Unit 3 12 Lessons
Class 1 (25 May- 29 May) Grammar: Present Simple Positive and Negative Vocabulary: Daily Activities. Materials: Student Book Unit 3 Class 1. SPR: Occupations, a/an. *SPR (3 minutes) (Material in Student Book) A. Show the students a set of 4 pictures of occupations and ask them: Is this a firefighter or an firefighter? B. Tell them to stand up if they think the correct answer is A and to sit down if the answer is AN. C. Ask them if they remember the professions they learned in Unit 1. (Cook, Flight attendant, Business owner, architect, tour guide, housekeeper, electrician, accountant, stay at home mom). D. Continue the game with those professions. E. Continue with others. Introduce Contract (5 minutes) (Material in Student Book) Explain the content of this unit going through each objective. Make students check the contract and ask if they are already familiar with some words or grammatical structures. - “What words do you recognize?” - “What grammar do you recognize?” - “What do you remember about present simple?” 1. Hook (5 minutes) (Material in Student Book) A. Ask students who Rihanna is. (A singer) B. Tell the students that they must listen carefully to Rihanna’s day and answer the following questions in the Student Book: Rihanna wakes up at 6 o’clock , takes a shower, brushes her teeth and has breakfast. Then she goes to the gym at 9:00. At 11:00 she goes to the studio and she practices her songs. Finally she goes to bed at about 10 o’clock. Does Rihanna wake up at 8:00? Does Rihanna work at 9:00? Does Rihanna go to bed at 12:00? C. Review answers. If they are not in full sentences, ask them how they would make a full sentence. Example: No, Rihanna goes to bed at 10.
Objectives (2 minutes) (Material in Student Book) Review Objectives A. Tell students what they will be able to do by the end of the class:
1. Use Present Simple (Positive and Negative form). 2. Remember 8 daily activities. B. Have them touch the objective in the contract.
Part I: Daily Activities 2. Vocabulary: Daily Activities (10 minutes) A. Ask students what they do every day. B. Write the answers on the board and add the complete list of daily activities. (Include: Eat breakfast, lunch, dinner, shower, brush teeth, drive, walk, take the bus, take the metro, study, clean, do homework, go to bed, watch TV, play video games). C. Have students copy in their copybooks. D. Choral Repetition. Boys, Girls, Standing, Sitting, Jumping, As they high-five their neighbor, whisper. 2A. Matching Activity (5 minutes) (Material Part I Activity I) 1. Have partners match picture to activity. Sentence Stem: I think number ___ is __________(activity). Example: I think number 1 is eat lunch.
A. B. C. D. E. A. B. C. D. E. F.
2B. Partner memorization (5 minutes) (Instructions Part I Activity II) Partner A: Says a daily activity in Spanish (looking at the copybook) Partner B: Says daily activity word in English (Without looking at the copybook) Write down the number of words they memorized. Switch. Repeat process until each partner has memorized at least 8. 2C. Pictionary (3 minutes) (Instructions Part I Activity III) Set a phone to 1 minute. Partner A has 1 minute to draw an activity. Partner B has 1 minute to guess the activity without looking. When they guess the answer they must use the sentence stem. Switch. Students who are working get wow tickets. Sentence Stem: I think this picture is…………………….. (Daily Activity). Example: I think this picture is clean.
Part II: Present Simple/ Positive. A. B. C. D. E. F.
3.Teach : Present Simple Positive (5 minutes) (Grammar Explanation in Student Book) Write 3 verbs on the board (take, wake up and have). Ask the students the meaning in Spanish. Write a sentence using one of the verbs in first person and other in third person(with s) Ask the students if they can notice any difference between both sentences. Have them look at the grammar explanation on the Student Book. Explain regular, irregular and spelling changes.
Explain that Present Simple Positive is used to express habits and daily routines. *Spelling Tip: In the third person singular (he, she, it) , add s, es, or ies to the base form of the verb. Add –s For regular verbs and for verbs that end in a vowel + Y
Add –es For verbs that end in –O, -CH, -SH, -SS, -X, or –Z
Add –ies For verbs that end in a consonant + Y, we drop the Y and add –IES
8. Independently have them put each verb in third person (Material in Grammar Explanation) Example: Plays 4. Writing and Speaking Practice (20 minutes) (Material/Instructions in Student Book Part II Activity I) 8. Have students write three examples of things they do every day, and three examples of things someone in their family does every day. (Review family members). B. Have students stand up, walk around (mingling) and read to each person in the class one by one, until they find someone who has three which are the same as theirs (same subject and verb). C. When they find someone with three the same as theirs they sit with that person. D. They have three minutes to do this (STOP after three minutes). Those who find someone with three that are the same within three minutes, get three wow tickets/stamps. For those without partners, have them try to find two, or one which are the same. They have two more minutes. E. After two minutes, those left without partners, assign them partners.
Part III: Present Simple/ Negative. 5. Teach : Present Simple Negative (5 minutes)(Grammar Explanation in Student Book) A. Write 3 verbs on the board (Play, study and cook). B. Ask the students how you make these verbs negative. C. Teach the negative form in the third person and provide examples. Tell the students that in order to make a negative sentence in English we use don’t or doesn’t with all verbs EXCEPT To Be. Affirmative: You wake up early.
A. B. C.
A. B. C. D.
Negative: You don’t wake up early. D. Tell students to have a look at the grammar explanation on the book. 6. Grammar Exercise/Practice (5 minutes) (Material/ Instructions Part III Activity I) Have students to return to Part II activity I and rewrite the sentences in the negative form. Students check answers with partner. Check answers as class. 7. Speaking Application/Practice (15 minutes)(Material/ Instructions Part II Activity II) Guess my Routine Let the class work with their new partners. In Student Book, students write their own schedule for each hour, and then guess their partner’s schedule Read the examples for correct positive and negative sentences. When they finish writing
Partner A: Reads what they guessed for Partner B. If the answer is correct partner B says “Correct” and writes a star on Partner A’s paper. If the answer is incorrect partner B says “In-correct” and draws an X on Partner A’s paper. D. Switch. E. The partner with the most stars wins two stamps/wow tickets. 8. Closing (3 minutes) (Material/Instructions in Student Book) Contract Check-In (self correction) Partner A: Looking at the chart with the subject and activity, conjugate the verb correctly. Partner B: Make sure Partner A is correct. Write down their mistakes.
Class 2 (25 May- 29 May) Grammar: Present Simple Questions Vocabulary: Daily activities and school /weekend activities. Materials: Student Book Unit 3 Class 2. SPR: Physical Features. *SPR Guess who. (5 minutes) A. Give some clues describing a student’s physical features and ask students: Who the student is? Example: She is tall and thin. Who is she? He has black hair and blue eyes. Who is he? B. Students have 10 seconds to answer. C. After 2 turns tell them to try it with a partner D. In pairs students describe and guess someone else. * Should be no more than 3 people. E. Circulate to make sure students are doing it right.
Contract check in (5 minutes) (Instructions/Material in Student Book) Objective: To conjugate Present Simple in positive and negative form. Pair work 12. Tell student to work in pairs Partner A: Reads the sentence parts (I/ negative/ take the bus). When the activity is blank ______________they must put in their own example. Partner B: Creates a sentence conjugating the verb in the present simple tense. (speaking, without using the book). Partner A: Writes down mistakes in the spaces. Corrects partner Other Option: (They can also write down the sentence their partner said, and they can check the mistakes together). B. After that they Switch. 1. Hook (5 minutes) A. Describe your morning routine (speaking). *try to include fun and exaggerated activities (some true, some false). Example: I ride a horse to school. *Act out the activities in an exaggerated way with lots of hand gestures. B. Have students guess if each description is true or false. C. Ask students funny/ridiculous questions about their routines. Example: Do you eat ice-cream for breakfast? Do you ride a horse to school. Objectives (2 minutes) (Material in Student Book) Review Objectives. A. Tell students what they will be able to do by the end of the class: To ask and answer present simple questions (Positive and Negative form). Remember 4 school and 4 weekend activities. B. Have them touch the objective in the contract.
Part I: Daily Activities.
12. Matching Activity (8 minutes) (Material in Student Book Part I Activity I) A. Solicit two activities in the pictures. B. Have students circle the activities that are in the pictures, and X the activities which aren’t. C. Check answers A. B. C. D.
2B. Choral repetition: Say one daily activity really fast. Students try to identify. Pick one student to repeat it in a normal speed As a class all students repeat if is correct. *If is incorrect they make an x with their arms.
A. B. C. D.
2B. Writing Practice (7 minutes) (Material in Student Book Part I Activity II) Ask students what a “morning routine” is. Tell students to pick 5 of the circled activities in Part I: Activity I. Students have to use them to write down a typical morning routine in chronological order. Have them check each other’s answer. Optional: Have them respond whether they “Agree” or “Disagree” with their partner.
A. B. C. D.
12. Speaking Application (5 minutes) (Instructions in Student Book Part I Activity III) Pair work Tell students to work in pairs. Have them tell their partners their morning routine. Have them write down the differences in the box. Then have students share with the whole class using the sentence stems. Give positive reinforcement for those who share.
A.
B. C. D. E. F. G.
Sentence Stem: What is similar is we both What is different is I…...and my partner ……. 4. Vocabulary (10 minutes) 4A. School vs Weekend activities Ask students to elicit vocabulary asking questions such as: What do you do on weekends? What do you do on a school day? (Before school, during school, after school). Write a list of the activities they mention Have them copy that list on their copybook 4B. Fill in the chart activity (Instructions/ Material in Student Book Part I Activity IV) Tell students to check the Student Book Review the vocabulary in the box as a class. Individually they should fill in the chart according to what they do on a school day and on a weekend day. Have them compare with a partner using the sentence stem, writing down what is similar and what is different.
(Model first with another student according to instructions in Student Book). H. Have them share with the class. Sentence stems for partner activity What is similar is….. What is different is you….. and I……. Sentence stems for sharing with the class What is similar is we both……... What is different is I…..and my partner………..
Part II: Present Simple Questions (closed) 6. Teach: present simple closed questions (Do-Does) (10 minutes) (Grammar explanation in Student Book) A. Write on the board: Do you brush your teeth?
When do you brush your teeth?
B. Ask which one has the answer “Yes/No” C. Explain Open Questions have many answers, but closed questions can only be answered with Yes or No. 12. Introduce do and does closed questions Examples: Do you swim on weekends? Does he swim on weekends? Do I swim on weekends? E. Elicit possible answers with auxiliaries. F. Explain the difference with he/she/it. DO We use do with: I You We They
DOES We use does with the third person singular: He She It
7. Grammar application (5 minutes) (Material and instructions in Student Book Part II Activity I) A. Students circle the correct auxiliary. B. Check answers orally. 8. Written application (5 minutes) (Material and instructions in Student Book Part II Activity II) A. Tell students to work on the student book. B. Explain the completing activity and tell them that they will be creating questions using the answers and clues. C. Provide a prompt as an example for the book activity. Example:
________________________________? ( work) Yes, he does. 12. Give them an example written on the board. Example: Does your father work? Yes, he does. E. Have them in pairs sharing their answers. F. Circulate giving wow tickets or stamps.
Part III: Present Simple Questions (open). 12. Teach : Present Simple Open Questions (6 minutes) (Material in Student Book) A. Write –Wh questions on the board and elicit answers from students. B. Tell students to go the grammar explanation in student book. Explain: The formula The meaning of the wh words The notice box. C. Emphasize how to answer these questions in Spanish if necessary. 12. Grammar application (4 minutes) (Material and instructions in Student Book Part III Activity I) A. Tell students to work with the student book. B. Have them work individually. C. Students Write questions putting the words in the correct order. Example: eats/Who/breakfast/? Who eats breakfast? D. When they have finished they share the answers with the class. 11. Game: Optional (5 minutes) A. Divide the class in two groups B. Explain the game by giving answers without their questions. Example: She plays tennis every weekend. We are students. I get up at 6.00 o’clock. C. Have one player for each team come to the front of the room. D. Next, the student reads one answer and says what the question is. E. Then one student from each group walks quickly to the board and writes the question. F. The first team to write the question correctly scores a point. * This must be fast G. The team with two points wins. 12. Closing (5 minutes) Contract Check-in (Instructions in Student Book)
A. B. C. D. A. B. C.
Objective: Ask and answer present simple closed questions. Pair work. Part A: Tell students to work in pairs. Students write down four close questions. Students ask and answer, writing down their partner’s answer. Students then switch papers and check both the questions and answers for mistakes. Part B: Partner A: Says 8 daily Activities Partner B: Writes them down. Switch.
Class 3 (1 June- 5 June) Grammar: 1- Adverbs of frequency and time expressions, 2- Time Vocabulary: Review Materials: Student Book Unit 3 Class 3. SPR: To Be Questions. *SPR (3 minutes) A. Have students stand up. B. Tell them to jump if the statement is true, clap if false. (write on board) Jump=True Clap=False 9. Ask them To Be questions. “Are you an elephant?” “Are you a teacher?” “Are you students?” D. Move on to isolate particular students. “Is he…..? Is she….?” E. Have students come up and do the same (asking To Be questions). Give positive reinforcement (wow tickets). Contract check in: (3 minutes) (Material in Student Book) Objective: Remember 8 daily activities. Pair work. 10. Tell both students try to write down as many daily activities as they can without looking at their copy book. They have 120 seconds. B. Have students stop at 2 minutes. C. Between the two, have them see how many different words they have. They will have to cross out words that are repeated. D. If they have 8 different daily activities, they each get 1 wow ticket or stamp. 11. Hook: (4 minutes) A. Write five things students do every day at school. Example: eat lunch, talk, study. B. Ask students what all these activities have in common (They are at school).
C. If they know the answer they must raise their hands D. If you touch their right hand they go to the board and write it. E. See how many people answer correctly. 12. Elicit background knowledge (2 minutes) A. Tell the students we will be talking about adverbs of frequency and time with daily routines. B. Refer to book. C. Read the questions. (Solicit meaning) D. Solicit the correct answer. E. Tell them that today they will be learning about frequency and time. Objectives: (2 minutes) (Material in Student Book) Review Objectives. A. Have students touch the objectives in the contract. B. Tell students that by the end of this class they will be able to: Tell the time. Remember at least 5 frequency adverbs, and 4 time expressions Use frequency adverbs to describe daily routines. Use time expressions to describe daily routine.
Part I: Adverbs of Frequency 13. Teach the adverbs of frequency (5 minutes) (Grammar explanation in Student Book) A. Teach students that adverbs of frequency express the frequency of an activity. Instead of “I get up at...” “I always get up at...” B. Review grammar table, and percentages. C. Choral Repetition. 4. Practice (8 minutes) (Material in Student Book Part I Activity I) A. Students should independently check the frequency which they do the activities. When they are finished have them share with their partner. B. Model activity with students: Partner A: How often do you + daily routine?” (How often do you eat breakfast?).
A. B. C. D.
Partner B: I + adverb + eat breakfast. (I never eat breakfast). Switch. Repeat with 8 activities 5. Teach grammar: Position of Adverbs of Frequency (10 minutes) (Grammar explanation in Student Book), Refer to Practice 4. Ask “How would you express this as a complete sentence?” Explain the word order when using adverbs of frequency (Use Spanish if necessary) Tell them to go over the Student Book and check the grammar explanation Tell them that an adverb of frequency goes before the main verb. Example:
Subject + adverb + main verb I always do my homework. He frequently takes the bus. 14. Or After to be (am/is/are). Subject + to be + adverb She is always studying English. I am never late. E. Re-explain in Spanish if necessary. F. Have them do the grammar exercise. G. Review as a class.
6.Matching activity (8 minutes)(Material in Student Book Part I Activity II) A. Review the adverbs they do not know. Have them choose two more they are going to memorize. B. Review meaning. C. Choral repetition D. Students match their daily routines to adverbs. Example : Daily Activities take shower __1_ go to school ___ eat breakfast ___
Adverbs (1)Always (2)sometimes (3) often
E. Circulate monitoring students. F. Students share their answers with a partner. G. Students circle the ones they have in common. H. Students share the common ones with the class. (Model using the sentence stem) Sentence stem: We both… Example: We both sometimes clean our rooms.
Part II: The time. 7. Teach: Vocabulary- Time ( 10 minutes) (Material in Student Book) A. Write 6:15. Tell them you can say this with numbers. (Six fifteen). *Tell them you can also say it with a “Time expression”. Tell students we use “time expressions” or expressions for time for :00, :15, :30, :45, :00 15. Review the vocabulary in the book. 4: 00= four o’clock 4:15= a quarter past four. 4:30= half past four. 4:45= a quarter to five.
C. Review the time expression box. Tell them that this is for speaking generally. D. Translate in Spanish. E. Note prepositions (in the morning, at night). Choral repetition A. Have them repeat the words. B. Draw clocks, and have them tell you the time. C. Write times, (ex. 8:00am) have them tell you which time expression (in the morning, at night etc).
A. B. A. B. C.
A.
8. Grammar Application: Telling the Time) (5 minutes) (Material in Student Book Part II Activity I) 8ª. Individual activity: Tell students to look at the clocks pictures in student book Students write the time in numbers below the picture. 8B. Speaking Activity (8 minutes) (Material in Student Book Part II Activity II) Have students fill in the chart with your daily activities. Give them 3 minutes to do as much as they can. (Without looking at their copybook). Have them take turns in AB BA format describing at least 10 things they do. Model first “In the morning I wake up”. D. Give wow tickets/stamps to those who are working. E. Give bonus wow tickets or stamps to those who include adverbs of frequency Example: “In the morning I always wake up.” F. Have them share one thing their partner said (for more wow tickets). G. Correct if they forget the s “in the morning she wakes up.” 16. Writing Application (10 minutes) (Material in Student Book Part II Activity III) Tell students to work in partners or groups of three. If you work in groups of three it should be divided: Person A decided the day and time expression Person B decided the activity Person C records B. Students create a timetable for a short trip to the south of Chile. C. Tell them to include time expressions, days of the week and activities. D. Have them share their work with other groups.
10. Speaking Application (10 minutes) (Material in Student Book Part II Activity IV) A. When finished or when the time is over, have them find a different group. B. Each person should share one line, using the following format and example Formula: On + day + at + time + we will + activity Example: On Monday at nine o’clock we will eat breakfast C. Model how students should use the example. D. Have a group model, taking turns and using the formula properly. E. Let the class do it, each groups sharing with a different one.
17. Game: True or False toss ball (5 minutes)- Optional A. Put students in groups B. Give each group a ball and the following instructions: Say one sentence that includes a daily activity using an adverb of frequency and pass the ball, the student that receives the ball says another adverb so the next student modifies the sentence Example: Student 1: I never study English (Passes the ball) Student 2: Sometimes! (Passes the ball) Student 3: I sometimes study English (Passes the ball) Student 4: Often! * Each student has 10 seconds to answer * They do this until they cover all adverbs of frequency taught 1I. Closing (3 minutes) (Instructions/material in Student Book) Contract Check In. Objective: Remember 5 adverbs of frequency. Pair work Partner A: Says an adverb of frequency in Spanish (looking at the copybook) Partner B: Says the adverb in English Partner A: Says correct or incorrect. * If he is correct partner A continues to ask more words . If not partner B loses his turn. Both: count who memorized more words. Do another round.
Class 4 (1 June – 5 June) Review/Application. Vocabulary: Daily Activities. Grammar: Cardinal numbers and Adverbs of Frequency SPR: Countable, Uncountable.
*SPR (5 minutes) A. Write down on the board in columns
A. B. C. D. E.
A. B.
Pharmacy Supermarket Department Store. C UC C UC C UC B. Review the meaning of the stores. C. Have them in partners write down as many countable and uncountable products as they can think of at each store. Give them three minutes. D. If they can think of at least 3 products for each category (9 in total), they get a wow ticket. E. Have them then put their notebooks away, and ask them questions about products in stores. “Are there any toothbrushes at a supermarket?” Have them rub their head if true and rub their tummy if false. F. Bonus: Ask them a mix of grammatically correct and incorrect questions (Example: Is there any toothbrushes?). If they think it isn’t correct have them stomp their feet, and then give you the right answer. Reward those who are correct. 1. Pop Quiz (10 minutes) (Material in Student Book) Tell students they are going to answer the pop quiz in the Student Book. Students quietly and individually complete a set of sentences. They have 10 minutes to do so. When they have finished tell them to pass their quizzes to their neighbour to check. Have them write on each student book the score. Go over the sentences orally to make sure they all have the sentences correct. 2. Objectives (5 minutes) (Material in Student Book) Review objectives Have students touch the objectives in the contract. Tell students that by the end of the lesson they will be able to: Conjugate Present Simple Positive and Negative Speak about daily activities in Present Simple Positive and Negative Ask open/closed questions about daily activities Tell the time using numbers and words Have memorized 5 adverbs of frequency and 5 time expressions
Part I: Review Daily Activities 3. Review daily activities (15 minutes) (Material in Student Book) A. Tell students to go over the list of daily activities in the Student Book. 4. Choral repetition A. Have students repeat a daily activity after you say it B. Select a student randomly to say any daily activity and the rest repeat. *no more than 5 words A. B. C. D.
5. Sorting activity (Material in Student Book) Tell students that they will be working in the student book. Teach the words weekend and weekday. In partners, using the sentence stems, they should classify the words into weekend and weekday activities Model the sentence stems. Sentence Stem:
I think _____ is a weekend activity. weekday I think _____ can be both. E. When they have finished ask: Which words did you put in the weekend column? Which words did you put in the weekday column? Which are both. 6. Game: Step-in, step-out (15 minutes) On the patio Part 1: A. Students get in a big circle without touching each other. B. Say an activity. C. If it is weekend they should step in, if weekday they should step out. The circle will get bigger and smaller depending on what kind of an activity you call. Part 2 A. Ask all students to make a circle around the room. B. When they are in a circle, call on one student to go in the middle and make a sentence with a vocabulary word that has to go with a weekend or home activity. (Example: On the weekends, I play basketball.) C. If the other students also do the same activity over the weekend, they will take one step into the circle. D. Tell the students who stepped in the circle when to chorally repeat the sentence that the person in the middle of the circle just said. E. The students will take one step back into the circle. F. Call on another student to repeat the same activity. *No more than 5 sentences
Part II: Present Simple Positive/Negative/Questions. 7. Teach Present Simple Positive/Negative and Questions (10 minutes) (Material in Student Book) A. Ask students What is the grammar structure of the Present Simple? How do we make negative statements with the Present Simple? What about third person? How do we ask question using the Present Simple? B. Re explain grammar structure of each form (Positive/Negative and Interrogative) C. Have them copy in their books the formula for Positive, Negative, Closed questions and Open questions. D. Have them write examples of each in the student book. 7B. Teach the difference between to be / do questions To Be/ Questions Do Questions Used for descriptions, adjectives, Used for verbs/ actions. locations, emotions and professions. Examples: Are you happy?
Examples: Do you eat fast food?
A. Tell students to look at the chart in the student book B. Explain the different uses of To Be and To Do. Tell them a story to help them remember: There are two verbs which are called auxiliary verbs. They both try to help other verbs. But they are really different. One is nicer, and more emotional. That is To Be. She is for descriptions, adjectives, emotions. The other is harder, and only for actions. You know you need Do/Does when there is another verb in the sentence. 8. Grammar application (5 minutes) (Material in Student Book Part II Activity I) A. Tell students to open their student book. B. Students work in pairs. C. Students have to underline the correct auxiliary verb form for each sentence. Remember Do/does is for actions, when there is another verb. Example: I often eat /eats dinner at my friend’s house. D. Ask at random the answers and correct them when necessary.
Part III: Time 9. Telling the time (10 minutes) (Material in Student Book) A. Ask students: Do you remember how can we tell the time? B. They should elicit the two different forms: 1. Reading the numbers exactly. 2. Quarter past, Half past, Quarter to, O’clock. C. Tell them to go to the Student Book and look at the box with the example. D. Write one example of each on the board and ask students to tell the time E. To finish ask students to go to the board and draw the time next to each example. 10. Pair Work (Material in Student Book Part III Activity I) A. Tell student to open their books. B. Pair students Student A: Looks at the picture (a clock) and tells the time. Student B: Writes it down. * They do 4 pictures and switch. 11. Speaking application (3 minutes) (Instructions in Student Book) Pair Work Partner A: Draws a clock in a piece of paper Partner B: Creates a sentence expressing a daily activity with the time. Example: Partner A: Draws 14:15 Partner B: I eat lunch at a quarter past two ( or two fifteen) *After three sentences they switch!
Circulate monitoring the activity.
Part IV: Review Frequency Adverbs. 12A. Review Adverbs (8 minutes) (Material in Student Book) A. Review placement of adverbs of frequency. B. Solicit Examples. 12B. Matching activity: (Material in Student Book Part I Activity I) A. Look at the T Chart. B. Go through each one and solicit where to put the verbs. A. B. C. D. E. F. A. B. C.
12C. Time Expressions (Material in Student Book) Have them look at the time expressions in the left column. Solicit meaning. They copy in Spanish and English. Choral Repetition. Remind them that time expressions always go after verbs. Solicit examples with activities. 13. Writing Application (8 minutes) (Material In Student Book Part I Activity II) Have students work individually Tell them to look at the daily activities pictures Then write in the student book how often they do these activities using at least three different adverbs and three different time expressions. . Example: I always take the bus to school She often exercises twice a week We usually do our homework every weekend. D. Circulate monitoring the activity. 14. Closing (3 minutes) (Material in Student Book) Contract check-in Objective: To memorize five time expressions.
A. Partner A: Says five time expressions in Spanish (Looking at the book) B. Partner B: Says the English words (without looking at the book) C. Once they have finished they switch. Class 5. (8 June – 12 June) Grammar: Talking about preferences (I’d rather, I’d prefer, I’d go for). Vocabulary: Food. Materials: 1-Student book Unit 3, Class 5. 2-Cut up pieces of paper with food or drink items written on them (singular, plural, uncountable). Two papers per food or drink item (example: two pieces of paper that say a hamburger, an apple etc). Enough pieces of paper so each student gets one. Refer Activity 4 (Memorization) SPR: Some/Any.
A. B.
A. B. C. D.
*SPR (5 minutes). (Material in Student Book) Relay Race. Write on the board some/any Remind them that some is for positive and any is for negative Example: I have got some paper. I don’t have any pencils. I haven’t got any pencils. C. Have students come up with examples. D. Divide the class into two lines. E. Each line facing one of the words on the board. F. Have students create one sentence using the correspondent word. G. Provide an example for each Example: There is some milk There aren’t any apples. WARNING: * Students have 10 seconds to write their sentence if they don’t, the team loses turn. A. Hook (3 minutes) (Material in Student Book) Asks students to guess what your favourite fruit is. As soon as a student guesses, you try to guess his/her favorite fruit. Have them guess their partner’s favourite fruit. Have them guess their partner’s favourite fast food. Contract check-in: Objective: Speak about daily activities in Present Simple (Positive Negative) and ask about daily activities. Pair work (10 minutes) (Material and instructions in Student Book)
A. Tell them today for the contract check in they are going to practice 1-present simple positive, 2-present simple negative and 3-present simple closed questions. B. Review the grammar box. Review how to change for he/she/it. C. Tell them they will be testing their partners to see if their partner can conjugate without looking for all three. D. Each partner will conjugate the word into a positive sentence, negative sentence or question depending on what they are instructed to do in the book. E. For example, if it says “eat lunch (she, positive)” Then the student says “She eats lunch.” F. Review the examples 1,2,3 which are done. G. Do examples for 4,5,6 together. H. Have them continue in partners. To encourage partner correction, tell them that if they find 5 mistakes in what their partner says they get 1 wow ticket/stamp. B. Objectives (2 minutes) (Material in Student Book) Review objectives: A. Tell students to go over the Student Book B. Have students touch the objectives of the class C. Tell students what they will be able to do by the end of the day: Name your preferences in the affirmative and negative form. Express preferences in three different ways (I’d rather/I’d prefer/I’d go for). Have memorized 10 food words.
Part I: Food.
3A. Matching Activity (5 minutes) (Material in Student Book Part I Activity I) A. Have them individually match the word to the picture. B. Have them check in partners using the sentence stem.
3B. Teach: Food Vocabulary. (15 minutes ) (Material in Student Book Part I Activity II) A. Look at the chart. Ask what each word means. Breakfast Lunch Dinner Snack
B. After they have answered write your favorite food on the board. Solicit meaning. C. Have them tell you where it goes in the chart. Write in English and Spanish. D. Solicit their favorite food items for each meal. Solicit where they go in the chart. Write in Spanish and English. E. Put the previous vocabulary from 3A into the chart. F. They should have all foods copied in English and Spanish. G. Choral Repetition. 4. Memorization activity (20 minutes) (A- Instructions in Student Book Part I Activity III. B- Pieces of paper ) Pair work. C. Give each student a piece of paper with a food. D. Tell them to write down the question for possession. (Review the kinds of questions from student book). Example: Singular Do you have an apple? Do you have a candy? Plural or Uncountable Do you have any carrots? Do you have any water?
A. B. C. D. E. F.
C. Have them stand up, walk around, and ask that question to partners. D. Keep asking until they find the person who has the same food as them. That will be their partner for the end of class. Activity: Memorization Activity for 10 Foods Both partner study breakfast items. Partner A: Tests partner B by saying the word in Spanish. Partner B: Says words in English. Record the words partner B got correct for breakfast items. Switch and Partner B tests partner A. Both partners study lunch items and repeat.
Part II: Preferences. 5. Teach Grammar: I’d rather/ I’d prefer and I’d go for (affirmative and negative).
5A. Grammar explanation (20 minutes) (Grammar explanation in Student Book) Part A: Preferences A. Have students look at the chart. B. Tell them they can talk about preferences with things (nouns), and activities (verbs). C. Tell them that Prefer is more commonly used for Nouns, Rather for Verbs E. Review Grammar Practice A. Have them fill in the blanks. B. Have them write examples. C. Share AB- BA Part B: Preferences over something. A. Go over grammar explanation and emphasize that Prefer is more commonly used for Nouns, Rather for verbs B. Have them fill in the blanks. C. Have them write examples. D. Share AB- BA 6. Game: Match my answer (15 minutes) ( Instructions/material in Student Book Part II Activity I ) Pair Work A. Each partner writes a question in the question box. It should go with the grammar. Give them time. B. Review the correct question form. C. When finished have students write their own answer for what they prefer. (In a full sentence) D. Students get up, and begin to mingle, or you can have them do it at their seat with the person next to them (1st partner) and then the person (2nd partner). E. Have them ask the question, and record the answer. Example: Roberto prefers apples. Food Fruits (apples or bananas) Vegetables Junk food
My answer
1st Partner
2nd Partner
F. If you students have 8 things in common with someone they get wows. F. Closing (5 minutes) (Instructions/material in Student Book) Contract check-in: Objective: Name preferences in positive and negative form. Pairwork. A. Tell students to work in pairs B. Tell them to look at student book for instructions. Partner A: Picks a picture (Thumb up or down) and an item from the list of different food Partner B: Identifies if it is negative or positive and creates a sentence expressing preference. ( Thumb up: positive/ Thumb down : negative) Partner A: Corrects mistakes. *After 2 sentences they switch
Class 6. (8 June – 12 June) Grammar: Asking questions about preference (Would you prefer/rather…?) Vocabulary: Celebrations Materials: Student Book Unit 3 Class 6. SPR: Quantities (a few, a little, a lot + countable/uncountable) *SPR (5 mins) (Material in Student Book) Remind them that A Few=Countable, A little= Uncountable, A lot of= Both. A. Have them brainstorm food which can go under each one. B. Have them brainstorm other things which can go under each one. C. . Teacher prompts students with something they have Example: “I have a few grapes. What do you have a few of?” D. Repeat with a little. Example: “Theres little milk left in my refrigerator? What do you have little of?” E. Repeat with a lot. Example: “Leonardo Farkas has a lot of money. What do you have a lot of?” 1. Hook: (5 minutes) A. Read paragraph about Fiestas Patrias. (Material in Student Book) B. The students will follow along with their finger. Fiestas Patrias is a celebration of Chilean independence. It is on the 18th and 19th of September. Chileans usually dance cuecas and eat a lot of empanadas.
A. B. C. D.
C. Ask them what food they prefer for fiestas patrias. D. Give them your example. Solicit theirs. E. Ask them what activities they prefer. “(Do you prefer to eat or dance cueca?)” “(Do you prefer to stay at home or go to a fonda?)” 2. Contract Check-in (10 min) Objective: Express preferences. Review grammar box. For the words, have them tell their partner which they prefer. Have their partner record mistakes. When they think they both have it perfect, they can share with you. If correct, they get wow tickets or stamps. 3. Objectives: (2 minutes) Review Objectives. A. Have students touch the objectives in the contract. B. Tell students that by the end of this class they will be able to: Ask question about preferences using would you rather/prefer Remember 8 vocabulary words about celebrations
Part I: Celebrations. 3. Vocabulary- Celebrations (5 minutes) (Material in Student Book Part I Activity I) 3A. Match (Birthday Party, Easter, Christmas, New Years, Independence Day, Valentines.) A. Model the sentence stem.
Sentence stem: I think this photo represents ____________________. B. C. D. E. F.
In partners students match pictures of celebrations to names in English. Write word on the line below picture. Check as a class. Ask “What do all of these pictures have in common?� Elicit celebrations.
3B. Brainstorm (5 minutes) (Material in Student Book Part I Activity II) A. Students brainstorm with a partner: foods people eat at celebrations. B. Model the sentence stem. Sentence Stem: On _________ you eat ____________. (holiday) (food) C. D. E. F.
They work in partners. They share with the class. Students write down new words they hear. Choral Repetition. 3. Vocabulary- Activities for Different Celebrations (Material in Student Book Part I Activity III ) (5 min) 3A. Teach words dance, sing, give gifts, pray, eat, celebrate A. Teacher acts out words B. Teacher confirms meaning. C. Student copies words D. Choral repetition. E. Circle the correct word independently. F. Check as a class. 4. Game: Charades (15 min) (Instructions In Student Book Part I Activity IV) A. Teachers will put students in groups of 5 and a assign each group a celebration. B. Students must act out the celebration. They must: Act out a 3 verbs. They must: Incorporate 3 foods used during the celebration (written or spoken but not drawn). They must: Have a short dialogue. (Suggestion: Have them create a dialogue about offering food). C. Students share. The group with the best performance wins three wow tickets each.
Part 2: Preference Questions. 5. Teach : Questions about preference (10 minutes) (Grammar Explanation in student book) General Formula: Would + subject + rather/prefer + choice 1 + or + choice 2? Objects: Would + subject + prefer/rather + noun or noun?
Actions: Would + subject + rather + verb + or + verb Would + subject + prefer + to verb + or to verb A. B. C. D. E. A. B. C. A. B. C. A. B. C. D.
Write “completo” “barros luco” Ask them what they prefer in Spanish. Ask how they would ask that in English. Have them recall that you can ask for preference for nouns or verbs (objects or actions). Review formula and examples. 6. Grammar Application (5 minutes) (Material in Student Book Part II Activity I) Independently have them fill in the blanks. Tell them they need to check with the formula to make sure all words are accounted for. Check as a class. 7. Written Application (5 minutes) (Material in Student Book Part II Activity II) Review examples. Have students write questions for you. Have students share and you answer. 8. Speaking Application : Dialogue (15 min) (Material in Student Book Part II Activity III) Students open to dialogue in book. Model dialogue with a student. In pairs, students read dialogue out loud. Students switch roles and read again. Dialogue: Maria and Ricardo are planning a birthday party for a friend. Maria: Ricardo, would you rather have juice or soda on Saturday night? Ricardo: I would rather have soda! Maria: Good idea! Ricardo: Would you prefer Coke or Sprite? Maria: I think Sprite would be better! Ricardo: What about music?! Would you prefer Hip Hop or Reggaeton?
Maria: I think most people would prefer Reggaeton! Would you rather listen to Daddy Yankee or Wisin y Yandel? Ricardo: I would rather listen to Daddy Yankee. 9. Writing application: Complete Dialogue (10 minutes) (Material in Student Book) A. Students add four more prefer/rather questions to the dialogue (Activity 8). *If time allows, share with class 10. Closing (3 minutes) Objective: Ask questions about preferences and remember 8 words about celebrations. Contract check-in A. Students ask partner one prefer/rather question. B. Students are told to write 8 English words and their Spanish translations about celebrations.
Class: 7. (15 June – 19 June) Grammar: Review Vocabulary: Review SPR: There is vs. There are *SPR (10 minutes) Review: Is-singular Are-Plural Have them fill in the examples. Review: a/an-singular some- plural Have them fill in the examples. A. B. C. D. E. F.
Relay race: Divide the class into groups of four. Draw a food item. Groups have 10 seconds to think of the the correct sentence using the sentence stem. Once they have it they should all stand up silently, wait for you to call on them. If correct (and they stood up silently and waited for you to call on them) they get a point. Do 15 examples, group with the most points wins. Sentence Stem: I think there………… (is/are)
…………… (a/an or some)
Contract check-in: (5 minutes) (Instructions/material in Student Book) Objective: Ask Questions with Preferences. A. B. C. D.
Pair work. Review the formulas and examples. Create two questions as a class. Ask students the created questions and solicit an answer. Partner Work. Partner A: Asks a preference question (using would you rather/prefer) about celebrations Partner B: Answers Partner A: Switch *No more than three questions.
1. Objectives (3 minutes) (Material in Student Book) Review Objectives A. Have students go over the student book and touch the objectives. B. Tell students that by the end of the class they will be able to: Have remembered 10 daily activities Have remembered 5 time expressions and 5 adverbs of Frequency Ask Open and Closed questions in present Simple. Ask Closed questions using Adverbs of Frequency. C. Have them touch the objectives in the contract. (Not all objectives are in the contract so just do the ones that correspond.
Part I: Daily activities. 2. Teach: Review Daily Activities with Present Simple (positive and negative). (8 minutes) (Material in Student Book Part I Activity I) Vocabulary and Grammar review: Silent Teaching A. Tell students to work with the student book B. Ask them to look at the pictures there. C. Write down on the board the following question: What do you see in the picture? D. Students raise hands if they know the answer. E. Choose a student silently to come to the board to write the full sentence (Subject, Putting an S on the verb. F. If correct, do a silent applause, if not have someone silently come up and switch it.
Part II: Adverbs of Frequency 3. Review Grammar Box (5 minutes) (Grammar Box Student Book) A. Review Adverbs of Frequency. Review both types of formulas and examples. Solicit examples. B. Review Time Expressions Review Time Expression Placement. Solicit Examples.
A. B. C. D. E. F. G. H.
C. Choral repetition: First, have students repeat the words after you, speaking normally. Have them repeat in a high pitched voice, low pitched voice, a British accent. 4. Writing Practice (15 minutes) (Part II Activity I Student Book) Look at Lito’s schedule Model a sentence with time (remind them to use AT). Example: Lito sometimes goes home at 3:00 Model a sentence with an adverb of frequency. Example: Lito sometimes goes home at 3:00 Model a sentence with a time expression. Review the example. Fill in the first two together. Have them do the rest independently. Share AB BA format.
Part III: Present simple questions. A. B. C. D. E.
6. Teach: Review Present Simple questions (15 minutes) (Grammar explanation in Student Book) Write Do and Does on the board Ask one student to create a question as fast as he/she can. Then have another student respond the answer. If the student answers with correct grammar, he/she gets to pick the next student to create the question. IF NOT he/she must create the question. Re-explain grammar from grammar box. Closed Questions -Use -Grammar -Have them fill in the box.
Open Questions -Use -Grammar -Meaning of different wh words. F. Have students fill-in the examples. 7. BINGO: (Student Book Part III Activity I) (20 minutes) A. Have students write in their 4 by 4 box activities they do. Example: I take the bus at 8:00. B. When finished have them stand up, mingle, and ask questions Example: Do you take the bus at 8:00? (Make sure you model how to transform an activity into a question.) C. If the person says “yes I do” they can X the box. If not, they must go to another person. D. First person with four X’s in a row wins. 12. Closing (5 minutes) (Material in Student Book)
Objective: Ask closed questions using time expressions and adverbs of frequency. Pictionary: - Teacher models activity with a student. Partner A: Draw an activity and write the adverb of frequency or time expression. Partner B: Turn that into a closed question. Example: Do you walk to school every day? Switch. They work for five minutes. Class 8 (15 June – 19 June) Grammar: Linking words That and Who Vocabulary: Review Celebrations & Food Materials: Student Book Unit 3 Class 8. SPR: Time
A. B. C. D. E.
*SPR ( 5 minutes). Telling time: Students take turns drawing clocks and telling the time. Draw clock on board Elicit correct time from students One student draws the time on the clock (o’clock, quarter past, half past, quarter two). Calls on students at random to give time. Reward all who answer correctly with a WOW. Contract check-in: (5 minutes) (Instructions/material in Student Book) Objective: Ask and answer open/closed questions using adverbs of frequency. Students take turns asking each other “How often to do + activity Students respond with frequency adverbs or time expressions. Example: I usually + activity. A. Review formulas. B. Create questions together.
C. Solicit answers to created questions. D. Model with a student E. Partner work. 1. Objectives (3 minutes) (Material in Student Book) Review objectives A. Have students go over the student book and touch the objectives. B. Tell students that by the end of the class they will be able to: Correctly use the linking words that, who & which Remember 5 celebrations and 10 foods.
Part I: Review: Celebrations and Food. 2A. Vocabulary: Celebrations (Student Book Part I Activity I) Review (5 minutes) A. Students review the above celebration words. When finished review the word in the box. B. Choral Repetition: Model word for students Students repeat. *Have students move (stand up, sit, down, turn around) A. B. C. D.
A. B. C. D. A. B.
A. B. C. D. E. F.
2B. Matching Activity (5 minutes) (Student Book Part I Activity II) Review the sentence stem. Model partner work with the sentence stem. Match in partners. Review as a class. 2C. Brainstorm Activity (5 minutes) (Student Book Part I Activity III) Fill in the chart as a class, by soliciting food. Make sure students use the sentence stem. Have students copy in copybook after each word. Choral Repetition. Choral Repetition: Model word for students Students repeat. *Have students move (stand up, sit, down, turn around, use funny voices) 2D. Memorization Activity (5 minutes) (Student Book Part I Activity III) Model instructions with a student. Partner A: Names two foods you eat at a Birthday Party without looking. Partner B: Check that partner A is correct. Writes down mistakes. SWITCH Repeat for other holidays. At end test students to see if they have memorized 10 foods.
3A. Matching: Activities on Holidays (5 minutes) (Student Book Part I Activity IV) A. Review sentence stem and model instructions. B. Have them match the activity to the holiday. C. Review as a class.
3B. Brainstorm (5 minutes) (Student Book Part I Activity V) A. As a class Brainstorm more activities. B. Make sure they answer in sentence Stem. C. Choral Repetition with the activities. *Create a hand/ body motion for each activity for them to do as they repeat the activities. 3C. Fill in the blank (5 minutes) (Student Book Part I Activity VI) A. Independently students fill-in sentences with the correct vocabulary word in partner Example: On New Years, we __________ until 12:00. B. Check with whole class (There may be more than one correct answer) 3D. Game: Pictionary Optional (10 minutes) (Student Book Part I Activity VII) A. Divided class in four groups. B. One student from each group comes to board C. Teacher chooses one vocabulary word (a holiday, an activity, or a food) and tells only the students at the board D. Students have to draw the word and their group has to guess. Their groups has 2 minutes to try and guess. E. The first group to identify the word gets a point F. Repeat until each student has had a turn
Part II: Linking Words (That and Who) 3. Teach: Linking Words: That and Who (5 minutes). (Grammar explanation in Student Book) Explain in Spanish if necessary. A. Tell students that we use the words who and that to describe things. We use them when we want to link two phrases (a) A subject and (b) a describing phrase. Review the chart in the Student Book. Who - we use who to refer to people. The girl who lives in Santiago Subject + who + verb + complement. That- we use to refer to things or groups. The music that was good Subject + that + verb + complement. Where - we use to refer to a place or situation
A. B. C. D.
The city where they live Place/situation + where + subject + complement. Have students read the examples. Ask students what the difference is. Solicit that who is used for people and that is for objects. Solicit that where is for places or situations.
4a. Practice: Circle the correct word (5 minutes) (Material in Student Book Part II Activity I) A. Students complete an activity in Student Book B. Students will be given a sentence with the choice between who and that. C. Students circle the correct choice for each sentence. Example: The man who/that eats a sandwich every day. D. Check with peers. E. Check in open class. 4b. Written Application Sentence Stems (8 minutes) (Material in Student Book Part II Activity III) A. Review the example. B. Do the first one together. C. Solicit examples for the following one. D. Have them do the rest independently. E. Check as a class. 4c. Speaking Application/Game: Guess Who (Is it?) (15 minutes) (Material in Student Book Part II Activity III) Student A: Chooses a person in the picture. Students B: Uses picture to guess who their partner is using linking words. Example: Are you the man/woman who has blond hair? Teacher reviews formulas and examples. Teacher models with student to demonstrate. Work in partners.
A. B. C. D. E.
15. Closing (5 minutes) (Instructions in Student Book) Contract check-in Objective: Remember 10 celebrations and food words. Student A: Says 10 food vocabulary words. Student B: Write down the words. *Switch. If you do not have 10 words, write down what words you are going to study for the following class. .
Class 9 (22 June – 26 June) Grammar: Preferences Vocabulary: Review Food and Celebrations Materials: Student Book Unit 3 Class 9. SPR: Wh- Question
A. B. C. D. E.
*SPR (5 minutes) (Instructions/Material in Student Book) Have students read the Wh- questions. Have them underline the Wh words and solicit meaning. Have them answer the questions out loud. Assure they answer in full sentences. Write on the board: Where do you + verb F. Solicit examples of how to finish. G. Have them write three questions with where do you + verb in 30 seconds. H. Ask and answer in partners. I. Do the same with: When do you + verb. Contract check-in: (5 minutes). (Instructions/Material in Student Book) Objective: 10 food vocabulary words. Partner A: Says one food for each holiday.Says five more food vocabulary words. Partner B: Writes down and see if correct. Partner B: Say one food for each holiday.Say five more food vocabulary words. Partner A: Writes down and sees if correct.
1. Objectives (3 minutes) (Material in Student Book) Review objectives A. Have students go over the student book and touch the objectives. B. Tell students that by the end of the class they will be able to: Speak about their preferences Ask questions about preferences Remember 10 vocabulary words about food and celebrations
Part I: Review Preferences 1. Hook/ Dialogue (10 minutes) (Material in Student Book Part I Activity I) A. Teacher reads dialogue. Students follow with finger. Tamara and Diego are at a restaurant. Tamara: I’m so hungry! I want to eat a big meal. Diego: I would prefer to eat something healthy. Tamara: Okay. I’d rather eat the steak than the chicken. What about you? Diego: I’d prefer the soup. What do you want to drink? Tamara: I’d rather have water. What about you? Diego: I’d prefer a Coca-Cola. Let’s get the waiter. B. Students read dialogue twice in pairs.
C. Read and the comprehension questions. D. Have them answer independently. E. Review answers. F. Emphasize the meaning of prefer/ rather. 2. Grammar Review (10 minutes) (Material in Student Book) 2A. Grammar: Preference A. Remind students that you can express preference about objects (nouns), actions (verbs) B. Remind that commonly we use prefer with nouns and rather with verbs. C. Review grammar chart (make sure you review would rather not.) A. B. C. D. E. F.
2B. Grammar: Preference Over Something Tell them that you can express preference over something Write Cook/ Clean. Ask which they like more. Have them attempt to say that according to the formula Review Grammar for nouns/verbs Nouns= prefer/ to Verbs= rather/ than
3. Grammar Practice (5 minutes): Circle the correct word.(Material in Student Book Part I Activity II) A. Students mark whether the sentence is about verbs/ nouns B. Independently students circle prefer/ rather, or to/than. C. Review as a whole class using the sentence stem.
Part II: Preference Questions 4. Grammar Review: Preference Questions (5 minutes) (Material in Student Book) A. Remind them of difference between nouns/objects (would you prefer) or verbs/actions (would you rather). B. Note that in questions you always use OR. C. Review grammar formula. 5. Grammar Practice: Broken Sentences (10 minutes) (Material in Student Book Part II Activity I) A. Student put questions of preference in the correct order. Example: dog/you/a/would/cat/prefer/or/a? __________________________? B. Check answers with partner. C. Whole class checks. A. B. C. D. E.
6. Writing Practice (5 minutes) (Material in Student Book Part II Activity II) Review the example. Model questions with would you prefer/ rather. Have them create questions. MINGLE: Have them get up and ask as many students as possible their questions. WOWs to those who can share other student answers.
7. Speaking/Writing: Find Someone Who (15 minutes) (Material in Student Book Part II Activity III) A. Teacher reads the question. Students circle vocabulary they do not know.
B. C. D. E. F. G.
Teacher reviews vocabulary words. Students then take 5 minutes to circle their preferences. Then, students must walk around the room asking their peers the preference questions. When the students have the same answer, they sign the other persons question. Each person can only sign one question. The first person to get every question signed wins. 7. Closing (15/20 minutes) Contract check-in (5 minutes) (Material in Student Book) Objectives: Express and ask about preferences. Part I: A. “Test your knowledge”. B. Student take short multiple choice quiz on todays review. Part II: (You can do this the following class) C. Go through contract piece by piece and have them check if they can do each part. Have them check off where they are. D. Ask questions soliciting knowledge for each part. A. B. C. D. E.
Grammar What do you do for he/she/it? Write down a daily activity your mother does. Write down some closed questions for daily activities. (Do you…) Write down closed questions with adverbs of frequency. (Do you…) Tell me the time you do different activities. Write down a question about preference for verbs and nouns. Vocabulary: Test your partner with how many Adverbs of frequency they know. Time expressions Types of food Class 10: KET Integrated 1. (22 June – 26 June)
Vocabulary: Food and Drink. Grammar: (1) Present Simple (2) Likes and dislikes (3) Preferences and (4) Telling the time. Material: KET Book. 1. Elicit Background Information (10 minutes) A. Ask students the following questions: What have we seen so far? What was the unit about? What was your favorite activity/game? B. Write key answers on the board (Unit content and some grammar details if necessary) Example: Food: Breakfast, lunch, dinner and snacks Drinks: Juice, soda and milk. Celebrations: Dates and traditions Preferences : I’d like/ I’d rather Telling time: A quarter to/past, Half past and O’clock.
Daily activities: Routines and hobbies (take shower, play tennis, brush teeth, etc.) Sentence stem : We saw…………….. , ………………. , ……………… and ………………… The words I remember are ………………………... Objectives (Material in Student Book) (3 minutes) A. Have students touch the objectives in the student book B. Tell students that today they must be able to: Talk about likes and dislikes as well as preferences Ask present simple questions and ask for preferences as well Tell the time Conjugate present simple in speaking, writing as well as listening.
Part I: Food. A. B. C. D. E. F.
2. Vocabulary (10 minutes) 2A. Pairwork. Tell students to work with a partner. Have them work with the KET book Students must talk about the photos and tell each other what they can see After two minutes ask students individually come to the board and write one item of food they can see in the pictures. The rest of the class says if the student spelled the word correctly. Have students work in Activity 1 page 20 and complete the puzzle. Answers: Grapes Apple Fish Tomato Chocolate Burger Orange Salad Sandwich Steak * The word in the yellow square is restaurant. 3. Pronunciation activity (7 minutes)
A. B. C. D. E. F.
Have students look at activity 2 page 20 in the KET book. Students listen carefully to the words and group them Have them listen twice and repeat the words after the recording Students answer They listen again and check their answers To finish with this activity students repeat each word after you. 4. Listening activity (10 minutes)
A. Ask students to go to the Listening activity (Activity 3 , page 20) B. Explain them what they have to do Listen to the conversation about food and drink Listen again and write the initial letter next to each question ( there is one question where both initials are needed) C. Elicit answers Answers: 1. J 2. K
3. K
4. J
5. J
6. K
7. J and K
8. K
Part II: Likes and Dislikes. 5. Teach: Likes and Dislikes/ review preferences (15 minutes) A. Ask students how to express preferences in English B. After they answer with the target language, write on the board Example: I like ice cream I don’t like coffee C. Next, draw a thumb up next to the first sentence and a thumb down next to the second one. D. Elicit the meaning (use Spanish if necessary) E. Explain that we use like for expressing our favorites things F. Draw the following chart on the board Positive I YOU THEY WE
LIKE
Negative I YOU THEY DON’T LIKE WE
Question DO I YOU THEY WE
LIKE?
HE HE DOES HE LIKE? SHE LIKES SHE DOESN’T LIKE SHE IT IT IT G. Emphasize that you add -s in the positive form for third person singular, you add -es to the auxiliary do in the negative and interrogative/question form. Example: Positive form Negative form Question She likes oranges
She doesn’t like oranges
Does she like oranges?
H. Tell them how to use the following preference expressions: I quite like oranges(a variation from like) (oranges) are ok (similar to like) I hate oranges (opposite to like) 6. Speaking activity. (10 minutes) Pairwork A. Tell students to work in pairs B. Have students go to activity 4 on page 21
C. Students take turns talking about likes and dislikes, using the list and expressions. What do my classmates like? D. Students circulate asking classmates Sentence stem: What do you like? Sentence stem suggestions: I like cake best and I don’t like onions E. Student who asks must write the answer Sentence stem: Macarena likes cake best and she doesn’t like onions. F. Students ask 4 people. G. When they have finished ask some students to share their answers.
Part III: Present Simple/Time. A. B. C. D. A. B. C.
1. A. B. C.
A. B.
7. Grammar application (5 minutes) Tell students to continue working on the KET book in activity 6 on page 21 Have students complete the table with like in the corresponding form. After 3 minutes check answers If necessary re explain in Spanish. 8. Matching activity (2 minutes) Have students working in pairs Tell them to go to activity 7 on page 21 (KET book) After one minute ask if any pair has finished *If so given them a wow ticket or stamp D. Check answers orally. Answers: c 2. f 3. a 4. d 5. e 6. b 9. Reading application (3 minutes) Students continue working in pairs Have them answering activity 8 on page 21 Write right answers on the board. Answers: A, D,E and F are correct 10. Spelling activity (2 minutes) Students individually work in activity 9 on page 21 ( KET Book) After one minute elicit answers Answers: Hasn’t Haven’t
D. E. F. G. H.
Isn’t Aren’t 11. Listening activity (10 minutes) Have students individually go to page 21 activity 10 Check the vocabulary Explain that they are going to listen to a woman talking about her daily routine and that they are going to fill in the gaps Play the recording one time for them to get a general idea Play it two more times so students can answer Have students change seats and discuss their answers After three minutes play it again Pause it and provide the correct answers
1. 2. 3. 4. 5. 6.
Answers: Orange juice 1:15, one fifteen or a quarter past one Water 6:30, six thirty or half past six Fish (a cup of) coffee
A. B. C.
I. Ask students if the activity was difficult and why. 12. Closing: 3,2,1 activity ( 3 minutes) A. Students individually write on a piece of paper : 3: Types of preferences and provide one example for each 2: Different ways to tell the time and provide one example of each 1: Vocabulary list of today’s class B. Before finishing the lesson every student hands in the paper with their names and grades. C. Give wow tickets or stamps as they hand them in. Class 11: (29 June- 3 July) Grammar: (1)Adverbs of Frequency and (2) Present simple. Vocabulary: (1)Celebrations and (2) Dates. Material: KET book. 1. Hook (3 minutes) A. Ask students to elicit celebrations vocabulary already seen You can write them on the board B. Ask questions using like Example: Do you like Christmas? Do you like Fiestas Patrias? Do you like Easter? Objectives (2 minutes) A. Tell students that by the end of this class they will be able to write and talk about celebrations. 2. Background information (10 minutes) A. Tell students that they will be reading and talking about an special festival
B. Students try to guess which festival C. Tell students to listen carefully to the information you will give D. Make sure that your pronunciation and speech rhythm are clear and slow Festival information: BuĂąol is a town near Valencia in Spain. Every year, on the last wednesday in August, there is a festival, when people come to throw tomatoes at each other. The festival began in 1945, probably as a joke. The festival has continued off and on until the present day. Some years it was banned by the town council as it become so popular that now it happens every year. The festival is highly organised and regulated. E. Ask students if they understood what you just said F. Provide the same information in Spanish. G. Tell students to go to activity 1 on page 22 H. Ask them the following questions: What are they doing? Why are they doing it? Would you like to be there? Why/Why not? Do you know of other festivals like this one?
Part I: Present simple and Adverbs of frequency. A. B. C. D. E.
3. Reading activity (15 minutes) Ask students to read the text at least 2 times(activity 2 page 22) Tell them to try to answer the questions even if they don’t know all the words Students must underline with a pencil the word or phrase which gives them the answer In pairs they discuss their answers After 10 minutes read the text to the class and provide the answers Answers: 1. Wrong 5. Wrong
2. Right 6. Wrong
3. Wrong 7. Wrong
4. Wrong 8. Right
F. Check unknown vocabulary 4. Grammar review and application (10 minutes) 4A. Review A. Have students read through the grammar explanation on page 22 ( KET Book) B. Ask them to explain and show you examples of adverbs of frequency ( 2 students) *They can use Spanish 4B. Application A. Tell students to do the grammar exercise B. After 3 minutes have students shout out their answers and show thumbs up or down when it correspond. Answers: 2. Usually 3. Always 4. Often 5. Always 6. Sometimes 7. Usually 8. Never
A. B.
A. B. C. D.
A.
5. Reading activity (15 minutes) Tell students to go to page 23 and work on the reading activity (4) Provide the following information: The girl’s name is Akiko Imai and she is from Japan. C. Have students read the text to get a general idea of what is about. D. Check vocabulary (verbs on the box and text vocabulary) E. Ask them to read again and do the exercise F. Students read the text in turns giving their answers. Part II: Celebrations. 6. Teach: Dates and Review Celebrations (10 minutes) Ask the class what date means. Write date on the board Add the words day and month (you can bring a calendar if you want to make it even more clear) Explain in Spanish how to express dates Examples: On March 2nd On the first Monday in March* *EMPHASIZE THE USE OF PREPOSITION ON E. Tell students to write the celebration learnt through the unit F. Students have to write the date of each celebration. 7. Speaking activity: Pair work (5 minutes) Have pairs discuss what they do in their special days (celebrations) Suggested conversation: What do you do at New year? We often have fireworks What do you do on holidays? I usually go to a restaurant What happens when there is a festival in your town? -.... B. Circulate checking that they are using dates/adverbs of frequency and present simple *Give wow tickets/stamps to the pairs that are following the structure. 8. Writing activity (10 minutes) A. Tell students to write a note to a friend about a festival/celebration in their country/town B. The note must include: When the festival/celebration is (date) What you do at the festival What you eat Sample answer: Dear Maria, We have a special festival in our country on 14th July for Independence day. We have fireworks in the evening and we have wonderful cakes and sweet biscuits. Love, Paula. C. After 5 minutes ask for volunteers to read their notes to the class
D. Give wow tickets to the students that volunteer and included all the elements. 9. Game: When’s your birthday? (7 minutes) A. Form groups of six to seven students B. The students must ask each other their birthday’s dates Question: When’s your birthday? Sentence stem: My birthday is on ________ __________ (month) (day) C. After that the groups must line up in the order of the date of their birthday as soon as they finish they raise their hands D. The winners are the team who get in the right order first. * If students are not able to say their birthday in English the team is out. 10. Closing (3 minutes) Contract check-in. Objective: To talk about celebrations Pair work. Partner A: Ask partner B What’s your favorite celebration? Partner B: Answers and asks back and What is your favorite celebration? Partner A: Answers and asks When is your birthday? Partner B: Answers and asks back When is your birthday? Circulate asking random students What’s his/her favorite celebration? When’s his/her birthday?
Class 12: (29 June- 3 July)
A. B. C. D.
KET Writing Practice Material: KET Book 1. Hook (5 minutes) Have students brainstorm food vocabulary Students write them down in a piece of paper After 2 minutes have them count the words The students with more words go to the board and write ten words. *They can’t look at their classmates list on the board E. The students that spelled right the list win wow tickets or stamps. F. Let students know that today they will be working with spelling and writing.
Objectives: Tell students that after the class they will be able to: Write vocabulary of the unit correctly (spelling) Create a summary evidencing what they have learnt through the unit. 2. Teach: Writing techniques (5 minutes) Writing tips for students: A. Talk about the importance of concentration when writing words in English.
B. Explain why it’s so helpful to write down vocabulary each class and to have dictionaries. C. Tell them to always spell check after writing to make sure that you have no mistakes. *Write the tips on the board. D. Ask them if they have more tips to share and what they think about the ones you presented. 3. Application activity: Spelling (5 minutes) Pair work. A. Tell students to look for a partner Partner A: Writes a word spelled backwards Partner B: Has 20 seconds to rearrange the word *Do this with 5 words and switch. 4. Matching activity (5 minutes) Pair work. A. Tell students to go to page 24 activity 1 (KET Book). B. Have them complete the matching activity. C. Elicit answers. Answers: 2. butter apple
A. B. C. D. E. F.
A. B. C. A.
3. waitress
4. dish 5. juice 6. market 7. pasta 8. tomato 9. carrot 10.
D. Check that all students understand vocabulary. 5. Writing activity: Which word is misspelled? (10 minutes) In the same pairs they work on page 24 activity 2. Students decide which word is spelled incorrectly. After that they correct it on a piece of paper. When they have finished they pass their answers to another pair of students. Students read their partner’s answers and correct them if necessary. Check answers orally and write the correct ones on the board. Answers: 2. pilot 3. yellow 4. mirror 5. uncle 6. beautiful 8. sunny 9. which 10. comfortable 11. believe 12. apartment 6. Writing practice: Creating definitions (15 minutes) Individually have students work on page 24 activity 3 (KET book). Tell them to write descriptions to each word. Circulate correcting any mistakes or solving doubts. 7. Speaking practice: What is it? (10 minutes) Tell students to work in pairs:
7. telephone
- Partner A: Reads one of the descriptions created in the previous activity Sentence stem : This is brown and sweet. What is it? - Partner B: Tries to guess in no more than 15 minutes * After 5 descriptions they switch. 8. KET writing practice (10 minutes) A. Individually students work on page 25 Part 6 of the KET writing folder
B. Read the instructions for them and use Spanish if necessary C. Students have to answer the 5 questions D. After 7 minutes check answers and correct them on the board Answers: 36. lemonade
37. tomatoes
38.orange
39. sugar
40. sandwiches
9. Closing (20 minutes) Major contract check-in Pair work. A. In pairs students create a summary of the unit B. They must hand it in by the end of the class C. It is graded and it must include all the contents seen in this unit Make sure they apply the writing tips shown at the beginning to the class