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 17th, 2016
UNIT 5: Being Different

SHIFT: Morning
LESSON A: How to behave

TEXTBOOK:
TEACHER:

OBJECTIVES OF THE SESSION: By the end of this session SWBAT learn and implement adjectives to describe people behaviour, a
prefix, identify specific and general information from a listening, and report what they've listened, implement gerund as subject in
sentences using It + be + adj + infinitive, ask about rules in a variety of situations.
KEY VOCABULARY

GRAMMAR STRUCTURES

Appropriate, atypical, disrespectful,

impolite, inappropriate, inoffensive,
offensive, polite, respectful, typical,
unusual, usual, considerate, rude,
truthful, kind, responsible, pleasant.

It + be + adjective + infinitive;
Gerund as a subject
Tripping a taxi drivers is unnecessary in
Finland.

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

It's important to be on time for

appointment in US.
OBJECTIVE:
TIME
A) 10-15
mins

B) 5-10
mins

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.

Idioms:
As different as chalk and cheese - Two people who
are as different aschalk and cheeseare completely
different from each other.
E.g.
I'm surprised they get on so well. They're as different
as chalk and cheese.

B) 5-10
mins

Warm up/ Lead in

activity.
Skill:
- Speaking

-T will present the Idiom of the day.

Idioms:
As different as chalk and cheese - Two people who
are as different aschalk and cheeseare completely
different from each other.
E.g.
I'm surprised they get on so well. They're as different
as chalk and cheese.

By the end of this session SWBAT learn and implement adjectives to describe people behaviour, and form their a
OBJECTIVE:
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE

30-35
mins

- Vocabulary and
Grammar
Skill:
- Speaking

- T will present the vocabulary, firstly T will introduce

the adjectives and then their antonyms. When
introduce the antonyms T show Ss how the words
changes and explain what prefix are an what they do.
-Direct Ss attention to page 46. Read through the
sentences on activity A, discuss each sentence
presented on the activity.
Have Ss complete activity B and C.
-Direct Ss attention to workbook page 26 activity B.
Discuss What the people in their country thik about
those things? Have Ss complete the acctivity and
express their opinion on some of them.

OBJECTIVE:By
thevocabulary
end of thisrelated
session
specific
and general
information from a listening, and report what the
to use
to SWBAT
physicalidentify
appearence
to describe
people.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
25-30
mins

Listening
Skills:
- Writing and
speaking

- Explain the task: Ss will listen to tour guide and 3

more people, they are about to start a tour within a
cave.
- Tell Ss they will listen and complete activity A and B.
Have Ss write a short description of what they listen
before completing the activities.
- Match Ss with a partner, so that they can compare
answers. Finish with a class disscussion!

before completing the activities.

- Match Ss with a partner, so that they can compare
answers. Finish with a class disscussion!
OBJECTIVE:By
thevocabulary
end of thisrelated
session
about rules
in a variety
of situations.
to use
to SWBAT
physicalask
appearence
to describe
people.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
25-30
mins

Speaking
Skills:
- Writing and
speaking

-Present the conversation T plays track 32 CD 1. Have Ss

underline any unknown vocabulary.
-Go over the Useful Expresions box with Ss. Talk about
questions to ask about rules; ask Ss to add more
questions to the list.
-Match Ss with a partner and have them choose a
situation that a foreign visitor might, encounter in their
country, such as a visit to a church, a formal dinner, a job
interview, an informa party, etc. Then have them prepare
a similar role play.

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
thisrelated
session
to SWBAT
physicalimplement
appearencegerund
to describe
as subject
people. in a sentences; and formulate 6-8 sentences
infinitive.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
50-55
mins

- Grammar
Skills:
- Speaking and
Skills:
writing.
- Writing and
speaking

-Read through the chart together. Discuss similarities

and differences with customs in our country and other
country Ss are familiar with.
-Explain Ss the grammatical structure use in each one
of the sentences. Have Ss complete activity B. T makes
sure Ss understand.
-In groups Ss would be assign one of the situations on
activity C. Have each group prepare a page of
information for foreigners about polite behaviour in this
area. Taking as a refference their country.

By the STAGES/ACTIVITY
end of this session SWBATPROCEDURE
implement present perfect to produce 10-12 questions and answers.
TIME/PAGES
to use vocabulary
related to physical appearence
describe
people.
Give each to
student
a copy
of the worksheet, or make
15 - Grammar
your ownthe
with
items that are more relevant to your
-Correct
homework.
20mins
10WRAP UP
students.erases
The students
circulate
the
and
-Teacher
the board
, asks around
students
to room
organize
15mins
Skills:
-Workbook
and
ask chairs
each other
inclass.
the present perfect, as in
the
and questions
dismiss the
- Writing and
Homework
correction.
the model. Whenever a student gets a yes answer,
speaking
he/she writes down the name of the student who said
5-10 mins
-Homework
yes and their answer. The students need to find only
assignment
one student who answers yes. If a student receives a
no answer, the student must continue to question
others until he/she receives a yes answer to that

your ownthe
with
items that are more relevant to your
-Correct
homework.
students.erases
The students
circulate
the
and
-Teacher
the board
, asks around
students
to room
organize
ask chairs
each other
inclass.
the present perfect, as in
the
and questions
dismiss the
the model. Whenever a student gets a yes answer,
he/she writes down the name of the student who said
5-10 mins
-Homework
yes and their answer. The students need to find only
assignment
one student who answers yes. If a student receives a
no answer, the student must continue to question
others until
he/she
receives
a yes answer
tothey
thatshould also make the necesary adjustme
Note: 1) Teachers should adapt the lesson plan to their students.
2) Since
teachers
have different
break time
question.
Each
student
continues
until
he/she
fills
all better plans.
3) Teachers should try to follow the lesson plan in class.
4) Feedback are expected from teacher in order
toin
prepare
his/her blanks. Ss have to give full answers.
1015mins

WRAP UP
-Workbook and
Homework correction.

IA Y TECNOLOGIA
COMPETITIVIDAD

SOR JUAN BOSCH

ANTIAGO APOSTOL
World Link 3
Angel Estevez

TIME:
PAGES:

4 hours
46-50

describe people behaviour, and form their antonyms using

plement gerund as subject in a sentences; and formulate 6-8
EXPRESSIONS/FUNCTION

her's book
nt's book
board
ers
, speakers, CD2, TV

Asking about rules

Can I...?
May I...?
Is it all right/OK to...?
Is it all right/OK if I...?

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.

- Whiteboad
- Markers

- Evaluate Ss'
knowledge of the
vocabulary.

behaviour, and form their antonyms using prefix.

RESOURCES
-

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

ASSESSMENT
- Observe Ss'
interaction, take
notes and provide
feedback.
- Evaluate Ss'
comprehension of the
vocabulary.

tening, and report what they've listened.

RESOURCES
ASSESSMENT

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

- Observe Ss hability
to listen for specific
information.

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

ASSESSMENT
- Observe Ss
performance.
Help as needed.
Clarifies any doubts.

ce they had participating in any settings

d formulate 6-8 sentences using It + be + adj +
RESOURCES
ASSESSMENT
- S's book
- T's book
- Notebooks

uestions and
answers.
RESOURCES
-Computers
- T's book
- Workbooks

Observe and give

feedback as
necessary.
Clarifies any doubts.

ASSESSMENT
Observe and give
feedback as
N/A
necessary.

- T's book
- Workbooks

ld also make the necesary adjustment

repare better plans.

N/A