The document outlines a lesson plan template with three main sections: pre, while, and post. In the pre section, the teacher prepares students by asking questions to activate prior knowledge and introduce keywords. During the while section, students engage with a text or activity, such as a listening exercise, reading, or group discussion. In the post section, students reflect on what they learned and the teacher provides feedback. The template is intended to be adapted for lessons involving different skills and topics.

2. P
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•Make some triggering questions about the topic in order to see how much can they
remember about the topic.
•Motivates students with a warming up related with the topic of the listening, in order to
activate previous knowledge already questioned in the triggering questions about what is
going to be learned.
•Students can understand the aim of the lesson through prediction.
•Show the key-words that are going to be used along the lesson.
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•Explain in what context are the interlocutors speaking, along with the kind of accent
they are going to hear and the pronunciation. Students can listen the teacher repeating
the key-words that they are going to hear in the recording. Here it is also important to
explain how long is the recording.
•Explain that in the first-time listening they must write the most general ideas they could
hear and answer first 1 or 2 questions.
•Listen the recording again but this time paying attention to specific information, listening
by chuncks. Answer 1 or 2 more questions. And afterwards, check their answers.
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•Discuss about the topic listened. Question if it is important what they have talked about,
or if they had thought about the topic before, and also if this topic is applicable for their
lives. This can be used as feedback for students.

3. P
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•Teacher asks some triggering questions about last class topic in order to collect
information and guess what is going to be discuss in today’s lesson.
•Teacher asks some triggering questions about the topic in order to let students guess the
lesson through prediction.
•Motivates students with a warming up related with the reading topic in order to activate
previous knowledge, understanding what is going to be learned. It also helps to create
interest in the topic.
•The teacher show the key-words that are going to be used along the lesson.
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•Students must skimming in order to schemata their ideas and check if their expectations
and predictions where right. Students must answer 1 or 2 questions about general ideas.
•Students read it again in order to look for specific information by scanning the text, and
answer 1 or 2 questions.
•Check answers.
•Discuss the topic and their thoughts about it, in order to prompt students to relate the
topic with their understanding of the world and their lives.
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•Analyze and reflect about their first predictions of the text. List the most important ideas
related with the text and the topic that were interesting or unexpected for them.
•Finish the class with a ludic activity that could not be related with the topic.

4. P
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•Teacher asks some triggering questions about last class topic in order to collect
information and students can guess what is going to be discuss in today’s lesson.
•Motivates students with a warming up related with the lesson and the skill, such as a
tongue twister or a chant , so they can feel free to speak in the previous activity.
•Show the key-words that are going to be used along the lesson, and clarify one or two
value-related words.
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•Students read a brief paragraph about last class ideas..
•Students should discuss in small groups of 3 or 4 about one problem recognized in the
paragraph, in order to hear other people understanding of the topic. Teacher listen to
each group carefully and helps them to come up with some new ideas.
•The class discuss and reflect about the problem all together and students share their
conclusions with other students. The teacher at this point only monitors and checks small
pronunciation issues and intonation by paraphrasing what they had just said.
•Write in the board most common pronunciation issues heard, and performance those
words again all together.
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•Analyze and reflect about their first predictions of the topic and new ideas that came up.
• He/she asks about the importance of considering talks about the topic with their friends
and other people.
•Finish the class with a ludic activity that could not be related with the topic.

5. P
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•The lesson starts with a warming up about the Title of today’s lesson in order to collect
information and guess what is going to be learned.
•Show the key-words that are going to be used along the lesson.
•Let them to brainstorming ideas around a word tree about the Key-Words given.
•Select the most suitable ones, by presenting today’s topic.
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•Students read a brief paragraph about a problem, which is related with the topic.
•Briefly discuss about the problem all together and brainstorm global ideas.
•Ask students to write what they understand from the paragraph by modeling how to do
it and what steps should be follow for writing clear paragraphs (give them a structure as a
prewriting). Clarify some questions about the model or about the topic.
•Guide them by providing clear instructions about what is expected to do, let them make
a draft of the topic. Prompt students to write their ideas by telling them how important it
is to reflect personally their thoughts.
•Edit some personal work if possible during class, if not, they deliver to the teacher at the
end of the class in order to get feedback for next class.
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•Share everyone's ideas and analyze them all together.
• He/she asks about the importance of analyze the topic given among other students or
family.
•Finish the class with a ludic activity that could not be related with the topic.