This document contains a weekly lesson plan for an English language class. The plan includes 9 sessions to be held from August 28th to August 31st. Each session focuses on a different topic area like reading, writing, vocabulary, and visible thinking. The sessions include pre-activity, activity, and post-activity sections with objectives, strategies, and resources. Some key activities include describing cities, reading a text about Venice, writing an email, playing vocabulary games, and discussing travel advantages and disadvantages. The overall plan provides a structured overview of the content and activities to be covered each day of the week for this English language course.

1. Speed Up
First level English
Relax and Ready For school
1st Quarter

2. Week Planner
Session 6 August 28th
Section Reading
Pages 20
MI VL, IE
Minutes 30
Objectives To describe a place
To develop reading comprehension skills
Activities
and
Strategies
Pre-activity
1. T asks SS: Where do you live? Can you describe your city? Is it big or small? How many people live there? What are the main attractions? SS stand up and
make a big circle. S 1 says a short sentence about his/her city and throws a ball to another S. S2 says a different sentence and throws the ball. SS keep on
saying sentences until all of them have participated.
2. T projects the suggested video and/or images of Venice.
3. T elicits SS answer questions about Venice: What do you know about Venice? Where is it located? What important events are celebrated there?
Activity
4. T reads first paragraph aloud as SS follow along. T asks questions to check for understanding.
5. In their groups, SS read the rest of the text on page 20. After each paragraph, they should discuss the main idea and details.
6. SS answer the questions. SS talk to a partner SS talk about bridges, canals, and gondolas if they finish early.
Post-activity
7. SS individually write a brief summary about Venice using information from the text that they consider are the most important facts to describe the city.
Resources Foam Rubber Ball
Venice Italy Top Things To Do
https://www.youtube.com/watch?v=UtDytDVZ6xI
Book
Language
Check
Time: 10 Minutes
Grammar Appendix pp. 162-163
Pre-activity
1. SS analyze the text to circle all the prepositional phrases that they can find. SS share their work with a partner to see what they missed.
Activity
2. If students need work with the prepositions, go to the Grammar Appendix, briefly explain the concept to the students, and complete as many
corresponding activities as is necessary.
Post-activity
3. SS create their own sentences with the prepositional phrases and share them with a partner.
Optional
Bonus
Activities
Bonus Activity Appendix p. 137

3. 29th August
Session 7 August 29th
Section Visible Thinking
Pages 21
M.I. IA, IE, VE
Minutes 40
Objective
s
To ask precise questions
To evaluate advantages and disadvantages about traveling to new or the same place
Activities
and
Strategie
s
Pre-activity
1. T asks SS to talk in pairs about where they usually go on vacation and 5 things to consider when they travel (money, transportation, people, etc.).
SS take turns to talk: S1 gets the ball rolling with his/her opinion, then asks his/her partner a question.
Activity
2. SS complete the chart in groups, writing down advantages and disadvantages of visiting new places or going to the same place every year.
3. SS make a T-chart on a piece of construction paper with the pros and cons of traveling.
3. SS compare their answers with another group.
4. SS will work alone to make a Mind Map with the information from the advantages and disadvantages chart, having the word “Traveling” in the
middle as a main idea.
5. SS will keep their Mind Map in their Portfolio.
Post-activity
6. SS sit on the floor, making a circle.
7. S1 passes the ball to S2 and asks him Where did you go for your last vacation? S2 answers and passes de ball to another S and so on.
Resource
s
Foam Rubber Balls
Book
Construction paper
Markers
Optional
Bonus
Activities
Bonus Activity Appendix p. 138

4. August-30th
Session 8 August 30th
Section Everyday Writing
Pages 22
MI VL, IA
Minutes 40
Objectives To know how to write an e-mail
To improve writing skills
Activities
and
Strategies
Pre-activity
1. T projects the suggested video to introduce the topic: E-mails
2. T asks students Do you have an e-mail account? How often do you use it? In which situations can we receive and write e-mails?
3. T projects the e-mail on page 22 and elicits SS answers; What are the important parts of an email?
Activity
4. T reads the body of the message aloud.
5. SS read the e-mail individually.
6. (Portfolio)
- SS write a first draft of the e-mail.
- SS trade their drafts. They may use a Writing Checklist to co-assess the writings.
- SS take back their revised e-mails.
- SS write a second draft, using their partner’s feedback and the checklist.
Post-activity
7. T asks SS to describe the advantages and disadvantages of writing emails.
8. SS record their thoughts and opinions in partners, completing a T-chart in their notebooks.
Resources E-mails
https://www.youtube.com/watch?v=qXlgOX95Q0U
Book
Writing Checklist
Notebooks

5. August 31st
Session 9 August 31st
Section Vocabulary Builder Vocabulary Games
Pages 23
M.I. M, LM, K K, VL, V
Minutes 15 25
Objectives To improve auditory discrimination.
To practice spelling of the Unit’s vocabulary.
To reinforce vocabulary awareness
Activities
and
Strategies
Pre-activity
1. SS get in pairs. T plays track 1 and SS repeat the words.
Activities
2. Each pair writes the words that rhyme with the words on the first activity.
3. They find the calculation’s results.
4. T illustrates how to perform the last activity with an example. SS complete the
activity with their peer.
5. Then, each pair gets together with another couple of SS to compare and check
their answers.
Post-activity
6. SS work in pair to find synonyms for 5 words they have used on this page.
7. SS individually write a short paragraph in their notebooks using these synonyms.
Game #1 – The Mime
1. The class is organized in 4 or 5 teams.
2. SS play the game as a competition.
3. T has the vocabulary words from the unit written on index cards.
4. One S is the mime. He has to use body language and the team has to guess the words.
If they do, the team earns a point.
5. All the groups participate several times (based on the time left after the activity).
6. The team with the most points wins.
Game #2 – The Worst Vacation Ever
1. Each group writes a short paragraph of a story beginning with the prompt: Last year I
had the worst vacation of my life.
2. The group has 5 minutes to write their paragraph.
3. On T´s signal the group passes their writing to the group on their right for them to
continue the story with another paragraph.
4. This continues until the group receives the story they started with.
5. Groups read the stories aloud. The class votes on their favorite story.
Resources Book
Track 1
Notebooks
Notebooks
Index cards with Vocabulary

6. Bibliografía
https://es.wikipedia.org/wiki/Wikipedia
Speed up Course 1 Book One.