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MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGIA

PROGRAMA DE INGLES DE INMERSION PARA LA COMPETITIVIDAD

CENTRO DE CAPACITACION Y ENTRENAMIENTO PROFESOR JUAN BOSCH


SEDE CENTRAL Y COLEGIO SANTIAGO APOSTOL

L
DATE: August 2nd, 2016
UNIT 1: Life Is All About Change

SHIFT: Morning
LESSON B: Milestone

TEXTBOOK:
TEACHER:

OBJECTIVES OF THE SESSION: By the end of this session SWBAT

KEY VOCABULARY
Fall in love, get divorced, get married, get
promoted, graduate, have a baby, retire.

GRAMMAR STRUCTURES
Modals of Future Possibility
You may/might/could
I'm not sure. I may/might/could start on
Tuesday or Wednesday.

OBJECTIVE:
TIME
A) 5-10
mins

B) 10-15
mins

MATERIALS
- Teacher's book
- Student's book
- Whiteboard
- Markers
- Radio, speakers, CD2, TV
- Laptop, etc.

WARM UP/ LEAD IN ACTIVITY


STAGES
PROCEDURE
-T writes the date, his name and the objectives of the
- Attendance taking
lesson on the board.
- Board setting
-Teacher calls students names, and gives feedback
about their situation (in case that some sts have
missed or being late in the previous sessions.)
Warm up/ Lead in
activity.
Skill:
- Speaking

-T will present the Idiom of the day.


Idiom:
Icing on the cake:
somethinggoodthatisaddedtoanothergoodthing.

By the end of this session SWBAT recognize and name 8-10 vocabulary words related to important events o

Skill:
- Speaking

Icing on the cake:


somethinggoodthatisaddedtoanothergoodthing.

By the end of this session SWBAT recognize and name 8-10 vocabulary words related to important events o
OBJECTIVE:
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
- T selected a group from the class to present the
21-25
- Vocabulary
vocabulary. Ss were told that they could make a power
mins
presentation
point presentation, a role play or any other activity to
present the vocabulary.
Skill:
- Speaking

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
identify vocabulary
to describewords
people.
and expressions related to means of transport
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
-T asks Ss: Name a person you admire. Why do you
24-30
Listening practice
respet him or her?
mins
Skills:
- Explain the task: Ss will listen to a conversation. In
- Listening and
which they will need to identify specific information.
speaking
- Tell Ss they will listen for specific information. Play
CD1 - Track 6 and 7. Check answers.
(8-10 mins)
- Have Ss complete the sentence from activity A and
activity B. Match Ss with a partner, so that they can
compare answers.

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
skim the test
to describe
for specific
people.
information and guess the meaning of words by
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
35-40
mins

Reading practice
Skills:
- Reading and
speaking.

- T asks Ss What makes them feel stress and which


images can they associate with it?
-In pairs, have Ss skim the article. Tell them to look for
unknown vocabulary and phrases they might not
understand and write them down. After they have a list T
encourage them to guess the meaning by the context.

-T makes sure Ss understand and clarifies all


confusions.
-Have Ss read the questions from activity B, tell Ss to
read the article again to complete the activities.

Skills:
- Reading and
speaking.

-In pairs, have Ss skim the article. Tell them to look for
unknown vocabulary and phrases they might not
understand and write them down. After they have a list T
encourage them to guess the meaning by the context.

-T makes sure Ss understand and clarifies all


confusions.
-Have Ss read the questions from activity B, tell Ss to
read the article again to complete the activities.

By the end of this session SWBAT produce a a short paragragh about an experience they had participating
Writing
practice.
OBJECTIVE:By
to use
thevocabulary
end -of
this
related
session
to physical
SWBATappearence
implementtomodal
describe
verbs
people.
to talk about possibility, and produce 8 sentence
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
-T asks Ss: Which are the rules in the center? What is
50-55
- Grammar
Skills:
prohibited in the class? Introduce the modal verbs
mins
- Speaking and
using the box on activity A, such as:
writing.
You may
Skills:
You might
- Writing and
You could
speaking
-Direct Ss attention to page 20, have them complete
activity B.
-Tell Ss to imagine that they are on holiday and that
they are going to go out for the day and must say what
they are going to take and why, they can only take five
objects with them. In groups, Ss make an appropriate
sentences for each object using 'I'm going to...
because + might or may...', e.g. I'm going to take a
camera because I may/might want to take some
photos.

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
produce a to
short
describe
test in
people.
talking about their future, both possible and plan
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
15 20mins

Writing

-Have Ss write a short paragraph about their own


future events, both planned and possible. Have Ss
exchange paper with a partner, After reading their
partner's paper, have them correct grammar mistakes
and give it back to their owner. When they finish T
selects some Ss to present their writing to the class.

15 20mins

TIME/PAGES

Writing

STAGES/ACTIVITY

1015mins

WRAP UP
-Workbook and
Homework correction.

5-10 mins

-Homework
assignment

-Have Ss write a short paragraph about their own


future events, both planned and possible. Have Ss
exchange paper with a partner, After reading their
partner's paper, have them correct grammar mistakes
and give it back to their owner. When they finish T
selects some Ss to present their writing to the class.
PROCEDURE
-Correct the homework.
-T assigns Unit 1 lesson B from the workbook as a
homework
-Teacher erases the board , asks students to organize
the chairs and dismiss the class.

Note: 1) Teachers should adapt the lesson plan to their students.


3) Teachers should try to follow the lesson plan in class.

2) Since teachers have different break time they should also make the necesary adjustme
4) Feedback are expected from teacher in order to prepare better plans.

CIA Y TECNOLOGIA
A COMPETITIVIDAD

ESOR JUAN BOSCH

SANTIAGO APOSTOL
World Link Intro
Angel Estevez

TIME:
PAGES:

EXPRESSIONS/FUNCTION

her's book
nt's book
board
ers
, speakers, CD2, TV
p, etc.

RESOURCES
- The gradebook
- Markers

- Whiteboad
- Markers

ASSESSMENT
-Teacher doublecheck the grade
book.
-Sends the Grade
book to the office.
- Evaluate Ss'
knowledge of the
vocabulary.

ated to important events of their lives.

4 hours
17 to 21

ated to important events of their lives.


RESOURCES
- Markers
- Whiteboard
- S's book
- T's book.
- Notebooks

ated to means of transportation.


RESOURCES
- Radio or Speakers
- Audio CD
- S's and T's book
- Notebooks

ASSESSMENT
- Observe Ss'
interaction, take
notes and provide
feedback.

ASSESSMENT
- Observe Ss hability
to listen for specific
information.

ss the meaning of words by its context.


RESOURCES
ASSESSMENT
- T's book
- S's book
- Notebooks

- Observe Ss
performance.
Help as needed.

- Notebooks

Help as needed.

nce they had participating in any settings


ty, and produce 8 sentences using 3 different modals.
RESOURCES
ASSESSMENT
- S's book
Observe and give
- T's book
feedback as
- Notebooks
necessary.

ure, both possible and planned.


RESOURCES
-Computers

ASSESSMENT
Make sure students are
using the computers
with learning purposes.

-Computers

RESOURCES
- T's book
- Workbooks

uld also make the necesary adjustment

prepare better plans.

Make sure students are


using the computers
with learning purposes.

ASSESSMENT
N/A

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