This document contains the daily lesson plans for a unit of study from May 7-11. It includes the following: 1) Detailed objectives, activities and strategies for each 40-50 minute lesson, including warm-up, group work, and assessments. 2) Lessons focus on listening, speaking, reading, cross-curricular and language skills around topics like travel, time zones, and Gulliver's Travels. 3) Lessons incorporate technology like displaying materials and playing audio on an iPad, as well as apps for random selection, note-taking, and assessing group work.

1. Unit 6

2. MONDAY MAY 7th
Session 11
Section Listening
Pages 248
M.I. VL, M, IE
Minutes 40
Objectives To improve auditory discrimination
To describe a picture
To greet people and respond to greetings
To express solutions
Activities & Strategies Pre-activity
1. T projects the picture on p. 248 and, in pairs, SS take turns describing it. *T may record their interventions using APP CS > the microphone
Activities
2. T plays Track 35 and while listening to it, SS write the missing words. * T should monitor the listening process by stopping the track periodically, if needed.
3. T uses APP CS > Random Selector to choose a S to check the activity using APP CS > pencil
4. SS, in partners, imagine they are Jessie and her father, and come up with different ideas the two questions from the activity.
5. SS play Game #2 Speaking (Making a Reservation).
Post-activities
6. Before listening to Track 34, SS read the questions on the table. Then, T plays Track 34.
7. SS individually check (√) true or false.
8. T projects the correct answers APP CS.
9. SS comment the idioms.
* Send-A-Problem (Variation)
Step 1: Groups decide on one problem they will consider. It is best if two or three groups consider the first question and other two or three groups work with the second question.
Step 2: The same procedure is used with the first group, brainstorming solutions to a single problem. The problem is written on a piece of paper and attached to the outside of a
folder. The solutions are listed and enclosed inside the folder.
Step 3: The folder is then passed to the next group. Each group brainstorms for three to five minutes on the problems they receive without reading the previous group's work and then
places their solutions inside their folders.
Step 4: This procedure may continue to one or more groups. The last group reviews all the solutions suggested by all of the previous groups and develops a prioritized list of possible
solutions. This list is then presented to the rest of the class.
*If SS need extra support you can find extra listening activities on page 337.
Resources Book iPad APP CS
Track 34, 35
APP CS tools:

3. TUESDAY MAY 8TH
Session 12
Section Master of the Book World
Pages 249
M.I. VS, VL, N, IE, M
Minutes 40
Objectives To analyze the four parts of Gulliver´s Travels
To value the feelings and emotions that cause different soundtracks
Activities &
Strategies
Pre-activities
1. T asks if someone have read or watched on the TV Gulliver’s Travels.
2. SS read the text Gulliver´s Travels aloud. * T may project it. APP CS
3. T plays a snippet of each songs. Each track corresponds to one of the chapters. Meanwhile, SS have to write what they think happens in each chapter as well as what the
songs transmit them.
Activities
4. SS in pairs, look on the Internet more information about the book and fill the organizer.
5. T uses APP CS > random selector to choose a S to correct this using APP CS > pencil
6. Then, SS with their partners answer the questions.
Post-activity
7. In groups, SS discuss:
- Why Jonathan Swift always proposed a storm before each journey?
- What other options do you suggest as an alternative to storms?
* Self-Assessment: SS answer the Self-assessment questions at the bottom of the page.
Resources Book
IPad APP CS
The Flight from Lilliput: https://www.youtube.com/watch?v=33qIZxbRR84
Arrival in Brobdingnag: https://www.youtube.com/watch?v=tsAPmrvI0kE&index=10&list=PLMsFR-
IuG_7FGg8Rv8KbCZ42-vDH4MG7r
Laputa: https://www.youtube.com/watch?v=BkymQCutJOk
The Land of the Houyhnhnms: https://youtube.com/watch?v=Ar795gsFMfE
APP CS tools:
Session 13
Section Speaking
Pages 250, 316, 317
M.I. VS, VL, IA, K, N
Minutes 25
Objectives To greet people and respond to greetings
To identify and describe accommodations
To analyze the travel package information
To discriminate information
Activities &
Strategies
Pre-activities
1. T projects the travel package information APP CS and SS read it aloud.
2. T divides the class in two groups according to their opinion (Madrid-Barcelona vs Italy) and SS choose if they want prepare a TV or a radio ad to offer the travel packages to tourist
using the freehand method.
3. Before SS start working, T projects the Speaking Rubric on page 316 so they can understand what an excellent speaking product is and what they can improve. APP CS and also the
Cooperative Group Rubric because they have to work in groups where everyone must participate.
Activities
4. In groups, SS assign roles. If SS do not agree, they write the roles in different sheets of paper and put these facing down for each S to choose one.
5. SS prepare their script taking notes (shouldn’t be more than one-minute-long).
6. SS can record their commercial inside the classroom or in another part of the school.
7. Before recording it, T reviews their scripts and reminds SS that the commercial has to be convincing and attractive to their audience so they can sell their travel package.
Post-activities
8. SS present their commercial to the class.
9. SS vote for the best and most innovative commercial APP CS > stamp
10. SS complete the Speaking and Cooperative Group Rubric to evaluate oneself.
Resources Book
iPad APP CS
Speaking Rubric p. 316
Cooperative Group Rubric p. 317
APP CS tools:

4. WEDNESDAY MAY 9TH
Session 14
Section Crosscurricula
Pages 251, 365
M.I. N, VS, LM
Minutes 30
Objectives To identify time zones
To improve grammar comprehension skills
Activities &
Strategies
Pre-activities
1. SS individually read the text Time Zones and take notes.
2. SS reread the text with a partner and pay attention to prepositions. SS have to circle complex prepositions.
Activities
3. SS individually write the time to answer the questions using the map and their notes.
4. T projects http://www.thetimezoneconverter.com/ to correct the activity. SS say T the countries and the time.
Post-activities
5. SS play to guess faster. T uses APP CS > Random Selector to choose a S to say a country and the time. SS, in groups, must calculate
what time it would be in the other country. When they believe they have the final decision, they raise hand. Only the manager can say
the solution. Then, they verify with the page of time zone converter.
6. Language Check 
Resources Book
iPad APP CS
Time Zone Converter:
http://www.thetimezon
econverter.com/
Example of flip book
(http://www.layers-of-
learning.com/parts-of-
speech/)
APP CS tools:
Language
Check
Time: 10 Minutes Grammar Appendix p. 365 – Complex Prepositions
Post-activities
1. T explains that the difference between prepositions and complex prepositions.
2. SS write complex prepositions to keep it in the grammar flip book (http://www.layers-of-learning.com/parts-of-speech/)
Be High Tech If there is enough time, SS do the Be High Tech activity on page 251.

5. THURSDAY MAY 10TH
• No classes, due to Mother’s Day.
• Enjoy this day together with your family….

6. FRIDAY MAY 11TH
Session 15
Section Reading
Pages 252, 253, 367
M.I. IA, VL, IE, K
Minutes 25
Objectives To exchange information (experiences)
To check meaning and intention
To improve grammar comprehension skills
To analyze the pros and cons of travelling experiences
Activities &
Strategies
Pre-activity
1. SS discuss about:
- the basic travel essentials - who’s responsible for preparing everything you need to take on a trip
Activities
2. T uses APP CS > Random Selector to choose a S to read one paragraph aloud. T chooses a different S for each paragraph.
3. SS individually suggests other tittle for the magazine article and justify their reasons.
4. In pairs, SS discuss with their own words what the article says about different aspects.
Post-activities
5. In groups, SS write other tips to add to the magazine article based on their own travelling experiences.
6. SS go to blackboard and share their suggestions.
7. Then, SS the most original to recording a video.
8. SS assign different roles to prepare the video where SS explain others tips for traveling.
Resources Book
iPad APP CS
APP CS tools:
Language Check
Time: 15 Minutes Grammar Appendix p. 367 – Fist Conditional
Pre-activity
1. SS read individually the article again, but now SS locate the sentences that begin with “if”. Write them in a sheet of paper.
Activities
2. SS compare the sentences and write them in a correct site on the box (positive, negative or interrogative).
3. T asks SS if they know when to use “if” as a conditional. T tells SS that when the sentence talks about a real possibility, they
are using the First Conditional.
Post-activity
4. SS create their own sentences. If there is enough time, SS use the Think-Pair-Share or 1, 2, 4 Strategies:
Step 1: This technique requires SS to think individually about a topic (first conditional).
Step 2: SS share ideas in pairs.
Step 3: SS share ideas with their teammates.