6 lesson plan unit 6 by Jerry Llerena

DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT SIX- WHAT WOULD YOU LIKE

Date: : Monday, October 6th 2014

Objectives - At the conclusion of this lesson SWBAT: Content Objectives  Identify stores and shops in a business area.  Label pictures and names of shops in a business areas.  Distinguish questions and answers in a conversation  Express necessity to buy certain things in a shopping center

Skills Objectives  To buy things in shops  Listen to identify questions and answers

Materials: Course book pag.50-51, cd, stereo, markers and board, extra work sheet Lesson Procedure

Time

Face to face Class

10’

 Brainstorming.- teacher brings a magazine or catalog of items for shopping, she asks the students to make a list of things they buy when go shopping.  Students listen to know if Andrew and Dorian like shopping.  Students listen again to complete who shops….ex. 1b.  Questions and answers: Students read some questions to interview a partner and to find out his or her shopping habits.  Vocabulary: Students look at the shopping center plan and identify the names of shops.  Students listen to check the vocabulary and read the new vocabulary using a good pronunciation.  Students answer some questions using the names of shops.  Students listen to a conversation to answer some questions. Then students identify some questions used by the shop assistant and the customer.  Students practice questions and responses.  Students work in pairs they choose a shop and think of three things thy want to buy and prepare a conversation. Assessment : Students role play a scene about shopping and choose a shop, they buy and sell three things, using vocabulary about buying things, How much…? How many..? Rubric Grammar,(2marks) vocabulary, (2 points); fluency (2 points) Pronunciation (2 points).

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT SIX- WHAT WOULD YOU LIKE Objectives - At the conclusion of this lesson SWBAT: Content Objectives  Classify countable and uncountable nouns.  Identify specific information  Express preferences on food and drink

Date: Tuesday, October 7th 2014 Skills Objectives  Talk about shopping and food  Talk about preferences and give reasons

Materials: Course book pag.52-53, cd, stereo, flashcards, cardboard, markers Lesson Procedure

Time

Face to face Class

 Warm up.- Teacher draws on the board a part of a fruit or food from the shopping list and ask students to guess it.  To introduce vocabulary on food. Students look at the food gallery, identify the vocabulary and tell five foods from the page to prepare breakfast, lunch and dinner.  Teacher explains the meaning of: sweet, good for you, round, on a diet, high in carbohydrates, low in carbohydrates.  Students describe the food from the food gallery, using some expressions from task 2a p 52.  Students read the article about Weird fruit and veg. and identify the pictures’ names  In groups students read the article again and write the characteristics on a poster. Then each group read

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them aloud.  Teacher guides students to talk about preferences and give reasons and models some examples on the board. Then, in pairs students talk about their preferences on food and give reasons.  Teacher explains what countable and uncountable nouns are. Students receive a small paper with a noun. On the board they classify then under countable and uncountable nouns. Teacher checks the lists. Explains when to use how many, how much, a, some, a lot of in sentences. Students complete the exercises.  Students review the grammar explanation on page 137.  Students complete exercises about it in an extra worksheet.  Students write sentences about: What food they buy every week? And What they eat a lot of?  Students discuss in groups about their favorite food.  Teacher monitors and helps students.

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Assessment : Students will work in groups talking about their favorite food to discuss likes and dislikes, using the new vocabulary shopping list, fruits and veg. Rubric: ( use of verbs 2 marks, adjectives 2 marks and coherence 2 marks)

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT SIX- WHAT WOULD YOU LIKE Thursday, November 7th 2013 Objectives - At the conclusion of this lesson SWBAT: Content Objectives  Organize a menu for a restaurant.  Identify phrases for customers and waiters/waitress  Create and dramatize a conversation in a restaurant between for customers and waiters/waitress

Date: Wednesday, October 8th 2014

Skills Objectives  Talk about shopping and food  Order a meal

Materials: Course book pag.54-55, cd, stereo, markers and board, extra work sheet Lesson Procedure

Time

Face to face Class

 Warm up. Teacher shows pictures and ask about students’ favorite food . Students answer the questions  Students give ideas about Indra`s order on menu according pictures.  Students listen, check their ideas and complete Indra`s sentences.  students respond some questions and talk about their preferences  To introduce the topic in the Explore Writing, ss. look at the photos and establish who the people are, and what we know about them.  Students read the notes and decide who they are from and who they are to. Students complete the sentences, using the information in the messages.  Students read the notes again and underline the key phrases. They complete the sentences.  Learners choose three people to write to and things they want them to do. They should just make brief notes at this stage. Teacher should show what to do by writing example notes on the board. As they do this, go round and check. 3

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 Students write three messages. As they do this, go round and give any help they need.  Learners swap messages with their partner. In turn they read each other´s messages and guess who they are for.

Assessment : Students will Role play Students are in an airport restaurant one will be a customer and one will be the waiter., using vocabulary about restaurants, food this, these, that, those. Rubric: ( use of verbs 2 marks, adjectives 2 marks and coherence 2 marks)

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT SIX- WHAT WOULD YOU LIKE Objectives - At the conclusion of this lesson SWBAT: Content Objectives  Use requests and reminders

Date: Thursday, October 9th 2014 Skills Objectives  Use this, that, those, these in conversations  Write short practical requests and reminders

Materials: Course book pag.56-57, cd, stereo, markers and board, extra work sheet

Lesson Procedure

Time

Face to face Class

 Ask ss to look at the photos and establish who the people are ( husband and wife and their son)  Ask students to read the notes and decide who they are from and who they are to.  Students complete the sentences, using the information in the messages. Go through the phrases.  Ask students to complete the expression and check their comprehension.  Students write sentences adding and or but. Give them some examples on the board. Eg. Can you call Pete? Can you cancel our meeting? Can you call Pete and cancel our meeting? I phone to book a table. There was no answer. I phone to book a table but there was no answer.  Students choose three people to write to and things they want them to do. They should just make brief notes at this stage. If you like, show what to do by writing example notes on the board. As they do these go round and check.  Make groups and ask them to complete exercises from look again. Monitoring students’ work.  Ask students to write a message  Rea each other’s messages and guess who they’re for.  Ask students to work on LOOK AGAIN sheet.  Teacher monitors ss’ work and give a feedback on it. Assessment : Students write messages about the things they want other to do for them. Using requests and reminders. ( use of vocabulary 2 marks, grammar 2 marks and coherence 2 marks)

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Teacher: Jerry Llerena

Level : Elementary A2

Unit Topic/Theme: UNIT SEVEN: WORK-LIFE BALANCE 5

DATE: October 13 13th , 2014

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60’

Objectives - At the conclusion of this lesson SWBAT: Content Objectives Students will be able to: -

Skills Objectives Students will be able to: - Talk about work and studies. - Read and understand specific information - Describe present activities. - Say what you can´t do things.

Vocabulary: Jobs and study subjects. Expressions we use to talk about work: full time, a doctor, in an office, my home, unemployed. - Study: part time, language. - Use of SPEND - Present progressive. Materials: Course book, CD. markers, board, video, flash cards, photocopies, extra material. CD player, video proyector, internet. - Class Procedure

Face to face Class Lead in . Students guess what thing is, by touching a hidden object in a dark bag. We can use things related with jobs. a pill, a chalk, eraser, etc. The students´ ideas are written on the board and the whole class say the jobs they´re related to. - Learners match the pictures in task 1 with a job and study subject. Then in pairs they add other jobs . - Students read the sentences in exercise 2a and write what jobs and subject are good for people who like working / thinking …. - Students look at page 145 and see the vocabulary reference. The teacher clarifies new vocabulary. Then, the teacher writes some other additional examples on the board. - Students classify sentences about working and studying and replace highlighted words and expressions with a list of other ones. - Individually, students write two or three sentences about work and study now and in the past, and give them to the teacher. The teacher says the sentences aloud and the Sts. Guess who wrote them. - Students tell their ideas about the two photos in the article at page 59 then they read it and answer some questions. - The teacher s two sentences on the board using the verb SPEND and explains the meaning, then they complete a chart on the book. - Students answer some teacher´s questions about the photos on page sixty. - In pairs students ask and answer some questions in activity 1. Then learners look at the picture of DEAN and answer a question about him. - Learners listen to some telephone calls and write the order they hear them, then they identify who says 6

things to. Students listen to confirm their ideas. Students use expressions to say they are busy and complete a table.

Assessment. Students think of more ideas about last activity and write them on their notebooks.

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UNIT 7 Teacher: Jerry Llerena

Daily Lesson Plan Level : Elementary A2

Unit Topic/Theme: UNIT SEVEN: WORK-LIFE BALANCE Objectives - At the conclusion of this lesson SWBAT: Content Objectives Students will be able to: • Apply the structure for the present progressive tense. • Determine how and when to use the simple present and the present progressive tenses.

DATE: October 14th, 2014

Skills Objectives Students will be able to: • Describe present activities • Listen for specific information to discriminate v in the simple present tense and present progressive.

Materials: Coursebook, CD. markers, board, video, flash cards, photocopies, extra material. CD player, infocus, internet.

Lesson Procedure: WARM UP: T. and S., quickly review expressions used to say why you cannot do things and also accepting to do things. S. receive the sheet with some situations to which they have to react, either accepting or declining. They compare in pairs and practice two or three of the situations. Finally, they present one to the whole class. T. asks S. to look at the grammar chart on the book and asks if S. recognize what it is about. T. acts out some actions and guides S. to conclude on the tense used. T. explains the structure. T. present pictures of people doing and activity and asks:” What are they doing?”. T. makes sure S. use the correct form of aux. TO BE. S. are divided in two groups. Some students from each group come to the front to act out an action. The other group has to guess what the action is. The answer is accepted as a point only if it is completely correct. S. do the listening exercise. P.62 Ex. 1,2,3,4. in order to lead S. to understand the use of Present Simple and Present Progressive. T. makes sure of this point. S. do an exercise to reinforce this point, with a sheet provided by T.

Time 10´

15´

10´ 20´ 5´ 60´

S. take a test on Units 5 and 6

Assessment – Informal Evaluation: S. performance in the speaking activities. S. answers to the sheet to determine the use of Simple Present and Present Progressive. Formal Evaluation: Test unit 5 and six

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Daily Lesson Plan Teacher: Jerry Llerena

Level : Elementary A2

Unit Topic/Theme: UNIT SEVEN: WORK-LIFE BALANCE Objectives - At the conclusion of this lesson SWBAT: Content Objectives Students will be able to: • Use containers and quantities. • Be aware of cultural differences about workplaces. • Review How much… and How many …, with countable and uncountable nouns.

Thursday , October 15 th , 2014

Skills Objectives Students will be able to: • Talk about favorite places and times. • Say you are not sure about facts and numbers • Say how people spend their time

Materials: Course book, CD. markers, board, video, flash cards, photocopies, extra material. CD player Time 15´

LEAD IN:

Face to face Class Students look at some pictures about containers and quantities ( bottle, glass, cup, pair, etc) and match them to the list of vocabulary on the board. Whole class checks answers and teacher models pronunciation. After that they complete sentences using this vocabulary, students compare answers and teacher confirms them. In pairs students think of more examples for each container and quantity expressions. In groups they take turns to read their sentences. Individually students read some sentences to identify place and time expressions and classify them, teacher checks vocabulary understanding and call the students’ attention on the use of of. After that students in pairs answer questions about favorite places in town and favorite time of year. They use the expressions they learned previously. Whole class brainstorms about workplace in Ecuador, clothes people dress for work, who makes decisions, meetings, importance of the workplace, etc. Then teacher asks if they think it’s similar in other countries. Yes, or No?. To confirm guesses students listen to people talking about this topic and 9

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answer some questions. In pairs they check answers. Teacher writes on the board these questions and expressions “How much time do you spend….. What would you like to do more/ less? I’m not sure. I don’t know. I think, and model a short conversation with a student. After that they listen to a conversation and answer some comprehension questions. Students read the script to check answers. Individually students write similar questions to the ones used before and in pairs, they take turns to ask and answer the questions. Teacher monitors and provides feedback. Students complete a worksheet to reinforce the contents of the whole unit.

Assessment -Students present the class their conversation “How I spend my time”, using expressions of doubt.

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Daily Lesson Plan Teacher: Jerry Llerena

Level : Elementary A2

Unit Topic/Theme: UNIT SEVEN: WORK-LIFE BALANCE Objectives – Revew & Grades: Content Objectives Students will be able to: • .

Thursday , October 16 th , 2014

Skills Objectives Students will be able to: •

60’

Materials: Course book, CD. markers, board, video, flash cards, photocopies, extra material. CD player

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Face to face Class

Assessment -

FOR TEACHER´S RESOURCE

Simple Present

Present Progressive form of 'be' and verb + ing

infinitive (3rd person singular: infinitive + 's') I speak you speak he / she / it speaks

I am speaking you are speaking he / she / it is speaking 11

we speak they speak Exceptions

we are speaking they are speaking

Exceptions when adding 's' : • For can, may, might, must, do not add s. Example: he can, she may, it must • After o, ch, sh or s, add es. Example: do - he does, wash - she washes • After a consonant, the final consonant y becomes ie. (but: not after a vowel) Example: worry - he worries but: play - he plays

Exceptions when adding 'ing' : • Silent e is dropped. (but: does not apply for -ee) Example: come - coming but: agree - agreeing • After a short, stressed vowel, the final consonant is doubled. Example: sit - sitting • After a vowel, the final consonant l is doubled in British English (but not in American English). Example: travel - travelling (British English) but: traveling (American English) • Final ie becomes y. Example: lie - lying

See also explanations on Simple Present and Present Progressive

DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 8. WHAT´S SHE LIKE

Date: Monday, October 20th 2014

Objectives - At the conclusion of this lesson SWBAT: Content Objectives

Skills Objectives

•

Use present simple to about family and personality

•

Identify new adjectives and use them in sentences correctly

Materials: Course book pag.66-67, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

5’

Warm – up Ask students to look at the words and decide which male family members are, which are female and which could be either.

30’

Then ask a few questions like Who is your aunt? To check the meaning of new vocabulary Play recording and listen for main idea. Ask students to read the questions, and check that learners know the meaning. Students listen and decide which question Onyinye answers in each part, and what the answer is. Play recording again to check. Read the information in the two texts, and ask students how they think they met. Jigsaw reading. Give students a letter, A or B. They read the article written by Vikram Seth on p67 or the one by Ed Smith on p126 and answer questions 1–6 on the same page. Give students a sheet of paper with an empty family tree. Ask students to listen about family and write the names of people. Check students identify the use of apostrophes vocabulary Personality

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Ask students to look at the adjectives in the box, and tick those they think they know. Then they check the meaning of the others in a dictionary or on p146. Then ask them which adjectives they knew already and if there are any they are still unsure about. Play recording 2.38 as a model, and ask learners to practice saying them. To activate these adjectives, ask learners to choose two adjectives that are true of them and two that aren’t. Then find out who in the class thinks they are adventurous, creative, etc. Assessment : Students will identify the family member through some questions. Rubric :use of verbs 2 marks, adjectives 2 marks and coherence 2 marks.

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

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Unit Topic/Theme: UNIT 8. WHAT´S SHE LIKE

Date: Tuesday, October 21st 2014

Objectives - At the conclusion of this lesson SWBAT: Content Objectives

Skills Objectives

• •

Apply have got / has got to show possession.. Use tall, short, medium height, beautiful, bald. To describe physical appearance.

• • •

Read for general idea Talk about current fashions. Write a description of a famous person in your country.

Materials: Course book pag.68-69, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

5’

 Pre-reading vocabulary task. Write the word fashion on the board. Ask learners what it means. Ask learners what colors and clothes are in fashion or fashionable this year, and write these words on the board. Ask learners a few questions about fashion, e.g. Is fashion important to you? Do you read magazines about fashion?  Reading for main idea.  Look at topics 1–5, and check that students understand hairstyle and skin.  Students read the text quickly and find out which part talks about each topic. Students shouldn’t try to understand every word at this stage. Give them a time limit of 1 minute to do this.  Check the answers, focus on any words that learners don’t understand, e.g. occupation, religion, traditional dress, clothing.  Grammar: Have Got  Teacher points out when and how to use have got or has got. Then students complete the sentences in the box and do the grammar reference practice.

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 Individually students choose a picture on p126 They take turns describing a person. Their classmates listen and guess which picture it is. Assessment : Students will describe people using the new vocabulary. Rubric :use of verbs 2 marks, adjectives 2 marks and coherence 2 marks.

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 8. WHAT´S SHE LIKE

Date: Wednesday, October 22nd 2014

Objectives - At the conclusion of this lesson SWBAT: Content Objectives

Skills Objectives

• •

Reuse adjectives to describe appearances. Combine Simple present, simple past, present progressive to talk about people

•

Ask Questions and answers.

•

Use the “like”.

•Express their ideas by describing what´s his/her best friend, mother, father,…., like?

Materials: Course book pag.70-71, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

5’

Warm up Broken telephone

30’

 Ask students to read the Phantom of the opera and write some descriptions about the main characters of the story.

25’

 Ask them to write some questions on it then share in class to reinforce the activity.

10’

 Ask students to notice when to use like. Teacher points out that like is used in four different ways.

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 Students make two teams. One student od each team receive one card with a sentence where LIKE is needed.  The first student who writes the sentences on board adding like where it is necessary wins a point for the group.  Students complete the sentence with their ideas.  Ask students to look at the dictionary entry for adventurous and focus the phonemic script in green.  Ask them what it shows. Make students to repeat the sounds individually. Then ask them to do 1a. Assessment : Students write a paragraph in which they describe some he/she admires, by using the vocabulary learnt. Rubric: use of verbs 2 marks, adjectives 2 marks and coherence 2 marks.

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 8. WHAT´S SHE LIKE

Date: Thursday, October 23rd 2014

Objectives - At the conclusion of this lesson SWBAT: Content Objectives

Skills Objectives

• • •

Use personality adjectives: artistic, creative, ambitious, serious, confident, relaxed, and outgoing. Join ideas with SO Give opinions: I agree with.., I don´t agree with..; I think…; personally…; the important thing is….

• • • •

Read web postings about people´s description or personality. Write a web posting giving an opinion and using some expressions. Recognize and write the right places to join with so. Say if they agree or disagree with an article.

Materials: Course book pag.72-73, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

5’

Warm up. – vocabulary race

30’

 Ask students to read chapter two and three and write some questions then share in class to answers them.

25’

 Students will receive a piece of paper asking then if they are: first born children. Last born children? Only children?  They in groups and decided if they are artistic and creative, ambitious and serious, confidents or relaxed.

10’

 Ask students to complete exercises 2,3,4,5 and 6  Expression So

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 Give a short explanation about the use of SO don’t look card to cover the text 16

 Look Again  Ask students to complete individually the tasks in this part.

Assessment : Students write an essay using the grammar and vocabulary learnt. Rubric: use of verbs 2 marks, adjectives 2 marks and coherence 2 marks.

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http://www.english-time.eu/hry/family-tree.php?zpet=dite http://www.agendaweb.org/vocabulary/family-exercises.html DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Monday, October 27th 2014

Objectives - At the conclusion of this lesson SWBAT: Content Objectives  Discuss about means of transportation  Differentiate different types of transport  Arrange questions and classify them under some topics

Skills Objectives  Give and get information in places you visit  Say how to get to some places  Listen to identify specific information

Materials: Course book pg. 74-75, cd, stereo, markers and board, extra worksheets

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Lesson Procedure

Time

Face to face Class

5’

 Warm up.- Some students see a transport picture and draw it in the air. Other students guess and teacher writes the right answers on the board. Teacher asks students a name for this set of words.  Teacher shows students some pictures about transport. (Pronunciation). Teacher writes the vocabulary and some verbs on the board and asks students match verbs with transport.

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 Questioning and answering.- Teacher writes on the board: How do you get to the university?  Teacher encourages students to combine the transport vocabulary and verbs to answer the question.  Observing.-Teacher show a place and ask questions like: Are there any……?, Where is the………? Is it far?, etc  Listening (Track 2.48).- Teacher gives prompt to students about the audio and ask some questions for

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general aspects.  Listening (Track 2.49).- First, students read some statements then they listen to a conversation and identify which are true and false.  Teacher gives students a set of pictures about places. Students work in groups of four or five and practice getting information. A pair of each group shows their conversation to the class. Assessment : Students will work in groups of four or five and practice getting information. A pair of each group shows their conversation to the class. Rubric: use of verbs 2 marks, vocabulary 2 marks and coherence 2 marks.

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Tuesday, October 28th

Objectives - At the conclusion of this lesson SWBAT: Content Objectives

Skills Objectives 18

2014

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60’

• • •

Identify words to complete a Reading To use comparatives and superlatives in the correct form Use prepositions to describe a journey

• • •

Compare ways of travelling Make comparisons between two things, people, etc Write a description of a journey

Materials: Course book pg. 76-77, cd, stereo, markers and board, extra worksheets Time

Face to face Class

10’  Warm up.- Students complete the adjectives crossword worksheet.  Students read an article about “One wheeled wonder” and work in pairs giving their opinions about which

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they think are fun, dangerous or stupid.  Students read the paragraph again and answer the questions.

10’

 Students complete the chart with comparative and superlative adjectives from the article.  Teacher explains the spelling rules to form comparative and superlative in power point pesentation.

20’

 Students review the grammar explanation on pg. 138  Students listen to the comparative and superlative form of some adjectives from the table.  Students practice conversations in pairs. Then use the adjectives in brackets to change the

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conversations.  Students read Jaynie’s description of a journey she likes.  Students match the prepositions in Jaynie’s description with pictures.  Students write a short description of a journey they like.  Students listen to each other’s journeys and express which they think is the most interesting.  Teacher monitors and helps students. Assessment : Students will write a short description of a journey. Using prepositions of movement and transport. Rubric: use

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of verbs 2 marks, vocabulary 2 marks and coherence 2 marks.

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60’

DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Wednesday, October 29th

Objectives - At the conclusion of this lesson SWBAT: Content Objectives • Use comparatives and superlatives • Utilize the correct form of verb get • Use vocabulary about transport culture

• • •

2014

Skills Objectives Get information in places you visit Compare ways of traveling Buy a travel ticket

Materials: Course book pg. 78-79, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

10’

 Warm up: Bingo  Teacher divides the class into 2 groups. The teacher writes vocabulary from unit 9 on the board. One volunteer from each group goes to the board and hit the word he/ she hear with the fly swatter. The group who selects correct words will win.  Teacher plays recording and asks Ss’ if the numbers they hear are the same in the pictures.  Teacher asks students what is a coach and if they ever travel by coach, and what their last journey by coach was? Look at the coach ticket and discuss answers to questions 1-4. And play the recording 2.51 and discuss answers to questions.  Students match questions 1-6 and answers a-f. Learners practice the questions and answers with a role play one student is going to be A and the other B. They are going to prepare their own dialogue with the

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phrases and vocabulary. It optional to use the role cards on page 127.  Teacher is going to explain about the meaning of GET (receive, obtain, buy) (travel, arrive)Learners complete sentences 1-6. Students are going to develop their own examples.  Look at the pictures and ask learners which cities they think they show. Play the recording and complete the exercises.  Students are going to complete a worksheet about GET in order to reinforce the verb. Assessment : Students will write a dialogue and make a role play, buying a ticket. Using expressions related to transport.

20’

Rubric: use of verbs 2 marks, vocabulary 2 marks and fluency 2 marks.

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60’

DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Thursday, October 30th

Objectives - At the conclusion of this lesson SWBAT: Content Objectives Skills Objectives • Use expressions to summarize information so, just to check, so, just to repeat in conversations

2014

•

Check and summari ze informati on. Write sentenc es with wrong informati on and correct them

Materials: Course book pg. 80-81, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

10’

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20’

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     

Students get in pairs and teacher gives to the pairs different conversations on page 127 and 129 Teacher monitors the class and give feedback Teacher asks some students to share their conversation with the rest of the class Teacher and students complete Look again section Students complete the self- assessment part. Teacher reviews the main point of unit 8 and 9 and provides feedback

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Assessment : Students will create a conversation using expressions like: What´s that? Sorry is that….. or….? Etc. Rubric: use of

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verbs 2 marks, vocabulary 2 marks and fluency 2 marks. DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Monday, November 4th 2014

Skills Objectives

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 Give and get informati on in places you visit  Say how to get to some places  Listen to identify specific informati on

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Materials: Course book pg. 74-75, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

5’

30’ 25’ 10’

10’

10’ 10’

aspects.  Listening (Track 2.49).- First, students read some statements then they listen to a conversation and identify which are true and false.  Teacher gives students a set of pictures about places. Students work in groups of four or five and practice getting information. A pair of each group shows their conversation to the class. Assessment : Students will work in groups of four or five and practice getting information. A pair of each group shows their conversation to the class. Rubric: use of verbs 2 marks, vocabulary 2 marks and coherence 2 marks.

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DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Tuesday, November 5th

Objectives - At the conclusion of this lesson SWBAT: Content Objectives

Skills Objectives

• •

Identify words to complete a Reading To use comparatives and superlatives in the correct form 23

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2014

Compare ways of travelling Make comparisons between two things, people, etc

•

Use prepositions to describe a journey

Write a description of a journey

Materials: Course book pg. 76-77, cd, stereo, markers and board, extra worksheets Time

Face to face Class

10’  Warm up.- Students complete the adjectives crossword worksheet.  Students read an article about “One wheeled wonder” and work in pairs giving their opinions about which

20’ 20’

they think are fun, dangerous or stupid.  Students read the paragraph again and answer the questions.

10’

 Students complete the chart with comparative and superlative adjectives from the article.  Teacher explains the spelling rules to form comparative and superlative in power point pesentation.

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10’ 10’

20’

of verbs 2 marks, vocabulary 2 marks and coherence 2 marks.

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60’

DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Wednesday, November 6th

Objectives - At the conclusion of this lesson SWBAT: Content Objectives • Use comparatives and superlatives • Utilize the correct form of verb get • Use vocabulary about transport culture

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2014

Skills Objectives Get information in places you visit Compare ways of traveling Buy a travel ticket

Materials: Course book pg. 78-79, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

10’

20’ 20’ 10’

20’

10’ 10’

20’

Rubric: use of verbs 2 marks, vocabulary 2 marks and fluency 2 marks.

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60’

DAILY LESSON PLAN Teacher: JERRY LLERENA

Level : ELEMENTARY A2

Unit Topic/Theme: UNIT 9. GETTING AROUND

Date: Thursday, November 10 th

Objectives - At the conclusion of this lesson SWBAT: Content Objectives • Use expressions to summarize information so, just to check, so, just to repeat in conversations

• •

2014

Skills Objectives Check and summarize information. Write sentences with wrong information and correct them

Materials: Course book pg. 80-81, cd, stereo, markers and board, extra worksheets Lesson Procedure

Time

Face to face Class

10’

 Warm up: Memory Game: Teacher writes on the board the expression: Today, I get…….. and the first student have to say any object. Then, the next student repeat the word and add another one, using recent vocabulary.  Teacher asks students to look at the picture and guess what they are talking about  Teacher asks students questions 1 and 2  Students listen to Vijay and Sara´s conversation to check their answers  Students listen the rest of the conversations and look for specific information: What time will they meet and where?  Teacher and students check the answers  Students read the script and highlight expressions and discover which are for: checking information, correcting yourself, correcting other people, summarizing information  Teacher asks students to match the expressions with the 3a  Teacher encourages students to make a conversation in pairs using the expressions checked before  Teacher says some sentences giving wrong information and students have to correct them  Students complete exercise 5a and 5b  Students rewrite the sentences in 6 adding expressions for checking the main points  Students get in pairs and teacher gives to the pairs different conversations on page 127 and 129  Teacher monitors the class and give feedback  Teacher asks some students to share their conversation with the rest of the class  Teacher and students complete Look again section  Students complete the self- assessment part.  Teacher reviews the main point of unit 8 and 9 and provides feedback Assessment : Students will create a conversation using expressions like: What´s that? Sorry is that….. or….? Etc. Rubric: use of verbs 2 marks, vocabulary 2 marks and fluency 2 marks. 26

10’ 10’ 10’

20’

10’ 10’ 10’ 10’

20’

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