Foundation Course: 1 Unit: 1 Day: 1 FFI

Lesson Learning Objective:

Students will be able to:
 use appropriate language to say hello and good-bye;
 introduce themselves.

Important considerations:
Ss’ first class so you need to activate previous knowledge about greetings and farewells.
Assess if Ss are true or false beginners. Adapt as necessary.
Use Spanish alongside English to give instructions, if necessary.

Things to keep in mind

Don’t forget to let students know how long they can take for each activity.

Previous preparation/Materials needed

Markers & eraser
CD 1
Unit opener poster
Course 1 Outlines
The Link
CCs: Vol. 1 Unit 1 Lesson A (Hey, Hello, Hi, Good morning, Good night, See you, How are
you? Etc.)
Verbs: Meet, Ask, Answer, Check, Choose, Listen, Read, Say, Write, Stand up, Sit. *Use
the verb cards to help Ss understand the instructions of the activities if necessary.
Prepare: Visual (Activity 7)
Conversation enlargements (Activity 11)
Greetings/Farewells cards (Activity 12)
Speech bubbles (Activity 16)

Activity Procedure Grouping Material Time

pattern
1 Welcome Welcome students to HH. Total 1’/1’
class
2 Warmer Write your name on the board & Total Markers 2’/3’
introduce yourself. class Eraser
Use: name, nationality, occupation,
where you are from.
3 Icebreaker Use the following Icebreaker: Ss 10’/13’
Name
chain game The first student says his or her name,
his/her home town; one interesting
fact about him/herself, and his/her

D.R. ® 2014 Organización Harmon Hall, A.C. 1

 favorite song. The next student must
then repeat all of the information
about himself and then say the name
and favorite song of the preceding
student. The third student introduces
himself and then says the names and
favorite songs of the preceding
students, and so on until the last
student. For a challenge, the last
student is not allowed to write
anything down.
4 Orientation Tell Ss you are going to give them Total Outlines 20’/33’
important information about their class Ss’ books
course. You may do it in Spanish as The Link
this is their first English class.
a) Hand out Outlines.
Go over course milestones +
Homework, Cyber center, Program
components (Student’s Book + CD
for Extra listening activities, Video
Resource Book, & The Link)
b) Explain grading criteria:
3 written quizzes: 30%
Classroom assessment: 30%
3 oral quizzes: 30%
Course project: 10%
c) Explain how and when you are
going to give them feedback.
d) Attendance: Explain that SEP
requires 80% attendance.
Go over punctuality: 3 tardies
equal one absence.
e) Explain written/oral quizzes
requirement.
f) Explain minimum passing score
(70)
g) Present “Useful language for…”
h) Explain Course Project
i) Explain Learning Portfolio
5 Personal & Ask Ss why they want to learn English. Total The Link 10’/43’
main Refer them to The Link, page 6, and class
learning have them fill out Personal Objectives.
objectives (Translate when necessary).
Have them write down their own

D.R. ® 2014 Organización Harmon Hall, A.C. 2

 Learning Objectives.
6 Unit 1 Put up Unit Opener Poster on the wall. Total Markers 2’/45’
Opener Read the unit objectives and have Ss class Eraser
copy them in the portfolio. The Link
CCs (Hello, Good morning, Thanks, Unit
Hi, Bye, Good night, Thank you, Opener
Good-bye) Poster
Place the CCs on the floor and ask Ss 3’/48’
to stand up and match them with their CCs
similar meaning word. Then, tell Ss to
point to the expression they use when
you enter a place (Hello, Hi, Good
morning) tell them, they are using
Greetings. Then, point to the
expression they use when they leave a
place (Good-bye, Bye) tell them, they
are using Farewells.
Use Unit Opener Poster to introduce
new vocabulary.
Have them open their books to page 1
and look at the pictures. 2’/50’
Have them do Before you begin…
7 Pre- Prepare visual (See Appendix Activity Pairs Visuals 3’/53’
listening 7) Markers
Ss look at the pictures. Then, with a Pieces of
partner, Ss decide on an expression to paper
be used in each case. Ss get a marker CCs
and a piece of paper to write their
ideas and match them to the picture.
Have the CCs visible for Ss to check
their spelling. Ss tell their reasons.
Explain there are some expressions
used with people you know (like
friends or family) and others with 2’/55’
different people or situations.
8 Listening Books closed Individual CD Player 4’/59’
(Gist) Write on board: Are they friends or Audio CD
not? Notebook
Play CD 1- Track 2 – Getting started
(Ex. 1A)
Tell them they are going to listen to
two conversations and they need to
identify if they are friends or not. Ss
write Yes or No in their notebook.

D.R. ® 2014 Organización Harmon Hall, A.C. 3

 Play the listening twice if necessary. Ss
Ss stand up and get all together to 2’/61’
compare their answers.
Check.
9 Listening Books closed Individual CD Player 3’/64’
(Detail) Play CD 1- Track 2 – Getting started Audio CD
(Ex. 1A) CCs
Have Ss listen and clap every time they
hear one of the expressions in the CCs
(Hello, Good morning, Thanks, Hi,
Bye, Good night, Thank you, Good-
bye). Model.
10 Post- Books open Total Students’ 2’/66’
listening Ss check the conversations. Ss listen class books
and repeat with the teacher. Then, Ss (page 2)
practice with a partner the Pairs 2’/68’
conversation.
11 Test 1 Books closed Conversa
Prepare Conversation enlargements Small tion
(See Appendix Activity 11) groups enlarge 4’/72’
Ss get in small groups and complete ments
the conversations using the options in
the cards. Ss have to stick the cards in Markers
the corresponding places. Eraser
Check the answers.
Ss get in pairs and act out the four
dialogues. Ask them to act and sound
as natural as possible (as if they were Pairs 5’/77’
in a movie). They should use their real
names. (Ex. 1C)
Learn on We will consistently refer our students to the Whole Board 1’
corresponding online practice section of the Class and
ADD ON. Present it like this:
marker
“We learn best by doing.”
To LEARN ON go to:
premium.harmonhall.com/C1U1LA
12 Pre- Books closed Ss Markers 3’/80’
listening Prepare greetings/farewells cards (See Eraser
Appendix Activity 12) Greetings
Cut a bond paper or use a complete /
sheet of paper. Place a sheet of paper Farewells
below the greetings and farewells cards
cards. Sheets of
Ss look at the cards and write on the paper or

D.R. ® 2014 Organización Harmon Hall, A.C. 4

 sheet of paper all the expressions they bond
come up which correspond to each paper
category (e.g. Greetings: Good
morning, Hi, Hey. Farewells: Bye, See 3’/83’
you!, Good night, etc.) Total
Check. class
13 Listening Books closed Teams CD Player 3’/86’
(Detail) Play CD 1- Track 3 – Building Audio CD
vocabulary (Ex. 2A) Markers
Put a marker on the floor in the center Eraser
of the classroom. Ss make two teams.
Ss listen and run to take the marker
and write on the board the farewell
expressions they hear. Total
Check. class
Have Ss repeat the conversations and 3’/89’
then perform with a partner. Pairs
14 Listening Books open Individual CD Player 3’/92’
(Detail) Play CD 1- Track 4 – Building Audio CD
vocabulary (Ex. 2B) Students’
Ss listen to the conversations and put Books
a check in the correct response. (page 3)
Play it twice if necessary. Total
Review their answers and have them class 3’/95’
practice with a partner.
15 Post- Books open Pairs Students’ 4’/99’
listening Ss get in pairs and complete Word sort books
in Ex. C. (page 3)
16 Vocabulary Have a S read Learning tip and in Ss Students’ 1’/100’
notebook conversation. books
Prepare speech bubbles (See (page 10)
Appendix Activity 16)
Ss get in pairs and receive speech
bubbles with the conversations and Speech
the responses. Ss need to match the bubbles
responses to the expressions. 5’/105’
Then, Ss switch places and read the
answers other classmates have.
Ss perform different mini
conversations using the bubble
phrases.
Homework Assign: The Link: Unit 1 Lesson A Ex. 2 & 3
Extra activity GROUPS
Books closed. Groups think of as many expressions as they can from the
D.R. ® 2014 Organización Harmon Hall, A.C. 5
 lesson in two minutes. Each group chooses a secretary to write the list.
At the end of the two minutes, groups take turns calling out their
expressions. Members of the other groups must raise their hands if they
have the same expression on their list. If no other group has the
expression, the group scores a point. The group with most points wins.
**Each activity has a suggested time. You may adjust the time as needed.

First Day Course Orientation Guidelines

1. Orientation
Orientation is a vital part of any curriculum, program of study, or course. Knowing what to
expect in a course inspires confidence in our students and provides accountability for both
the teacher and the student. The procedure for orienting students to the course on the first
day of class is standardized in Harmon Hall because we cannot hold students accountable
for things they do not know they are supposed to do or not do. They need to know what is
expected of them in order to learn and pass the course. For Course 1 only, this may be
conducted in Spanish. After Course 1, this must be conducted in English. Detailed below,
you will find guidelines for giving orientation to Adult Program students on the first day of
class:

1.1. Facilitate the ice breaker

Facilitate an “ice breaker” activity that gives students an opportunity to express their
interests. The recommended ice breaker for Course 1 of the Adult Program centers on
why students want to learn English. Give each student a piece of paper and ask them to
write their name in the middle, and in each corner write something about themselves
such as their favorite actor, movie, singer, hobby, cartoon, last book read, scariest
experience, etc. use your discretion when choosing these categories according to your
students’ age group. In the fourth corner, ask students to write why they are learning
English. When all students have finished, have them stand up and exchange
information about themselves with as many students as possible. At the end of the
activity, ask each student to say the name of another student and state why he or she is
learning English. Go around the class until each student has had a chance to share. This
activity has two important functions. Firstly, you now know your student needs/wants
(make a written note of it, because it should inform your teaching for the rest of the
course). Secondly, your students have reminded themselves of why they are here
which begins to foster accountability, and is reinforced throughout the Adult Program.

For following courses you can vary the ice breaker, but make sure the activity recycles
previous course(s) language structures and vocabulary. This does not only help you
gain an understanding of what interests them but also allows you to informally assess
your students’ language skills and alert you to any possibly low students who will
require more attention and support.

1.2. Present the outline

Explain that the outline lets students know what to expect in their course. They should
take note of the quiz days and course project presentation date so that they can

D.R. ® 2014 Organización Harmon Hall, A.C. 6

 prepare in advance. Also, explain that Cyber Center and Video classes may occur on
different days.

1.3. Explain the program components

Tell students that throughout the course they will use different components. Explain
that they need to bring their Student’s Book, The Link/Workbook, VRB (Levels 1-4),
and Levels 5 (or 6) Learning Portfolio (Levels 5 & 6 only) to class every day.
Note: Please inform students they must bring a dictionary to class every day as well.
Students must be autonomous and employ a dictionary in class.

1.4. Explain the grading criteria

Explain that students are graded in four areas:
i. Written/General quizzes – 30%
ii. Oral/speaking quizzes – 30%
iii. Classroom assessment – 30%
iv. Course Project – 10%

Explain each area of the grading criteria. If students know how they are graded and
what they are graded on, they can easily reflect on their own progress, be better
prepared for assessment, and be successful in their course. For Levels 5 & 6, direct
students to the Introduction to Level 5 (or 6) Learning Portfolio and ask students to
read it at home and answer any questions they might have the next class.

Tell students that evaluation is a way for them to know if they are learning or not, and
that this helps them to reach their English language learning goals (their
needs/wants). Explain that they will be taking quizzes after each unit, and that they
are part of their final grade. Quizzes help students monitor their progress unit by unit.
See the class planners for more details.

1.5. Explain feedback

When giving the orientation lesson to students in the very first class, tell them that
they will receive feedback throughout the course which will help them to determine
what they need to improve and/or work on in order to achieve the learning objectives.

1.6. Explain the attendance & punctuality policy

Explain that attendance is not calculated in the final grade because it is not a measure
of a student’s academic performance. However, excessive absences will prevent a
student from passing the course. The Harmon Hall attendance policy is determined by
the SEP. Attendance for every student must be recorded in the class list. To receive
credit for the course, students must attend at least 80% of the course; students can
miss no more than five hours per 28-hour course, regardless of frequency (Intensive:
no more than 3 days; Saturday: no more than 1 day). If a student misses more than 5
hours per 28-hour course, s/he is not permitted to pass the course regardless of their
quiz scores or final course grade. Explain that this is a SEP policy that Harmon Hall is
required to follow, since we are registered at the SEP (Adult Program Courses 1
through 16, only). Additionally, this is also one of the ways to ensure that all
information within the academic program will be acquired accordingly.
All students are required to be in their seats (i.e. ready to work) at the beginning of
class. A student is considered late if s/he is not in her/his seat at the beginning of class.
If a student is late three times it counts as one absence. If a student arrives more than

D.R. ® 2014 Organización Harmon Hall, A.C. 7

 20 minutes late, it counts as one absence. Treat absences due to punctuality using the
attendance policy above. Record all tardies in the class list. It is important to
communicate to students what is considered “on time” and what is considered “late”.

1.7. Explain the written quizzes requirement

The written quizzes objectively demonstrate that students have met the English
language learning objectives for that course. To pass, students must achieve 70% as
the final written/general quizzes weighted grade, regardless of their other scores. The
final written/general quizzes weighted grade is calculated by averaging out the three
unit written quizzes grades. (Please refer to the printable grade grid for further
information.)
If students do not take one of the written/general quizzes or get less than 70% (105
out of 150 points) in their final written quizzes weighted grade, they have not met the
criteria for moving on to the next course.

1.8. Explain the minimum passing score

Students must achieve an overall final minimum grade of 70%, in combination with a
minimum 80% attendance, in order to pass the course.

1.9. Present “Useful language for…” (Levels 1-4)

Direct students’ attention to page x of the Touchstone Student’s Book, and present
these common classroom expressions for getting help and working with a partner.
These expressions prepare students to start speaking English in class as soon as
possible. This information should be presented in the first two courses of each level only
(C1, 2, 5, 6, 9, 10, 13, and 14).

1.10. Explain the irregular verb list (Levels 5 & 6 only)

Direct students’ attention to page 169 of the Viewpoint 1 or Viewpoint 2 Student’s
Book. Tell students that the list contains irregular verbs from the student’s book and
serves as an autonomous study tool for verbs during and after the course.

1.11. Explain the Course Project

Explain that in Harmon Hall we have always emphasized the need to help our
students develop their communicative competence in English. Explain that in order to
present learners with opportunities to acquire the language in authentic settings and
to foster real-life communication in class, as well as out of class, Harmon Hall has
incorporated projects into the courses.

Explain students the process of working with projects and their stages:
1. Selecting the topic
2. Carrying out the project
3. Presenting the final product
Note: Please refer to PTP Module III, Section 11 for more details.

Inform students that projects should be assessed by the team itself and by the rest of
their peers. The teacher will score the course project using the grading criteria. Let
students know what areas will be evaluated. Please refer to PTP Module III, Section
11. This grade will account for 10% of the students’ final grade.

1.12. Explain the Learning Portfolio

D.R. ® 2014 Organización Harmon Hall, A.C. 8

 Explain that the Learning Portfolio is a tool to help students monitor their progress.
Remind them of why they are here (the student needs they discussed in the ice-
breaker). Explain that achieving their English learning goals is partly up to them. They
have to “do their part” by taking responsibility for doing their class work, participating
in class, asking questions when they don’t understand something, doing their
homework, and preparing for the quizzes. The portfolio helps them to become
accountable for their learning. The act of writing down what they want to accomplish
(the personal and learning objectives), what they have done in class (the listening,
video, cyber and speaking logs), how they have performed on quizzes, makes them
more aware and accountable for their progress. This information gives them day-by-
day insight to their strengths and weaknesses, and guides their review and extra
practice efforts

1.13 Explain the online component of their face to face course.

Make students aware of all the advantages Harmon Hall offers by providing them with
an online component which will not only help them review, reinforce and consolidate
material seen in class but also will allow them to develop their speaking skills through
the Conversation Groups in which they will have the chance to interact with people
from other parts of the world including native speakers.
Emphasize the fact that we strongly recommend they devote two hours a week to the
Conversation Groups, and one hour, at least, to the exercises and activities on the
Harmon Hall platform since it is an important part of their course.

2. Facilitate Portfolio personal and learning objectives

Direct student’s attention to correct page of the portfolio in The Link or in the Level 5
Learning Portfolio for the course and unit you are teaching. Explain that personal objectives
help students to develop awareness of and stay focused on their personal goals. Tell
students to pick one or two personal objectives from the list, or create their own if they
prefer. Once students set their personal objectives, have them discuss their ideas with a
partner or in groups. Ask them to talk about why they chose certain objectives and
exchange ideas about how they plan to meet them. Then, direct students’ attention to the
learning objectives section in the unit opener of the Student’s Book unit you are going to
teach. These inform students of what they should be able to do in English by the end of the
course. Tell students to open the portfolio to the first page again, and copy the learning
objectives directly to the corresponding section.

The simple act of writing these goals creates an active rather than passive role in the
learning process, because students are stating the achievable, measureable goals of each
course. Once students have finished writing the learning objectives, call on different
students to read them aloud, and ask if there are any questions.

3. Facilitate Touchstone unit opener (Levels 1-4)

After the completion of the personal and learning objectives, continue with the Unit opener
(warm-up) for the first unit of the course. See the class planner and Touchstone Teacher’s
Edition for details. You can also review information in section 4.1 in PTP Module II: Adult
Program Components.

D.R. ® 2014 Organización Harmon Hall, A.C. 9

APPENDIX
First Day Course Orientation Guidelines

4. Orientation
Orientation is a vital part of any curriculum, program of study, or course. Knowing what to expect in
a course inspires confidence in our students and provides accountability for both the teacher and
the student. The procedure for orienting students to the course on the first day of class is
standardized in Harmon Hall because we cannot hold students accountable for things they do not
know they are supposed to do or not do. They need to know what is expected of them in order to
learn and pass the course. For Course 1 only, this may be conducted in Spanish. After Course 1, this
must be conducted in English. Detailed below, you will find guidelines for giving orientation to Adult
Program students on the first day of class:

4.1. Facilitate the ice breaker

Facilitate an “ice breaker” activity that gives students an opportunity to express their interests.
The recommended ice breaker for Course 1 of the Adult Program centers on why students want
to learn English. Give each student a piece of paper and ask them to write their name in the
middle, and in each corner write something about themselves such as their favorite actor,
movie, singer, hobby, cartoon, last book read, scariest experience, etc. use your discretion when
choosing these categories according to your students’ age group. In the fourth corner, ask
students to write why they are learning English. When all students have finished, have them
stand up and exchange information about themselves with as many students as possible. At the
end of the activity, ask each student to say the name of another student and state why he or she
is learning English. Go around the class until each student has had a chance to share. This
activity has two important functions. Firstly, you now know your student needs/wants (make a
written note of it, because it should inform your teaching for the rest of the course). Secondly,
your students have reminded themselves of why they are here which begins to foster
accountability, and is reinforced throughout the Adult Program.
For following courses you can vary the ice breaker, but make sure the activity recycles
previous course(s) language structures and vocabulary. This does not only help you gain an
understanding of what interests them but also allows you to informally assess your students’
language skills and alert you to any possibly low students who will require more attention and
support.

4.2. Present the outline

Explain that the outline lets students know what to expect in their course. They should take
note of the quiz days and course project presentation date so that they can prepare in advance.
Also, explain that Cyber Center and Video classes may occur on different days.

4.3. Explain the program components

Tell students that throughout the course they will use different components. Explain that they
need to bring their Student’s Book, The Link/Workbook, VRB (Levels 1-4), and Levels 5 (or 6)
Learning Portfolio (Levels 5 & 6 only) to class every day.
Note: Please inform students they must bring a dictionary to class every day as well. Students
must be autonomous and employ a dictionary in class.

4.4. Explain the grading criteria

Explain that students are graded in four areas:
v. Written/General quizzes – 30%
vi. Oral/speaking quizzes – 30%
vii. Classroom assessment – 30%
viii. Course Project – 10%

D.R. ® 2014 Organización Harmon Hall, A.C. 10

 Explain each area of the grading criteria. If students know how they are graded and what they
are graded on, they can easily reflect on their own progress, be better prepared for assessment,
and be successful in their course. For Levels 5 & 6, direct students to the Introduction to Level 5
(or 6) Learning Portfolio and ask students to read it at home and answer any questions they
might have the next class.

Tell students that evaluation is a way for them to know if they are learning or not, and that this
helps them to reach their English language learning goals (their needs/wants). Explain that
they will be taking quizzes after each unit, and that they are part of their final grade. Quizzes
help students monitor their progress unit by unit. See the class planners for more details.

4.5. Explain feedback

When giving the orientation lesson to students in the very first class, tell them that they will
receive feedback throughout the course which will help them to determine what they need to
improve and/or work on in order to achieve the learning objectives.

4.6. Explain the attendance & punctuality policy

Explain that attendance is not calculated in the final grade because it is not a measure of a
student’s academic performance. However, excessive absences will prevent a student from
passing the course. The Harmon Hall attendance policy is determined by the SEP. Attendance
for every student must be recorded in the class list. To receive credit for the course, students
must attend at least 80% of the course; students can miss no more than five hours per 28-hour
course, regardless of frequency (Intensive: no more than 3 days; Saturday: no more than 1
day). If a student misses more than 5 hours per 28-hour course, s/he is not permitted to pass
the course regardless of their quiz scores or final course grade. Explain that this is a SEP policy
that Harmon Hall is required to follow, since we are registered at the SEP (Adult Program
Courses 1 through 16, only). Additionally, this is also one of the ways to ensure that all
information within the academic program will be acquired accordingly.
All students are required to be in their seats (i.e. ready to work) at the beginning of class. A
student is considered late if s/he is not in her/his seat at the beginning of class. If a student is
late three times it counts as one absence. If a student arrives more than 20 minutes late, it
counts as one absence. Treat absences due to punctuality using the attendance policy above.
Record all tardies in the class list. It is important to communicate to students what is
considered “on time” and what is considered “late”.

4.7. Explain the written quizzes requirement

The written quizzes objectively demonstrate that students have met the English language
learning objectives for that course. To pass, students must achieve 70% as the final
written/general quizzes weighted grade, regardless of their other scores. The final
written/general quizzes weighted grade is calculated by averaging out the three unit written
quizzes grades. (Please refer to the printable grade grid for further information.)
If students do not take one of the written/general quizzes or get less than 70% (105 out of 150
points) in their final written quizzes weighted grade, they have not met the criteria for moving
on to the next course.

4.8. Explain the minimum passing score

Students must achieve an overall final minimum grade of 70%, in combination with a minimum
80% attendance, in order to pass the course.

4.9. Present “Useful language for…” (Levels 1-4)

Direct students’ attention to page x of the Touchstone Student’s Book, and present these
common classroom expressions for getting help and working with a partner. These expressions
prepare students to start speaking English in class as soon as possible. This information should
be presented in the first two courses of each level only (C1, 2, 5, 6, 9, 10, 13, and 14).

D.R. ® 2014 Organización Harmon Hall, A.C. 11

 4.10. Explain the Course Project
Explain that in Harmon Hall we have always emphasized the need to help our students develop
their communicative competence in English. Explain that in order to present learners with
opportunities to acquire the language in authentic settings and to foster real-life
communication in class, as well as out of class, Harmon Hall has incorporated projects into the
courses.
Explain students the process of working with projects and their stages:
4. Selecting the topic
5. Carrying out the project
6. Presenting the final product
Note: Please refer to PTP Module III, Section 11 for more details.
Inform students that projects should be assessed by the team itself and by the rest of
their peers. The teacher will score the course project using the grading criteria. Let students
know what areas will be evaluated. Please refer to PTP Module III, Section 11. This grade will
account for 10% of the students’ final grade.

4.11. Explain the Learning Portfolio

Explain that the Learning Portfolio is a tool to help students monitor their progress. Remind
them of why they are here (the student needs they discussed in the ice-breaker). Explain that
achieving their English learning goals is partly up to them. They have to “do their part” by
taking responsibility for doing their class work, participating in class, asking questions when
they don’t understand something, doing their homework, and preparing for the quizzes. The
portfolio helps them to become accountable for their learning. The act of writing down what
they want to accomplish (the personal and learning objectives), what they have done in class
(the listening, video, cyber and speaking logs), how they have performed on quizzes, makes
them more aware and accountable for their progress. This information gives them day-by-day
insight to their strengths and weaknesses, and guides their review and extra practice efforts

5. Facilitate Portfolio personal and learning objectives

Direct student’s attention to correct page of the portfolio in The Link or in the Level 5 Learning
Portfolio for the course and unit you are teaching. Explain that personal objectives help students to
develop awareness of and stay focused on their personal goals. Tell students to pick one or two
personal objectives from the list, or create their own if they prefer. Once students set their personal
objectives, have them discuss their ideas with a partner or in groups. Ask them to talk about why
they chose certain objectives and exchange ideas about how they plan to meet them. Then, direct
students’ attention to the learning objectives section in the unit opener of the Student’s Book unit
you are going to teach. These inform students of what they should be able to do in English by the end
of the course. Tell students to open the portfolio to the first page again, and copy the learning
objectives directly to the corresponding section.

The simple act of writing these goals creates an active rather than passive role in the learning
process, because students are stating the achievable, measureable goals of each course. Once
students have finished writing the learning objectives, call on different students to read them aloud,
and ask if there are any questions.

6. Facilitate Touchstone unit opener (Levels 1-4)

After the completion of the personal and learning objectives, continue with the Unit opener (warm-
up) for the first unit of the course. See the class planner and Touchstone Teacher’s Edition for details.
You can also review information in section 4.1 in PTP Module II: Adult Program Components.

D.R. ® 2014 Organización Harmon Hall, A.C. 12