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 4 Do you like rap? Objectives: Contrast talking about likes and dislikes, justify giving opinions, making
invitations and excuses; compare music, movies, tv programs,
Time: 6 hours entertainers, tell dates and time.
Pages: 8-13
Pieces of paper, workbooks, Language Listening, speaking, writing, grammar.
Materials:
notebooks. Skills:
Life Skills &
Equipment: Acceptance
Values:

LESSON’S STAGES TIME

St
Books closed. Ss talk about the kinds of music they like. Provide vocabulary, model the pronunciation. 1
Check the attendance list listening: Ss listen silently. 2Nd listening: Ss number the musical styles as they listen. Pair work: Ss talk about 10-15 mins
Warm up other popular music styles in D.R.
Compare music in the U.S. and the D.R. or any other places Ss know. Optional: use a Venn diagram.
Introduction Ss complete the word map with words from the list. Ss add two more words to each category. Group work 10-15 mins
rank the items from 1to 6; 1= the one you like the most and 6= the one like the least. Variation: 1) Survey. 2)
bingo.

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 Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

Presentation 1 With text covered, tell s's to ask questions about the pictures. Write focus questions on the board. Play the CD with
Conversation books closed, then with books open so s's listen and read. Ss listen to the rest of the conversation and answer the 10-15 mins
I really like pop music questions. Variations: Read the conversation again with a S, or two Ss read it and the rest repeat after them; half of
the class= Tom and the other half= Liz, or Boys = Tom and girls= Liz. Post-task: Ss personalize the conversation.

Presentation 2 Explain yes/no questions and wh-questions with do. Introduce object pronouns. Ss complete the conversations and
Grammar focus practice with a partner. 15-20 mins
Short Answers: 1. Divide the class into pairs or groups of three or four. There should be an even number of groups
if possible. 2. Each group writes five short answers on a piece of paper, exchanges answer papers with another
group, and writes appropriate questions for the other group’s answers. Examples: Group 1: Yes, I do. No, he
wasn’t. No, you aren’t.
Yes, they did. No, she didn’t.
3. Group 2: Do you walk to school? Was John late for class? Am I from Korea?
Did they leave at 12:00? Did Ana lend you her car?
Put the two groups together and have them return the answer papers. The group who wrote the answers checks
that the questions are appropriate.

Presentation 3
Pronunciation Elicit or explain the yes/no questions have falling intonation and any other questions falling intonation. T 15-20 mins
Intonation in questions models the intonation. Ss will pronounce the questions. Play the Cd for further practice.
Humming. This game is used to practice rhythm and intonation (you can also use this to practice word
stress) Put students in pairs. Give student A a list of questions. Give student B a list of replies. Student A
should hum the intonation patterns of his utterances. Student B should reply with the correct
response. We like to make sure that all of the sentences have the same number of syllables so that
Student B really has to listen to the intonation to get the sentence.

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 Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN
Presentation 4 Ss write five questions about entertainers and entertainment, then ss ask and anwer in groups.
Speaking Group work: our group favorites. S's complete the chart then go around and ask other groups' member and later on 20-25 mins
Entertainment survey share with the whole class.

Presentation 5 Pre-listening: Ss talk about dates, blind-dates. Do you know of any programs like this? 12 hearts, the bachelor, the 10-15 mins
Listening bachelorette. Ss infer from the picture, ask them to choose from the picture. Play the CD at least twice. So they
complete the chart. Then check their answers. Post-listening: who do you think is the best date for Linda? Why?

Presentation 6 With text covered, tell s's to ask questions about the picture. Write focus questions on the board: what sports do you 20-25 mins
Conversation like? What's the sport in the picture? Play the CD with books closed, then with books open so s's listen and read. Ss
An invitation listen to the rest of the conversation and answer the questions. Variations: Read the conversation again with a S, or
two Ss read it and the rest repeat after them; half of the class= Dave and the other half= Susan, or Boys = Dave and
girls= Susan. Post-task: Ss personalize the conversation.

Presentation 7 Elicit or Explain would, verb+to+ verb. Introduce contractions. Ss respond/make invitations and practice with a 10-15 mins
Grammar focus partner.
Pair work: Think of three things you would like to do, then invite a partner. 10-15 mins
Writing Write a text message. Brainstorm common abbreviations used when texting.
a text message Ss reply to the message.

Presentation 8 Pre-reading: Ss infer from the pictures with books closed and text covered. Reading: Ss read to scan dates of the events. 2Nd reading 20-25 mins
Reading Ss read to number the sentences in the correct sequence.
Why do you need a job? Post-reading: who's your favorite musician. Ss bring pictures of their favorite singers, musicians and talk about his or her life.
Variation: Ss can bring an article about their favorite artist so they can read it in class.

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 Republica Dominicana

MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGÍA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

Assessment/Evaluation Role plays can be used across the curriculum with all levels and with any number of 5-10 mins.
people. For example, a teacher can take on the role of a character who knows less than the
students about a particular subject area. Students are motivated to convey facts or information prompted
by questions from the character. Use units 3-4 progress check.

Remedial Activity
Final activity/Wrap up
Dictation. For homework the students can be asked to write a short paragraph about music. After collecting the
homework, a short passage can be composed by the teacher. This passage is made up of sentences from the 5-10 mins
homework of the students, in which half the sentences are correct and half contain errors. The correct and wrong
sentences are jumbled and the dictation is given. This passage is dictated to the students at a slow and steady pace.
The teacher reads the wrong sentences exactly the same way as he reads the correct ones. The task of the students is
to correct the wrong sentences as they write the dictation. The teacher then asks the students to exchange their tasks.
Corrections can be carried out as the teacher reads out the passage this time without the errors. The exercise is useful
as it forces the students to decide quickly what is right and what is wrong.
Map it out! In small groups Ss create a mind map of what they did today in class, one group works with grammar,
another with pronunciation, etc.
5-10 mins.

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

ENGLISH IMMERSION PROGRAM
LESSON PLAN
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Mind map

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