Betzayda Lara Castillo

Level 1&2

Language Focus: Describing events & giving/asking for opinions.

Topic: Festivals.
Objectives: to teach the use of there is/there are, as well as the functions of basic quantifiers.
Prior Knowledge: Countries, asking for opinions, months…
Materials:
1. – PPP
2. – Student book.
3. – Whiteboard, markers…

Date:

St Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment

ep
To introduce the topic of T asks Ss to write down as S is able to
1 6 min the lesson. many countries they know Ss share their lists with T -Ss differentiate
in English in two minutes. the class. spelling and
T emphasizes stress and pronunciation of
pronunciation of the the countries in
names of the countries. English.
T asks Ss go to p. 47, look S is able to give
2 7 min For Ss to practice asking at the images and Ss complete the exercise Ss – Ss his/her opinion
for others’ opinions. complete the exercise and share their opinions and ask for a
individually. Then T has Ss to a partner. partner’s opinion.
to discuss about the
events.
T shows Ss some images Ss look at the images and
3 7 min To activate Ss’ about festivals around the guess what they are about Ss – T
schemata of festivals. world. Then T asks Ss and talk about the
about the festivals they festivals they know.
know.
For Ss to listen for T gives instructions and Ss participate complete S manages to
4 10 specific information. plays the audio for A1 on the activity and discuss Ss – T describe events
min p. 48 for Ss to complete about the Tomatina and give
the activity. T elicits festival in groups. opinions.
 Betzayda Lara Castillo
Level 1&2

adjectives to complete the

sentence in the How to say
it box.
T has Ss describe and
5 10 Introduce the grammar gives ideas about the Ss carry out the activity T – Ss S identifies the
min focus of the lesson. image on E.A, then T gives individually and share grammar focus of
instructions for the Ss to answers with the class. the lesson.
complete the activity
individually. The answers
are checked with the class.
S takes notes,
6 20 Explain the use and T presents a short PPP, Ss take notes and listen. T – Ss ask questions.
min functions of there provides examples and
is/there are with clarifies doubts.
quantifiers.
T hands in Ss a worksheet Ss complete the activity S knows how to
7 5 min For Ss to practice the for them to complete the and check their answers Ss – Ss use quantifiers.
use of quantifiers. sentences using with a partner.
quantifiers. T monitors the
activity.
T has Ss to complete the Ss participate, complete S knows how to
8 10 For Ss to practice the activities on the book p. 49 the activity and check the Ss - T use there is/there
min grammar of the lesson. and check answers with a answers with the class. are
partner.
T organizes Ss in teams
To get Ss to describe and presents flashcards S is able to
9 10 festivals using there with the name of different Ss carry out the activity in Ss –Ss describe a
min is/there are. festivals. A member of teams. festival.
each team comes to the
front and describes the
event so his/her team can
guess it.
To teach vocabulary T asks Ss about the places Ss participate, share Ss – T S is able to
10 5 min related to places in a we find in a city. T makes a ideas. pronounce and
town. list on the board. understand new
vocabulary
 Betzayda Lara Castillo
Level 1&2

words.
T elicits information about Ss carry out the activity, S listens for
11 For Ss to speak using the Chinese new year speak to a classmate, take T-Ss specific
15 the grammar focus. festival.T explains any notes. information and
min unknown vocabulary and uses the
gives instructions to carry grammar focus to
out activities A & B on p. speak about
49 places.
T has Ss to write short Ss write the sentences. S is able to write
12 15 To practice writing sentences about the main Some of them volunteer Ss – Ss sentences using
min skills. attractions in town. T to read their sentences to the grammar
encourages Ss to use the class. focus.
quantifiers with there
is/there are.

Language Focus: descriptions.

Topic: Places and things to do in a city.
Objectives: to reinforce the use of there is/there are, to teach vocabulary to describe spaces.
Prior Knowledge: countries, parts of a house, places in a city.
Materials:
1. – PPP
2. – Workbook
3. – Whiteboard, markers, cards…

Date:
 Betzayda Lara Castillo
Level 1&2

St Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment

ep
S understands
1 5 min For Ss to get in touch Warm up: T brainstorms Ss say the words they Ss – T the concept of
with the upcoming vocabulary related to relate with “city·. brainstorming.
cities.
topic.
T elicits the words for
2 10 To present and practice places from last class. T Ss say the words they S pronounces
min compound nouns. writes a list on the board remember listen to the T – Ss correctly and
and highlights compound explanation and then understands the
nouns. T gives a brief repeat the words. meaning of the
explanation of compounds words.
nouns and drills the words.

T has Ss to work in pairs to Ss work in pairs, some

3 5 min Have Ss to create their create new nouns using may volunteer to write Ss – Ss S uses correct
own words. the prompts in the book p. their words in the board spelling and
50 and the rest copies any intonation.
new words.
T hands in Ss a puzzle for Ss solve the puzzle and S is able to
4 5 min To review vocabulary of them to find the places. compare their answers Ss – Ss recognize places
places. with a partner. vocabulary.
T asks Ss about the place
5 20 To teach vocabulary: they live in. T elicits parts Ss label the images and Ss – T S understands
min parts of the house. of the house, hands in Ss a check answers on the and uses basic
worksheet and has them to board. vocabulary.
label the rooms.
To practice listening T plays the first segment of Ss watch the video and Ss – T S listens,
6 10 skills and teach new the video U.5. T reads the along with T identify the understands and
min vocabulary. summary along with Ss mistakes and rewrite the identify mistakes
and checks vocabulary. summary. in the summary.
T plays the second
5 min For Ss to listen for segment of the video and Ss listen carefully and Ss – Ss S listens for
specific information. has Ss to complete complete the activity. Ss specific

exercise 2 in their
worksheet. T monitors the
activity and asks Ss to
check answers with a
partner.
T plays the video and has
7 5 min For Ss to listen for Ss to answer e.3 in pairs.
specific information. Then, T plays the video
again for them to check
answers.
T writes useful vocabulary
8 15 For Ss to practice on the board. Then T has
min writing using adjectives. Ss to write about their
dreamed apartment/house.
T invites Ss to read their
descriptions.
T models e4 and has Ss to
9 10 For Ss to reflect on the complete the rest of the
min meaning of some exercise. T plays the video
phrases. for them to check their
answers.
T explains any unknown
10 10 To teach Ss to read for vocabulary and presents
min the main idea. the reading for the main
idea strategy. Then T gives
time limit for Ss to read. T
has Ss to discuss the
answer with the class.
11 15 For Ss to practice T has Ss describe their
min writing skills using the neighborhoods. Then, T
vocabulary of the asks some Ss to read their
lesson. paragraphs to the class.
12 10 Practice reading for the T gives instructions and set
min main idea. time for the Ss to complete
the activity. T checks
Betzayda Lara Castillo
Level 1&2
check answers with a information.
partner.
Ss complete the activity Ss – Ss S is able to listen
and check their answers for specific
in pairs. information.
Ss write. Some of them Ss – T S is able write
volunteer to read their descriptions.
descriptions to the class.
Ss finish the exercise and T-Ss S is able to
check their answers. recognize non-
explicit meaning.
Ss go quickly through the
paragraphs, close their Ss – T S is able to
books once the time is out identify the main
and discuss the answer idea of the text.
with the class.
Ss write a short paragraph S uses the
about their Ss – Ss vocabulary
neighborhoods. Ss read he/she learnt to
their texts to the class. describe his/her
neighborhood.
Ss read to answer activity S is able to
B on p. 50 and comment Ss – T identify main
their ideas with the class. ideas in a text.
 Betzayda Lara Castillo
Level 1&2

answers on the board.

Language Focus: modal should, asking for and giving directions.

Topic: Places in a city.
Objectives: to teach Ss to use shoul as well as to give/ask for directions.
Prior Knowledge: places in a city, pronouns.
Materials:
1. – PPP
2. – Workbook
3. – Whiteboard, markers, cards…

Date:

St Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment

ep
T elicits positive things Ss Ss say their ideas, take S understands
1 10 To introduce should. can do if they want to notes and guess the focus T – Ss the difference
min learn English. T makes a of the class. between should
list on the board and writes and shouldn’t
sentences with should.
T shows Ss some slides to Ss pay attention, take
2 20 To explain the functions explain the uses of should. notes and complete the T – Ss S identifies forms
min of should & shouldn’t. T guides Ss through activities on their books. of the modal.
activities A & B on p.51
To practice giving T gives Ss a prompt for Ss write a short S is able to write
3 15 advices using should them to write a short paragraph, some of them Ss – T sentences using
min and shouldn’t paragraph. read it to the class. should and
shouldn’t’.
T has Ss read the
 Betzayda Lara Castillo
Level 1&2

4 10 Practice the use of conversation and elicits Students complete the Ss – Ss S uses should
min should. the topic. T plays the audio activity and compare accurately.
and has Ss answer the answers with a partner.
activity individually and
compare answers with a
partner. T plays the audio
again for them to check
answers.
T gives Ss some cards with
5 10 To check pronunciation places to visit in different Ss talk to a partner about Ss – Ss S pronounces the
min and use of should in cities of the world. Gives the places in their cards modal correctly.
conversations. instructions to carry out they recommend.
the activity and monitors
its progress.
6 5 min To check Ss’ T plays Simon Says with Ss follow the teacher’s T – Ss S differentiates
understanding of left the Ss. instructions. left from right.
and right.
T explains the instructions
7 10 For Ss to learn language and has different Ss match Ss participate, and answer Ss – T S matches
min for getting around in a the sentences with the the activity as a group. images with
new city. pictures. instructions.
8 10 For Ss to practice T hands Ss a worksheet Ss complete the activities S can follow
min following directions. with different activities for on their worksheets and SS – T instructions.
them to work individually. check answers as a class.
T checks answers on the
board.
T shows Ss a slide with
To introduce questions polite expressions to ask Ss complete the activity in S is able to use
9 10 to ask/give directions. for and give directions. pairs. SS –Ss the questions
min Then T has Ss write down appropriately.
directions in pairs to
complete task B on p. 52
T hands Ss a worksheet for
10 10 To practice giving them to complete the Ss complete the activity. T – Ss S is able to use
min directions. activity individually. T direction-words.
monitors the activity and
 Betzayda Lara Castillo
Level 1&2

check answers on the

board.
Review vocabulary for T asks Ss to get in teams
12 10 giving/asking directions. to play “the hangman”. T Ss participate. Ss – T S can identify
min writes the words, Ss must ordinal numbers’
guess it to win. spelling.

Language Focus: there is/are, some, any, several, a lot, modal should.
Topic: establishing priorities
Objectives: to recycle the target language of the unit.
Prior Knowledge: places in a city, pronouns, quantifiers, simple present…
Materials:
1. – PPP
2. – Student book
3. – Whiteboard, markers, cards…

Date:

St Time Purpose Task (Teacher) Task (Pupils) Interaction Assessment

ep
Elicit the concept of
Have Ss to organize “priority” from the Ss, and Ss come out with ideas, Ss – T S understands
1 15 information by has them speak about participate. the concept of
 Betzayda Lara Castillo
Level 1&2

min establishing priorities. things they need to prioritizing.

prioritize in their lives; T
writes some ideas on the
board.
For students to practice T reads instructions and Ss pay attention and carry S understand the
2 5 min language from unit 5. has Ss understand the out the first activity on p. T – Ss instructions and
criteria when establishing 54. carries out the
priorities. activity.
For Ss to practice T draws Ss’ attention to Ss work in pairs and S uses the
3 15 language from unit 5. the appropriate discuss their ideas to fill Ss – Ss appropriate
min expressions to comment the chart on act. B. vocabulary.
on attractions and give
opinions. T has Ss carry
out the activity B.
For Ss to practice T has Ss brainstorm a list Ss share their ideas and S uses the
4 10 language for speaking of interesting things write a list in teams. Ss – Ss appropriate
min about attractions in a tourists can do for free in vocabulary.
city. their city.
T reads instructions and Ss work in pairs to S is able to
5 20 Have Ss to prioritize. has Ss work in pairs to organize the options they Ss – Ss organize and
min complete activity C on p. came out with on exercise justify his/her
55. T then checks answers B. choices.
in open class.
6 T gives instructions and Ss write a response to S uses the modal
20 Have Ss to practice monitors Ss’ work. Once Danny using the questions Ss – T should
min writing responses. they are finished, T asks and answers from appropriately.
some Ss to read their previous activities. Ss vote
messages to the class. for the best ideas.
T asks Ss for the places in S remembers and
7 10 Review vocabulary of a city they remember and Ss participate. Ss – T spells correctly
min places in a city. has Ss come to the board places in a city.
to write a list. T has Ss talk
about things they do in
each place.
For Ss to recycle words T has Ss complete activity Ss complete the activities S can talk about
for giving directions and A on p. 56. Then T verifies and check answers as a SS – T places and
 Betzayda Lara Castillo
Level 1&2

8 05 places in a city. answers with the whole class. attractions as

min class. well as to give
directions.
T has Ss read the text on
For Ss to practice the their own and the selects Ss read the text and S is able to use
9 10 use of is/are/should. Ss to read it aloud to check complete the activity. T –Ss is/are/there is/are
min answers. T gives Ss some and should
information about the accurately.
places mentioned on the
text.
T hands Ss a worksheet for
10 10 To practice giving them to complete the Ss complete the activity. T – Ss S is able to use
min directions. activity individually. T direction-words.
monitors the activity and
check answers on the
board.