LESSON PLANNING

1. INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
their classmates. Reciprocal teaching also emphasizes sustained opportunities for complex language
use. What opportunities will you create for students to practice with the different functions listed
below? How will you support student production e.g. by using the board, by modeling the language
function you want them to engage in, etc. How will you provide feedback?
Teacher’s name: ScarlettAragon
Course: B02 Date: March 7th
Unit: 5 Lesson: 1 + 2
Objective: Ss.will be ableto describetheir food habits..
Essential Questions:
Do you eat vegetabl es and fruits everyday?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called Word Chain. Students have to write a
word, and the second person in line will write another word that starts with the last letter from the
prior word. The group with more words, gets a point.
 VOCABULARY _ Have students listen once. Then explain some special features about tellingtime in
English:Pointout that o’clock is used only when identifyingthe exact hour. Write some digital clock
times on the board.
 PRONUNCATION _ Have students listen and pay attention to the sentence rhythm. Then have them
listen again and repeat chorally.
 PRONUNCIATION PRACTICE _ Call on individual students to read the sentences aloud. Write
additional time sentences on the board. Read each one aloud and invite students to come up and
draw a dot over the two stressed syllables.
 PAIR WORK_ Ask students a few more questions about times around the world; for example:
 What time is it in Beijing? It ’s 1:40.
 What time is it in Caracas? It’s 1:10.
As students work in pairs, move around the room and listen in. Ask students to provide the
alternative way to say a time, whenever possible; for example, one ten and ten past one.
 VOCABULARY _ Have students listen and study the words and the clocks in the pictures. Ask
questions to make sure students understand the context of each picture. students listen, check
comprehension by askingquestions aboutstudents in your class.In our class,who’s on time? Who’s
late? Who’s early? Students can respond to each question by raising their hands.
 CONVERSATION MODEL_ Have students describe the picture on the board and guess what the
situation is about. Then listento the conversation. Check new words or expressions. Ask a couple
of questions to check comprehension.
To practice pronunciation, men will read A, and women will read B.
 RHYTHM AND INTONATION _ Have students repeat each line chorally. Make sure students use
falling intonation.
 CONVERSATION ACTIVATOR _ CONVERSATION ACTIVATOR _ Have students create a new
conversation in pairs. Remind them that they must create another one using the vocabulary
learned, as well as the grammar. Give them some ideas. Tell them they will all go to the board to
act out their conversations so they can take a paper with them to remember their dialogue, but
they cannot read.
BREAK
 VOCABULARY _ Have students study the words and pictures as they listen. Have students work
in pairs. Student A points to the photos, covering the word for each event. Student B names the
event. Then they switch roles.

2.  LISTENING COMPREHENSION _ First have students write the name of the event. Then have
students circle the time. Third listening have students confirm their answers.
 VOCABULARY _ Introduce the days of the week. Have students point to the words as they listen
and repeat. Practice the th sound /θ/ in Thursday. Point out that the days of the week are always
capitalized in English. Have students take turns saying the days of the week.
 GRAMMAR _ Direct attention to the questions and answers about times and days and have
students study the examples. Model the three ways to answer the second question: What time’s
the party? Nine thirty. At nine thirty. It’s at nine thirty. Point out that the answer to a question
Use the board and the eraser to show how the contractions are formed. Erase the i in is three
times and add an apostrophe (’) to make time’s, day’s, and when’s. • Point out the Be careful!
information about when not to use the contracted form.
 GRAMMAR PRACTICE _ Point out that each blank line is for one word only. To review answers,
have pairs of students take turns reading the dialogues to the class.
 LISTENING COMPREHENSION _ Have students look at the agenda and identify the days of the
week and times for each day. You may choose to pause after each event to allow students more
time to write. Have students compare answers. To review answers, say a day of the week and
have individual students say the correct event and time for that day in a complete sentence.
 CONVERSATION MODEL_ Have students describe the picture on the board and guess what the
situation is about. Then listento the conversation. Check new words or expressions. Ask a couple
of questions to check comprehension.
To practice pronunciation, men will read A, and women will read B.
 RHYTHM AND INTONATION _ Have students repeat each line chorally. Make sure students use
falling intonation.
 CONVERSATION ACTIVATOR _ CONVERSATION ACTIVATOR _ Have students create a new
conversation in pairs. Remind them that they must create another one using the vocabulary
learned, as well as the grammar. Give them some ideas. Tell them they will all go to the board to
act out their conversations so they can take a paper with them to remember their dialogue, but
they cannot read.
WRAP UP: students will practice their conversation in front of the class.

3. INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
Reciprocal teaching is not just about having students repeat directions or ask questions of their
classmates. Reciprocal teaching also emphasizes sustained opportunities for complex language use.
What opportunities will you create for students to practice with the different functions listed below?
How will you support student production e.g. by using the board, by modeling the language function
you want them to engage in, etc. How will you provide feedback?
Teacher’s name: ScarlettAragon
Course: B02 Date: March 8th
Unit: 5 Lesson: 3 + Extension
Objective: Ss.will be ableto ask about birthdays.
Essential Questions:
When is your birthday? Whatabout your ____’s birthday?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called Word Chain. Students have to write a
word, and the second person in line will write another word that starts with the last letter from the
prior word. The group with more words, gets a point.
 VOCABULARY_ First have students study the numbers and the words. Between the first and
second listening, have students underline the last two letters in each word; for example, first,
second, third, fourth. Point out that those are also the two letters next to the numerals. Then
have students repeat chorally. Encourage students to pronounce the end of each word clearly.
To help students pronounce the sound, show how your tongue rests between your teethas you
blow air. Some students may be embarrassed toshow their tongues, in whichcase they can shield
their mouths with their papers or hands until they are more comfortable.
 PAIR WORK _ Model the activity with a student. Write two columns on the board: one with
cardinal numbers and the other with the corresponding ordinal numbers. Call out a cardinal
number and point to the corresponding ordinal number to prompt the student to say it. Repeat
with another student.
 VOCABULARY _ Play the audio to introduce the months of the year. Have students point to the
words as they listen and repeat. Point out that the months of the year are always capitalized in
English.
 LISTENING COMPREHENSION _ First listening: Model the first item with the class. Play the audio,
pause it, and then circle the date on the calendar. Continue playing and have students mark the
dates on the calendar. Second listening: Pause after each date, have students repeat, and then
confirm their answers.
 PAIR WORK _ Model the activity with the students. Say January 15th. Then have students write
January 15th. Have students first write a list of the dates they will read to their partners, so that
they can check their partner’s answers.
 GRAMMAR _ Direct attention to the prepositions of time and have students study the examples.
Have students repeat chorally. Point out that we use in with months, on for days and dates, and
at with times. Write three categories on the board with the headings:
in – on – at
Say the following time phrases and then point to the three categories: the evening, Friday, night,
Sunday, the afternoon, January, March 10th, midnight, three o’clock. Have students indicate the
category where each phrase belongs.
 GRAMMAR PRACTICE _ Tomake sure the grammar was understood, have students complete the
statements below. Complete the gaps with the word that best completes each statement.
Compare in pairs and then write answers on the board.
Ask students if it will be for points, if it’s for points, give students ten seconds to make any
correction. If everything is fine, give students one point.

4. Do the extrapractice from the stars and have different students go to the board to complete the
exercises to make sure the grammar was understood.
BREAK
 CONVERSATION MODEL_ Have students describe the picture on the board and guess what the
situation is about. Then listento the conversation. Check new words or expressions. Ask a couple
of questions to check comprehension.
To practice pronunciation, men will read A, and women will read B.
 RHYTHM AND INTONATION _ Have students repeat each line chorally. Make sure students use
falling intonation.
 CONVERSATION ACTIVATOR _ CONVERSATION ACTIVATOR _ Have students create a new
conversation in pairs. Remind them that they must create another one using the vocabulary
learned, as well as the grammar. Give them some ideas. Tell them they will all go to the board to
act out their conversations so they can take a paper with them to remember their dialogue, but
they cannot read.
 READING _ Pre-reading: To practice the reading strategy of scanning, have students read quickly
and underline the dates and the times of the events. Then have students read the texts silently.
To check comprehension, ask the following questions:
 When is Sally’s birthday?
 What day is the party?
 What time?
 What time is the movie tonight?
 What movie is it?
 Who is in the movie?
 When is the dance?
 Where is Casey’s Restaurant?
 What time is the meeting?
 What day is the game?
 READING COMPREHENSION _ Ask students to scan the announcements to fi nd the correct
information for each item. Have students underline the necessary information in the text and
then correct the sentences. Review answers by having students read the corrected sentences
aloud.
 GROUP WOR _ Have students repeat the name of each sign chorally. Model the range of dates
for each sign. Use the full names for the abbreviations of the months
WRAP UP: students will write some questions in pairs asking each other about what they have inside
their refrigerators.

5. INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
Reciprocal teaching is not just about having students repeat directions or ask questions of their
classmates. Reciprocal teaching also emphasizes sustained opportunities for complex language use.
What opportunities will you create for students to practice with the different functions listed below?
How will you support student production e.g. by using the board, by modeling the language function
you want them to engage in, etc. How will you provide feedback?
Teacher’s name: ScarlettAragon
Course: B02 Date: March 14th
Unit: 6 Lesson: 1 + 2
Objective: Ss.will be ableto describetheir food habits..
Essential Questions:
Do you eat vegetabl es and fruits everyday?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called Word Chain. Students have to write a
word, and the second person in line will write another word that starts with the last letter from the
prior word. The group with more words, gets a point.
> VOCABULARY
Choose different students to read aloud.Then repeat to practicepronunci ation.And go to the vocabulary
booster, practice the extra vocabulary by repeating and ask students which of the foods from the
vocabulary they prefer.
> LISTENING COMPREHENSION
First,listen and take notes. Check accordingto the exercise.And if necessary,listen twice. Ask students a
couple of questions to check comprehension. Complete on the board. Ask students whether it's going to
be for points or not. If everything is good, give them an extra point.
> PAIR WORK
Have students discusswhich their favoritefood is and explain why. Students will reporttheir classmates'
answer to the class. Using the correct use of subjects and the correct form of the verbs.
> GRAMMAR
Give students some time to read the grammar box. Writea coupleof examples on the board.Ask students
what they understood from the grammar box. Identify structureand ask students to write other examples
on their own. Correct if necessary.
WRAP UP: students will write some questions in pairs asking each other about what they have inside
their refrigerators.
INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
Reciprocal teaching is not just about having students repeat directions or ask questions of their
classmates. Reciprocal teaching also emphasizes sustained opportunities for complex language use.
What opportunities will you create for students to practice with the different functions listed below?

6. How will you support student production e.g. by using the board, by modeling the language function
you want them to engage in, etc. How will you provide feedback?
Teacher’s name: ScarlettAragon
Course: B02 Date: March 15th
Unit: 6 Lesson: 3 + Extension + M.E.
Objective: Ss.will be ableto describetheir food habits..
Essential Questions:
Do you eat vegetabl es and fruits everyday?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called Word Chain. Students have to write a
word, and the second person in line will write another word that starts with the last letter from the
prior word. The group with more words, gets a point.
> VOCABULARY
Choose different students to read aloud.Then repeat to practicepronunciation.And go to the vocabulary
booster, practice the extra vocabulary by repeating and ask students which of the foods from the
vocabulary they prefer.
> LISTENING COMPREHENSION
First,listen and take notes. Check accordingto the exercise.And if necessary,listen twice. Ask students a
couple of questions to check comprehension. Complete on the board. Ask students whether it's going to
be for points or not. If everything is good, give them an extra point.
> PAIR WORK
Have students discusswhich their favoritefood is and explain why. Students will reporttheir classmates'
answer to the class. Using the correct use of subjects and the correct form of the verbs.
> GRAMMAR
Give students some time to read the grammar box. Writea coupleof examples on the board.Ask students
what they understood from the grammar box. Identify structureand ask students to write other examples
on their own. Correct if necessary.
WRAP UP: students will write some questions in pairs asking each other about what they have inside
their refrigerators.
INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
Reciprocal teaching is not just about having students repeat directions or ask questions of their
classmates. Reciprocal teaching also emphasizes sustained opportunities for complex language use.
What opportunities will you create for students to practice with the different functions listed below?
How will you support student production e.g. by using the board, by modeling the language function
you want them to engage in, etc. How will you provide feedback?
Teacher’s name: ScarlettAragon
Course: B02 Date: March 21st

7. Unit: 7 Lesson: 1 + 2 + 3
Objective: Ss.will be ableto describetheir food habits..
Essential Questions:
Do you eat vegetabl es and fruits everyday?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called Word Chain. Students have to write a
word, and the second person in line will write another word that starts with the last letter from the
prior word. The group with more words, gets a point.
> VOCABULARY
Choose different students to read aloud.Then repeat to practicepronunciation.And go to the vocabulary
booster, practice the extra vocabulary by repeating and ask students which of the foods from the
vocabulary they prefer.
> LISTENING COMPREHENSION
First,listen and take notes. Check accordingto the exercise.And if necessary,listen twice. Ask students a
couple of questions to check comprehension. Complete on the board. Ask students whether it's going to
be for points or not. If everything is good, give them an extra point.
> PAIR WORK
Have students discusswhich their favoritefood is and explain why. Students will reporttheir classmates'
answer to the class. Using the correct use of subjects and the correct form of the verbs.
> GRAMMAR
Give students some time to read the grammar box. Writea coupleof examples on the board.Ask students
what they understood from the grammar box. Identify structureand ask students to write other examples
on their own. Correct if necessary.
WRAP UP: students will write some questions in pairs asking each other about what they have inside
their refrigerators.
INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
Reciprocal teaching is not just about having students repeat directions or ask questions of their
classmates. Reciprocal teaching also emphasizes sustained opportunities for complex language use.
What opportunities will you create for students to practice with the different functions listed below?
How will you support student production e.g. by using the board, by modeling the language function
you want them to engage in, etc. How will you provide feedback?
Teacher’s name: ScarlettAragon
Course: B02 Date: March 22nd
Unit: 7 / 8 Lesson: Extension + 1 + 2
Objective: Ss.will be ableto describetheir food habits..
Essential Questions:
Do you eat vegetabl es and fruits everyday?

8. Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called Word Chain. Students have to write a
word, and the second person in line will write another word that starts with the last letter from the
prior word. The group with more words, gets a point.
> VOCABULARY
Choose different students to read aloud.Then repeat to practicepronunciation.And go to the vocabulary
booster, practice the extra vocabulary by repeating and ask students which of the foods from the
vocabulary they prefer.
> LISTENING COMPREHENSION
First,listen and take notes. Check accordingto the exercise.And if necessary,listen twice. Ask students a
couple of questions to check comprehension. Complete on the board. Ask students whether it's going to
be for points or not. If everything is good, give them an extra point.
> PAIR WORK
Have students discusswhich their favoritefood is and explain why. Students will reporttheir classmates'
answer to the class. Using the correct use of subjects and the correct form of the verbs.
> GRAMMAR
Give students some time to read the grammar box. Writea coupleof examples on the board.Ask students
what they understood from the grammar box. Identify structureand ask students to write other examples
on their own. Correct if necessary.
WRAP UP: students will write some questions in pairs asking each other about what they have inside
their refrigerators.
INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
Reciprocal teaching is not just about having students repeat directions or ask questions of their
classmates. Reciprocal teaching also emphasizes sustained opportunities for complex language use.
What opportunities will you create for students to practice with the different functions listed below?
How will you support student production e.g. by using the board, by modeling the language function
you want them to engage in, etc. How will you provide feedback?
Teacher’s name: ScarlettAragon
Course: B02 Date: March 28th
Unit: 8 Lesson: 3 + Extension + F.E.
Objective: Ss.will be ableto describetheir food habits..
Essential Questions:
Do you eat vegetabl es and fruits everyday?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called Word Chain. Students have to write a
word, and the second person in line will write another word that starts with the last letter from the
prior word. The group with more words, gets a point.
> VOCABULARY

9. Choose different students to read aloud.Then repeat to practicepronunciation.And go to the vocabulary
booster, practice the extra vocabulary by repeating and ask students which of the foods from the
vocabulary they prefer.
> LISTENING COMPREHENSION
First,listen and take notes. Check accordingto the exercise.And if necessary,listen twice. Ask students a
couple of questions to check comprehension. Complete on the board. Ask students whether it's going to
be for points or not. If everything is good, give them an extra point.
> PAIR WORK
Have students discusswhich their favoritefood is and explain why. Students will reporttheir classmates'
answer to the class. Using the correct use of subjects and the correct form of the verbs.
> GRAMMAR
Give students some time to read the grammar box. Writea coupleof examples on the board.Ask students
what they understood from the grammar box. Identify structureand ask students to write other examples
on their own. Correct if necessary.
WRAP UP: students will write some questions in pairs asking each other about what they have inside
their