MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGIA

PROGRAMA DE INGLES DE INMERSION PARA LA COMPETITIVIDAD

CENTRO DE CAPACITACION Y ENTRENAMIENTO PROFESOR JUAN BOSCH

SEDE CENTRAL Y COLEGIO SANTIAGO APOSTOL

L
DATE: August 18th, 2016
UNIT 5: Being Different

SHIFT: Morning
LESSON B: Adjusting to a new place

TEXTBOOK:
TEACHER:

OBJECTIVES OF THE SESSION: By the end of this session SWBAT recognize and name a variety of problems that people face whe
examine the problems that these people are having, identify specific information and produce a short paragraph based on the info
6 ideas to oversome language barrier and present them in the class.
KEY VOCABULARY
Eating habits, facial expressions, holiday
customs, language barrier, personal space,
physical enviroment, small talk, traffic
regulations.

OBJECTIVE:
TIME
A) 5-10
mins

B) 10-15
mins

GRAMMAR STRUCTURES
Future time clause

MATERIALS
- Teacher's book
- Student's book
-When I get home, I'll call you.
- Whiteboard
-I'll go to my hotel as soon as I arrive.
- Markers
-I'll probably get homesick while I'm living overseas.
- Radio, speakers, CD2, TV
- Laptop, etc.

WARM UP/ LEAD IN ACTIVITY

STAGES
PROCEDURE
-T writes the date, his name and the objectives of the lesson
- Attendance taking
on the board.
- Board setting
-Teacher calls students names, and gives feedback about
their situation (in case that some sts have missed or being
late in the previous sessions.)
Warm up/ Lead in
activity.
Skill:
- Speaking

-T will present the Idiom of the day.

Idiom:
Find (one's) feet
:Toreachalevelofcomfortinanewsituation.
E.g.
Ittookawhile,butI'vefinallyfoundmyfeetinmyjob.Iknow
you'renervous,butallfreshmenare
you'llfindyourfeetatschool,don'tworry.

B) 10-15
mins

Warm up/ Lead in

activity.
Skill:
- Speaking

-T will present the Idiom of the day.

Idiom:
Find (one's) feet
:Toreachalevelofcomfortinanewsituation.
E.g.
Ittookawhile,butI'vefinallyfoundmyfeetinmyjob.Iknow
you'renervous,butallfreshmenare
you'llfindyourfeetatschool,don'tworry.

OBJECTIVE:
By the end of this session SWBAT recognize and name a variety of problems that people face when adjustin
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
21-25
mins

- Vocabulary
presentation
Skill:
- Speaking

- T selected a group from the class to present the

vocabulary. Ss were told that they could make a power point
presentation, a role play or any other activity to present the
vocabulary.
Ask and answer
Which of these are major problems?
Which of these are minor problems?
What can these people do about their problem?

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
listen and to
examine
describethe
people.
problems that these people are having.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
24-30
mins

Listening practice
Skills:
- Listening and
speaking

-T asks Ss: How was your first day of class? What was
difficult for you?
- Explain the task: Ss will listen to three conversation. Have
Ss identify what kinds of problems are facing the people in
the conversation. What can they do to solve it?
- Tell Ss they will listen for specific information. Play CD1 Track 33. Have Ss complete activity A and B. Check
answers.
-Introduce the word homesick. Have they had that feeling
before?

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
identify specific
to describe
information
people. and produce a short paragraph based on the

Byuse
to
thevocabulary
end of this
related
session
to physical
SWBATappearence
identify specific
to describe
information
people. and produce a short paragraph based on the
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
35-40
mins

Reading practice
Skills:
- Reading and writing.

-T asks Ss: Imagine that you had to live away from home
for eight months. What would you miss the most?
-In groups, read the journal. Ss underlines the unknown
vocabulary as well. Then paragraph by paragraph Ss will give
their opinion on that day in the life of JT, How did he feel? Also
discuss the meaning of unknown vocabulary. Have Ss read the
article and complete activity A, B and C on page 52. T makes
sure Ss understand and clarifies all confusions.

-Have Ss write a short paragraph describing their daiy

routine. And What they can't change from it.

By the end of this session SWBAT produce a a short paragragh about an experience they had participating
practice.
OBJECTIVE:By
to use
thevocabulary
end -ofWriting
this
related
session
to physical
SWBATappearence
order events
to describe
in a sentences
people. by using before, after, as soon as, when, and
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
50-55
mins

- Grammar
Skills:
- Speaking and
writing.
Skills:
- Writing and
speaking

-Direct Ss attention to page 54. Have them read the

sentences on activity A. Direct Ss to page 147, have them
read the grammar points and come up with example for
each one of them. T clarifies and makes sure SS
understand.
-Back to page 54 Ss Have Ss make a time line of their future
life, similar to the one on activity B. Tell them to use their
imagination, It does not need to be realistic. Have them
write sentences using before, after, as soon as, when, and
while.

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
formulate to
5-6
describe
ideas to
people.
oversome language barrier and present them in th
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
15 20mins

Communication

-Tell Ss they are going to explain to a partner about ways to

overcome language barrier. They do not need to use real
experiences, but they should give examples and
explanations. Have then make notes of their ideas. Then
match Ss with a partner and have them present their ideas
each one of them should present their own. Whole class has
to decide which ideas are most effective. Finish with a class
discussion.

15 20mins

TIME/PAGES

Communication

STAGES/ACTIVITY

1015mins

WRAP UP
-Workbook and
Homework correction.

5-10 mins

-Homework
assignment

-Tell Ss they are going to explain to a partner about ways to

overcome language barrier. They do not need to use real
experiences, but they should give examples and
explanations. Have then make notes of their ideas. Then
match Ss with a partner and have them present their ideas
each one of them should present their own. Whole class has
to decide which ideas are most effective. Finish with a class
discussion.
PROCEDURE
-Teacher erases the board , asks students to organize the
chairs and dismiss the class.

Note: 1) Teachers should adapt the lesson plan to their students.

3) Teachers should try to follow the lesson plan in class.

2) Since teachers have different break time they should also make the necesary adjustme
4) Feedback are expected from teacher in order to prepare better plans.

TECNOLOGIA
PETITIVIDAD

R JUAN BOSCH

AGO APOSTOL
World Link 3
Angel Estevez

TIME:
PAGES:

4 hours
51-55

ms that people face when adjusting to a new place, listen and

graph based on the information from the article, formulate 5EXPRESSIONS/FUNCTION

her's book
nt's book
board
ers
, speakers, CD2, TV
p, etc.

RESOURCES
- The gradebook
- Markers

- Whiteboad
- Markers

ASSESSMENT
-Teacher doublecheck the grade
book.
-Sends the Grade
book to the office.
- Evaluate Ss'
knowledge of the
vocabulary.

- Whiteboad
- Markers

- Evaluate Ss'
knowledge of the
vocabulary.

ple face when adjusting to a new place.

RESOURCES
ASSESSMENT
-

Markers
Whiteboard
S's book
T's book.
Notebooks

are having.
RESOURCES
-

Radio or Speakers
Audio CD
S's and T's book
Notebooks

- Observe Ss'
interaction, take
notes and provide
feedback.

ASSESSMENT
- Observe Ss hability
to listen for specific
information.

ragraph based on the information from the article.

ragraph based on the information from the article.

RESOURCES
ASSESSMENT
- T's book
- S's book
- Notebooks

- Observe Ss
performance.
Help as needed.

hey had participating in any settings

as soon as, when, and while.
RESOURCES
ASSESSMENT
- S's book
- T's book
- Notebooks

nd present them in the class.

RESOURCES
-Computers

Observe and give

feedback as
necessary.

ASSESSMENT
Make sure students are
using the correct
grammar form.

-Computers

RESOURCES
- T's book
- Workbooks

make the necesary adjustment

better plans.

Make sure students are

using the correct
grammar form.

ASSESSMENT
N/A