Ministerio de Educacion Superior Ciencia Y Tecnología English Immersion Program

Republica Dominicana
MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN
LEVEL: Basic TEXTBOOK: Interchange 1

CLASS: DATE: January 3rd, 2014
Lesson By the end of this lesson Swbat

Lesson Topics: Unit 2 How do you spend your day? Objectives: name and describe jobs, workplaces, and school; describe daily
schedules, write and tell clock time, debate asking for and giving
Time: 6 hours opinions,
Pages: 8-13 write a biography, identify similarities in a friend's schedule.
Notebooks, pieces of paper, Language Listening, speaking, writing, grammar.
Materials:
cards, crayons. Skills:
Life Skills &
Equipment: Patriotism, hospitality
Values:
LESSON’S STAGES TIME

Books closed. Ss talk about bad, worse, and the worst jobs based on salary, stress, hours, conditions, and
Check the attendance list security. Provide vocabulary, model the pronunciation. Compare jobs in the U.S. and the D.R. or any other 10-15 mins
Warm up places Ss know.
Discussion: beforehand ask Ss to bring pictures of different jobs from newspapers or magazines, dangerous
jobs, the worst jobs. 10-15 mins
Introduction
Word power: Ss complete the charts: office work, food service, entertainment business, and travel industry.
Ss add 2 more jobs to the four categories.
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MESCYT 2012 FO-DAC-04 1


LESSON PLAN
Presentation 1 Ss match A (jobs), B (verbs), and C (employers). S's take turns describing each person's job.
Speaking: Work and workplaces Variation: A: What does a _____ do? B: A salesperson sells clothes. A: Where does a ____ work? A salesperson works 10-15 mins
in a department store. Ss brainstorm more jobs and practice a similar conversation.
Presentation 2 With text covered, tell s's to ask questions about the picture. Write focus questions on the board. Play CD with books 20-25 mins
Conversation: Where do you closed, then with books open so s's listen and read. Ss listen to the rest of the conversation and answer the questions.
work? Post-task: Ss personalize the conversation. 10-15 mins
Presentation 3 Explain simple present wh-questions and statements. Complete the conversations and practice with a partner. Pair
Grammar focus work: what do you know about these jobs. Complete the chart and write two sentences about them. Ask and answer 20 mins
questions about these jobs.
Presentation 4 Ss use their notes to write a biography of a partner.

Writing a Biography Don't use your partner's name. The class will guess who you wrote about. 20 mins
Presentation 5
Pronunciation Ss will pronounce the words to identify the syllable stress pattern. They will add the 20 mins
Syllable stress Words to the different columns. Teacher delivers the students some pieces of paper in which he/she writes the words
and the stress patterns.( 20 words and 20 patterns)
T asks the ss to match the words and their stress patterns. T gives one example first. Example : one piece with
o o
the word “competition “one piece with the stress pattern oo o, Another pilot o. Ss can go around to
find their words or their stress patterns , then they will stick their words and the stress patterns on the
blackboard and read the words aloud .
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Presentation 6 T introduces the time expressions, model pronunciation and expresses clock time.
2

LESSON PLAN
Grammar focus Ss complete the sentences with the time expressions. S's rewrite the sentences that are true for them. Then compare 20 mins
with a partner. Pair work: Ss take turns asking and answering the questions.
Presentation 7 Pre-listening: Ss talk about their daily schedules. Play the CD at least twice. So they complete the chart. Then check 10-15 mins
Listening their answers. Post-listening: who do you think has the best daily schedule. Why?
Variations: Ss create their daily schedule and later compare with a partner or in small groups.
10-15 mins
Presentation 8 Pre-reading: Ss infer from the title with books closed.. Why do you need a job? Reading: Ss read to scan profiles : who is in college? 20-25 mins
Reading Who's a parent?. 2Nd reading Ss read to choose the best job for each person; discuss in small groups.
Why do you need a job?
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MESCYT 2012 FO-DAC-04 3


LESSON PLAN
Assessment/Evaluation Units 1-2 progress check.

60 seconds: Choose a few students and give each 60 seconds to speak about something 5 mins.
you’ve covered that day (grammar, vocabulary or pronunciation); what do you usually
do? if you worked on simple present; talk about jobs; older learners may even give a
“how to” lesson; they may also summarize a story they heard (listening) or read, or
place themselves in another person’s shoes, like a celebrity, profession. But they must
speak for a full minute. To motivate students to speak, you may choose to reward the
student who says the most, or includes the most information.
Remedial Activity Unscramble words, sentences, paragraphs, etc. recycle the reading, listening passages 5 mins
and reuse them to reteach vocabulary, pronunciation, structure and speaking.
Assign presentations for next class, start with a one-minute presentation, and so on.
Final activity/Wrap up Say goodbye: For very young ESL learners the best way to wrap up a lesson is with a goodbye song or saying goodbye 5 mins.
to a puppet. The puppet may “ask” them questions about something they learned, and even give them a short
“review” by asking, “What’s this?” or “What’s that?” or any other question or expression they may have learned. You
may set aside this special time with the puppet every day at the end of the class, so Ss know what to expect, and even
though they may be beginners, they will have this sense of closure.
SWBAT= Students will be able to

TPS= think, pair, share (individually, in pairs and share with the whole class).
CCQ's= Concept checking questions (after every task and assessment).
KWL = what I know, want to know and learned.
T= teacher.
S's= students.
TPR= Total Physical Response.
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Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

LEVEL: Basic TEXTBOOK: Interchange 1

Lesson By the end of this lesson Swbat

LESSON’S STAGES TIME

MESCYT 2012 FO-DAC-04 1

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

Presentation 4 Ss use their notes to write a biography of a partner.

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

MESCYT 2012 FO-DAC-04 3

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

Assessment/Evaluation Units 1-2 progress check.

SWBAT= Students will be able to

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