LESSON PLANNING

1. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August12th
Unit: 4 Lesson:3
Objective:Ss.will be able tospeakto a serverandpay for theirmeal.
Essential Questions:
What are youin the moodfor? Do youaccept creditcards or cash?
LessonSequence
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.
> Give students some time to get ready for their presentations. Remind them of the use of
vocabulary - food. Each conversation has to last at least 3 minutes. Everybody participates.
Check pronunciation and vocabulary. This is not their oral exam, but just and activityto check
how much they have learned in the unit so far.
> In pairs,readthe followingconversationsonthe bookandcompletewiththe bestresponsein
each case. More than one answer will be possible so have different students participate and
write at least two options per conversation.
> Readthe menuon the bookand discussthe dishes and what they would order in each case.
WRAP UP: Create a conversation using that menu and ordering something from it. Have
students act out the conversation in front of everybody.

2. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August13th
Unit: 4 Lesson:4
Objective:Ss.will be able todiscussfoodandhealth.
Essential Questions:
Do youtake care of your health?How?
LessonSequence
WARMUP:Divide the classin twogroups. Playa game calledA+ B. Choose one vowel and
two consonants.Write as many words as possible inone minute that containthe three letters
all in one word.
> Vocabulary
Have different students read the vocabulary words and check new words if there’s any. Then
have students discuss each word and ask them how careful they are when it comes to their
health and food choices. To practice grammar and vocabulary, have students write one
statement with each word and write down on the board.
> Ask students to close their books and take notes from the article they will listen to. After
listening, ask a couple of questions to check comprehension. Then have students listen again
but this time with their books open. Check new words and then ask questions again. Discuss
about the differenceswhenitcomestoeatingbetweenourcountryand otherslike The United
States or any country or their decision.
>Vocabulary practice
On the board,studentswill write the differencestheyhave foundinpairsbetweenourcountry
andanotherone of theirelection.Askstudents,whenitcomestoalittlebitmore personal,how
they would change their lifestyle.
WRAP UP: students will summarize their ideas into a paragraph and share it with the class.
Studentswill have 10 minutestofinishthe activityandpresentittothe class.Remindstudents
that they have to use the vocabulary.

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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August14th
Unit: 4 Lesson:3 + 4
Objective:Ss.will be able todiscusstheireatinghabitsandhow healthytheyare
Essential Questions:
Do youwatch what youeat?What do you doto have a healthylifestyle?
LessonSequence
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.
> UNDERSTAND FROMCONTEXT
Based on the article from the day before, have students match the words with the correct
definitiononexercise A.havestudentscheckaltogetherandsupporttheiranswers.Thenreport
it to the class.
> INFER INFORMATION
Have students discuss what they do to avoid unhealthy food.What techniques they have and
what they recommend to others who have problems. Get students in groups of four and each
group hasto create theirownarticle about whatto do to avoidan unhealthylifestyle.Theywill
present it to everybody, so they have to explain in their own words each tip they are giving.
> EXTRA ACTIVITIES.
To reinforce the grammar learned,andbefore theymake theirpresentations,handeachgroup
a piece of paper.The teacherwill aska questionandstudentshave tomake a listof all possible
answersforthe givenquestion.The group withmore logical answerswillwin and gets a point.
>Give students some time to get ready for their presentation.
> WRAP UP: students will come to the board and present. They will talk about each tip and
support their ideas. Questions can be made after the presentation. Either the group to their
classmates or classmates to the group. Give a final comment or suggestionat the end of each
presentation.

4. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August15th
Unit: 4 Lesson:Review +M.E.
Objective:Ss.will be able toorderin a restaurant.
Essential Questions:
What wouldyourecommendme todrink?Do youhave an available table?
LessonSequence
WARMUP:Divide the class intwo groups.Write a letteronthe board and have studentswrite
as many words as possible in one minute that start with that letter.
> REVIEW
Listento the conversationsandcompletethe gapswiththe missinginformation.Checkinpairs
and then complete on the board. Read aloud.
>Complete the chart according to the categories, and read aloud, more than one option is
possible.
> Review the grammaroncountnounsandnon-countnouns.Writeacoupleof statementsusing
there isand there are. Have studentswrite theirownexamples.Give studentssome extratime
to practice on their own. Remind them to check the vocabulary.
WRAP UP: Students have their midterm exam.

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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August16th
Unit: 5 Lesson:Preview
Objective:Ss.will be able tospeakto talkabouttechnological devices
Essential Questions:
What do youuse technologyfor?
LessonSequence
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.
> Have studentsdescribe theproductsontheirbooks,askdifferentquestionslikeprices,quality,
whichone theywouldbuy,andhow oftentheyuse eachof them.Whichone theyconsiderthe
most popular or the one with more quality, which one they would recommend.
> VOCABULARY
Have studentsrepeatafterthe teacherall the words from the vocabularyand thento practice
the vocabulary,studentswill write one statementwitheachof the words from the box below.
Write the statementsonthe boardandcheck.Ifeverything'sokay,give studentsoneextrapoint.
> PHOTO STORY
In pairs, listen to the conversation, check new words. As a couple of questions to check
comprehension. Choose two students who will act out the conversation.
>PAIR WORK
Talk about products that need to be replaced, discuss in pairs and explain your answer. After
that, complete the chart below on the board.
>DISCUSSION
Have students get in groups of three and discuss why they think technological devices are
becoming more and more important. After sharing their ideas among them.
WRAPUP: Each group will come out to the front ofthe class and share their opinionswiththe
class.

6. 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’sname: ScarlettAragon
Course:B06 Date: August19th
Unit: 5 Lesson:1
Objective:Ss.will be able torecommendabrand or a model..
Essential Questions:
What do youconsiderthe bestbrandor model whenitcomesto cell phones?
LessonSequence
WARM UP:Divide the class in two groups. Write the alphabeton the board and give
studentsa category. Based on that category, students will write on the board all the words
relatedto that category starting with each letterof the alphabetin order.
> CONVERSATION MODEL
Have studentsdescribe the picture onthe boardand guesswhatthe situationisabout.Then
listentothe conversation.Checknewwordsorexpressions.Askacouple of questionstocheck
comprehension.
> VOCABULARY
Have studentsrepeatafterthe teacherall the wordsfromthe vocabularyandthento practice
the vocabulary,studentswillwrite one statementwitheachof the wordsfromthe vocabulary.
Write the statementsonthe board andcheck.If everything'sokay,givestudentsone extra
point.
> UNDERSTANDTHE GRAMMAR
Studentswill complete the extraactivitiesonthe board.If possible,firstcomplete the
exercisesingroups,thencompare andshare answersonthe board.
> IDENTIFY
In pairs,complete the gapscheckingpronunciationandshare answersonthe board.Then,
have volunteerstoreadaloud.
> PRONUNCIATION
First,choose differentstudentstoreadthe examples.Make studentswatchthe videoand
afterthat emphasize onpronunciationandhave everyone readaloud..
WRAP UP:Create a conversation talkingabout future eventsand invite each other politely.
Act it out for the class.

7. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August20th
Unit: 5. Lesson: 1 + 2
Objective:Ss.will be able torecommendabrand or model.
Essential Questions:
What do youconsiderthe bestbrandor model whenitcomesto cell phones?
LessonSequence
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 studentsrepeatafterthe teacherall the words from the vocabularyand thento practice
the vocabulary,studentswill write one statementwitheach of the wordsfrom the vocabulary.
Write the statementsonthe boardandcheck.Ifeverything'sokay,give studentsoneextrapoint.
> CONVERSATION MODEL
Have students describe the picture on the board and guess what the situation is about. Then
listentothe conversation.Checknew wordsor expressions.Askacouple of questionstocheck
comprehension.
> VOCABULARY
Have studentsrepeatafterthe teacherall the words from the vocabularyand thento practice
the vocabulary,
> PAIR WORK
Have studentsworkin pairs andwrite statementswitheachof the wordsfrom the vocabulary.
Compare and check then share answers on the board. Have everyone check and make any
correction on the board. If there's no mistake, give students one extra point.
WRAPUP: studentswill get in groupsand basedon the picturesfrom the book, create a story
talkingabout problemsatan specificplace usingthe presentcontinuous.Studentshave touse
at least five words from the vocabulary. Choose one classmate who will come to the front of
the class and read their story aloud.

8. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August21st
Unit: 5 Lesson:2
Objective:Ss.will be able tospeakto expresssympathyforaproblem.
Essential Questions:
What do youdo whenyouface a technical problem?
Lesson Sequence
WARM UP:Divide the class intwo groups. Write the alphabeton the board and give students
a category. Based on that category, students will write on the board all the words relatedto
that category starting with each letter of the alphabet in orde.
> PAIR WORK
Have studentsworkinpairs andwrite statementswitheachof the wordsfrom the vocabulary.
Compare and check then share answers on the board. Have everyone check and make any
correction on the board. If there's no mistake, give students one extra point.
> VOCABULARY
Have studentsrepeatafterthe teacherall the words from the vocabularyand thento practice
the vocabulary,
> Complete the chart below with the vocabulary of household appliances
> LISTEN TO PREDICT
Have studentslistentothe conversationandpredictwhatwouldbethe nextinline tocomplete
the dialogue.
> VOCABULARY AND GRAMMAR PRACTICE
In pairs,create storyusingthe picturesonthe book.Have studentscreate a storytalkingabout
the problemseachpersonishaving.Create a dialogue sostudentswill actit out in frontof the
class.
WRAP UP: each group will act out their story and present it to the class .

9. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August22nd
Unit: 5 Lesson:3
Objective:Ss.will be able tocomplainwhensomethingdoesn'twork..
Essential Questions:
Who usuallysolvesthe problemwhensomethingdoesn'tworkathome?
LessonSequence
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 studentsrepeatafterthe teacherall the words from the vocabularyand thento practice
the vocabulary.
> PAIR WORK
Have studentsworkin pairs andwrite statementswitheachof the wordsfrom the vocabulary.
Compare and check then share answers on the board. Have everyone check and make any
correction on the board.
If there's no mistake, give students one extra point.
> LISTENING COMPREHENSION
In pairs, readthe followingconversationsonthe bookand complete withthe bestresponse in
each case.
More than one answerwill be possible sohave differentstudentsparticipate andwrite atleast
two options per conversation.
> PAIR WORK
Have studentsworkinpairs andwrite statementswitheachof the wordsfrom the vocabulary.
Compare and check then share answers on the board. Have everyone check and make any
correction on the board. If there's no mistake, give students one extra point.
WRAPUP: studentswill get in groupsand basedon the picturesfrom the book, create a story
talkingabout problemsatan specificplace usingthe presentcontinuous.Studentshave touse
at least five words from the vocabulary. Choose one classmate who will come to the front of
the class and read their story aloud.

10. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August23rd
Unit: 5 Lesson:3 + 4
Objective:Ss.will be able tocomplainwhensomethingdoesn'twork
Essential Questions:
Who usuallysolvesthe problemwhensomethingdoesn'tworkathome?
LessonSequence
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.
> LISTENING COMPREHENSION
In pairs, readthe followingconversationsonthe bookand complete withthe bestresponse in
each case.
> PAIR WORK
Have students work in pairs and write statements with each of the words from the last
vocabulary. Compare and check then share answers on the board. Have everyone check and
make any correction on the board. If there's no mistake, give students one extra point.
> DISCUSSING
Discuss the main question, what kind of features are important for then when they buy a new
product. Whether it's the proce or quality or simply the brand. Studentshave to discuss. After
discussing share ideas.
> GROUP WORK
Students will get in groups of four and create an advertising promoting a product. This will be
for their oral presentation. Explain that each presentation has to last at least 6 minutes.
Everybodyparticipates.Use the vocabularyandgrammar. Fluencyandpronunciationare going
to be scored.Studentscaneither, bring a PowerPoint presentation or create something else.
WRAPUP: studentswill get in groupsand basedon the picturesfrom the book, create a story
talkingabout problemsatan specificplace usingthe presentcontinuous.Studentshave touse
at least five words from the vocabulary. Choose one classmate who will come to the front of
the class and read their story aloud.

11. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August26th
Unit: 5 Lesson:4
Objective:Ss.will be able todescribe featuresof products.
Essential Questions:
What featuresdoyouconsiderimportantwhenyoubuya new product?
LessonSequence
WARM UP:Divide the class in two groups. In one minute,studentshave to write as many
words as they rememberfrom the vocabulary of householdappliances.
> READING
Studentswill have toclose theirbooks.Graba piece of paperandtake notesof whatthey will
hear.Aska couple of questionstocheckcomprehension.Then,theycanopentheirbooksand
listenagain.If there'sanynewword,explain.Have studentsreportwhatthey've heard.
> UNDERSTANDFROMCONTEXT
Basedon the article fromthe day before, have studentsmatchthe wordswiththe correct
definitiononexercise A.have studentscheckaltogetherandsupporttheiranswers.Then
reportit to the class.
> LISTENINGCOMPREHENSION
In pairs,readthe followingconversationsonthe bookandcomplete withthe bestresponsein
each case.
More than one answerwill be possible sohave differentstudentsparticipateandwrite atleast
twooptionsperconversation.
WRAP UP:in pairs, studentswill discuss the importance of technologyand how it affects
society.How important they're forthem.

12. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August27th
Unit: 5 Lesson:O.E. + Review
Objective: Ss.will be able todescribe featuresof products.
Essential Questions:
What featuresdoyouconsiderimportantwhenyoubuya new product?
LessonSequence
WARM UP:Divide the class intwo groups. Write the alphabeton the board and give students
a category. Based on that category, students will write on the board all the words relatedto
that category starting with each letter of the alphabet in order.
> Give students some time to get ready for their presentations. Remind them of the use of
vocabulary. Each presentation has to last at least 5 minutes. Everybody participates. Check
pronunciation and vocabulary. This is part of their oral exam, and activity to check how much
they have learned in the unit so far.
> REVIEW
Have students listen and complete the gaps below according to each conversation. If needed,
listentwice.Differentstudentswillcompleteontheboard.Askstudentsif theywantitforpoints
or not. Then check.
Re using the vocabulary complete the statements. Students can check prior pages to check if
necessary. When finished, ask for volunteers to read out loud the whole statement.
Ask students about the grammar learned of the present continuous and tell them to tell you
statements and questions. Write them on the board. Have students identify the structure of
statements and questions. Then tell them to complete the exercises on the board.
WRAPUP: Have studentswrite inpairsa paragraph about theirfuture activitiesandelectronic
products. .

13. 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
functionslistedbelow? How will you support studentproduction e.g. by using the board, by
modeling the language function you want them to engage in, etc. How will you provide
feedback?
Teacher’sname: ScarlettAragon
Course:B06 Date: August28th
Unit: 5 Lesson:Review +Final exam
Objective:Ss.will be able tospeakto talkabouttechnological devices
Essential Questions:
What do youuse technologyfor?
LessonSequence
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.
> REVIEW
Listento the conversationsandcompletethe gapswiththe missinginformation. Checkinpairs
and then complete on the board. Read aloud.
>Complete the chart according to the categories, and read aloud, more than one option is
possible.
> Review the grammar. Write a couple of statements using the present continuous. Have
students write their own examples. Give students some extra time to practice on their own.
Remind them to check the vocabulary.
WRAP UP:Students have their final exam.