This lesson plan outlines activities to teach students about holidays and traditions around the world. It begins with a warm up activity where students brainstorm in groups. Next, students review vocabulary, discuss traditions they know, and listen to conversations describing holidays. They practice grammar around subject relative pronouns. The lesson concludes with students creating new conversations using the vocabulary and grammar covered, and acting them out. The objective is for students to be able to discuss holidays and traditions from different places.

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: I03 Date: November 3rd
Unit: 2 Lesson: 1 + 2
Objective: Ss. will be able to express regrets about past actions.
Essential Questions:
Do you regret something in your life?
Lesson Sequence
WARM UP: Divide the class in to groups. Students will have one minute to write as many verbs in the
past participle as they can. The group with more words at the end, will get one extra point.
 Review the grammar of was or were going to and create statements on the board, so that
students will check. And make any necessary correction. Then do the extragrammar activities
on the stars.
 GRAMMAR _ give students some time to read the grammar box. And ask them to identify the
similarities among the perfect modals shown on the book.
- You should have gone there. – REGRETS
- He may have studied. – POSSIBILITY
- You could have stopped it. – ABILITY
- You would have loved the trip. – CERTAINTY
- They must not have had time to come. – CONCLUSION
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students write their
own statements for each case above. Then complete the statements below on exercise A.
complete the gaps in each statement and decide what would be the correct perfect modal for
each of them. Compare in pairs and then write answers on the board.
Ask students if it will be for points, if it’s for points, give students ten seconds to make any
correction. If everything is fine, give students one point.
 PAIR WORK _ Students will take turns to read the statements below and discuss possible reasons
for each statement. Tell students that creativity will count so they can complete the statements
with any kind of idea. As long as it is grammatically correct.
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.
 GROUP WORK _ Students will get in groups of four and create a conversation. They have to
recycle the grammar and vocabulary. There must be one regret inside the conversation.
Everybody will present their conversation in front of the class.
BREAK
 PRONUNCIATION _ First, choose different students to read the examples. Make students watch
the video and after that emphasize on reduction of sound, 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.

2. 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.
 Remind students about their presentations. Give them time to do the final details and then
everyone will act out their conversation. Check that everybody did it accordingly to the given
instructions.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will discuss each of the case below and ask them to brainstorm ideas about
their own skills, talents, their experience, knowledge and qualifications. Everybody will
participate.
 THINK AND EXPLAIN _ Discuss what the answer would be for each question, ask them to use
examples from their own lives.
 LISTENING COMPREHENSION _ Have students take notes about nine people being interviewed
at an international job fair. If necessary, have students listen twice. Students will write their
answers down. Match the interviewee with his or her qualification for a job Then share answers
with the class.
 LISTEN TO INFER _ Listen again. Explain what each qualification refers to. Write eachqualification
on the board and have students brainstorm ideas about the occupations for each of them.
 PAIR WORK _ Students will discuss about the qualifications and then classify the qualifications
on the chart below, whether they are talents or skills. Each student mustp
support their answer.
 FRAME YOUR IDEAS _ In pairs, students will ask and answer the questions from the quiz next
page and then share the answers with their classmates. It’s personal so give them some time to
think carefully.
 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: get the final papers from each student, have students exchange their papers and correct
explaining each mistake.

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: I03 Date: November 9th
Unit: 6 Lesson: 3 + 4
Objective: Ss. will be able to discuss skills, abilities and qualifications.
Essential Questions:
What skills do you think you have? How qualified do you feel for applying to any kind of job?
Lesson Sequence
WARM UP: Divide the class in to groups. Students will have one minute to write as many verbs in the
past participle as they can. The group with more words at the end, will get one extra point.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will discuss each of the case below and ask them to brainstorm ideas about
their own skills, talents, their experience, knowledge and qualifications. Everybody will
participate.
 THINK AND EXPLAIN _ Discuss what the answer would be for each question, ask them to use
examples from their own lives.
 LISTENING COMPREHENSION _ Have students take notes about nine people being interviewed
at an international job fair. If necessary, have students listen twice. Students will write their
answers down. Match the interviewee with his or her qualification for a job Then share answers
with the class.
 LISTEN TO INFER _ Listen again. Explain what each qualification refers to. Write eachqualification
on the board and have students brainstorm ideas about the occupations for each of them.
 PAIR WORK _ Students will discuss about the qualifications and then classify the qualifications
on the chart below, whether they are talents or skills. Each student has to support their answer.
 FRAME YOUR IDEAS _ In pairs, students will ask and answer the questions from the quiz next
page and then share the answers with their classmates. It’s personal so give them some time to
think carefully.
 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.
BREAK
 BEFORE YOU READ _ Have students discuss the main questions first. What is success for you? Do
you consider yourself a successful person? What factors do you consider the most important to
achieve success? In pairs students will discuss. Explain their answers with a personal experience.
 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.

4. 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 check altogether and support their
answers. Then report it to the class.
 CONFIRM CONTENT _ Based on the article, have students answer the questions about what the
CEO suggest. Then compare answers in pairs, share with the class.
 NOTEPADDING _ To reinforce the grammar and vocabulary learned, students will get in groups
and complete the chart below about factors that promote success. Then write a brief report of
it. Check vocabulary and grammar.
 LISTENING _ Have students listen to a couple of conversations and answer the questions on the
chart. Share answers with the class.
WRAP UP: One student of each group will go to the font of the class to read their reports aloud.

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: I03 Date: November 10th
Unit: 5 Lesson: REVIEW + M.E.
Objective: Ss. will be able to discuss factors that promote success
Essential Questions:
What factors are important when trying to achieve success?
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 questions first. What is success for you? Do
you consider yourself a successful person? What factors do you consider the most important to
achieve success? In pairs students will discuss. Explain their answers with a personal experience.
 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 check altogether and support their
answers. Then report it to the class.
 CONFIRM CONTENT _ Based on the article, have students answer the questions about what the
CEO suggest. Then compare answers in pairs, share with the class.
 NOTEPADDING _ To reinforce the grammar and vocabulary learned, students will get in groups
and complete the chart below about factors that promote success. Then write a brief report of
it. Check vocabulary and grammar.
 LISTENING _ Have students listen to a couple of conversations and answer the questions on the
chart. Share answers with the class.
BREAK
 GRAMMAR REVIEW_ give students some time to read the grammar box. And ask them to
identify the similarities among the perfect modals shown on the book.
- You should have gone there. – REGRETS
- He may have studied. – POSSIBILITY
- You could have stopped it. – ABILITY
- You would have loved the trip. – CERTAINTY
- They must not have had time to come. – CONCLUSION
To practice the grammar again, have students complete the statements below using the
grammar or vocabulary learned.

6.  VOCABULARY REVIEW _ Have students review all the words from the vocabulary and then to
practice the vocabulary, students will brainstorm occupations that fit into each category on the
chart below. Everybody will give an idea.
 PAIR WORK _ Students will write the title of a movie that fit into each adjective. Basically, they
will just write down what we all discussed in the vocabulary.
WRAP UP: Students have their midterm exam.

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: I03 Date: November 19th
Unit: 5 Lesson: Preview + 1
Objective: Ss. will be able to discuss holidays and traditions around the world.
Essential Questions:
What holidays or traditions from around the world do you know about?
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.
 Ask students to describe what they see on the board. Have different students read the
descriptions. Check new words and explain.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will brainstorm other kind of hotel services they know about. Or what they
think about the ones on the book.
 PAIR WORK _ Students will discuss about any other traditions or holidays they know about and
describe them. Have different students give their opinions or talk about what they know. Discuss
why people keep traditions alive. And whether is important or not.
 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, then rewrite the words below in your own words. Compare answers. Choose different
students to read aloud.
 PARAPHRASE_ Students will think about other ways to say the underlined expressions below.
but they have tomake sense according to the conversation. Write at least three options for each
of them.
 SPEAKING _ Discuss holidays and traditions inPeru and complete the chart according to what the
category demands I the chart. Everybody has to write on the board and give an opinion or an
answer.
BREAK
 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.

8.  VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will brainstorm ideas of activities during holidays. Everybody will give an
idea. Have students review all the words from the vocabulary and thento practice pronunciation,
repeat. Brainstorm ideas about in what holidays, each activity is performed.
 LISTEN TO ACTIVATE VOCABULARY _ Students will listen to three holidays being described. They
have to listen carefully and complete the chart with the correct information- ask students gain
about the three types of holidays.
 GRAMMAR _ Choose one student to read the grammar box aloud. Ask him or her to read the
examples. Give students some time to understand subject relative pronouns and then ask a
couple of questions to check comprehension.
- That girl who sang yesterday.
- The holiday that is celebrated every year.
Tell students that when talking about an object, we use that. And when talking about a person,
we use who.
 UNDERSTAND THE GRAMMAR _ Students will complete the exercise below, identify the
structure in the statement correctly.
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students write their
own statements. Five using that and other five using who. 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: Students will 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.

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: I03 Date: November 17th
Unit: 5. Lesson: 3 + 4
Objective: Ss. will be able to ask about local customs
Essential Questions:
What customs do you have in your country? Why do people keep traditions alive?
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 _ Students will have some time to read aloud. Write on the board a statement, like
this:
- The people who came to the party.
Have students focus on the fact that after the relative pronoun, there is a verb. When it is a verb
the relative pronoun works as a subject.
- The people whom you invited.
- The holiday that we always celebrate.
Have students focus on the fact that after the relative pronoun, there is a pronoun. When it is a
pronoun, the relative pronoun works as an object.
 UNDERSTAND THE GRAMMAR _ Students will complete the exercise below, checking what the
mistakes are in each statement. And make any needed corrections.
 GRAMMAR PRACTICE_ To make sure the grammar was understood, have students complete the
statements in exercise B. review the firsts statement with students and ask students if the
relative pronoun can be omitted. Have students compare answers with a classmate and then
share with the class.
Ask students to omit the relative pronouns that aren’t needed.
 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 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

10. 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.
 BEFORE YOU READ _ students will discuss the main question, what historical, seasonal or
religious holidays do you know about?
BREAK
 BEFORE YOU READ _ Have students discuss the main question first. What holidays they now
about and whether they are familiar with the holidays shown below.
 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.
 SCAN FOR FACTS _ to help students practice the reading strategy of scanning, ask them to scan
the article for the traditions that people observe for each celebration. Underline it.
Ask students to explain each of the traditions below and tell them to support their answers,
giving additional information about each tradition.
 COMPARE AND CONTRAST _ Ask students to think about reasons to support their prior answers.
And then share answers with the class.
 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 write some statements reporting their classmates’ answers.

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: I03 Date: November 23rd
Unit: 7 Lesson: REVIEW + O.E. + F.E.
Objective: Ss. will be able to explain wedding traditions.
Essential Questions:
What wedding traditions do you know about that are celebrated in your country?
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.
 VOCABULARY _ Have students review all the words from the vocabulary and thento practice the
vocabulary, students will brainstorm ideas of hotel room amenities and services. Everybody will
give an idea. Have students review all the words from the vocabulary and then to practice
pronunciation, repeat.
 DISCUSSION _ Read about the wedding traditions and discuss whether you know something else
about them or you know others to discuss about.
 LISTENING COMPREHENSION _ Have students take notes about wedding traditions in India. If
necessary, have students listen twice. Students will write their answers down. Ask students to
get in pairs. Each couple report everything they have heard. Then share answers with the class.
 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.
BREAK
 GRAMMAR REVIEW _ Choose one student to read the grammar box aloud. Ask him or her toread
the examples. Give students some time to understand subject relative pronouns and then ask a
couple of questions to check comprehension.
- That girl who sang yesterday.
- The holiday that is celebrated every year.
Students will have some time to read aloud. Write on the board a statement, like this:
- The people who came to the party.
Have students focus on the fact that after the relative pronoun, there is a verb. When it is a verb
the relative pronoun works as a subject.
- The people whom you invited.
- The holiday that we always celebrate.
Have students focus on the fact that after the relative pronoun, there is a pronoun. When it is a
pronoun, the relative pronoun works as an object.
WRAP UP: Students have their final exam.