This lesson plan outlines a series of activities to teach students about car accidents. It includes warm-up activities, vocabulary lessons, grammar explanations and practice, listening comprehension activities using conversations about accidents, and opportunities for students to create their own conversations. The plan provides guidance on using the board, modeling language, and giving feedback to support student production.

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 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: B10 Date: December 4th
Unit: 4 Lesson: 1 + 2
Objective: Ss. will be able to discuss a car accident.
Essential Questions:
Have you ever seen a car accident? Can you describe it?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called A + B. Each group chooses one vowel
and two consonants. Write as many words as possible in one minute that contain the three letters,
all in one word.
 GRAMMAR_ The past continuous, have students read first and then try to understand when to
use it. It describes an activity that continued during a period of time in the past. Unlike the simple
past that describes activities that
 GRAMMAR PRACTICE_ To make 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.
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.
 LISTEN TO ACTIVATE VOCABULARY _ listen to a couple of conversations about accidents and
write the correct number of each conversation in the box next to each picture. Write the part of
the car that was damaged.
 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.
 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: 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.

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 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: B10 Date: December 5th
Unit: 4 Lesson: 2
Objective: Ss. will be able to describe car accidents
Essential Questions:
What activities can you perform when you have a car?
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 review all the words from the vocabulary and thento practice the
vocabulary. Everybody will give an idea.
 VOCABULARY PRACTICE_ To make sure the vocabulary 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.
 GRAMMAR _ Write examples of placements of direct objects with phrasal verbs:
I will pick the car up.
Explain that the phrasal verbs are verbs plus particles, they create a new verb. Phrasal verbs can
be divided, for example:
I will pick up the car. OR I will pick the car up.
When the object is replaced by an object pronoun, then it can only go in the middle but never at
the end.
I will pick it up. NOT I will pick up it.
 PRONUNCIATION _ First, choose different students to read the examples. Make students watch
the video and after that emphasize on making pauses correctly, check pronunciation and
intonation. Have everyone read aloud.
 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.
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.
 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.
 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: Each student will go to the front of the class and act out their conversation.

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 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: B10 Date: December 6th
Unit: 4 Lesson: 3
Objective: Ss. will be able to rent a car
Essential Questions:
What kind of information do people get asked when trying to rent a car?
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 READ _ Have students discuss the main question first. How different are you
eating customs from other countries?
 READING _ Ask students to close their books. Then take out a sheet of paper and their pens or
pencils. Studentswill listen tothe audio and take notes from it. Ask a couple of questions tocheck
comprehension. Thentell them that they can open their books and they will listen one more time.
This time students will focus on new verbs or expressions and compare whether the information
that they wrote down was true.
 UNDERSTAND VOCABULARY FROM CONTEXT _ Based on the article, have students match the
words below with their correct definition. Support their answers. Then report it to the class.
GRAMMAR PRACTICE _ Students will correct the mistakes about the correct place for phrasal
verbs. Have different students go to the board to correct and have them explain the reasons.
 NOW YOU CAN_ now students will get in groups and discuss the consequences of being a bad
driver.
 DISCUSSION_ students will maintain in their same groups and read ach of the reports below each
picture. Students have to read taking turns in their groups and then discuss what would be the
best cars for each person. Then explain why, students have to support answers.
WRAP UP: Have students present their ideas in front of the class.

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 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: B10 Date: December 9th
Unit: 4 Lesson: 4
Objective: Ss. will be able to discuss defensive driving
Essential Questions:
Which bad or aggressive driving habits can you mention?
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.
 BEFORE YOU READ _ Have students discuss what kind of bad or aggressive driving habits they
know.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will brainstorm ideas for other forms of bad and aggressive driving.
Everybody will give an idea.
 READING _ Ask students to close their books. Then take out a sheet of paper and their pens or
pencils. Studentswill listen tothe audio and take notes from it. Ask a couple of questions tocheck
comprehension. Thentell them that they can open their books and they will listen one more time.
This time students will focus on new verbs or expressions and compare whether the information
that they wrote down was true.
 PAIR WORK _ Students will write in pairs a brief summary of the article, but they will give their
own ideas about it as well.
 GROUP WORK _ Students will get in groups of three and discuss to complete the statements
below, circling the correct word that would fit each statement better. Then have students read
aloud taking turns.
 FRAME YOUR IDEAS _ have students discuss the survey below and answer and ask in pairs.
Students will get in pairs and interview each other. Compare questionnaires with other
classmates.
WRAP UP: give students some time to make their presentations.

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 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: B10 Date: December 10th
Unit: 7 Lesson: Review + Project
Objective: Ss. will be able to discuss aggressive driving.
Essential Questions:
What do you think can be done to stop aggressive driving?
Lesson Sequence
WARM UP: Divide the class in two groups. Play a game called A + B. Each group chooses one vowel
and two consonants. Write as many words as possible in one minute that contain the three letters,
all in one word.
 LISTENING COMPREHENSION _ Have students take notes about the conversations. If necessary,
have students listen twice. Students will write their answers down. Then share answers with the
class.
 Then read each definition and write what the best answer from the vocabulary would be for each
of them. In pairs, get together to complete each statement or question about driving and then
have students go to the board to complete. Check if the grammar is okay and then read aloud.
 GRAMMAR REVIEW _ Write examples of placements of direct objects with phrasal verbs:
I will pick the car up.
Explain that the phrasal verbs are verbs plus particles, they create a new verb. Phrasal verbs can
be divided, for example:
I will pick up the car. OR I will pick the car up.
When the object is replaced by an object pronoun, then it can only go in the middle but never at
the end.
I will pick it up. NOT I will pick up it.
 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.
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.
 Complete the conversations and then ask for volunteers to read aloud and practice
pronunciation.
WRAP UP: Give students some time to prepare their presentations.

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 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: B10 Date: December 11th
Unit: 4 Lesson: O.E.
Objective: Ss. will be able to discuss aggressive driving.
Essential Questions:
What do you think can be done to stop aggressive driving?
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.
 Give students some time to get ready for their presentations about a type of art or their favorite
artist. 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 must hand the teacher their final
report.

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 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: B10 Date: December 12th
Unit: 4 Lesson: M.E.
Objective: Ss. will be cheer someone up
Essential Questions:
If a friend is fill down, how do you cheer him or her up?
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.
 GRAMMAR REVIEW _ Write examples of placements of direct objects with phrasal verbs:
I will pick the car up.
Explain that the phrasal verbs are verbs plus particles, they create a new verb. Phrasal verbs can
be divided, for example:
I will pick up the car. OR I will pick the car up.
When the object is replaced by an object pronoun, then it can only go in the middle but never at
the end.
I will pick it up. NOT I will pick up it.
 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.
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.
 Complete the conversations and then ask for volunteers to read aloud and practice
pronunciation.
WRAP UP: Students have their midterm exam.

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 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: B10 Date: December 13th
Unit: 5 Lesson: Preview
Objective: Ss. will be able to discuss personal care and appearance
Essential Questions:
Is it important to take care of our own appearance and personal care?
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.
 Return the exams to students. Check altogether and give them some time to ask whatever
question they have. Ask them to sign the test at the top, next to their names. Thenget the exams
back.
 Ask students to describe what they see on the board. Have different students read the
descriptions next to each picture. Check new words and explain. Have students discuss about
activities to take care of yourself.
 DISCUSSION _ Inpairs students will discuss things we can do nowadays totake care of ourselves.
And have them discuss the importance of it. Ask whether appearance is what matters the most
for them. Share answers with the class.
 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.
 FOCUS ON LANGUAGE _ Using the words or expressions from the conversation of the Photo
Story, answer the questions below. Have students quote if needed. Compare answers. Choose
different students to read aloud.
WRAP UP: Ask students why now is more important to take care of our personal image than it was
in the past.

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 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: B10 Date: December 16th
Unit: 5 Lesson: 1
Objective: Ss. will be able to discuss personal care and appearance
Essential Questions:
Is it important to take care of our own appearance and personal care?
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.
 Complete the chart about what activities they perform in order to take care of themselves,
checking the word that best describes how often they make use of any fo the services below.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, choose different students to read the definitions aloud. Everybody will give an idea.
Have students review all the words from the vocabulary and then to practice pronunciation,
repeat.
 LISTEN TO ACTIVATE VOCABULARY _ Students will listen to five conversations about personal
care products. They have to listen carefully and complete the statements below, checking the
correct category based on what they listen.
 GRAMMAR _ Have students discuss quantifiers for indefinite quantities and amounts.
There are some brushes there. (+) (C)
There isn’t any soap. (-) (N)
Are there some razors? OR Are there any razors? (?) (C/N)
There are a lot of brushes. OR There is lots of soap.
NEGATIVE STATEMENTS
We don’t have many brands of makeup. (C)
They don’t have much toothpaste. (N)
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students complete the
statements below. Circle the correct word for each statement using the correct quantifier,
remind students to pay attention whether the statement is positive or negative, a question or a
statement. Compare in pairs and then write answers on the board.
 Ask students if it will be for points, give them some time to check. If everything’s okay, give
students one extra point, if not take it from their score.
 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.
 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: 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.

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 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: B10 Date: December 17th
Unit: 5 Lesson: 2
Objective: Ss. will be able to make appointments.
Essential Questions:
What kind of information do you usually get asked when making appointments?
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.
 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.
 GRAMMAR _ Give students some time to read the grammar box about indefinite pronouns, like;
someone, no one or anyone.
Write some examples on the board, like:
- Someone is coming. OR No one is coming. (+)
- There isn’t anyone coming tomorrow. (-)
When making questions, students can use either any of the following:
- Can anyone / someone make an appointment?
 LISTEN TO ACTIVATE VOCABULARY AND GRAMMAR _ Choose one student to read the
instructions of exercise A, the have students complete the statements. Compare in pairs, then
have students write answers on the board and check altogether.
 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.
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.
 PRONUNCIATION _ First, choose different students to read the examples. Make students watch
the video and after that emphasize on making pauses correctly, check pronunciation and
intonation. Have everyone read aloud.
 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 go to the front of the class and then act out their conversations for the whole
class.

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 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: B10 Date: December 18th
Unit: 5 Lesson: 3
Objective: Ss. will be able to discuss the pros and cons about going through a cosmetic surgery.
Essential Questions:
What is your opinion about going through a cosmetic surgery?
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.
 BEFORE YOU READ _ Have students discuss about whether cosmetic surgery is for everyone or
not.
 READING _ Ask students to close their books. Then take out a sheet of paper and their pens or
pencils. Studentswill listen tothe audio and take notes from it. Ask a couple of questions tocheck
comprehension. Thentell them that they can open their books and they will listen one more time.
This time students will focus on new verbs or expressions and compare whether the information
that they wrote down was true.
 PARAPHRASE _ Find and circle each underlined expression In the article. Have students complete
below with the correct definition in their own words. Then read aloud.
 UNDERSTAND FROM CONTEXT _ In pairs, have students find the correct definition of the words
below in the article, then write it down and share answers with the class. Ask different students
to go to the board and share answers with everyone.
 CONFIRM CONTEXT AND APPLY INFORMATION _ complete the chart about different people and
what kind of cosmetic surgery they went through. Everything will be based on the article.
 FRAME YOUR IDEAS _ have students discuss the survey below and answer and ask in pairs.
Students will get in pairs and interview each other. Compare questionnaires with other
classmates.
 NOTEPADDING _ To reinforce the grammar and vocabulary learned, students will get in groups
and complete the chart below about how far they would go to improve their physical
appearance. Share answers with the class.
WRAP UP: Students will discuss and share their answers with the class about what things they can
do to improve their physical appearance and whether it is really important for them.

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 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: B10 Date: December 19th
Unit: 5 Lesson: 4
Objective: Ss. will be able to define the meaning of beauty
Essential Questions:
What is beauty for you?
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 review all the words from the vocabulary and thento practice the
vocabulary, choose different students to read the definitions aloud. Everybody will give an idea.
Have students review all the words from the vocabulary and then to practice pronunciation,
repeat.
 LISTENING COMPREHENSION _ Have students take notes about an interview of beauty. Have
students take notes to ask them late a couple of questions to check comprehension. If necessary,
have students listen twice. Students will write their answers down.
 LISTEN TO TAKE NOTES _ Have students listen again if necessary and then complete the chart
below about the audio’s definitions for the words below. Ask different students to complete on
the board.
 DISCUSSION _ get students in pairs and then ask them to discuss the questions on exercise C.
Based on the article, ask students to discuss in what ways they agree or disagree with the
definition of the audio about beauty.
 NOTEPADDING _ To reinforce the grammar and vocabulary learned, students will get in groups
and complete the chart below about how far they would go to improve their physical
appearance. Share answers with the class. Look at the pictures and describe whether they find
each person beautiful or not. Explain why to support answers, share altogether.
WRAP UP: Students will share answers with the class and create a discussion out of it.

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 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: B10 Date: December 20th
Unit: 5 Lesson: Review + O.E.
Objective: Ss. will be able to ask about and describe objects
Essential Questions:
What types of art do you know about?
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.
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.
 Listen to a couple of conversations about different personal care products. Then complete the
statements below with a service at a salon.
 GRAMMAR REVIEW _ Give students some time to read the grammar box about indefinite
pronouns, like; someone, no one or anyone.
Write some examples on the board, like:
- Someone is coming. OR No one is coming. (+)
- There isn’t anyone coming tomorrow. (-)
When making questions, students can use either any of the following:
- Can anyone / someone make an appointment?
Have students discuss quantifiers for indefinite quantities and amounts.
There are some brushes there. (+) (C)
There isn’t any soap. (-) (N)
Are there some razors? OR Are there any razors? (?) (C/N)
There are a lot of brushes. OR There is lots of soap.
NEGATIVE STATEMENTS
We don’t have many brands of makeup. (C)
They don’t have much toothpaste. (N)
 Give students some time to get ready for their presentations about a type of art or their favorite
artist. 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 must hand the teacher their final
report.

14. 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 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: B10 Date: December 23rd
Unit: 5 Lesson: F.E.
Objective: Ss. will be able to talk about the differences between talent and ability.
Essential Questions:
What is more important; talent or hard work?
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.
 GRAMMAR REVIEW _ Give students some time to read the grammar box about indefinite
pronouns, like; someone, no one or anyone.
Write some examples on the board, like:
- Someone is coming. OR No one is coming. (+)
- There isn’t anyone coming tomorrow. (-)
When making questions, students can use either any of the following:
- Can anyone / someone make an appointment?
Have students discuss quantifiers for indefinite quantities and amounts.
There are some brushes there. (+) (C)
There isn’t any soap. (-) (N)
Are there some razors? OR Are there any razors? (?) (C/N)
There are a lot of brushes. OR There is lots of soap.
NEGATIVE STATEMENTS
We don’t have many brands of makeup. (C)
They don’t have much toothpaste. (N)
WRAP UP: Students will have their final exam.