B05.docx

yINSTITUTO 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 topractice 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: Scarlett Aragon
Course: B05 Date: January 8th
Unit: 1 Lesson: 1
Objective: Ss. will be able to meet someone new.
Essential Questions:
How do you usually start a small talk?
Lesson Sequence
WARM UP: Divide the class in to groups. Students will have one minute to write as many verbs in the
past participle as they can. The group with more words at the end, will get one extra point.
 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 in Who’s that? and rising intonation in Over there? pause after Well.
 GRAMMAR _ Review the examples. Practice the meanings of:
Who, What, Where, and How old.
Call out a person, thing, place, or age. The class responds with the appropriate question word;
for example, call out Kate and the class responds Who. For What, you can call out a name, title,
nationality, or occupation.
 GRAMMAR PRACTICE_ To help students identify which sentences require the simple past tense,
tell them to circle the definite past time references. 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.
 PAIR WORK _ Tomodel the activity, have volunteers ask you information questions withbe. Write
a few of the questions on the board and then answer with complete sentences. Your students
might ask:
Who are your friends?
What’s your e-mail address?
Where are you from?
How old are you?
 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.
WRAP UP: Act out the conversations for the class.

INSTITUTO CULTURAL PERUANO NORTEAMERICANO-CUSCO
LESSSON PLAN
Unit: 1 Lesson: 2
Objective: Ss. will be able to identify and describe people.
How does your mother / father look like?
Lesson Sequence
 GRAMMAR _ Go over the grammar rules and examples inthe chart. Write sentences on the board
about one of the famous people on page 3; for example,
 Jennifer Lawrence is famous. She’s a famous actor.
Underline the adjective in each sentence. Ask the class What other adjectives describe Jennifer
Lawrence? Is she handsome? Is she beautiful? Erase famous and write beautiful in the sentence.
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students complete
the statements below. Circle the correct word that best completes each statement. Compare in
pairs and then write answers on the board.
 GRAMMAR _ On the board, write affirmative simple present tense statements with be about the
famous people in Exercise A:
Chris Pine: He is an actor. - Demonstrate how to make the statements into questions. Is he an
actor? Tell students that yes / no questions are usually answered with short answers. Indicate a
classmate and ask students a few third-person yes / no questions with be.
them some ideas.
WRAP UP: Act out the conversations for the class.

LESSSON PLAN
Unit: 1 Lesson: 3
Objective: Ss. will be able to provide personal information.
Where are you from? Where did you grow up?
Lesson Sequence
 VOCABULARY _ If possible, show students a world map. Call out the countries mentioned in this
section and have students locate them on the map. Model the Vocabulary before listening by
talking about yourself.
 PAIR WORK _ On the board, write questions students can ask each other; for example:
 What ’s your birthplace?
 LISTENING COMPREHENSION _ Before listening to the conversations, read the occupations
aloud. Have students repeat.
 LISTEN TO INFER _ Make sure students understand the meaning of originally. Say Originally
means in the beginning; for example:
 John’s birthplace is Albany, New York. Now he lives in Florida. John is originally from New
York.
 INFORMATION GAP _ Partner B in each pair should turn his or her book upside down. Have
students cover the bottom of the page with a sheet of paper so that they are looking only at their
half. To identify whom they are talking about, students first use a name or possessive noun; for
example:
 Where is Gordon Graham from?
 What’s Claire’s occupation?
When it’s clear whom they are asking about, students use a personal pronoun or possessive
adjective; for example:
 How old is he?
 What’s his e-mail address?
The partner who can’t see the person’s name can ask, for example, What’s the architect’s name?
or Who’s from Sydney?
WRAP UP: To check their answers, partners take turns talking about the people.

LESSSON PLAN
Unit: 1 Lesson: 4 + Review
Objective: Ss. will be able to introduce someone to a group.
Where do you see or hear English?
Lesson Sequence
 BEFORE YOU READ _ Have students answer the question in small groups. Students should be
expected to provide the places they see and hear English; for example, the Internet, the airport,
the radio, movies.
Give students a 30-second limit to do this search activity to make sure they don’t slow down and
read every word. Have students circle the word English every time they see it as they scan the
text. Ask the class How many times did you see English in the reading? Have volunteers share
their answers with the class.
 READING _ After students readthe interviews silently, have them close their books. On the board,
write Mr. Tanaka, Ms. Marques, and Mr. Itani. Then read the following sentences. Ask students
to identify who the person is.
 INFER INFRMATION _ After students read the text on page 10 silently, have them close their
books. Ask a couple of questions to check comprehension. To extend the activity, ask:
 Where does Mr. Tanaka see English at home?
 Where does Ms. Marques hear English at home?
 Where does Mr. Itani hear English at home?
 SCAN FOR FACTS _ To prepare, go over the information students need to look for. Have students
look at the chart. Students should not say the answers to these questions at this point. Have
students underline this information as they read. After students read, have them use the
underlined information to fill in the chart. To review, have students read their answers aloud in
complete sentences.
 LISTENING COMPREHENSION _ Review answers as a class. Have students give answers in
complete sentences.
 COMPLETE EACH STATEMENT _ Have students complete the exercise independently. Review
answers as a class.
 COMPLETE EACH CONVERSATION _ To check their work, have students practice the
conversations with a partner. Have them practice the conversations twice so that both partners
can read their answers.
WRAP UP: Students will share answers with the class.

LESSSON PLAN
Unit: 2 Lesson: Preview
Objective: Ss. will be able to discuss preferences for movie genres.
What movie genres do you prefer the most? Why?
Lesson Sequence
 Give students a few minutes of silent time to read the information on the online music store site.
Explain that download means to transfer a fi le from the Internet to your own computer. After
they answer the questions in pairs, ask various students:
 Do you download a lot of music from the Internet?
 Which websites do you use to download music?
 VOCABULARY _ After students listen and repeat, ask:
 Does Boomerang play folk music?
 What genre are they?
 Does Louis Armstrong play jazz?
 PAIR WORK _ Read the direction lines aloud to the class. Have students circle the genres they
like. Explain that hate means really don’t like. Have students write an X next to any genres they
hate. Model a response to the prompt, for example:
 I like classical. Lucia Micarelli is fantastic.
 I don’t like / hate Hip-Hop.
To review, ask individual students
 Which genre of music do you like?
 Which artist or song do you like?
 Do you hate any genres? Which ones?
 PHOTO STORY _ For a warm-up, ask Do you go out to listen to music? Where do you go? What
kind of music do you like to hear? To check understanding, ask students to support their answers
to these questions with references from the Photo Story.
 FOCUS ON LANGUAGE _ Model the activity for the class. students to look at all the underlined
phrases and choose one that means the same thing. Have a volunteer read both phrases aloud.
 THINK AND EXPLAIN _ Review answers with the class. Say Sara says, “Just downloading some
new songs.” Ask What’s Sara doing? As you review each item, ask What does she say in the
conversation?
WRAP UP: Have volunteers share their answers.

LESSSON PLAN
Unit: 2 Lesson: 1
Objective: Ss. will be able to accept or decline an invitation.
Would you like to …?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called A + B. Choose one vowel and two
consonants. Write as many words as possible in one minute that contain the three letters all in one
word.
 RHYTHM AND INTONATION _ Have students repeat each line chorally. Make sure students use
rising intonation.
 GRAMMAR _ To model the use of prepositions of time and place, talk about when and where
your class meets; for example:
 Our class is on …
 It’s in …
 It’s at…
 Our class is at…
Be sure to substitute your own information in the brackets above. Point out the be careful note.
Explain that the time and place phrases can’t be contracted with are.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary. Everybody will give an idea.
 PAIR WORK _ While students ask and answer questions, listen for correct use of prepositions of
time and place. If necessary, review common errors students made.
 LISTEN FOR DETAILS _ Have students read the options in both columns first.
them some ideas.
WRAP UP: students will present their conversations in front of the class.

LESSSON PLAN
Unit: 2 Lesson: 2
Objective: Ss. will be able to express locations and give directions.
Do you know where’s the …?
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.
 RHYTHM AND INTONATION _ Have students repeat each line chorally.
 VOCABULARY _ Draw the first map under Locations on the board. Point to the star and say It’s
on the right side of the street. Erase the star and re-draw it on the left side. Say It’s on the left
side of the street.After students listen and repeat, review their understanding of the Vocabulary.
 LISTEN FOR LOCATIONS _ Point out the blank boxes and street names on the map.
 PAIR WORK _ Model the activity by describing a location; for example:
- Our school is on ____ between and ____.
 PRONUNCIATION _ For further practice, write questions about location on the board and have
pairs ask and repeat with rising intonation.
 PAIR WORK _ Write on the board: 1–City Center, 2–Art Museum, 3–Cluny Theater. Ask students
about the places on the map in Exercise B. Have students repeat each place name with rising
intonation to confirm the information and give the location; for example:
Teacher: Where’s the Cluny Theater?
Student: The Cluny Theater? It’s on Hudson Street.
them some ideas.
WRAP UP: students will present their conversations in front of the class.

LESSSON PLAN
Unit: 2 Lesson: 3
Objective: Ss. will be able to make plans to see an event.
Where do you plan to go on the weekend?
Lesson Sequence
WARM UP: Divide the class in two groups. Write a letter on the board and have students write as
many words as possible in one minute that start with that letter.
 BEFORE YOU LISTEN _ Write students’ answers to the question on the board. These are the
words they will need in the next activity. If necessary, refer students to the Entertainment and
cultural events Vocabulary on page 17.
 LISTENINGCOMPREHENSION _ Before students listen and complete the missing information, ask
a few questions about each event. After students complete the information, ask a few questions
about each event.
 LISTEN FOR LOCATIONS _ Before listening, have students look at the map and answer these
questions:
- What streets do you see?
- Which park is on Greenway?
- Which park is on Central Avenue?
 NOTEPADDING _ After students look at the event listings, ask:
- Where is The Dentist’s Chair playing?
- Which play is a musical?
- What is the title of Melinda Gates’s lecture?
- When is Hip-Hop High School playing?
- How much are tickets to the Bruno Mars concert?
 PAIR WORK _ Remind students to use the conversation strategies they learned in Lessons 1 and
2. Encourage students to use all the language in the Recycle box. Have them check off each
question or phrase as they use it. Model the activity with a more confident student. Have the
student invite you to an event. Ask questions about the kind of event, date, time,etc. Decline the
invitation.
WRAP UP: Encourage the student to offer an alternative.

LESSSON PLAN
Unit: 2 Lesson: 4
Objective: Ss. will be able to talk about musical tastes.
What’s your favorite type of music?
Lesson Sequence
WARM UP: Divide the class in two groups. Hand each group a piece of paper. The teacher will ask a
question and students must make a list of all possible answers for the given question. The group with
more logical answers will win and gets a point.
 BEFORE YOU READ _ To model the activity, answer the question yourself. Tell students what kind
of music you listen to, when you listen to music, and why it is important. Ask yes / no questions
to get students to say more
 READING _ After students read, have them read again. Ask students to circle the kinds of music
the people like. Ask students to circle the ways the people like to listen to music.
 CONFIRM CONTENT _ Have students underline the information that supports their answers.
Review the answers as a class. For true and false answers, ask students to read a line from one
of the blog’s posts that supports their answer.
 MAKE PERSONAL COMPARISONS _ Model the activity. Tell the class which person you are most
like; for example:
- I’m like Mr. Seok. I like live music at big concerts.
 FRAME YOUR IDEAS _ Before completing the survey, have students take turns reading the
questions aloud to the class. Correct any pronunciation errors. After students complete the
survey, review by asking each question to a different student.
 PAIR WORK _ Before they summarize their interviews, remind students of the different
expressions with be from this unit.
 DISCUSSION _ Model the language by saying I’m a ___ fan. What about you? Keep asking
individual students until you find someone who is also a ___ fan. Then say We’re ___ fans. Write
it on the board. Continue modeling Say I listen tomusic on the radio. How do you listen tomusic?
Keep asking individual students until you find someone who listens a different way. Then say I
listen to music on the radio. My partner listens on her phone. Write it on the board.
WRAP UP: Each pair tells the class something they have in common and something different from
each other.

LESSSON PLAN
Course: B05 Date: January 21st
Unit: 2 Lesson: Review + O.E.
Objective: Ss. will be able to discuss effects of violence in movies.
Do you think that watching so much violence affects people’s behavior?
Lesson Sequence
WARM UP: Divide the class in two groups. Write the alphabet on the board and give students a
category. Based on that category, students will write on the board all the words related to that
category starting with each letter of the alphabet in order.
 LISTEN TO THE CONVERSATIONS _ Before listening to the conversations, have students look at
the chart. Point out that they need to listen for the kind of event and the time of the event. After
students complete the chart, review the information with these questions:
- What’s at PFX?
- What kind of music is it?
- What time’s the concert?
- What’s at the Clark Street Gallery?
 COMPLETE THE CONVERSATIONS _ Make sure students spend a minute looking at the pictures
before they complete the conversations. To provide more support, write a word bank on the
board. Have students choose words from the word bank as they do the exercise.
 UNSCRAMBLE _ Give students a minute to look at the pictures before they unscramble the
sentences. Point out that the first word of each sentence has an uppercase letter.
 Give students some time to get ready for their presentations. Remind them that each
presentation will last at least 8 minutes. Everybody has to talk the same amount of time.
 Students will present. They have an order, so it doesn’t matter if one student doesn’t have one
member, everybody has to present in their order. Students can make questions at the end of the
presentation. The teacher will ask some questions and then give a comment about the
presentation.
WRAP UP: Students will write a brief report talking about one presentation of one group. They can
get in pairs and share ideas. At the end of the class, each student has to hand the teacher their final
report.

LESSSON PLAN
Course: B05 Date: January 22nd
Unit: 2 Lesson: M.E.
Objective: Ss. will be able to discuss their reading habits.
What would be one possible solution to improve reading habits in Peru?
Lesson Sequence
WARM UP: Divide the class in two groups. Write three unrelated words on the board and the number
fifteen.Explain the rules tostudents, they have towrite one statement that contains the three words
written on the board and that statement has to have only fifteenwords. The first group that eds first
and everything is correct, wins.
 GRAMMAR REVIEW _ To model the use of prepositions of time and place, talk about when and
where your class meets; for example:
 Our class is on …
 It’s in …
 It’s at…
 Our class is at…
Be sure to substitute your own information in the brackets above. Point out the be careful note.
Explain that the time and place phrases can’t be contracted with are.
 Give students some time to review on their own.
WRAP UP: Students will have their midterm exam.

LESSSON PLAN
Course: B05 Date: January 23rd
Unit: 3 Lesson: Preview
Objective: Ss. will be able to describe their families.
How many brothers or sisters do you have?
Lesson Sequence
 Ask students to describe what they see on the board. Have different students read the
descriptions. Check new words and explain. For a warm-up, ask the class Do you have photos of
your family? Where do you keep your photos? Make sure students understand the family
relationships in the photos. Say The lines connect the parents and their children. To support
lower-level students, write the words they need to complete this exercise on the board
 VOCABULARY _ Make sure the meaning of in-law is clear. Point to the pictures and say Diane and
Andrew are married. Tom is Diane’s father, so Tom is Andrew’s father-in-law. Jeff and Maureen
are married. Jeff is Andrew’s brother, so Maureen is Andrew’s sister-in-law.
 PAIR WORK _ To support lower-level students, write the structure of the Pair Work questions on
the board like this:
- Who ’s ______’s?
- Who are _____ and _____?
 PHOTO STORY_ Ask students todescribe the three pictures, what they think ishappening ineach
picture. Tell them to say what else they think about the pictures without reading the
conversation, just imagine something. Have students listen tothe conversation to check whether
their guessing was right. Check new words or expressions that they probably don’t know yet or
don’t understand. Then, ask them a couple of questions to check comprehension.
 THINK AND EXPLAIN _ Have students complete the exercise independently. Ask these additional
comprehension questions:
- Who is adopted?
- Where does Grace’s older sister live?
- Who are twins?
- Where does Grace’s younger sister live?
 SPEAKING _ Before students start the activity, ask the class Do you have a big family? How many
people are in your family? Do you have a large extended family?
WRAP UP: give students some time to discuss on their own.

LESSSON PLAN
Unit: 3 Lesson: 1
Objective: Ss. will be able to report news about relationships.
Where does ____ live? What is ____ doing now?
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 _ After students read and listen, have them use the Vocabulary to describe their
own family members. They can write sentences or tell a partner. Model the activity by writing a
sentence about one of your family members on the board.
 LISTEN TO CLARIFY _ Point out that item 1 is about the woman who is speaking in the
conversation. You may want to model this item for the class.
 GRAMMAR _ Emphasize adding -s to the base form of the verb for third-person singular. Ask:
A: Where do you live?
B: I live in ___.
Then write on the board ____ lives in _____.Continue until you have statements about several
students on the board. Circle two sentences about students who live in the same place.
the statements below. Complete the gaps of each statement using the correct verb and will.
Compare in pairs and then write answers on the board.
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 act out their conversations on the board.

LESSSON PLAN
Unit: 3 Lesson: 2 + 3
Objective: Ss. will be able to describe extended families.
How many uncles do you have? Who do you live with?
Lesson Sequence
 VOCABULARY _ To check students’ comprehension, ask:
- Do half-brothers have the same birth mother or birth father?
- Do stepbrothers have the same birth mother or birth father?
 PAIR WORK _ Have pairs check off each name as they use it in a question. Each student should
ask six questions.
 LISTEN TO INFER _ Have students read the sentences before they listen to the conversations.
 GRAMMAR _ To make it clear how to form information questions in the simple present tense,
write the following headings on the board:
- question word(s) + do / does + subject + base form of verb
Write the first few questions from the grammar box on the board, putting each part of the
sentence under the appropriate heading. After reviewing the examples in the Grammar box, ask
each information question to a different student.
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students complete the
statements below. Circle the correct word that best completes each statement. Compare in pairs
and then write answers on the board.
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 act out their conversations on the board.

LESSSON PLAN
Unit: 3 Lesson: 3 + 4
Objective: Ss. will be able to compare people.
Does ____ like ____ music?
Lesson Sequence
WARM UP: Divide the class in two groups. In one minute, students must write all the verbs in the
present perfect.
 VOCABULARY _ As a class, give names to the four people pictured; for example, Krista, Jane,
Alexander, and Joe. Ask:
- Does ____ like rock music?
 PAIR WORK _ Model this conversation with a more confident student in the class. Ask questions
about the student’s family and musical tastes.
 LISTENING COMPREHENSION _ Point to the first picture under How are you similar? Say They
both wear glasses. Then point to the third picture under How are you different? Ask Do they like
the same kind of music? Point and say He likes rock music, but he doesn’t. To help students
prepare for the listening task, have them read the list of statements before listening to the
interview. The first time through, have students listen only for how Lucille and her sister Laura
are alike. The second time, have students listen for how Lucille and Laura are different.
 LISTEN TO TAKE NOTES _ Tell the class We are going to listenone more time.This time take notes
about Laura and Lucille’s appearance, their sports preferences, their families, their favorite
colors, their musical tastes, and their clothes. Read the example aloud.
 PRONUNCIATION _ Be sure students listen one time before they listen and repeat the sentences.
 PAIR WORK _ Model the activity with a more confident student. Tell something about the family
member you wrote about on the board. In their conversations, students should focus on the
family member they wrote about in notepadding. If students have photos of their relatives with
them, have them show the photos to their partners. If students stop talking, tell them to ask and
answer questions about other members of their partner’s family.
 BEFORE YOU READ _ Model the activity by answering the question yourself.
 READING _ Have students read and check new vocabulary. Ask students a couple of questions to
check comprehension.
WRAP UP: Have students open their books and complete the exercise on their own. Then have
students read the website again to check their answers.

LESSSON PLAN
Unit: 3 Lesson: O.E.
Objective: Ss. will be able to choose a hotel.
Have you ever traveled? What hotels would you recommend?
Lesson Sequence
WARM UP: Divide the class in four groups. Everybody will stand up and make a circle around a desk.
Hand each group some letters. Ask them to decide for a name for their groups. Then write their
names on the board. Tell them that the rules are the following; the teacher will say one world a loud.
One word from the book. Then they have to from that word with the letters I gave them. The group
that forms the words first, will get one point. The group with more words formed at the end, wins.
 Give students some time to get ready for their presentations. Remind them that each
presentation will last at least 8 minutes. Everybody has to talk the same amount of time.
 Students will present. They have an order, so it doesn’t matter if one student doesn’t have one
member, everybody has to present in their order. Students can make questions at the end of the
presentation. The teacher will ask some questions and then give a comment about the
presentation.
WRAP UP: Students will write a brief report talking about the presentation of one group. They can
get in pairs and share ideas. At the end of the class, each student has to hand the teacher their final
report.
LESSSON PLAN

Unit: 3 Lesson: Review + Final exam
Objective: Ss. will be able request housekeeping services.
What kind of services do you prefer at a hotel?
Lesson Sequence
WARM UP: Divide the class in four groups. Everybody will stand up and make a circle around a desk.
Hand each group some letters. Ask them to decide for a name for their groups. Then write their
names on the board. Tell them that the rules are the following; the teacher will say one world a loud.
One word from the book. Then they have to from that word with the letters I gave them. The group
that forms the words first, will get one point. The group with more words formed at the end, wins.
 INFER INFORMATION _ As students complete the exercise, have them underline the
corresponding information in the text. The words are not exactly the same, so students have to
think about the meaning of the text.
 LISTEN TO THE PEOPLE _ For the first listening, have students cover the thirdcolumn Number of
children, so they focus on the main idea first.
 COMPLETE THE SENTENCES _ To provide more support, write the exercise answers in a word
bank on the board. Tell students to choose words from the board as they complete the exercise.
 GRAMMAR REVIEW _ Emphasize adding -s to the base form of the verb for third-person
singular. Ask:
A: Where do you live?
B: I live in ___.
Then write on the board ____ lives in _____.Continue until you have statements about several
students on the board. Circle two sentences about students who live in the same place.
 GRAMMAR REVIEW _ To make it clear how to form information questions in the simple present
tense, write the following headings on the board:
- question word(s) + do / does + subject + base form of verb
Write the first few questions from the grammar box on the board, putting each part of the
sentence under the appropriate heading. After reviewing the examples in the Grammar box, ask
each information question to a different student.
 Give students some time to practice on their own.
WRAP UP: Students have their final exam.

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