The lesson plan outlines activities for teaching a class about troubleshooting problems and discussing ethical choices on the internet. It includes warm-up activities, vocabulary lessons, grammar explanations, conversation models, and opportunities for student practice and feedback. Scarlett Aragon teaches the class over several dates, with objectives that progressively build students' language skills through reciprocal teaching methods that emphasize complex language use and sustained practice.

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 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: B12 Date: November 6th
Unit: 9 Lesson: 1
Objective: Ss.will be ableto troubleshoot a problem
Essential Questions:
What should I do if…?
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.
 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.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will brainstorm ideas for each case of fixing a problem. 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 _ the infinitive of purpose
Instead of always answering with Because to Why questions, explain to students that they can
use the infinitives, for example:
Why do you save the file?
To print it later. Instead of answering Because I want to print it later, I will skip and just mention
the purpose of my action.
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students complete the
statements below. Check what is the correct statement for each situation. Which action
happened first. Have students check and explain their answers.
 Then 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.
WRAP UP: Have students read aloud their answers to the class.

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 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: B12 Date: November 7th
Unit: 9 Lesson: 1 + 2
Objective: Ss.will be ableto compare products features
Essential Questions:
What would you do if…?
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 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 _ comparisons with as…as
 To express similarity
They are as good as the other ones.
 To express difference
It Isn’t as noisy as that.
It Isn’t quite as noisy as that.
It Isn’t nearly as noisy as that.
Have students write their own examples on the board. Make everyone pay attention and correct
any statement if needed.
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students complete the
statements below. Check what is the correct statement for each situation. Which action
happened first. Have students check and explain their answers.
 Then 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.
 PRONUNCIATION _ First, choose different students to read the examples. Check pronunciation
and intonation. Have everyone read aloud.
WRAP UP: write on the board some statements. Give students some time to make any needed
correction.

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: B12 Date: November 8th
Unit: 9 Lesson: 2 + 3
Objective: Ss.will be ableto discuss ethical choices.
Essential Questions:
What would you do if…?
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.
 PRONUNCIATION _ First, choose different students to read the examples. Check pronunciation
and intonation. Have everyone read aloud.
 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.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will brainstorm ideas for internet activities 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.
 LISTENING COMPREHENSION _ Have students take notes about what each person’s problem is.
If necessary, have students listen twice. Students will check the correct box. Ask students to get
in groups of three.Each group will write a brief paragraph reporting everything they have heard.
WRAP UP: share answers with 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 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: B12 Date: November 11th
Unit: 9 Lesson: 3 + 4
Objective: Ss.will be ableto describehow they use the internet
Essential Questions:
What do you usually usethe internet for? Whatdo you consider ituseful for?
Lesson Sequence
WARM UP: Divide the class in two groups. Write three words on the board. Unrelated words. Then
students have to write one statement with a limit of words but using those three words. The group that
ends first, winds.
 FRAME YOUR IDEAS _ Have students discuss questionnaire below about troubleshooting
problems. Students will get in pairs and interview each other. Compare questionnaires with other
classmates. Discuss the reading habits.
 Students will have a project. They have to act out a conversation in which one of them will have
a problem and the others will helphim or her. They have torecycle vocabulary and grammar. Give
students some time to get together and set up everything for their presentation
WRAP UP: students will have to decide the members of their group and what will be the problem
discussed so that nobody will repeat topics .

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: B12 Date: November 12th
Unit: 9 Lesson: 4
Objective: Ss.will be ableto express personal values
Essential Questions:
Do you think physical appearancematters?
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.
 BEFORE YOU READ _ Have students discuss the main question first. What kind of treatments to
heal they know about? Ask students to discuss in pairs what they usually do.
 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 MEANING FROM CONTEXT_ Based on the article, have students circle the correct
words that best complete each statement. Have students write a similar meaning for the words
below, according to the article.
 NOTEPADDING _ To reinforce the grammar and vocabulary learned, students will ask the
questions below to another classmate and take notes. Then write a brief report of it. Check
vocabulary and grammar. When they finish, students will exchange their writings and correct any
mistakes. The score will depend on how well they check the writing.
WRAP UP_ Students Will get together and in pairs look for some information about any problem
somebody had and it’s on the news. Problems related to technology. Write a brief summary about it.

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’s name: ScarlettAragon
Course: B12 Date: November 13th
Unit: 9 Lesson: 4
Objective: Ss.will be ableto discuss theimportanceof the internet
Essential Questions:
What do you use the internet for?
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.
 PAIR WORK
Students will get in groups and answer the followingquestions.There were different topics.So,
decide who is goingto go first,second and so on.
How did the internet change the way people find information?
How did the internet change the way people shop?
How did the internet change the way people communicate?
How did the internet change the way people work in an office?
 Each group must be atleast5 minutes. Check pronunciation and fluency again.Havestudents
make questions.
WRAP UP: the other groups, as they listen, they will take notes about each presentation. Finally,
everyone needs to have a brief report of all the presentations with their opinion.

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 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: B12 Date: November 14th
Unit: 9 Lesson: Review + O.E.
Objective: Ss.will be ableto discuss why they use the internet for
Essential Questions:
What do you use the internet for? Do you consider itvery important?
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.
 REVIEW_ Have students listen carefully and complete the gaps whether it’s true or false. Then
complete on the board.
Using the infinitives of purpose complete the exercises below with the correct answer for each
question. There can more than one possibleanswer. So, choose different students to complete
on the board.
Students can check the vocabulary again fromprior pages, so they can complete the statements
below. After comparing in pairs and checking it is correct, go to the board to complete there.
 PAIR WORK_ Have students read their reports from yesterday out loud.
 Students will start with their presentations within five minutes. Everybody will participate.
WRAP UP: students will give the script to the teacher at the end of each presentation.

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 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: B12 Date: November 15th
Unit: 9 Lesson: Review + M.E.
Objective: Ss.will be ableto discuss thepros and cons of the internet
Essential Questions:
In your opinion,is the internet something bad or arepeople usingitbadly?
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.
 REVIEW
 Listen to the conversations and complete the gaps with the missinginformation.Check in pairs and
then complete on the board. Read aloud.
 Complete the chart according to the categories, and read aloud, more than one option is possible.
 GRAMMAR _ comparisons with as…as
 To express similarity
They are as good as the other ones.
 To express difference
It Isn’t as noisy as that.
It Isn’t quite as noisy as that.
It Isn’t nearly as noisy as that.
Have students write their own examples on the board. Make everyone pay attention and correct
any statement if needed.
WRAP UP: Students have their midterm exam.

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 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: B12 Date: November 18th
Unit: 10 Lesson: Preview
Objective: Ss.will be ableto talk about moral dilemmas.
Essential Questions:
What should I do if…?
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.
 DISCUSSION_ Have students describe the picture they see on the board. Talk abut moral
dilemmas and ask students to brainstormideas aboutthe topic. Ask students to discussin pairs
what they would do in the situations from the pictures shown.
 PHOTO STORY_ In pairs,listen to the conversation,check new words. As a coupleof 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 other moral dilemmas and how
they can lead to more difficult situations. What they suggest to improve values in society and
whether they think is possible to make a change.
WRAP UP: each group will read their report out loud for the class. Students can have a discussion
whether they agree or disagree. Motivate them to use all the vocabulary and grammar learned so far.
And add other examples of moral dilemmas if needed.

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 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: B12 Date: November 19th
Unit: 10 Lesson: 1
Objective: Ss.will be ableto discuss ethical choices.
Essential Questions:
What would you do if…?
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.
> GRAMMAR
Give students some time to read the grammar box. Writea coupleof examples on the board.As k students
what they understood from the grammar box. Identify structure.
There are two parts, the condition and the result. The condition will always be in the simple past, while
the result will be with could or would and the verb in the base form. Remind students about that.
If I were you, I would go.
The only verb to be accepted inside the conditional is going to be were.
Have students write their own examples and check. Then share some of the answers on the board.
> UNDERSTAND THE GRAMMAR
Students will completethe activities on the board.If possible,firstcompletethe exercises in groups,then
compare and share answers on the board.
> GRAMMAR PRACTICE
Students will completethe gaps below with the correct word accordingto the grammar. After comparing
answers in pairs and completing on the board. Ask students whether they want this exercise to be for
points. If everything is okay, give students one extra point to motivate their participation and well
grammar understanding.
WRAP UP: write on the board some conditionals, and have students complete the result in pairs with
different ideas for each case. Give students some time to make any needed correction.

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 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: B12 Date: November 20th
Unit:10 Lesson: 1 + 2
Objective: Ss.will be ableto discuss ethical choices.
Essential Questions:
What would you do if…?
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.
> CONVERSATION MODEL
Have students describethe pictureon the board and guess what the situation is about.Then listen to the
conversation. Check new words or expressions. Ask a couple of questions to check comprehension.
> PAIR WORK
In pairs,students will createa similarconversation usingthe vocabulary and grammar.Then act itout for
the class. Check vocabulary and motivate them to use the grammar as much as possible.
> 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 structure.
That is my book.
That is mine.
We use the possessive pronouns to replace the noun and the possessive adjective.
Ask students to write other examples on the board. Everybody in the classwill check if there’s any mistake
> GRAMMAR PRACTICE
Students will completethe gaps below with the correct word accordingto the grammar. After comparing
answers in pairs and completing on the board. Ask students whether they want this exercise to be for
points.
WRAP UP: write their own examples on the board. And then do the extra activities from the stars on
the book.

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 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: B12 Date: November 21st
Unit:10 Lesson: 2
Objective: Ss.will be ableto return someone else’s property.
Essential Questions:
Have you ever found something expensive somewhere? What have you done?
Lesson Sequence
WARM UP: Divide the class in two groups. Write three words on the board. Unrelated words. Then
students have to write one statement with a limit of words but using those three words. The group that
ends first, winds.
> GRAMMAR REVIEW
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 structure.
That is my book.
That is mine.
We use the possessive pronouns to replace the noun and the possessive adjective.
Ask students to write other examples on the board.Everybody in the classwill check if there’s any mistake
> GRAMMAR PRACTICE
Students will completethe gaps below with the correct word accordingto the grammar. After comparing
answers in pairs and completing on the board. Ask students whether they want this exercise to be for
points.
> LISTEN TO ACTIVATE THE GRAMMAR
Choose different students to complete the gaps according to what they hear and then complete on the
board. Tell students to check because it will be for extra points.
> CONVERSATION MODEL
Have students describethe pictureon the board and guess what the situation is about.Then listen to the
conversation. Check new words or expressions. Ask a couple of questions to check comprehension.
> PAIR WORK
In pairs,students will createa similarconversation usingthe vocabulary and grammar.Then act itout for
the class. Check vocabulary and motivate them to use the grammar as much as possible.
WRAP UP: students will discuss about things society considers taboo but they disagree. They have to
support their answers and give their personal opinion.

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 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: B12 Date: November 22nd
Unit:10 Lesson: 2 + 3
Objective: Ss.will be ableto express personal values
Essential Questions:
Do you think physical appearancematters?
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.
> DISCUSSION
Ask students whether havinga tattoo is importantor not. Look atthe three pictures on the book and ask
what they think about that, then ask whattheir parents would think aboutthat. Discusswhy society thinks
that is something wrong.
> 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.
> UNDERSTAND VOCABULARY FROM CONTEXT
Choose one student to read the questions. Guess in pairs, what the correct answer would be. Give
students some time to think carefully and make any corrections if needed. After comparing,come to the
board and complete there. Ask for volunteers to read and practice the conversations.
WRAP UP: discuss in pairs what other topics society refuses to accept but for them it should be
accepted.

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 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: B12 Date: November 25th
Unit:10 Lesson: 3 + 4
Objective: Ss.will be ableto express personal values
Essential Questions:
What do you consider a taboo?
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.
> APPLY NEW VOCABULARY
Complete the chart giving examples for each category. Have students give their personal opinion about
each situation, to create a discussion out of it. Motivate students to recycle the learned vocabulary and
grammar.
> PAIR WORK
Have students work in pairs discuss what impact has the photo for them. Discuss and give a personal
opinion. Have students comment politely ask students to choose one controversial issue and write a
report about that. Use the vocabulary and grammar.
> CONVERSATION MODEL
Have students describethe pictureon the board and guess what the situation is about.Then listen to the
conversation. Check new words or expressions. Ask a couple of questions to check comprehension.
> PAIR WORK
In pairs,students will createa similarconversation usingthe vocabulary and grammar.Then act itout for
the class. Check vocabulary and motivate them to use the grammar as much as possible.
WRAP UP: students will discuss about things society considers taboo but they disagree. They have to
support their answers and give their personal opinion.

15. 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: B12 Date: November 26th
Unit:10 Lesson: 4
Objective: Ss.will be ableto express personal values
Essential Questions:
What do you and society consider a taboo?
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.
> DISCUSSION
Have students describe the picture they see on the board. Talk about moral dilemmas and ask students
to brainstormideas aboutthe topic. Ask students to discussin pairswhatthey would do in the situations
from the pictures shown.
> READING
Students will have to closetheir books. Grab a piece of paper and take notes of what they will hear.Ask
a coupleof questions to check comprehension. Then, they can open their books and listen again.If there's
any new word, explain. Have students report what they've heard.
> SUMMARIZE
Have students get in pairs and summarizeeach casein their own words.And after writingdown, exchange
their reports with other groups and correct any mistake they find.
> UNDERSTAND FROM CONTEXT
Based on the articlefrom above, have students match the words with the correct definition on exercise
A. have students check altogether and support their answers. Then report it to the class.
> PAIR WORK
Have students work in pairs and complete each of the charts next page. 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.
WRAP UP: discuss how can society return to their past values and suggest possible solutions. Share
answers with the class.

16. 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: B12 Date: November 27th
Unit:10 Lesson: O.E.
Objective: Ss.will be ableto speak to a server and pay for their meal.
Essential Questions:
What areyou in the mood for? Do you accept creditcards or cash?
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. Remind them of the use of vocabulary.
Each conversation has to last at least 8 minutes. Everybody participates. Check pronunciation and
vocabulary. Every controversial issuemustbeexplained clearly. Attheend of every presentation,students
can ask a couple of questions.
> Based on each controversial issue,students will writea brief report givingtheir personal opinion about
each case.
> REVIEW
Have students listen and complete the gaps belowaccordingto each conversation.If needed, listen twice.
Different students will complete on the board. Ask students if they want it for points or not. Then check.
Re usingthe 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 and tell them to write statements and questions.Write them on
the board. Have students identify the structureof statements and questions.Then tell them to complete
the exercises on the board.
WRAP UP: have students read their reports out loud.

17. 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: B12 Date: November 28th
Unit:10 Lesson: Review + F.E.
Objective: Ss.will be ableto express personal values
Essential Questions:
What do you and society consider a taboo?
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.
> REVIEW
Listen to the conversations and completethe gaps with the missinginformation.Check in pairs 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.Writea coupleof statements usingthe simplepast.Havestudents write their own
examples.Give students some extra time to practiceon their own. Remind them to check the vocabulary.
WRAP UP: Students have their final exam.