Extra square on page 14: Grammar - How much/many.

Remind students: Much is used when referring to uncountable nouns: things that cannot be counted.

Many is used when referring to countable nouns: things that can be counted.

D. Review how to ask a question with how much/how many: Ask them about their family. How many brothers do you have? Then ask them: How much money do you have?

5. Activity - How much/How many (10 minutes) A. Have students complete activity number 4 inside Grammar Extra: have students write 5 questions individually and practice asking them with a partner.

6. Activity - Reading (20 minutes) A. Have students look at reading activity 5 on page 15.

A.1. Tell them to look at the different signs.

A.2. Tell them to write down where they can see each sign/notice.

B. Have students do activity 6 on page 15.

B.1. The students must fill in the letters that they think are missing in the pictures.

B.2. Share answers orally with the whole class.

C. Have students look to activity 7.

C.1. Ask them to read the questions carefully and decide which sign corresponds with each sentence.

C.2. Tell them that many of the tests they will be taking will have similar questions.

7. Activity - Pronunciation (10 minutes) A. Have students go to activity 8.

A.1. Have everybody pay attention and listen to the track.

A.2. Go through each sound and emphasize its pronunciation. Have the students repeat the sound and the word after you do.

8. Closing (5 minutes) A. Ask three students to tell you what they learned today.

Class 11: Unit 2 KET Integrated 2 May Week 3 Class 1 Grammar: Some / Any. Ways of Shopping.

Vocabulary: Count / Noncount Material Needed: KET Book 1 . Hook (5 minutes) A. Ask students how do they usually shop. Elicit some ideas.

Tell them you shop online and the reasons why you do it.

2. Elicit Background Information (5 minutes) A. Ask students what they remember from previous classes.

Objective: Tell students that by the end of this class they will be able to use plural forms correctly, as well as, to talk about different ways of shopping.

3. Vocabulary - Ways of Shopping (10 minutes) A. Ask students to go to page number 16 in the KET book.

B. Tell them to look at the different pieces of ads and in point 1, ask them what are these ways of shopping?

Do you do any shopping like this? Is it better than going into shops? Why/Why not?

C. If students do not know the vocabulary for these ways of shopping, let them know: catalog shopping and online shopping.

4. Activity - Listening I (15 minutes) A. Ask students to go to the second part of page 16, the Listening Section.

B. Read each intervention and have students repeat after you.

C. Go through the conversation again, but this time focus on keywords so that students can understand what the conversation is about.

D. Ask the students what is the conversation about? Have a little discussion and let the students share ideas.

5. Activity - Listening II (20 minutes) A. Have students go to point 3 on page 13, to continue with the Listening activity.

B. Have students listen to the conversation.

B.1. As they listen, have them complete the missing words in the conversation.

B.2. Have the students listen again to check their responses.

B.3. Have each student read one intervention in the conversation to check their responses, as well as understanding and pronunciation.

5. Teach - Some/Any (15 minutes) A. Teach/review the use of some and any.

A.1. Remind students that some is used for an indefinite amount of items in positive statements.

Remind students that any is used for an indefinite amount of items in negative statements and questions.

B. Have students go to page number 17, Grammar activity number 4.

B.1. Have students read carefully sentences 1 to 5.

B.2. Have students complete the statements below exercises 1 to 5 with some or any in the corresponding rule.

C. Have students go to exercise number 5 on page number 17, and ask them to complete the exercises (1 to 10) using some or any.

6.

Teach - Plurals (15 minutes)

A. Have students go to the Spelling Spot on page number 17.

A.1. Review plurals by going through each point. Solicit examples from students for each one of the cases.

A.2. Have students go to the Picture Puzzle Activity on page number 17. Have students look at the images and write on the lines the singular and plural form of the words under each picture.

A.3. Finally, have students complete the blank squares by writing the last letter of each singular form. Ask students what the word is.

7. Closing (5 minutes) A. Have students summarize what they learned today.

Class 12 May Week 3 Class 2

KET Reading Comprehension and Test Practice Material Needed: KET Book, KET CD, CD player 1. Hook (5 minutes) A. Ask students to think about different types of notices/ads.

B. Ask them what type of information can be found in them and how they know that.

2. Teach Reading and Writing Techniques (25 minutes) Objective: Tell students that by the end of this class they will know how to approach Reading activities by applying some techniques.

A. Explain students that in order to understand Reading activities they need: ● to understand the question/ what is requested. ● to be able to recognize familiar vocabulary items.

If students struggle with finding these items, tell them that they need to find any elements that give them clues of what the intention of the message is. They must look carefully for all words they already know (word by word they should ask themselves- do I know this?)

A. Have students turn to page 18 of the KET student book.

B. Read exercise 1.

B.1. Have students complete exercise 1 individually and then check all together.

C. Take some time to review grammatical features they do not remember well or they are unfamiliar with, such as modal verbs, comparisons, imperatives, prepositions of time and place.

3. Reading Practice (35 minutes) A. Tell students to go to exercise 2.

B. Have students apply the approach and contents used in exercise 1 to work with notices on page 19 (KET exercise sample).

B.1. Read the instructions carefully along with the students.

B.2. Have students work in pairs and go through exercises 1 to 5, analyzing very carefully notices A to H. C. Once students are finished, check all together and orally.

C.1. Take the time to analyze each notice, taking into consideration each of the language areas considered in exercise 1. Write each notice on the board and analyze each of them thoroughly. Have different volunteer students come to the board and help you: ● first, draw a square around the question. ● underline familiar vocabulary items. ● circle language areas (grammatical areas) and identify what they are. ● establish relationships between vocabulary items and grammatical areas.

4. Final Contract Check-In (25 minutes) Have them individually answer questions on a separate piece of paper.

This is a graded activity. Use the rubric in the student book to help you.

In the following class give them their grade and congratulate them on their level.