Lesson Plan Level 2n: Version: January 7, 2022

Lesson Plan Level 2n
Version: January 7, 2022
Table of Contents
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Introduction UNIT 7, Block 11

UNIT 1, Block 1 UNIT 8, Block 12
UNIT 3, Block 5 UNIT 9, Block 16 (Review)
UNIT 3, Block 6 UNIT 9, Block 17 (Review)
UNIT 4, Block 7
UNIT 5, Block 8
Midterm Exam, Block 8.5
UNIT 6, Block 9
UNIT 7, Block 10
Please send your recommendations and corrections to Joep at the Academic Department:
[email protected] or by Skype joepvdw
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HOME
VC LP, Book 2n Introduction
INTRODUCTION
MATERIALS
You will need the following materials:

• This LP: a digital file: you’ll need to read it on screen.
• Two Materials files (units 1-3; units 4-9)
• The Intensive program or another program for your course
• The teacher’s audio (which is the same as before)
You will find the materials in this folder:

https://drive.google.com/drive/folders/14GA9nd7zCCa36WJNSWSG2WtwxII_GghN?
usp=sharing
HOME
VC LP, Book 2n Introduction
How are students’ oral grades determined?
FLUENCY
CORRECTNESS
FREE PRACTICE
AND
levels .
don't
CORRECTION understand
correction.
End of the introduction
HOME
VC LP, Book 2n Unit 1, Block 1
Unit 1: Identifying People and Objects [Block 1]
WELCOME (5 m)
[Welcome students and introduce yourself.

Share the welcome message in the Materials file.
Go over all five points with them.]
Do you have any questions? ¿Tienen alguna pregunta?
GOALS FOR FIRST HALF OF COURSE (2 m)
Show the goals for the first half of the course from the Materials file on screen. Read them
aloud and have ss repeat the examples.
GOALS (30 s)
• Copy and paste the goals on the right Goals

into the chatbox. Say the information Identification:
aloud and have students repeat. What are these? They’re shoes.
Nationality:
What nationality is he? He’s Italian.
Color:
What color are they? They’re black.
WARM-UP (5 m)
Teacher: Students:
Look at this poster. (Point to the girl in her bedroom.)
Her name is Lisa. How old is she? Eight / …
Right, she’s (eight).
We’re describing how old she is.
What are these? Fotos.

Right. We can say they’re photos, or we can
say they are PICTURES.
A picture = a photograph
Is this a picture of a cat? No, it’s not a picture of a cat.
It’s a picture of …? It’s a picture of a dog.
They’re pictures in a PHOTO ALBUM.

This is a photo album.
This expresses identification.
Lisa has a photo album with photos of her family.

This is her MOTHER.
This is her FATHER.
HOME
Who is (Bart Simpson’s) father? His father is (Homer Simpson).

Is your mother in (Acapulco)? No, my mother isn’t in
(Acapulco).
We’re describing a location.
Kim is her SISTER.

And David is her BROTHER.
S4, ask S2, how old – your brother? S4: How old is your brother?
S2: My brother is 13.
S2, ask S3, how old – your sister? S2: How old is your sister?
S7: My sister is 24.
Are her brother and sister at a restaurant? No.

Where are they? At the beach.
Are these people Lisa’s mother and father, yes or no? No.
They are the mother and father of her mother.
They are her GRANDMOTHER and
GRANDFATHER.
What is your grandfather’s name? My grandfather’s name is
(Rafael).
We’re describing the names.
Where is Lisa here? In the bedroom.

Is this her bedroom? Yes.
What color is the bed? Pink.
What color is the dog? Brown and white.
Right. We’re describing locations and colors.
Now, look at the vocabulary words. Let’s read them aloud. (Have ss repeat each word only
once – or twice if they don’t get it right.)
TEXT (5 m)
Instructions: Please listen to the story. (Read the text.)

Now, I will ask you some questions. Please answer, Yes, No, or give me the information.
1. How old is Lisa? (She’s 8.)

2. This is her brother. What is his name? (His name is David.)
3. Are her mother and father at the park? (No, they’re not at the park.)
4. Who is at the park? (Her grandmother and grandfather are at the park.)
5. This is her dog. What is his name? (His name is Biff.)
6. What color is her dog? (It’s brown and white.)
HOME
CONCEPT AND STRUCTURE REMINDER 1 (5 m)
[Share the Reminder in the Materials file. Say the sentences (or have ss read them
aloud) and elicit the missing words from students.]
[Answers:
C&S REMINDER
We use the verb “to be” to:
identify objects:
Is this a dog? No, it’s not a cat.
What is it? It’s a dog.
What is this? It’s a hat.

What are these? They’re shoes.
talk about colors:

This is a cat; it’s white.]
Elicit the patterns for word order:

Teacher: Students:
Word order in question form:
Look at the first question. What is first, the verb or the
subject? The verb.
Now, look at the answer.

What is first, the verb or the subject?
So is the order the same or different? The subject.
Different.
Right. The order is inverted from the question to the answer.
Note: In Preliminary, students learned and practiced the final /s/, /Iz/, and /z/ sounds for
plurals; they also did a pronunciation activity to practice the /ð/ sound. Make sure you
emphasize and correct pronunciation of these phonemes throughout the drills in this block.
HOME
DRILLS TYPE 1 (5 m)
Error correction reminder:
Practice with these flashcards helps you memorize the structure. Our goal is to speak
correctly. When you make a mistake, I will say the correct form and you repeat. OK?
[Share these sets of pictures from the Materials file.]
Set 1:
1 tan pants a black hat 2 brown belts a blue dress
3 blue shirts a green sweater 4 red caps a blue shirt

Set 2:
1 black glasses a brown coat 2 black hats a white sock
3 white dresses a black belt 4 orange blouses a black tie
Set 3:
1 yellow sweaters a brown shoe 2 black shoes a gray hat
3 red ties a green cap 4 gray coats a yellow blouse
Repetition: (Identification, singular and plural)

Reinforce Concept: Let’s identify these objects.
Instructions: Please touch the picture 1 on the screen and repeat: “This is a hat; these are
pants.”
Cues: 4 choral
Substitution: (Identification, singular and plural)

Instructions: I tell you the number of a picture, and you say the complete sentence.
Example: Touch picture 2 and repeat: “This is a dress; these are belts.”
Cues: 4 choral cues
Instructions: Now, let’s do this individually.
Cues: one individual per student (indicate a picture number).
HOME
DRILLS TYPE 2 (10 m)

Error correction reminder:
In the next activities, our goal is grammar and fluency. When you make a mistake, I will
help you or your classmates can help you correct it.
1. white cup 2. blue dolls 3. blue pen 4. tan dogs
5. brown puppy 6. red balloons 7. gray bike 8. red pencils
12. purple and

white cake
9. yellow top 10. black hats 11. green cap
CHANGE CUE ACC
TO NEW PICTURE
 Game, Stimulus/Response: (Identification, singular and plural)

Reinforce Concept: Let’s play a game using “this” and “these.”
Instructions: Let’s divide the group into two teams (explain if necessary). I say the
name of an object, and you quickly say the number. If you are the first, you touch
the screen and you say, “This is a…” OR “These are…” and the name of the object
or objects. If you say the sentence correctly, your team gets a point.
Example: T: pen
S1: Number 3! This is a pen.
Cues: vocabulary poster on screen
 Stimulus/Response: (Identification, singular and plural)

Reinforce Concept: Let’s continue practicing “This” and “These.”
Instructions: I‘ll tell you the number of a picture. You touch that picture on your
screen and you say, “This is a…” Then the next person touches the same picture and
repeats, “This is a…” Let’s do this as quickly as we can: first S1, then S2, then S3,
then S4, then S5, and finally S6.
Procedure: Assign the order in which ss will repeat the sentences before starting the
game.
Example: “This is a cup, these are cats, this is a pen…” (All ss repeat at the same
time.)
Cues: vocabulary poster on screen
HOME
Set 1:
1 tan pants a black hat 2 brown belts a blue dress
3 blue shirts a green sweater 4 red caps a blue shirt

Set 2:
1 black glasses a brown coat 2 black hats a white sock
3 white dresses a black belt 4 orange blouses a black tie
Set 3:
1 yellow sweaters a brown shoe 2 black shoes a gray hat
3 red ties a green cap 4 gray coats a yellow blouse
Repetition: (This/These, singular and plural, interrogative)

Reinforce Concept: Let’s ask questions about these objects.
Instructions: Repeat! Is this a hat? Are these ties?
Cues: 4 choral
Guided Question/Guided Answer: (This/These, singular and plural)

Reinforce Concept: Let’s ask and answer questions about these objects. Remember that
we can’t repeat the demonstrative.
Instructions: Let’s ask and answer questions. (Note: Start with pictures of set 2.)
T: Look at number 1. “Are these glasses?” Then you answer,
“Yes, they’re glasses.” Please repeat.
T: Number 1. Is this a shoe? Answer with NO.
Ss: No, it’s not a shoe.
Now let’s change.
T: I say, “number 2 / caps,” and you ask,
“Are these caps?” Please repeat.
T: No, they aren’t caps. Now ask, “Number 2 / sock.”
Ss: Is this a sock?
T: Yes, it’s a sock.
Cues: 1 question, 1 answer per student
(S1 asks and S2 answers; S2 asks and S3 answers; S3 asks and S4 answers; etc.)
Repetition: (Identification, singular and plural, What?)

Reinforce Concept: Let’s ask questions about these objects.
Instructions: Repeat. What is it? What are they?
Cues: What is it? What are they?
HOME
Combination: (Identification, singular and plural, What?)

Reinforce Concept: Let’s answer questions about these clothes.
Instructions: I’ll ask, and you answer.
T: Look at picture 2. Are these shoes? You answer: “No, they aren’t shoes.” Repeat.
T: What are they? I say, “belts,” and you answer: “They’re belts.”
Repeat.
Now, let’s do this individually.
Cues: 2 questions, 2 answers per student
Repetition: (Colors, affirmative)

Reinforce Concept: Now, let’s talk about these clothes and their colors.
Instructions: Repeat! These are pants; they’re tan. This is a hat; it’s black.
Cues: 4 choral
Substitution: (This/These, colors, affirmative)

Instructions: I give you a flashcard and you say the complete sentence.
Example: These are socks; they’re green. This is a cap; it’s orange. Repeat.
Cues: 4 choral cues
Repetition: (What color?)

Reinforce Concept: Let’s ask questions about the color.
Instructions: Please repeat: What color are they? What color is it?
Cues: What color are they? What color is it?
Combination: (What …? What color …?)

Reinforce Concept: Let’s ask and answer questions about the clothes and the colors.
T: Look at number 3. I ask, “What are these?” You answer: “They are dresses.”
Repeat.
T: Look at number 3. I ask, “What is this?” You answer: “It’s a belt.” Repeat.
MAT  Stimulus/Response with sets of pictures: (Identification, color; use

the same picture sets)
Reinforce Concept: Let’s review identification and colors.
Instructions: Now, touch your screen, and say, “This is a (object). It’s (color); these
are (objects). They’re (color).”
Example: T: This is a cap. It’s orange. These are socks. They’re green. (etc.)
Cues: picture sets
HOME
CAM Variation with realia: Ss use realia instead of the flashcards. Their cameras
have to be on to do this. Just make sure ss know the words for the clothes and
objects; it shouldn’t end up a vocabulary class!
Instructions: Turn your cameras on, please. If you have some objects and clothes
around you, show the objects and describe them.
 Free Question/Guided answer with picture sets: (What color …?)

Reinforce Concept: Let’s ask and answer about the objects and the colors.
Instructions: Say a number and ask a question.
Example: T: Number 4. Are these blouses?
S1: Yes, they’re blouses.
T: What color are they?
S1: They’re orange.
T: Number 1. Is this a shoe?
S1: Yes, it’s a shoe.
T: What color is it?
S1: It’s brown.
GUIDED DIALOG (5 m)
Guided Dialog: (Integrate questions for identification/color; use Materials file)

Activate Schema: What are some vocabulary words for clothes? For colors?
Instructions: Let’s practice the following dialog.
Example: (Share the dialog in the Materials file. Invite a strong student to do the dialog
with you.)
T: What are these?

S: They’re T shirts.
T: What color are they?
S: They’re blue and white.
T: What is this?
S: It’s a belt.
T: What color is it?
S: It’s black.
Procedure: S1 asks and S2 answers. S3 asks and S4 answers. S5 asks and S6 answers. If
you have time, have ss switch roles and partners.
Cues: from screen

Error correction reminder: In these next activities, I won’t interrupt you. I will listen to
you, and after the activity I will tell you the mistakes I heard.
 Pictionary: (Vocabulary, drawings on paper)

Reinforce Concept: Let’s practice vocabulary.
HOME
Instructions: Take out a sheet of paper or a page in your notebook. One person draws a
picture of an animal/object, but cannot say the word (mimic: finger on mouth). The other
people guess what animal or object it is. Please turn on your camera for this game.
Example: T: What is this? (Draw, line by line, a bat on a piece of paper. Give students a
chance to guess after each line.)
S7: Is it a duck?
T: No, it’s not a duck.
Variation with yes/no questions:

Instructions: Now you draw part of the picture, and you ask: “Is it a duck?” And the other
people answer, “Yes, it’s a duck,” or “No, it’s not a duck.”
Variation with a drawing program: You and the ss can use a program to draw online and
share your screen. Examples of programs installed in most computers: Microsoft
PowerPoint and Paint. Downloadable: Microsoft Whiteboard.
 Dictation: (Listening, discrimination for plural endings)

Activate Schema: What are some animals in singular? (Write two or three in the chatbox).
What are they in plural? (Now write the words in plural.)
Instructions: On a sheet of paper, write down two columns. One column with This is a and
one column with These are.
This is a These are
Now, I dictate some words to you. You write them in the corresponding column.
Example: I say, “goats, goats”. Where do you write the word goats?
This is a These are

goats
Cues: (Read each cue twice.)

brothers dress cat
blouses pencil glasses
Check Answers: Have students make complete sentences to indicate whether the word is
singular or plural (e.g. “These are brothers.”)
HOMEWORK
• Tell ss in Spanish that they need to check their own homework. They can access the
answer key by clicking on the symbol after the title of each activity.
• (Assign HWK according to the program.)
HOME
Unit 1: Identifying People and Objects [Block 2]
HOMEWORK CHECK (0-2 m)
Check homework: Ask students if they have any questions about the homework.
GOALS (30 s)

into the chatbox. Say the information Possession:
aloud and have students repeat. Is this your pen? Yes, it’s my pen.
Age:
How old are you? I’m 25.
Location:
Where’s Frank? He’s at the bank.
DRILLS TYPE 2 (5 m)
 Counting Game: (Review numbers)

Activate Schema: What number is this? (Write “8” in the chatbox.) And this one? (35)
Instructions: Let’s review the numbers. Let’s count. You say a number and then a
classmate’s name. That classmate says the next number, and so on.
Procedure: Count in different patterns, for example:
• Count: 1, 2, 3, 4 … 25
• Count in twos: 2, 4, 6, 8 … 24
• Count in threes: 3, 6, 9… 24
• Start at 50 and count backwards
• Start at 50 and count backwards in twos
• Start at 48 and count backwards in threes
CONCEPT AND STRUCTURE REMINDER 2: Verb to be (5 m)
[Share the Reminder in the Materials file. Say the sentences (or have ss read them
aloud) and elicit the missing words from students.]
[Answers:
C&S REMINDER 2
We use the verb “to be” to:
show possession: Is this your cap? Yes, it’s my cap.
talk about age: How old is Mary? She’s 24.
show location: Where is Mark? He’s in the living room.]
HOME
Set 1:
Ben (6) Sue (7) Sam (12) Lucy (24)
top dolls dogs bed
bathroom dining room park bedroom
David (9) Pam (27) Bobby (35) Hannah (13)
ball dogs son bike
school kitchen zoo park
Set 2:
Chuck (8) Betty (49) Dan (58) Kim (62)
kites cat pencil hats
bedroom living room work store
Kit (51) Patty (23) Wayne (13) Becky (10)
cup coat rat geese
post office hotel dining room park
Set 3:
Mark (17) Julie (26) Eric (5) Ellen (7)
dogs cake ball tops
home restaurant bedroom church
Billy (15) Monica (14) Tom (46) Gloria (52)
bike kites cup pencils
park bedroom restaurant bank
Repetition: (his/her, affirmative)

Reinforce Concept: Let’s practice possession with “his” and “her.”
(Note: Start with set 1.)
Instructions: Look at Ben. Please touch Ben on your screen and repeat: “This is Ben; this
is his top.”
Cues:
This is Sue; these are her dolls.
This is Sam; these are his dogs.
This is Lucy; this is her bed.
Substitution: (his/her, affirmative)

Instructions: I show you a flashcard and you say the complete sentence.
Example: Now, I say, “David”. You touch David on your screen and say: “This is David;
this is his ball.”
Repeat.
Cues: 4 choral cues
Pam Bobby Hannah
Cues: 1 individual per student (Note: Start with set 2)
Chuck Betty Dan Kim Kit Patty
HOME
Guided Question/Guided Answer: (Possession)

Reinforce Concept: Let’s ask and answer questions about possession.
Instructions: Let’s ask and answer questions.
T: This is Wayne. Is this his rat? You answer,
“Yes, it’s his rat.” Please repeat.
T: This is Kim. Are these her shoes? Answer with NO.
Ss: No, they’re not her shoes.
Now let’s change.
T: I say, “Becky / geese,” and you say,
“This is Becky. Are these her geese?” Please repeat.
T: No, they’re not her geese. Now ask, “Mark / dogs.”
Ss: This is Mark. Are these his dogs?
T: Yes, they’re his dogs.
Julie / cake Billy / bike
Eric / top Monica / bikes
Ellen / tops Tom / cup
DRILLS TYPE 2 (5 m)
 Free question/Guided answer: (Possession, affirmative & negative)

Reinforce Concept: Let’s practice using his and her.
Instructions: Let’s talk about these people and possessions. Look at a picture and
identify the people. Then, ask about the possession, but ask about the wrong object.
Example: T: This is Mark, and this is Julie. (S1, ask me, “this / his cake?”)
S1: Is this his cake?
T: No, it’s not his cake. It’s her cake.
Cues: sets of pictures
 Game: (Possession, identification, color)

Activate Schema: What are some objects in the room where you are? Mention objects that
you know the words for. (Elicit and write in the chatbox:)
pen pencil sweater notebook phone (etc.)
Instructions: Now take an object in your room, and ask a classmate if it’s his or her object.
If your classmate says that the object is not his or hers, he/she gives additional information
about his/her object.
Example: T: S1, show me a pen.
S1 (shows a pen)
T: S1, now ask me: “this / your pen?”
S1: Is this your pen?
T: No, it’s not my pen; my pen is blue. This is my pen. (Show a pen.)
HOME
DRILLS TYPE 3 (5 m)
 Presentation: (his/her, identification, color, drawings on paper)

Activate Schema: Please draw a picture of a friend on a piece of paper. Now draw a
possession for that friend; use any vocabulary you know.
Instructions: Let’s talk about our pictures. Identify your friend, his/her possession,
and the color of the possession.
Example: “This is my friend. His name is Monty. This is his cap. It’s red. These are
his shoes. They’re brown.”
DRILLS TYPE 1 (5 m)
[Share the same sets of pictures from the Materials file.]
Repetition: (How old …?)

Reinforce Concept: Let’s ask questions about age. (Start with set 1.)
Instructions: Repeat! How old is Ben?
Cues: How old is Sue? How old is Sam? How old is Lucy?
Guided Question/Guided Answer: (How old…?)

Reinforce Concept: Let’s ask and answer questions about age.
T: I ask: “How old is David?” Then you answer,
“He’s nine.” Please repeat.
T: How old is Pam?
Ss: She’s 27.
Now let’s change.
T: I say, “Bobby,” and you ask,
“How old is Bobby?” Please repeat.
T: He’s 35. Now ask, “Hannah.”
Ss: How old is Hannah?
T: She’s 35.
DRILLS TYPE 2 (7 m)
 Guided Question/Free Answer: (Age, vocabulary for family)

Activate Schema: Do you remember the vocabulary for people in your family? Let’s write
a list in the chatbox of the family words you know.
Instructions: I say the name of a person, and you ask a classmate about age for that person.
Example: T: I say, “father,” and you ask, “How old is your father?”
S1: How old is your father?
S2: He’s 57.
Cues: in the chatbox
HOME
 Guessing Game: (Age, Who …?)

Activate Schema: How old am I? (Let ss guess.) This is called guessing. You are guessing
how old I am. Let’s guess how old your classmates are. In my PERSONAL chatbox, you
write how old you are. (When ss have written their ages, write the ages in random order in
the group box. Include your own age.)
Instructions: Now read a number from the chatbox and ask a classmate. Use the question
word Who.
Example: T: S3, who is 17?
S1: Enrique is 17.
T: Is that correct, Enrique?
S1: Yes/No, I am …
DRILLS TYPE 3 (7 m)
 Description in 2 parts: (Family vocabulary, identification, age)

PART 1
Activate Schema: Let’s practice describing people in our family. Take out a piece of
paper. Please draw a picture of your family tree.
Procedure (options): Ss draw, or they show a picture of your family – either on their
phone, shared on screen, or in the chatbox.
Instructions: Please use your family tree or your photo to describe the people in your
family. Mention their names and age.
Example: This is my family. This is my brother. His name is Norberto. He is 32. This is
my father. His name is Mariano. He is 67. This is my mother. Her name is Rosalina. She is
62 years old.
PART 2
Activate Schema: Is your family perfect? Draw your perfect family tree! For example: I
have one brother and no sisters. For me, two brothers and two sisters are perfect. Now draw
your ideal family.
Procedure (options): Show your perfect family tree to the camera, share it, or draw a new
family tree on screen. Alternatively, show your hand and imagine you are showing a picture
of your ideal family.
Example: This is my perfect family. These are my sisters. They are 31 and 28. These are
my brothers. They are 26 and 29. (etc.)
DRILLS TYPE 1 (5 m)
[Share the same sets of pictures from the Materials file.]
Repetition: (Location, interrogative)

Reinforce Concept: Now, let’s ask questions about location. (Start with set 2.)
Instructions: Repeat! Is Chuck at the post office?
Cues: Is Betty in the living room? Is Dan at work? Is Kim in the park?
Combination: (Location, Where …?)

Reinforce Concept: Let’s answer questions about their location.
HOME
T: Is Kit at the restaurant? I say, “No,” and you answer: “No, he’s not at
the restaurant.” Repeat.
T: Where is he? I say, “post office,” and you answer: “He’s at the post office.”
Repeat.
DRILLS TYPE 2
 Free Question/Guided Answer: (Location)

Activate Schema: What location words do you remember? Let’s make a list in the
chatbox.
Instructions: Select a location from the chatbox, or any location you remember.
Write it down and don’t tell us. Let’s ask questions to discover the location. After
three questions, we can ask with “Where.”
Example: T: Are you at home?
S1: No, I’m not at home.
T: Are you at the bank?
S1: No, I’m not at the bank.
T: Are you in the bathroom?
S1: No, I’m not in the bathroom.
T: Where are you?
S1: I’m at work. (etc.)
Cues: (locations from the chatbox or the ones students come up with)
 Memory Game: (Location)

Activate Schema: Do you remember the names of the different people in the pictures? Do
you remember their location?
Instructions: Let’s play a memory game. We’ll divide the class into two teams. I say a
name, and you ask the question “where” to someone on your team. If they answer correctly,
you receive a point.
Example: T: Betty
S1: Where is Betty?
S2: She’s in the living room.
T: Correct. Your team receives one point.
Cues: characters in the pictures.
 “The Ages Challenge”: (Age)

Reinforce Concept: Let’s investigate how old our family members are.
Instructions: Ask your classmates how old they are. Write the age (the number) in the
chatbox. You cannot repeat a number. The objective is to get 20 different ages in the
chatbox.
Example: T: S2, how old is your father?
S2: He is 46.
T: Good. I’m writing 46 in the chatbox. Now you ask a question.
T: S5, how old is your sister? (etc.)
HOME
MAT Family Tree Dictation: (Family vocabulary; use the Materials file)
[Share the family tree in the Materials file.]
Activate Schema: What is this? (A family tree.)
Instructions: Take a piece of paper and copy the diagram (just the lines for the names).
Listen to the instructions and write the names in the correct spaces.
Example: “My name is Patrick. This is my sister. Her name is Helen.” Where do you write
“Helen”?
Text: My name is Patrick. This is my sister. Her name is Helen. My father is Fred; he is at
work now. This is my mother. Her name is Sally. She’s at home now. This is my
grandmother. Her name is Helen, too. This is my grandfather. His name is Ben. He is very
old. He is 88.
INTONATION ACTIVITY
Procedure:
1. Read the rhyme with a good rhythm.
2. Read the rhyme line by line and have ss repeat. Don’t worry too much if they follow
the rhythm.
3. Read the rhyme in sets of two lines and have ss repeat.
4. Have ss read the rhyme together.
• • • •
This is my sister; her name is Kim.
• • • •
This is my father; his name is Tim.
• • • •
This is David; he is my brother.
• • • •
And this is Mary she is my mother.
• • • •
This is my grandfather; he’s eighty- two.
• • • •
This is my grandmother; her name is Sue.
• • • •
And this here is me.
• • •
I love my family!
HOMEWORK

• Chatbox: Check the words that we all wrote in the chatbox today. Copy the ones that
are useful for you in your book.
HOME
Unit 2: Describing People and Things [Block 3]
GOALS (30 s)

into the chatbox. Have students repeat. Nationalities:
What nationality is she? She’s French.
WARM-UP (5 m)
Teacher: Students:
Look at me. Look at my EYES.
My eyes are (brown).
S3, what color are [S9]’s eyes? S3: His/her eyes are …
This is my HAIR. My hair is black.

S2, what color is [S4]’s hair? S2: His/her hair is …
We’re describing his/her hair.
My hair is DARK.
dark = oscuro/a
S8, is your hair dark? S8: Yes, my hair is dark.
(Point to the younger man in the pictures.)

This man has LIGHT hair and LIGHT eyes.
light = the opposite of dark
(Point to the Japanese girl in the pictures.)

This is Michu. Is she Mexican, yes or no? No.
Right. She’s not Mexican; she’s Japanese.
S1, Are you Mexican? Yes, I’m Mexican.
That’s your nationality.
Look at Mr. and Mrs. Petrov. Are they married? Yes.

Mrs. Petrov is 61, and her husband is 64.
Mr. Petrov is her HUSBAND.
Who is married here?
S5, how old is your husband? S5: My husband is ____.
Mrs. Petrov is his WIFE.
Her name is Olga. Olga is Mr. Petrov’s WIFE.
Is this man Mexican? No, he’s not Mexican.

That’s correct. He’s German.
HOME
German is his nationality.
They have DIFFERENT nationalities.

Different = not similar
What color is S4’s shirt? (White)
What color is S1’s shirt? (Blue)
Are the shirts different? Yes, they’re different.
We’re describing the shirts.
Now, take a moment to read over the keywords and expressions.

(Share the keywords from the Materials file.)
TEXT (5 m)

1. What’s her name? (Her name is Mrs. Petrov.)

2. Is she German? (No, she’s not German.)
3. What nationality is she? (She’s Russian.)
4. Who is German? (Karl is German.)
5. This is Michu. Is her hair light? (No, it’s not light.)
CONCEPT AND STRUCTURE 1: Nationalities
[Share the C&S in the Materials file.]

I’ll read the questions. You guys, please read the answers.
Are Mr. and Mrs. Petrov Russian? Yes, they ’re Russian.
V S NAT. (+) S V NAT.
Is Karl Mexican? No, he ’s not Mexican.

(-) S V (-) NAT.
What nationality is he? She ’s German.

QW V S S V NAT.
Elicit the patterns and reinforce the concept:

Teacher: Students:
Reinforce concept:
What is the concept for today? (Point.) Nationalities.
Word order in question form:

Is this the question or the answer? The question.
What is first, the verb or the subject? The verb.
HOME
Now, look at the answer.

What is first, the verb or the subject? The subject.
Question word for nationality:

What is the question word for nationality? (Point.) What nationality
Nationalities are never pluralized:

Nationalities are descriptions, like colors.
Descriptions are always singular. For example,
Diana is Mexican, and we are …? Mexican.
Right.
Never: we are Mexicans, but we are Mexican.
Nationalities are capitalized:

What are the nationalities on screen? Russian, Japanese.
Good. Look at the first letters. What are they? Mayúsculas
Right; capital letters. We write nationalities with … Capital letters.
Do you have any questions? Yes/No, …
VOCABULARY: Nationalities
Note: For this block, you show the following nationalities in the Materials file:
Canadian, Cuban, English, French, Russian,
American, Argentinian, Spanish, German, Japanese,
Mexican, Brazilian, Italian, Nigerian, Chinese
Teach vocabulary according to the procedure:

1. Show the top row of five nationalities. Say the first word and have students repeat the
word after you three times. Do this for each nationality.
2. Continue with the next set.
3. Repeat until you have taught all the words.
DRILLS TYPE 1
[Share this poster from the Materials file.]
Canadian Cuban English French Russian
American Argentinian Spanish German Japanese
Mexican Brazilian Italian Nigerian Chinese
HOME
Repetition: (Nationality, affirmative)

Reinforce Concept: Let’s talk about people’s nationalities.
Instructions: Repeat! He’s Canadian.
Cues: She’s Cuban. He’s English. They’re French.
Substitution: (Nationality, affirmative)

Instructions: I point to a person and you say the complete sentence.
Example: I point and say, “he,” and you say, “He’s Russian.” Repeat.
Cues: 4 choral cues
Repetition: (Nationality, negative)

Reinforce Concept: Let’s talk about the nationalities they aren’t.
Instructions: Repeat! He’s not German.
Cues: 4 choral
Substitution: (Nationality, negative)

Instructions: I say a person and a nationality and you say the complete sentence.
Example: For example, I point and say, “she / Chinese,” and you say, “She’s not Chinese.”
Repeat.
Cues: 4 choral cues
Transformation: (Nationality)
Reinforce Concept: Now let’s talk about the nationalities they aren’t and the nationalities
they are.
Instructions: I point and say, “she / Japanese”.
You say, “She’s not Japanese.” Repeat.
Then I say, “Spanish”.
You say, “She’s Spanish.” Repeat.
Repetition: (Nationality, interrogative)

Reinforce Concept: Let’s ask questions about these people’s nationalities.
Instructions: Repeat! Is she Japanese?
Cues: 4 choral
Guided Question/Guided Answer: (Nationality)

Reinforce Concept: Let’s ask and answer questions about these people’s nationalities.
T: I point to a picture and ask: “Is she Spanish?” Then you answer,
“Yes, she’s Spanish.” Please repeat.
T: Is he Cuban? Answer with NO.
Ss: No, he’s not Cuban.
Now let’s change.
T: I say, “he / German,” and you ask,
“Is he German?” Please repeat.
T: No, he’s not German. Now ask, “they / Mexican.”
HOME
Ss: Are they Mexican?

T: Yes, they’re Mexican.
Repetition: (Nationality, “What nationality…?”)

Reinforce Concept: Let’s ask questions about their nationalities.
Instructions: Repeat. What nationality is she? What nationality are they?
Cues: 4 choral
Combination: (Nationality, “What nationality…?”)

Reinforce Concept: Let’s answer questions about their nationalities.
T: Is he Mexican? I say, “No,” and you answer: “No, he’s not Mexican.” Repeat.
T: What nationality is he? I say, “Argentinian,” and you answer: “He’s Argentinian.”
Repeat.
DRILLS TYPE 2
 Stimulus-Response: (Nationality)
Activate Schema: Do you know some famous people from Mexico? Of course, but do you
also know some famous people from other countries? Can you give me some examples?
Instructions: I’ll say a nationality, and you say a person with that nationality.
Example: For example, I say, “Mexican,” and you can say, “AMLO is Mexican,” or
“Alejandro Fernández and Natalia Lafourcade are Mexican.”
Cues:
Canadian American Mexican
Brazilian Italian Australian
Cuban English Spanish
Russian German French
 Free Question/Guided Answer: (Nationalities)

Activate Schema: Do you like guessing games? Let’s play a game with nationalities. First,
tell me some of the nationalities that you can remember.
Instructions: Let’s play a game. I’ll send you a nationality in your PERSONAL chatbox.
Read it but don’t say it! Imagine that is your new nationality. Your classmates guess your
nationality. If you make more than three guesses, then you can ask a question with What
nationality.
Example: T: Imagine I have a new nationality. Ask me about my nationality.
S1: Are you French?
T: No, I’m not French.
S2: Are you American?
T: No, I’m not American.
S3: Are you English?
T: No, I’m not English. S4, ask me, “What nationality...?”
HOME
S4: What nationality are you?

T: I’m Canadian.
Cues: from nationalities you send to their PERSONAL chatboxes.
 Completion Game: (Nationalities)

Activate Schema: Do you like competitions? Let’s play a game with nationalities. First,
tell me the nationalities you know. (Write them in the chatbox.) Please copy them in your
notebooks as we expand the list.
Instructions: Now, let’s play a game. I’ll write a nationality in the chatbox, and you write
the name of a person with that nationality. Let’s see how many you can write in two
minutes. My other class wrote names for 18 nationalities; I know you can do better.
(Translate these instructions into Spanish.)
Procedure: Write a nationality in the chatbox, and wait for ss to write a name after it. If ss
don’t know an answer, you can move on with the next nationality.
Example: The first nationality on our list is “American.” Next to that, I can write,
“Madonna,” because Madonna is American. Okay, go!
Cues: nationalities seen in this class plus others, e.g.,
Chilean Venezuelan Australian
Chinese Colombian Peruvian (etc.)
 Student Presentations: “E-Pals” (Nationality, colors, vocabulary)

Activate Schema: Do you know what an e-pal is? (Explain: a friend in another country you
chat with; a cyber-friend). I’ll give you all a different nationality (assign each student a
different nationality). Now, imagine that you have an e-pal with that nationality. Think
about him or her, but don’t say anythsing. What color are his/her eyes? Hair? What color
are his/her clothes?
Instructions: Let’s give a presentation about our e-pals. Let’s talk about nationality, eyes,
hair, clothes, etc.
Example: This is my e-pal. His name is Steve. He is American. His eyes are blue. His hair
is brown. This is his shirt; it’s blue. His shoes are black. (etc.)
 Trivia Game: (Nationality)

Activate Schema: Who are some famous people or groups? Let’s make a list in the chatbox.
Instructions: Let’s play a trivia game. Let’s divide the class into two teams. I’ll tell you
the name of a famous person or group, and you ask a teammate what nationality they are. If
you ask the question correctly, you get a point. If your teammate answers correctly, you get
another point.
Example: T: S1, I say, “Green Day,” and you ask, “What nationality are Green Day?”
S1: What nationality are Green Day?
T: S2, you answer.
S2: They’re American.
Cues: from the chatbox (If you need more, you can use the list below or invent your own)
Justin Bieber (Canadian) Metallica (American)

Carlos Santana (Mexican) Ronaldinho (Brazilian)
Laura Pausini (Italian) Nicole Kidman (Australian)
HOME
Raúl Castro (Cuban) David Beckham (English)

Mecano (Spanish) Shakira (Colombian)
Rammstein (German) Juliette Binoche (French)
MAT  Question/Answer Drill: (Nationality, description, age; all forms; use the
Materials file)
Reinforce Concept: Let’s practice description some more.
Instructions: Each student take a picture. Work in pairs or trios. Ask and answer questions
about the people in the picture.
Example:
T: S3, ask S5: what / name?
S3: What’s her name?
S5: Her name is Cindy.
T: Ask: nationality / French?
S3: Is she French?
S5: No, she’s not French.
T: What nationality?
S3: What nationality is she?
S5: She’s English.
T: What color / hair?
S5: What color is her hair?
S3: Her hair is blonde.
T: 20 years old? (etc.)
MAT  Description: (Concepts of be; use the Materials file)

Activate Schema: What are the concepts for today? (Elicit and write in the chatbox:)
age description nationality identification color
Instructions: Let’s take turns describing the people in the pictures.

Example: This is my friend. His name is John. He is American. His eyes are blue, and his
hair is light. He is at the photo studio. His suit is gray. His tie is blue and black and white.
EXTRA DRILL (OPTIONAL)
Teach your own drill! Make sure to write down the drill before class. Include the following
parts:
• Activate Schema
• Instructions
• Example
• (Student participation)
• Correction
HOMEWORK

• Chatbox: Check the words that we all wrote in the chatbox today. Copy the ones that
are useful for you in your book.
HOME
Unit 2: Describing People and Things [Block 4]
GOALS (30 s)

into the chatbox. Have students repeat. Description:
Is he tall? Yes, he’s tall.
DRILLS TYPE 3 (7 m)
 MAT Description: (Possession, color, age, nationality; use the Materials file)
[Share the six pictures from the Materials file.]
Reinforce Concept: Look at these pictures. Let’s describe some people.
Instructions: Imagine that the person is a person in your family. Take turns and describe
the person.
Example: This is my grandfather. He is Russian. His name is Boris. He’s 75. In this
picture, he’s at work. His shirt is white, and his jeans are black.
PRONUNCIATION (unvoiced “th”; 5 m)
Sound Identification:
1. Say: Ya vimos la pronunciación de la “th” (/ð/) en inglés en el curso pasado. Como
suena la “th” en la palabra “this.” Esta pronunciación es una de las que tiene la “th” en
inglés, pero hay otra pronunciación que también usamos.
Escucha la otra pronunciación de la “th” (/θ/) en inglés. [Say the sound of voiceless “th”
(/θ/) as in “thin.”] Ask: ¿Cómo suena esta “th”? Es igual que la “th” de “this” pero no
usamos las cuerdas vocales para hacer sonido. Suena como la /z/ que usan en España.
¿Dónde está mi lengua cuando digo este sonido? Entre los dientes.
2. Say: Ahora voy a decir el sonido de la letra “th” de “this” o la “th” de “thin” y Uds. me
van a decir si estoy diciendo la (/ð/) o la /θ/. Por ejemplo: Si yo digo /ð/, Uds. dicen “1,”
pero si yo digo (/θ/) Uds. dicen “2.” (Write on the board: 1—this, 2—thin.
/ð/ /θ/ /θ/ /ð/ /θ/ /θ/ /ð/ /ð/
Sound Production:
3. Say: Para producir este sonido hay que poner la lengua entre los dientes pero no hacer
vibrar las cuerdas vocales. Say: Ahora repitan el sonido. [Say the sound and have them
repeat the sound after you.]
Sound Identification in Words:

4. Say: Ahora vamos a escuchar este sonido en unas palabras. [Repeat each word 3 times.]
HOME
MAT [Share the list of words from the Materials file]

thirsty thin three thing thirteen thirty
Sound Production in Words:

5. Say: Vamos a practicar la pronunciación de estas palabras. Voy a decir las palabras y
Uds. van a repetir. [Repeat the words as many times as necessary.]
thirsty thin three thing thirteen thirty
CONCEPT AND STRUCTURE 2: Descriptions (5 m)

Are Mr. and Mrs. Petrov old? Yes, they ’re old.
V S Desc. (+) S V Desc.
Is Karl single? No, he ’s not single.

(-) S V (-) Desc.
He ’s married.

Teacher: Students:
Reinforce concept:
We use the verb to be for descriptions.
Here we are describing …? (Point to names.) People.
Right. We can also describe objects.
Word order for questions and answers:

Let’s look at the order. What is first in the question?
(Point to the verb.) Are / The verb.
Right. And after the verb is the …? Subject.
Is the order the same in the answer or is it inverted? It’s inverted.
First the …? Subject.
And then the …? Verb.
Descriptions are never pluralized:

What are the descriptive words on the board? Old, single.
You can say, I am single, or They are single.
Is there a change from singular to plural? No.
Exactly. Do you have any questions? Yes/No, …
HOME
VOCABULARY: Descriptive Adjectives (8 m)
Note: For this block, you show the following adjectives in the Materials file:
old, young, tall, short, pretty, ugly, handsome, (ugly,) rich, poor, heavy, thin, married,
single, (old,) new, clean, dirty, easy, difficult, small, big, expensive, cheap
[Share these poster sets from the Materials file.]
Sam Betty & Sue Ben & David Anita

old young tall short
Kim Maggie Tom Pete
pretty ugly handsome ugly
Bill Stan & Oliver Karl Mariko & Michu

rich poor heavy thin
Mr. & Mrs. Lee Pierre shirt pants
married single old new
socks blouse this sum this problem

clean dirty easy difficult
car bus this restaurant this restaurant
small big expensive cheap
Use procedure to teach vocabulary:

1. Show the first set of four adjectives. Say the first word and have students repeat the
word after you three times. Do this for each adjective on the page.
2. Check the words: “I say the name or word, and you say the description.”
4. Check all the adjectives taught so far: “I say the name or word, and you say the
description.”
Recognition (individual): (Descriptions)

Instructions: I point to a picture, and you say the description.
Cues: posters
(Share the same posters.)
Repetition: (Description, affirmative)

Reinforce Concept: Let’s describe some people and things.
Instructions: Repeat! Sam is old.
Cues: Betty and Sue are young.
Ben and David are tall.
Anita is short.
HOME
Substitution: (Description, affirmative)

Instructions: I mention a name or word and you say the complete sentence.
Example: I say, “Kim” and you say, “Kim is pretty.” Repeat.
Cues: Maggie
Tom
Pete
Instructions: Now, let’s do this individually. (Start with set 2.)
Repetition: (Description, negative)

Reinforce Concept: Let’s talk about description in negative.
Instructions: Repeat! The shirt is not new.
Cues: The pants are not old.
The socks are not dirty.
The blouse is not clean.
Substitution: (Description, negative)

Instructions: I give you some information and you say the complete sentence in negative.
Example: I say, “sum / difficult,” and you say, “This sum is not difficult.” Repeat.
Cues: problem / easy
Car / big
Bus / small
restaurant / cheap
restaurant / expensive (now, start with set 1 again.)
Sam / young
Betty & Sue / old
Ben & David / short
Anita / tall
Transformation: (Description)
Reinforce Concept: Now let’s contrast some descriptions.
Instructions:
I show you a flashcard and I say “Kim / ugly.”
You say, “Kim is not ugly.” Repeat.
Then I say, “pretty.” You say, “She’s pretty.” Repeat.
Repetition: (Description, interrogative)

Reinforce Concept: Let’s ask questions about these people’s descriptions.
Instructions: Repeat! Are Mariku & Michu thin?
Cues: 4 choral
Guided Question/Guided Answer: (Description)

Reinforce Concept: Let’s ask and answer questions about these people’s descriptions.
T: I point to a picture and ask: “Is Karl heavy?” Then you answer,
“Yes, he’s heavy.” Please repeat.
T: Are Stan and Oliver rich? Answer with NO.
HOME
Ss: No, they’re not rich.

Now let’s change.
T: I say, “Mr. and Mrs. Lee / married,” and you ask,
“Are Mr. and Mrs. Lee married?” Please repeat.
T: Yes, they’re married. Now ask, “Anita / tall.”
Ss: Is Anita tall?
T: No, she’s not tall.
 Stimulus-Response: (Descriptive and state of being adjectives)

Reinforce Concept: Let’s practice descriptions again.
Instructions: Let’s work individually now. I’ll say an adjective (a description) and you say
the opposite.
Example: I say, “expensive” and you say “cheap.”
Cues:
old (young) tall (short) ugly (pretty, handsome)
rich (poor) thin (heavy) new (old)
clean (dirty) handsome (ugly) single (married)
small (big) difficult (easy) light (dark)
 Stimulus-Response: (Description)
Activate Schema: Is Tom Cruise handsome? Is Lady Gaga pretty? What other famous
people do you know? (Write some in the chatbox.)
Instructions: I’ll say a descriptive adjective, and you tell me the name of a famous person
with that description. You can use the names on the board or think about others.
Example: T: I say, “handsome,” and you say, “Tom Cruise is handsome.”
S1, another example?
S1: Robert Pattinson is handsome. (etc.)
Cues:
old pretty rich heavy
ugly (male) married young ugly (female)
tall heavy smart short
nice handsome single thin
 Guided Question/Free Answer: (Description, family vocabulary)

Activate Schema: Think for a moment about the different people in your family. Think of
words to describe them.
Instructions: Let’s ask questions about people in our families. I’ll say the name of a person
in your family, and you ask a classmate a question. Then, you answer yes or no.
Example: T: I say, “father / tall,” and S1, you ask, “Is your father tall?”
S1: Is your father tall?
S2: Yes, he’s tall. / No, he’s not tall.
Cues:
father (old) mother (pretty) sister (married)
brother (heavy) husband (handsome) wife (young)
HOME
father (rich) mother (nice) sister (short)

brother (single) husband (tall) wife (thin)
 Dictation Game: (Vocabulary, spelling)

Activate Schema: What vocabulary words do you know? (Write a list of at least ten words
in the chatbox, one by one, not in any logical order.)
Instructions: Study these words for 30 seconds. (Silence.) Take out a sheet of paper.
Procedure:
1. While students are opening their books, quickly eliminate two words form the
chatbox. (You’ll need to do this one by one.)
2. SAY: What words are missing? Write them down in silence. (Mimic: finger on your
lips.)
3. (While students are writing, you erase two more words.)
4. SAY: What words are missing now? Write them down, too.
5. Continue until the chat doesn’t have any word left.
 Guessing Game, “I Spy…” (Vocabulary, possession)

Reinforce Concept: Let’s practice the vocabulary we know.
Instructions: Let’s play “I spy,” Everybody, please turn on your cameras. I spy means “I
see.” (Mimic.) For example: I spy a red object. Your classmates guess what the object is.
Point to the object and say the name of the object. In the chatbox, write:
I spy a __________ object.
Example: T: I spy a blue object. What is it?
S1: Is it S1’s shirt?
T: No, it’s not his shirt.
S2: Is it my pen?
T: No, it’s not your pen.
S3: Is it S5’s blouse?
T: Yes, it’s her blouse. You continue.
S3: I spy…
 No-Nonsense Dictation: (Vocabulary)

Activate Schema: Is this correct: “My hair is blue”? What is more logical?
Instructions: Take out a piece of paper. Listen to six sentences. When I say a word that is
incorrect, you write a logical word to replace it. Escribe una palabra más lógica cuando
diga algo incorrecto. Únicamente escribe la palabra, no la oración entera.
Example: (If you are a woman:) My name is Frank. (If you are a man:) My name is Mary.
What do you write?
Sentences:
1. My shirt (blouse/dress/sweater) is dirty.
2. My eyes are green.
3. S2 [=the tallest student in the group] is very short.
4. S4 [=a man] is pretty.
5. Look at S6. Her blouse is (red and orange).
6. S8 [=the youngest student] is old.
HOME
GUIDED DIALOG (5 m)
Guided Dialog: (Nationalities, description; use the Materials file)

Activate Schema: What are some words to describe nationality? What are some words to
describe people?
with you.)
S1: Who is this?
T: It’s my friend. His name is Carlo.
S1: Is he French?
T: No, he’s not French. He’s Italian.
S1: He’s tall.
T: Yes, and he’s handsome, too.
Cues: from screen
Closing: Now, I’d like some volunteers to act out the dialog.
DRILLS TYPE 3 (5 m)
 Description Game: (Adjectives, color, nationality)

Activate Schema: Is it easy to describe a person? For example: what color are S4’s eyes?
How old is S6?
Instructions: One of you describes a classmate. The other two guess who it is.
Example: T: He is Mexican. His hair is black. His eyes are brown. He is young. He is
short. He is single. His shirt is white. What is his name?
Ss: Francisco?
T: Yes, his name is Francisco.
parts:
• Activate Schema
• Instructions
• Example
• Correction
HOMEWORK

• Chatbox: Check the words that we all wrote in the chatbox today. Copy the ones that are
useful for you in your book.
HOME
Unit 3: Commands [Block 5]
GOALS (30 s)

into the chatbox. Have students repeat. Commands
Open your book. Don’t eat in class.
WARM-UP (5 m)
[Share the pictures in the Materials file. You need a book to show to ss.]
Teacher: Students:
Look at this picture. “Look at” is this: (mimic).
“LOOK AT” is a command, un imperativo.
Where are these people in the picture? In the classroom.
Are we in a classroom? No, we’re not (in a classroom).

Everybody, point to me – point to your camera. (All ss point to their camera.)
The instruction is: “Point to the camera.”
“POINT TO” is a command.
Everybody, point to the door in your room. (All ss point to the door.)
S8, say the command. S8: Point to … (All ss point.)
Everybody, look at picture 1. This is a WALLET.

S3, where is your wallet? (S3 shows his wallet.)
Now, S3, please GIVE ME your wallet. Dame tu billetera.

(Mimic: reach out as if to receive it.)
“Give me” is the instruction. It’s a command.
Look at picture 2. This is a PURSE.

S5, what color is your (favorite) purse? S5: My (favorite) purse is
black.
Look at picture 3. These are KEYS.
S4, where are your keys? (S4 shows keys.)
S6, are your keys in your purse? Yes/no, my keys are (not) in
my purse.
Everybody, touch your nose. Touch is this:
(Mimic touching your nose, the camera, your desk.)
“Touch” is a command.
Everybody, touch your camera. (All ss touch their books.)
HOME
S10, give the command. S10: Touch your …
Look at picture 4. The dog is UNDER the table.

Look! (Mimic under and on with your hands.)
under – on – under – on.
(Touch your chair.) This is my CHAIR.

Everybody, touch your chair. (Everybody touches a chair.)
In picture 5, the dog is ON the chair.
Now please STAND UP. (Mimic: stand up) (Everybody stands up.)
“Stand up” is a command.
Good. Now SIT DOWN. (Mimic: sit down)

“Sit down” is a command.
S1, give the command. (Mimic: stand up) S1: Stand up!
Now give the other command. (Mimic: sit down) S1: Sit down!
Thank you.
TEXT (5 m)
Instructions: Please listen to the story. (Read the story.)

Now, I’ll ask you some questions. Please answer yes, no, or give me just the information.
1. The teacher says, “Look at …?” (Look at the picture.)

2. She says, “Open your …?” (Open your books.)
3. She says, “Mrs. Puzo, …?” (Mimic standing up.) (Mrs. Puzo, stand up.)
4. And then she says, “Please …?” (Mimic sitting down.)
(Please, sit down.)
5. What’s the command for the keys and the book? (Put the keys on the book.)
PRONUNCIATION: “oo” as in “book” (5 m)
Say: Ahora vamos a practicar uno de los sonidos de las letras “oo” (/U/) en inglés.
1. Say: Escucha la pronunciación de las letras “oo” (/U/) en inglés. [Say the sound of the
letter “oo” /U/ as in book.] Ask: ¿Suena igual a la letra “u” o la letra “o” en español?
2. Say: Ahora voy a decir el sonido de la /U/ en inglés o la “u” en español y Uds. me van a
decir si estoy diciendo la letra en inglés o español. Por ejemplo: Si yo digo /u/ Uds.
dicen “español” pero si yo digo /U/ Uds. dicen “inglés.”
/U/ /u/ /U/ /U/ /u/ /u/ /U/ /u/ /U/
Sound Production:
HOME
3. Say: Para producir este sonido hay que relajar los labios más que con el sonido de al /u/
en español. El sonido de la /u/ en español se puede prolongar, pero el sonido de la /U/ se
tienen que soltar. Say: Ahora quiero que Uds. repitan el sonido [say the sound and have
them repeat it after you].
/U/ /U/ /U/ /U/ /U/ /U/

4. Say: Ahora vamos a escuchar este sonido en unas palabras. [Write the words on the
board. Say the word for them to hear. Repeat each word 3 times.]
book look put good cookie

5. Say: Ahora voy a señalar la palabra y Uds. me van a decir si la palabra que estoy
diciendo es la correcta. Por ejemplo, si les muestro “book” y digo “buc” Uds. me van a
decir que la pronunciación es “incorrecta” pero si les muestro “book” y digo “book” me
van a decir “correcto.”
book Luke good poot cookie

C I C I C

6. Say: Vamos a practicar la pronunciación de estas palabras. Voy a decir la palabra y
Uds. van a repetir. Say: “Repeat.”
book look put good cookie
[As you repeat the words make sure you point to the words on the board.]
VOCABULARY: Classroom Objects (5 m)
Note: For this block, you show the following nouns in the Materials file:
books, window, board, table, chair, notebook, keys, coins, watch, purse, wallet, cookies

1. Show the first set of four nouns. Say the first word and have students repeat the word
after you three times. Do this for each picture on the page.
2. Check the words: “I point to a picture, and you say the word.”
4. Check all the nouns taught so far: “I point to the picture, and you say the word.”
Recognition (individual): (Descriptions)

Instructions: I point to a picture, and you say the word.
Cues: posters
HOME
DRILLS TYPE 1 (5 m)
[Share the same posters from the Materials file.]
Repetition: (Objects, this/these)

Reinforce Concept: Let’s practice identification with “this” and “these.”
Instructions: Please touch the picture on screen and repeat: “These are cookies.”
Cues: 4 choral cues
Substitution: (Objects, this/these)

Instructions: I show you a picture and you say the complete sentence
Example: (Touch the picture on your screen.) “This is a wallet.” Repeat.
Cues: 4 choral cues and one individual per student
(Keep sharing the posters from the Material files.)
MAT  Stimulus/Response Game with Materials file: (Objects, this/these)

Reinforce Concept: Let’s practice using this and these.
Instructions: Let’s divide the group into two teams. (Explain if necessary.) I say the
name of an object, and you touch the object on your screen. Then, you say, “This is
…” or “These are …” and the name of the object. If you say the sentence correctly,
your team gets a point.
Example: T: keys
S1: These are keys.
Cues: vocabulary on screen
 Stimulus/Response Game with realia: (Objects, this/these)

Reinforce Concept: Let’s continue practicing with “this” and “these.”
Instructions: Now I say the name of an object, and you show me an object from
your house. Then, you say, “This is …” or “These are …” and the name of the
object.
Example:
T: S1, “keys”
S1: (Shows keys) These are keys!
T: Excellent. A point for you/your team.
Cues: nouns ss know
CONCEPT AND STRUCTURE 1: Commands (5 m)
AFF. NEG.
Close your books. Don’t eat in class.
VSF AUX + VSF
Please sit down.

VSF
HOME

Teacher: Students:
Reinforce concept:
What are we practicing today? Commands.
Affirmative commands always begin with the VSF:

In a command in affirmative, what is the first
word? (Point to ‘VSF’) The verb in simple form.
And in negative? The auxiliary.
And after the auxiliary? The verb in simple form.
Commands use action verbs.

What are some verbs that we use for commands? (Open, close, eat, …)
Right. We call them action verbs.
The use of ‘Please’.

What word do we put at the beginning of the
sentence to be polite? (You may need to explain
the word polite.) Please.
VOCABULARY: Commands (5 m)
[Show the poster of the commands in the Materials file.]
close point touch look

the notebook to the chair the table at the board
point open give me close

to the window the book the cookies the wallet
open look at touch give me

the purse the watch the coins the keys
Teach vocabulary according to the procedure. Do individual recognition at the end.
DRILLS TYPE 1 (7 m)
[Show the same poster.]
Repetition: (Commands, affirmative)

Reinforce Concept: Let’s practice commands.
Instructions: Repeat! Close the notebook.
Cues: Point to the chair. Touch the table. Look at the board.
HOME
Substitution: (Commands, affirmative)

Instructions: I show you a picture, say the word, and you say the complete command.
Example: I say, “window” and you say, “Point to the window.” Repeat.
Cues: book
cookies
wallet
Repetition: (Commands, negative)

Reinforce Concept: Let’s practice commands in negative.
Instructions: Repeat! Don’t close the notebook.
Cues: Don’t point to the chair. Don’t touch the table. Don’t look at the board.
Substitution: (Commands, negative)

Instructions: I show you a picture and you say the complete sentence.
Example: For example, I say, “window,” and you say, “Don’t point to the window.”
Repeat.
Cues: book
cookies
wallet
Transformation: (Commands)
Reinforce Concept: Now let’s practice negative and affirmative commands.
Instructions:
I show you a picture and I say “window”.
You say, “Don’t open the window.” Repeat.
Then I say “book”.
You say, “Open the book.” Repeat.
Cues: 1 choral example and one individual per student.
(door) Don’t point to the door. Point to the window.
(window) Don’t look at the window. Look at the board.
(chair) Don’t touch the chair. Touch the table.
(board) Don’t point to the board. Point to the chair.
(purse) Don’t close the purse. Close the notebook.
(coins) Don’t give me the coins. Give me the keys.
(wallet) Don’t open the wallet. Open the book.
(table) Don’t touch the table. Touch the coins.
(board) Don’t look at the board. Look at the watch.
(book) Don’t open the book. Open the purse.
(notebook) Don’t close the notebook. Close the wallet.
(keys) Don’t give me the keys. Give me the cookies.
HOME
 Stimulus-Response: (Commands; use the same DT1 poster)

Activate Schema: Are the commands easy or difficult? Is it possible to do the actions here
in the classroom?
Instructions: Let’s practice commands. I point to a picture on the poster, and you say the
command to a classmate. Then, that person acts the command.
Example: T: For example, if I say, “book”, and you say …?
S1: Open the book, S2.
T: And you S2, you …?
S2: (performs the action of opening the book)
Cues: from DT1 poster
 Stimulus-Response: (Commands)
Activate Schema: Are you good actors? Can you act out the commands clearly?
Instructions: Let’s act out some commands. I send you a command in secret, in your
PERSONAL chatbox. The you act out the command. Your classmate identifies the
command.
Example: T: For example, if I do this (points to the window), S1, you say …?
S1: Point to the window.
Cues: from DT1 poster
 Drawing Game: (Commands, with paper)

Activate Schema: Are you good at drawing? (Explain if necessary.) Take a piece of paper.
Think of one command from this class. Now, I will give you 30 seconds to draw that
command. Ready, set… go! (Draw a command yourself, too. Only give them 30 seconds;
you want them to draw quickly.)
Instructions: Now, show your command to your classmates, and they try to guess the
command. If they guess in three tries, you get a point.
Example: T: For example, look at this. What is the command?
S1: Touch the table.
T: No.
S2: Point to the chair.
T: Right. Let’s play.
 Basic Sentence Game: (Vocabulary, word order)

Activate Schema: Tell me some objects you know. Now mention some descriptions you
know. Tell me some actions. (Copy the following in the chatbox:)
Object: kite, soda
Command: give me, open
Description: blue, new
Instructions: Now I say an object and you form a sentence with the object, a possible
action for that object, and a possible description for the object.
Example: T: For example, I say “pencil,” and you say: “Give me the yellow pencil.”
Cues: (any vocabulary that goes with the commands taught)
HOME
 List Game: (Commands, vocabulary)

Reinforce Concept: Let’s play a game and practice the commands.
Instructions: I say a command and you give me all the possible objects that use that
command.
Example: T: For example, I say, “Open” and you can say, “Open the door,” or “Open the
window.” What else?
S1: Open the book.
S8: Open the notebook.
T: Very good!
  “Do as I Say, Not as I Do”: (Commands)

Reinforce Concept: Let’s play a game with commands.
Instructions: Listen carefully and follow the instructions. Don’t do the actions that I do,
but follow the commands I say.
Example: (Point to a book.) Say, “Touch the table.” (Students who point to a book rather
than touching the table, lose).
Cues:
Action (do this): Command (say this):
open the book point to the chair
point to the window close your book
look at the board touch the notebook
touch the table look at the keys
point to the chair give me the pen
close the notebook look at the door
point to the keys close the door
touch the coins open the book
look at the watch give me the book
open the purse touch the table
close the wallet point to the window
touch the pencil open the door
Variation: After you have given enough examples, one or two students can give this a try.
DRILLS TYPE 3
MAT  Role Play: (Commands, use the Materials file)

Activate Schema: Look at the list of objects and commands on screen. What are some
other objects you have in your room? (Write the objects in the chatbox.)
Instructions: Let’s practice commands with different combinations of these words. Take
turns and give commands to a classmate; your classmate acts out the command.
Example: For example, I can say, “Open your notebook” to S1. (S1 does the action.) Or, I
can say, “Touch your shoes.” (S1 does the action.)
PIC  Role Play, “A Picture of a Friend”: (Age, location, name, description,

commands; you need pictures, cutouts or pictures of people)
Activate Schema: When we describe a person, what things can we describe? (Nationality,
age, clothes, location, etc.)
Instructions: Look at the picture on screen. Imagine you are looking at a photo album.
Let’s take turns asking and answering about the person in your “album.”
HOME
Example: T: For example, S1, show me the picture and tell me, “Look at my picture.”
S1: Look at this picture!
T: She’s pretty. What’s her name?
S1: Her name is Sandy. She’s my friend.
T: Is she Mexican?
S1: No, she’s not Mexican. She’s Cuban.
T: Where is she in the picture?
S1: She’s at home. (etc.)
HOMEWORK
HOME
Unit 3: Commands [Block 6]
GOALS (30 s)

into the chatbox. Say the information Location: The book is on the table.
aloud and have students repeat. Commands: Put the wallet in the purse.
DRILL TYPE 2 (7 m)
“Simon Says”: (Commands)

Activate schema: What commands did we study yesterday? (Elicit and write them in the
chatbox.) Do you know the game “Simon Says” (Simón dice)?
Instructions: Let’s play Simon Says. I say, “Simon says, ‘Touch your computer,’” and you
touch your computer. I say, “Touch the chair”, and you don’t do it. Solamente siguen las
instrucciones cuando digo ‘Simon Says.’
Cues: (For “give me …” ss can pretend to give the object to the camera.
look at… give me… close…
open… point to the… touch…
Variation: After you have given enough examples, one or two students can try giving the
commands with “Simon says …”
CONCEPT AND STRUCTURE 2: Location (5 m)
[Share the C&S in the Materials file. Read the sentences and have ss repeat.]
The rabbit is in the hat.

S + V + LOCATION
The shoes are on the floor.
The dog is under the bed.
HOME

Teacher: Students:
Reinforce concept; the concept of ‘in’:
Today we are practicing location. Location.
Look. The rabbit is in the hat. (Mimic.)
(Put a pencil in your pocket.)
The pen is in my pocket.
The concept of ‘on’:

The shoes are on the floor. (Mimic.)
(Show some [books] that are on your desk.)
The [books] are on the table.
The concept of ‘under’:

The dog is under the bed. (Mimic.)
(Put a book under the table.) The book is under the table.
VOCABULARY: Locations with in / on / under (5 m)
Note: For this block, you show the following locations in the Materials file:
in the purse, under the bed, on the wall, etc. (Share the following poster:)
The coins are The pen is The dog is The notebook is

in the purse. in the cup. under the bed. under the book.
The cat is The purse is The clock is The words are

under the chair. under the table. on the wall. on the board.
The cookies are The shoes are The rabbit is The pencil is
on the table. on the floor. in the hat. in the book.

1. Show the first row of four locations. Say the first word and have students repeat the
word after you three times. Do this for each location in the row.
2. Check the words: “I say, ‘purse,’ and you say, ‘in the purse.’”
4. Check all the locations taught so far: “I say, ‘floor,’ and you say, ‘on the floor.’”
Recognition (individual): (Past participles)

Instructions: I show you a picture and you say the location.
Cues: Review all sets of verbs, but cue out of order.
HOME
(Keep sharing the same poster.)
Repetition: (Location, in / on / under, affirmative)

Reinforce Concept: Let’s practice location.
Instructions: Repeat! The coins are in the purse.
Cues: The pen is in the cup.
The dog is under the bed.
The notebook is under the bed.
Substitution: (Location, in / on / under, affirmative)

Instructions: I point to a picture and say a word, and you say the complete sentence.
Example: I say, “cat” and you say, “The cat is under the chair.” Repeat.
Cues: purse
clock < doy 4 cues y todos repiten y luego individual
words
Repetition: (Location, in / on / under, negative)

Reinforce Concept: Let’s talk about locations in negative.
Instructions: Repeat! The dog is not under the table.
Cues: The notebook is not under the notebook.
The cat is not under the bed.
The purse is not under the chair.
Substitution: (Location, in / on / under, negative)

Instructions: I point to a picture and give you information, and you say the complete
sentence.
Example: I say, “clock / on the table,” and you say, “The clock is not on the table.” Repeat.
Cues: the words / in the notebook
the cookies / on the bed < doy 4 cues y todos repiten y luego individual
the shoes / under the chair
the rabbit / on the table
Transformation: (Location, in / on / under)

Reinforce Concept: Now let’s talk about location in affirmative and negative.
Instructions:
I point to a picture and I say “coins / on the table”.
You say “The coins are not on the table.” Repeat.
Then I say “in the purse.”
You say, “They are in the purse.” Repeat.
Repetition: (Location, in / on / under, interrogative)

Reinforce Concept: Let’s ask questions about location.
Instructions: Repeat! Are the words on the board?
HOME
Cues: Is the pencil in the cup? Are the coins in the purse? Is the rabbit under the bed?
Guided Question/Guided Answer: (Location, in / on / under)

Reinforce Concept: Let’s ask and answer questions about location.
T: I point to a picture and ask: “Is the purse under the table?” Then you answer,
“Yes, it’s under the table.” Please repeat.
T: Is the pencil on the table? Answer with NO.
Ss: No, it’s not on the table.
Now let’s change.
T: I say, “cookies / on the table,” and you ask,
“Are the cookies on the table?” Please repeat.
T: Yes, they’re on the table. Now ask, “clock / on the floor.”
Ss: Is the clock on the floor?
T: No, it’s not on the floor.
Repetition: (Location, in / on / under, interrogative)

Reinforce Concept: Let’s ask questions about location with “where.”
Instructions: Repeat. Where is the purse? Where are the cookies?
Cues: Where is the cat? Where are the coins?
Combination: (Location, in / on / under, Where…?)

Reinforce Concept: Let’s answer questions about location.
T: Is the rabbit on the bed? I say, “No,” and you answer:
“No, it’s not on the bed.” Repeat.
T: Where is it? You answer: “It’s in the hat.”
Repeat.
DRILLS TYPE 2 (7 m)
 Stimulus-Response: (Location: in / on / under)

Activate Schema: What words can we use for locations? What objects can we use?
Instructions: I’ll tell you a location, and you give me a logical object at that location.
Example: T: For example, if I say, “in the cup,” can I say, “The dog is in the cup”?
Why not? Right, it’s not logical. What’s a logical option?
S1: The pen is in the cup.
T: Good. Another example?
S2: The keys are in the cup.
T: Good. Okay, let’s continue.
Cues: on the wall under the table on the chair in the book
on the board under the bed in the closet on the table
in the purse under the book in the wallet in the notebook
HOME
 Free Question/Guided Answer: (Location: in / on / under)

Activate Schema: Tell me the names of some objects. Now, tell me some locations.
Instructions: Let’s play a guessing game. First, write a sentence on a piece of paper in this
form (in the chatbox):
The _______ is/are _______. (The dog is on the bed.)
Don’t show your classmates the sentence. Then, you tell us the object, and we guess the
location.
Example: T: For example, I say, “dog.” Ask me a question to guess the location.
S1: Is it under the bed?
T: No, it’s not under the bed.
S2: Is it under the table?
T: No, it’s not under the table.
S3: Is it on the chair?
T: No, it’s not on the chair. Now, we ask with “Where.” S4?
S4: Where is it?
T: It’s on the bed.
Cues: students’ sentences
VOCABULARY: Commands (5 m)
(Share the following poster:)
write the word take put the keys write your name
in the notebook the coins in the purse on the board
put the purse

take the wallet under the chair sit down stand up
put the books put the shoes

take the watch on the table take the cookies under the bed

1. Show the first set of four command. Say the first command and have students repeat it
after you three times. Do this for each command on the page.
2. Check the words: “I say, ‘notebook,’ and you say, ‘Write the word in the notebook.’”
4. Check all the commands taught so far: “I say ‘sit’, and you say, ‘Sit down.’”
DRILLS TYPE 1 (7 m)
(Use the same poster.)
Repetition: (Commands, negative)

Reinforce Concept: Let’s practice these commands in negative.
Instructions: Repeat! Don’t write the word in the notebook.
HOME
Cues: Don’t take the coins.

Don’t put the keys in the purse.
Don’t write your name on the board.
Substitution: (Commands, affirmative)

Instructions: I give you some information, and you say the complete command in
negative.
Example: I say, “wallet,” and you say, “Don’t take the wallet.” Repeat.
Cues: purse / chair (“Don’t put the purse under the chair.”)
sit (“Don’t sit down.”)
< doy 4 cues y todos repiten y
stand
watch luego individual
Transformation: (Commands)
Reinforce Concept: Now let’s practice negative and affirmative commands.
Instructions:
I show you a picture, and I say “cookies.”
You say “Don’t take the cookies.” Repeat.
Then I say “coins.”
You say, “Take the coins.” Repeat.
Cues: (change the object and keep the verb the same)
DRILLS TYPE 2 (7 m)
CAM  Stimulus-Response: (Commands, locations)

Activate Schema: How many objects do you know? Please put some objects on your desk.
Instructions: Let’s practice with the commands “take” and “put.” Please turn on your
cameras. I say the name of an object. You give a command to a classmate with “take,” and
then with “put.”
Example: T: For example, I say, “keys,” and you say …”
S1: Take your keys.
S2: (takes the keys)
T: Now, give a command with “put.”
S1: Put the keys on the chair.
S2: (puts the keys on the chair)
Cues: objects on table
 Dictation: (Commands)
Reinforce Concept: Now we’ll write some commands.
Instructions: Look at my actions and write down the corresponding command.
Example: T: (Mimic closing your book.) What do you write?
Ss: Close your book, OR Close the notebook.
Cues: (four or five commands)
Variation: A student ‘dictates’ (mimes) commands for his/her classmates.
HOME
GUIDED DIALOG (5 m)
Guided Dialog: (Commands, location, possession; use Materials file)

Activate Schema: What are some classroom objects that we know? What are some
locations we know?
with you.)
T: Gerardo, please give me my pen.

S: Where is it?
T: It’s on the table.
S: Okay, here is your pen.
T: This is not my pen.
S: Oh. Is this your pen?
T: Yes, thank you.
Cues: from screen
 Role Play: “I, Robot”: (Commands, location)

Activate Schema: For the next activity, you need some materials. Please get the following
objects: (Copy the list into the chatbox.)
a book, a cup, a pen, a notebook, keys
(Give ss a moment to look for them.) Do you know what a robot is? (Explain if necessary.)
Instructions: Let’s take turns practicing location and commands. Imagine one of you is a
robot, and the other is testing the robot. Give the robot commands using the objects on the
table, and check that the robot is doing it correctly. Robots, make mistakes sometimes.
When a robot makes a mistake, give him a negative command and then repeat the
command.
Example: T: For example, imagine I’m the robot. Give me a command.
S1: Put the cup on the book.
T: (Put the cup on the book.) Another?
S2: Put the pen in the cup.
T: (Put the pen in the book.) Now, correct me: negative command?
S2: Don’t put the pen in the book, put the pen in the cup.
T: (Put the pen in the cup.) (etc.)
 Dictate the Positions of the Objects: (in / on / under)

Reinforce concept: Let’s practice with prepositions some more.
Instructions: You need the same objects as in the last activity. Now, I describe the
positions of my objects to you, and you imitate the positions of the objects on your desk.
(Rephrase the instructions in Spanish.)
Example: For example, if I say, “The pen is under the book,” you put your pen under your
book. Ready? Let’s go:
HOME
Dictation: (As you dictate, place the objects on your desk in that position, but don’t show it
on camera.)
• The pencil is in the notebook.
• The notebook is on the table.
• The cup is on the notebook.
• The keys are in the cup.
• The cup is under the book.
• The pencil is on the book.
At this point, show your setting on camera and say, “Okay, now check the position of your
objects.”
Follow-up: Have students take turns dictating the positions. Their classmates place their
objects in those positions.
INTONATION ACTIVITY (7 m)
MAT Teach body vocabulary:

[Share the body vocabulary from the Materials file.
Before beginning the rhyme, teach students the following vocabulary words using the
standard procedure and your own body to illustrate:
head stomach
nose hips
lips knees
shoulders toes
Procedure:
2. Read the rhyme line by line and have ss repeat. Don’t worry too much if they don’t
follow the rhythm very well.
5. TPR: If you think your students can handle it and would enjoy a more physical activity,
have them perform the commands in the activity. Go through it with them, touching the
indicated parts of the body, and encourage students to follow you.
• •
Touch your should -ers, touch your hips;
• •
touch your head and touch your lips.
• •
Touch your stom -ach, touch your nose;
• •
touch your knees and touch your toes.
HOMEWORK
HOME
Unit 4: Identifying Objects at a Distance [Block 7]
GOALS (30 s)

into the chatbox. Say the information Demonstratives:
aloud and have students repeat. That is a book; those are notebooks.
WARM-UP (5 m)
Teacher: Students:
LET’S look at this poster.
Let’s = an invitation to participate, for example,
“Let’s check the homework.”
(Larry) Is this person a he or she? A he.

He is a MAN.
S2 is a man, S4 is a man. They are MEN.
Pay attention to the pronunciation. Please repeat:
man / men (3x) man / men (3x)
S4, am I a man? S4: Yes/No, you are
(not) a man.
S1 is a WOMAN. S3 is a woman, too.
They are WOMEN.
woman / women (3x) woman / women (3x)
S1, are you a woman or a man? S1: I’m a man / woman.
S5, what about (Madonna)? S5: She’s a woman.
In the picture we see a man and two women.

We don’t see any CHILDREN.
A child = un niño o una niña
child / children (3x) child / children (3x)
S3, SHOW ME your phone. (S3 shows their phone.)

Show me = (mimic)
S5, show me your (pen). (S5 shows her [pen].)
(Point to the socks.)

Those are socks. We use these when we touch,
and those when we point. (Mimic touch and point.)
HOME
Okay, now let’s look at the poster again.

Where are these people? At a store.
Right. What clothes are they looking at? At dresses (and socks).
Those are socks. We use these when we touch,
and those when we point.
TEXT (5 m)
Instructions: Please listen to the story. (Read the story.)

Now, I’ll ask you some questions. Please answer yes, no, or give me just the information.
1. Are these people at the department store? (Yes, they’re at the dept. store.)
2. (Point to the saleswoman:) Is she a woman? (Yes, she’s a woman.)
3. (Point:) What color is that dress? (It is dark green.)
4. Are these socks for women? (No, they’re not for women.)
5. So then they are for …? (Those socks are for men.)
6. Are the socks expensive? (No, they’re not expensive.)
CONCEPT AND STRUCTURE 1: That (5 m)
Touch the book. Point to the chair.
This is a book. That’ s a chair.

DEM + V + ART + NOUN
Elicit the patterns and reinforce the Concept:

Teacher: Students:
Reinforce Concept:
The goal for today is demonstratives.
Explain the difference between ‘this’ and ‘that’:

When we touch (touch your shoulder), we say this, for
example, “This is my shoulder.”
When we point (mimic pointing to the door), we say that, for
example, “That is a door.”
HOME
[Share this poster WITH the words from the Materials file.]
a suit a tie a purse a wallet
a watch a book a jacket a chair
a notebook a belt a shirt a coat
Throughout these drills, point to your screen to reinforce the Concept of “at a
distance.”
Repetition: (That, affirmative)

Reinforce Concept: Let’s identify objects with “that.”
Instructions: Point to the object and repeat. That’s a suit.
Cues: That’s a tie.
That’s a purse.
That’s a wallet.
Substitution: (That, affirmative)

Instructions: I say a word and show you a picture, and you say the complete sentence.
Example: I say “watch,” and you say, “That’s a watch.” Repeat.
Cues: book
jacket
chair
Repetition: (That, negative)

Reinforce Concept: Let’s talk about objects in negative.
Instructions: Repeat! That’s not a purse.
Cues: 4 choral
Substitution: (That, negative)

Instructions: I show you a picture and you say the complete sentence.
Example: For example, I say, “belt,” and you say, “That’s not a belt.” Repeat.
Cues: 4 choral cues
HOME
[Now use the poster WITHOUT the words.]
Transformation: (That)
Reinforce Concept: Now let’s talk about objects in negative and affirmative.
Instructions:
I show you a picture, and I say “wallet.”
You say “That’s not a wallet.” Repeat.
Then I say “watch”.
You say, “It’s a watch.” Repeat.
Repetition: (That, interrogative)

Reinforce Concept: Let’s ask questions to identify some objects.
Instructions: Repeat! Is that a coat?
Cues: 4 choral
Combination: (That, What …?)

Reinforce Concept: Let’s answer questions to identify some objects.
Instructions: Let’s divide into two groups. Group 1 asks and Group 2 answers.
T to G1: I say, “tie” and you ask: “Is that a tie?” Repeat.
T to G2: You answer: “No, it’s not a tie.” Repeat.
T to G1: I say, “what” and you ask: “What is it?” Repeat.
T to G2: You answer: “It’s a book.” Repeat.
T: Is that a tie? I say, “No,” and you answer: “No, it’s not a tie.” Repeat.
T: What is it? I say, “book,” and you answer: “It’s a book.”
Repeat.
DRILLS TYPE 2 (4 m)
CAM  Stimulus-Response: (Contrast this/that)

Activate Schema: What is the difference between “this” and “that?” Right, we use “this”
when we touch and “that” when we point.
Instructions: Let’s practice this. Please turn your cameras on. Everybody, take an object in
your room that you can name. Show your object to the camera. Now, identify your object
and the object of a classmate.
Example: For example, I can say, “This is a book, and that is a wallet.”
Cues: student’s items
HOME
CONCEPT AND STRUCTURE 2: Those (3 m)
Touch the keys. Point to the cups.
These are keys. Those are cups.

DEM. + V + NOUN

Teacher: Students:
Reinforce Concept:
These’ and ‘those’ are for plural:
The keys, singular or plural? Plural.
‘Those’ is for pointing:

We use those when we touch, or when we point? Point.
[Share this poster WITH the words from the Materials file.]
sneakers pants coins keys
glasses shoes socks pencils
pens dresses sweaters hats
Throughout these drills, point to your screen to reinforce the concept of “at a
distance.”
Repetition: (Those, affirmative)

Reinforce Concept: Let’s identify some plural objects with “those.”
Instructions: Point to the objects and repeat. Those are sneakers.
Cues: Those are pants.
Those are coins.
Those are keys.
HOME
Substitution: (Those, affirmative)

Instructions: I say a word, and you say the complete sentence.
Example: I say “glasses,” and you say, “Those are glasses.” Repeat.
Cues: shoes
socks
pencils
Repetition: (Those, negative)

Reinforce Concept: Let’s talk about identification in negative.
Instructions: Repeat! Those are not coins.
Cues: 4 choral
Substitution: (Those, negative)

Instructions: I point to a picture and you say the complete sentence.
Example: For example, I say, “socks,” and you say, “Those are not socks.” Repeat.
Cues: 4 choral cues
[Now, share the poster WITHOUT the words from the Materials file.]
Transformation: (Those)
Reinforce Concept: Now let’s talk about identification in affirmative and negative.
Instructions:
I point to a picture, and I say “pencils.”
You say “Those are not pencils.” Repeat.
Then I say “pens.”
You say, “They’re pens.” Repeat.
Repetition: (Those, interrogative)

Reinforce Concept: Let’s ask questions to identify plural objects.
Instructions: Repeat! Are those dresses?
Cues: 4 choral
Combination: (Those, What…?)

Reinforce Concept: Let’s answer questions about to identify plural objects.
T: Are those shoes? I say, “No,” and you answer: “No, they’re not shoes.” Repeat.
T: What are they? I say, “socks,” and you answer: “They’re socks.” Repeat.
HOME
CAM  Stimulus-Response: (Contrast these / those)

Activate Schema: What is the difference between “these” and “those?” Right, we use
“these” when we touch and “those” when we point.
Instructions: Let’s practice these concepts. Everybody, take an object in your room and
show it to the camera. Now, identify your object and a classmate’s object.
Example: For example, I can say, “These are gloves, and those are pants.”
Cues: students’ objects
CAM  Free Question/Guided Answer: (That / those)

Activate Schema: Look around your room. What do you have there?
Instructions: Now, let’s ask and answer questions about our rooms.
Example: T: For example, S1, let me see your room. Hey, is that a cat?
S1: Yes, it’s a cat.
T: Are those shoes?
S1: No, they’re not shoes. They’re socks. (etc.)
Cues: students’ rooms
 Spelling Bee: (Vocabulary, forming plural nouns)

PART 1
Activate Schema: Do you know what a spelling bee is? It’s a dictation of words, and it’s a
contest. Who can write the words correctly?
Instructions: Write numbers 1 to 10 in your notebook or in a Word document, like this:
(Write 1, 2, … 10 in the chatbox.) I dictate ten words, and you write them in your notebook.
Words: (Use these or words that have been difficult for the group.)
1. dress 6. woman
2. wallet 7. pencil
3. purse 8. blouse
4. man 9. watch
5. board 10. child
PART 2
Instructions: Now make the objects plural, for example, the plural form of wallet is …?
(Wallets.)
Follow up: Who has 10 correct answers in singular? And in plural?
GUIDED DIALOG (5 m)
Guided Dialog: (Demonstratives; use the Materials file)

Activate Schema: What is the demonstrative for touch? For point to?
with you.)
S: Are these your sneakers?

T: No, they’re not my sneakers.
S: Oh, no?
T: No. My sneakers are big, and those sneakers are small.
HOME
Cues: from screen
CAM  Role Play, “Corrections”: (Commands, that / those)

Activate Schema: Do we sometimes make mistakes? Is it easy to confuse words in
English?
Instructions: Let’s act out a situation. Please turn on your cameras. Imagine that you want
to practice commands. You can give a command with “touch,” or with “point to.” Now,
let’s imagine that we don’t hear well, so we don’t understand the object.
Example: T: For example, S1, give me a command with “touch” or “point to.”
S1: Touch the table.
T: (Touch the chair.) Now, tell me “That’s not a table, it’s a …?”
S1: That’s not a table; it’s a chair.
T: Good. S2, a command with “point to?”
S2: Point to the window.
T: (Point to the door.) Now, correct me.
S2: That’s not a window, it’s a door.
MAT  Role Play, “Garage Sale”: (Demonstratives; use the Materials file)
Activate Schema: (Write the word garage sale in the chatbox.) What is a garage sale? Are
the clothes and objects expensive? What are some objects in a garage sale?
Instructions: Let’s have a garage sale. Everything is 5, 10, or 20 dollars. Let’s take turns
and have a conversation.
Example: (Share this example in the Materials file. Invite a strong student to do the dialog
with you.)
T: S1, point to a picture and ask me: What is that?
S: What is that?
T: It’s a jacket. It’s dark blue. It’s new.
S: Is it big?
T: Yes, it’s big and comfortable.
S: Is it expensive?
T: No, it’s not expensive. Give me 10 dollars.
S: Okay. Here you are.
T: Thanks.
HOMEWORK
HOME
Unit 5: Review Unit [Block 8]
GOALS (2 m)
Procedure:
1. Show the goals for the book on screen (See Materials file).
2. Have ss take turns reading one structure and example aloud.
3. Ask ss which structures they would like to practice with today. (Ss can write the
names of the structures in the chatbox, or you can do it yourself.)
4. Say, “Let’s work on the structures you want more practice with.”
[Spend 40 minutes on your choice of DT2s and DT3s in this block.]
DRILLS TYPE 2
[Share the flags poster WITH words:]
the American flag the Canadian flag the Mexican flag the Brazilian flag
red white blue red white green white red green yellow blue
the English flag the German flag the Spanish flag the Italian flag
red white blue black red yellow red yellow green white red
the Chinese flag the Japanese flag the Nigerian flag the French flag
red yellow white red green white red white blue
Activate Schema: Look at this flashcard. What is this? It’s a flag; repeat: flag (3x, then
write on board). It’s the American flag. What color is it?
Instructions: I show you a card and say the nationality. You identify the flag and describe
it.
Example: For example, I show you the card and say, “American.” You say, “That’s the
American flag. It’s red, white, and blue.
Cues:
American Canadian Mexican
Brazilian English German
Spanish Italian Chinese
Japanese Nigerian French
 Stimulus-Response: (Integrate this / that, colors)

Activate Schema: What word do we use to identify things we touch? What word do we use
to identify things we point to?
HOME
Instructions: Everybody, please turn on your camera. Touch one flag on your screen and
point to another flag.
Example: For example, “This flag is white and red, and that flag is green and white.”
Cues: flags poster
GUIDED DIALOG
Guided Dialog: (Nationality, colors, integrate this / that; use Materials file)
Activate Schema: What nationalities do you remember? Let’s make a list on the board.
with you.)
T: Show me the American flag.

S: This is the American flag.
T: That’s not the American flag.
S: Are you sure?
T: Of course. The American flag is red, white, and blue. That flag is green and white.
S: Oh, sorry. Is this the American flag?
T: Yes, that’s it.
Cues: from screen
Closing: Now, I’d like some volunteers to act out the dialog.
DRILLS TYPE 2
[From this point on, share the flags poster WITHOUT words when needed.]
 Free Question/Guided Answer: (Nationalities, colors)

Activate Schema: Do you like games?
Instructions: Let’s play a guessing game. Think of one specific flag. We take turns
guessing the nationality of the flag. After a couple of guesses, we can ask about the color.
Example: S1: Is that the Nigerian flag?
S2: No, it’s not the Nigerian flag.
S3: Is it the Chinese flag?
S2: No, it’s not the Chinese flag.
T: Ask about the color.
S4: What color is it?
S2: It’s red, white, and blue.
S5: Is it the American flag?
S2: No, it’s not the American flag.
S6: Is it the French flag?
S2: Yes, it’s the French flag. (etc.)
Cues: flags on the poster
HOME
 “Correct Me If I’m Wrong”: (Integrate this / that, Nationalities)

Activate Schema: Do you remember the nationalities of the different flags? What are some
of them?
Instructions: Now, let’s imagine that I want to carry a specific flag. Correct me if I am
incorrect.
Example: T: For example, I point to this flag and say, “This is the Mexican flag.” S1,
correct me, identify my flag.
S1: That’s not the Mexican flag; that’s the French flag.
S2: Oh, you’re right. S2, this is the Nigerian flag. (etc.)
Cues: one flag per student
[END OF FLAG DRILLS. You can choose from any of the drills that follow
to practice the structures that students need the most help with.]
DRILLS TYPE 3
CAM  Description: (Colors, clothes, possession)

Activate Schema: Do you remember the vocabulary for clothes? For colors?
Instructions: Let’s practice describing our clothes. Please turn your cameras on. Describe
one thing you are wearing, and then describe an identical thing that a classmate is wearing.
Use your imagination.
Example: For example, I can say to S1, “My shirt is pink; your shirt is white. My shoes are
black, and your shoes are black, too.” (etc.)
“Photos on the Wall”

MAT  Role Play, “Photos on the Wall”: (diff. structures; use the Materials file)
Activate Schema: When we describe a person, what things can we describe? (Nationality,
age, clothes, location, etc.)
[Share the illustration of a picture wall from the Materials file.]
Instructions: Look at the picture on your screen. Imagine this is a wall in your house.
There are photos of family and friends. Take turns, and talk about the people on your
pictures. Use your imagination!
Example: T: For example, S1, tell me, “Look at my picture.”
S1: Look at this picture!
T: She’s pretty. What’s her name?
S1: Her name is Sandy. She’s my friend.
T: Is she Mexican?
S1: No, she’s not Mexican. She’s Cuban.
T: Where is she in the picture?
S1: She’s on the beach. (etc.)
MAT  Description, “Fashion Models”: (Verb be; use the Materials file)
Activate Schema: How can we describe people? (Elicit and write in the chatbox:)
age nationality married / single (etc.)
Instructions: Imagine we are working at a big department store. We are looking at some
pictures of models for the new catalog. Let’s take turns talking about the models.
Example: T: Who is this?
S1: She’s Francesca Rossi.
HOME
T: What nationality is she?

S1: She’s Italian.
T: Is she married?
S1: No. She’s single.
T: How old is she?
S1: She’s 21.
T: She’s beautiful.
S1: Yes, she is.
Follow up: Which models did you select for the catalog? Show me the most beautiful
picture.
MAT  Student Presentations; “Describing Family”: (Possession, age,

description, location, nationality)
Activate Schema: What vocabulary do we know for family? What concepts do we know
for the verb to be?
[Share the list of family members and concepts of be on screen.]
Instructions: Now, imagine you have a picture with some members of your family. Let’s
tell the class about our families. Mention the person’s relationship, name, age, description,
and anything else you think is interesting.
Example: This is my father. His name is Hector. He’s 57. He’s tall and handsome. Right
now, he’s at work. This is my grandfather. His name is Sergio. He’s not Mexican; he’s
Spanish. He’s 84. He’s at home. This is my sister. Her name is Graciela. She’s very pretty.
She’s young; she’s 22. Right now, she’s at the university. (etc.)
 Role Play, “Talk Shop”: (Demonstratives, description of objects)

Activate Schema: How can we describe clothes? (Elicit and write a list in the chatbox, or
copy this list into the chatbox:)
color light dark nice beautiful
new old comfortable popular
Instructions: Let’s imagine we are in a department store. Let’s take turns. One person is
the client, the other person is the salesperson.
Example: S1: These pants are very nice.
T: Yes, they are. And they’re very popular.
S1: Excuse me; are they dark blue or black?
T: They are dark blue.
S1: Are they expensive?
T: No, they’re not expensive. They’re ___ dollars. They’re very comfortable.
S1: Okay, please give me these pants.
CAM  “Play School”: (Commands)

Activate Schema: Do teachers use commands in class? What are they?
point to give me look at write (etc.)
Instructions: Please turn your cameras on. One of you is the teacher, the others are
students. The teacher reviews the vocabulary with the students.
Example: S1 (“Teacher”): Open your books.
S2 & S3: (Mimic opening their books).
HOME
CAM  Student Presentations; “Describing Family”: (Possession, age, 

Description Game: (Possession, colors, vocabulary)
Activate Schema: Remember vocabulary for clothes? Do you have a good memory?
Instructions: Let’s play a game. Please turn your cameras on. Show the clothes you’re
wearing today to the camera. Study your classmates’ clothes. (Give ss time to do this.)
Now, let’s ask questions about a person’s clothes. You answer from memory.
Example: T: For example, let’s talk about S2. What color are her shoes? S1?
S1: They’re black.
T: Right, very good! S4, ask a question about S2.
S4: What color is her belt?
S1: It’s black.
T: Sorry, it’s gray. S5, a question?
S5: What color is her blouse?
S1: It’s white.
T: Correct again. (etc.)
TALK TO SS ABOUT THEIR PROGRESS / ACTIVITIES (25 m)
Assign Activities 3 and 4 (see next section). While ss do them, give them feedback on their
performance.
1. Mention one or two goals the student manages well.

2. Mention a goal the student needs to work on. Use the words confuse and forget.
3. Repeat step 2.
4. Give the grade.
5. Ask if the student has any comments or questions.
HOME
ACTIVITIES / TALK TO SS ABOUT THEIR PROGRESS (25 m)
Activity 1
Alma: What are those? 2. Man: Put the coins in the wallet.
Claudia: They are pictures from my Woman: OK.
vacation in Acapulco. Man: And, please give me that watch.
Alma: Who is she? Woman: Sure.
Claudia: She’s my grandmother. She’s Man: Thanks.
German.
Alma: Really? How old is she? 3. Woman: Is your brother young?
Claudia: She’s 85. Woman: Yes, he’s very young.
Alma: Who are they? Woman: How old is he?
Claudia: They are my sisters, Laura and Woman: He’s 11.
Cynthia.
Alma: They are very pretty. And who is 4. Man: What color is your wallet?
this? Man: It’s black.
Claudia: He’s my dad. Man: Is it new?
Alma: Is he Mexican? Man: No, it’s very old.
Claudia: No, he’s not. He’s Spanish.
Alma: Who is he? 5. Man: Is your grandfather very old?
Claudia: He’s my brother, Ben. Woman: No, he’s not old.
Alma: Wow. He’s really handsome. Man: How old is he?
Claudia: Yes, and he’s single, too. Woman: He’s 67.
Activity 2 Activity 3
Example: b – His
Man: Are those your keys? a – blue
Woman: No, they aren’t my keys. b – Those
Man: Where are your keys? c – in
Woman: They are on the table. a – Her
d – short
1. Woman: Is Frank Russian?
Man: No, he isn’t Russian. Activity 4
Woman: What nationality is he? these are, young, he’s, his hair, look at, on
Man: He’s Canadian.
HOME
INTONATION ACTIVITY
Procedure:
• •
Put your swea-ter in the clo-set,
• •
Put your shoes under the bed,
• •
Put your glass-es in your pock-et,
• •
And put your hat on your head.
• •
My swea-ter is in the clo-set,
• •
My shoes are under the bed,
• •
My glass-es are in my pock-et,
• •
And my hat is on my head.
HOMEWORK
HOME
VC LP, Book 2n Midterm Exam, Block 8.5
Midterm Exam [Block 8.5]
GIVE MIDTERM EXAM
• First, go over the instructions and examples for each section. While the students are
taking the exam, check if they have any problems. Do NOT answer questions about
vocabulary, but tell students that you will answer their questions after the exam.
• Use the answer key on the next page to check the exam. Then, give students their exams
back. Go over questions and do additional practice when students have difficulty with a
structure. You can use the drills below, your own ideas, or material from any of the
previous blocks.
ANSWER KEY
AUDIO SCRIPT:
SECTION 4 27.
Example: Man: What color are your shoes?
Man: Is this your hat? Man: They are brown.
Woman: No, it’s not my hat. Man: Are they expensive?
Man: What color is your hat? Man: No, they are not expensive.
Woman: It’s green and yellow.
28.
24.
Woman: Are Liz and Carol Canadian? Man: Is your brother 17?
Man: No, they aren’t Canadian. Woman: No, he’s not 17. He’s 15.
Woman: What nationality are they? Man: How old is your sister?
Man: They are English. Woman: She’s 10.
25. SECTION 5
Man: Please, give me the pen. Daniela: What’s your name?
Woman: OK. Hiroko: I’m Hiroko.
Man: Put the notebook on the table. Daniela: Are you Japanese?
Woman: Sure. Hiroko: Yes, I am. What’s your name?
Man: Thanks.
Daniela: I’m Daniela. I’m Spanish.
Hiroko: Are you married?
26.
Woman: Rick is tall and handsome. Daniela: No, I’m single. Look. Those are my
Woman: Is his hair dark? friends, Jose and Roberto.
Woman: No, his hair isn’t dark. Hiroko: Are they Spanish, too?
Woman: What color are his eyes? Daniela: No, they’re not.
Woman: They are blue. Hiroko: What nationality are they?
Daniela: Jose is Peruvian and Roberto is
Mexican.
Hiroko: Roberto is very handsome.
Daniela: Yes, and he is very nice, too.
HOME
Number of incorrect answers 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Corresponding points 100 98 96 94 92 90 88 86 84 82 80 78 76 74 72 70 68 64
Note: Do not take points off for spelling mistakes. For example: naice is an acceptable
answer for item 33 because it is pronounced like nice .
IN11KEY
1. c
2. a
3. b
4. b
5. b
6. d
7. a
8. c
9. b
10. d
11. b
12. c
13. d
14. show me
15. is not
16. where
17. how old
18. let’s
19. this
20. 18
21. school
22. her
23. ’re not
24. English
25. on the table
26. tall
27. expensive
28. brother
29. Spanish
30. those
31. ’re not, are not, aren’t
32. Mexican
33. nice
HOME
DRILLS TYPE 2
 Trivia Game: (Nationality, Location)

Activate Schema: Are you good at geography? Give me examples of cities in different
countries.
Instructions: Let’s play a game. Let’s divide the group into two teams. I’ll give you a
sentence about nationality. You say the location, using “in (city).”
Example: T: For example, if I say, “David is Mexican,” you can say, “He’s in
Guadalajara.” Another example?
S1: He’s in Taxco.
T: Exactly. Let’s play.
Procedure: Give a person from each team a sentence, and they have to come up with a
sentence of the form “He/She is in…” or “They’re in…” They only get a point if the
sentence is grammatically correct and the city is correct for the nationality.
Sentences: Mark is Canadian.
Sue and Mary are American.
Luisa is Cuban.
Pierre is French.
Joao is Brazilian.
Clive and Ian are English.
Heinrich is German.
Olga is Russian.
Venancio is Spanish.
Roberto is Italian.
Mr. and Mrs. Chu are Chinese.
Hinodeh is Japanese.
Mbeki is Nigerian.
  “Looking for Words”: (numbers, vocabulary)

Activate Schema: What are some numbers, for example, what number is this? (Write “34”
on the board.) And this? (“29”)
Instructions: Let’s work in groups of four, and practice vocabulary and numbers. One
person says a word, and the others look for the word in the book. Say the page number
when you see the word.
Example: I say, “light”, and you say, “It’s on page 54.”
 Trivia: (integration)
Activate Schema: What is trivia? What is a program on TV about trivia?
Instructions: Let’s work in three teams. I’ll mention a famous person and you give
information about that person. Every piece of information is one point for your team.
Example: I say, “Mel Gibson”, and you can say, “He’s Australian. He’s 65. He’s married.
He’s short. His hair is dark. His eyes are light; they’re blue. His name is Mel Columcille
Gerard Gibson. His family is big: seven children! [Born January 3, 1956]
Note: In this activity, students will practice different structures. If they try to use structures
that haven’t been taught, do not correct them too harshly. Concentrate on the trivia itself.
HOME
Cues:
Artist: Nationality: Date of Description: Hair: Eyes: Other:
Birth:
Madonna Italian- Aug. 16, short, pretty dark / dark / real name: Madonna
American 1958 brown brown Ciccone.
Daughter: Lourdes
Son: Rocco Ritchie
Danny de American Nov. 17, short, ugly dark / light married, 3 children
Vito 1944 black
Tom American July 9, 1956 dark blue married, 4 children. 2
Hanks Oscars
Shakira Colombian Feb 2, 1977 short, pretty any brown real name: Shakira
color… Isobel Mebarak
Ripoll
Christina American Dec. 18, short, light blue father Ecuadorian,
Aguilera 1980 beautiful mother Irish
Sting British / Oct. 2, 1951 tall gray ex-The Police; real
English name: Gordon
Matthew Sumner
Britney American Dec. 2, 1981 short, pretty light blue
Spears
Ricky Puerto Rican Dec. 24, black brown real name: Enrique
Martin 1971 Martín Morales IV
 “Take a Number”: (dictation of numbers)

Reinforce Concept: Let’s practice numbers.
Instructions: I say a number and we all write the number down. Then S1 says a number
and we add it to my number. Then S3 says a number and we add it to our number, etc.
Example: I say “32” and you write:
32
Then S1 says “15”, and you write:
32 + 15 = 47
Then S2 says 26 and you add 26:
32 + 15 = 47 + 26 = 73 (Etc.)
Follow up: What is your grand total? (For a number higher than 100, students can say the
digits, e.g., “1-8-4”. Have one of the students do the addition on the board.)
HOME
Unit 6: Professions [Block 9]
GOALS FOR FIRST HALF OF COURSE
Show the goals for the second half of the course from the Materials file. Read them aloud
and have ss repeat.
GOALS (30 s)

into the chatbox. Say the information Professions:
aloud and have students repeat. What is he? He’s an accountant.
WARM-UP (5 m)
[Share the four pictures from the warm-up on screen.]
Teacher: Students:
Where are these people? At a house.
Is this a special occasion? Yes./No.
It’s a GET-TOGETHER.
A get-together is a visit of friends or family.
What is more interesting: family get-togethers or
get-togethers with friends? Family get-togethers
Get-togethers with friends.
Are these people family? No.
They are meeting for the first time. He says,
NICE TO MEET YOU, and he says,
NICE TO MEET YOU, TOO.
You use these expressions when you meet a new person.
S1 and S2, imagine you don’t know each other.
S1, this is S2. S2: Nice to meet you.
S1: Nice to meet you, too.
(The two men:)
Are they family? Yes.
Right. He is his …? Her father.
He is her father. and he is his SON.
(The two women:)

Are they family? Yes.
Right. She is her …? Her mother.
She is her mother. and she is her DAUGHTER.
HOME
TEXT (5 m)

1. Is the father a teacher? (No, he’s not a teacher.)

2. What is he? (He’s an engineer.)
3. What profession is the daughter? (She’s a medical student.)
4. Is the mother a homemaker? (Yes, she’s a homemaker.)
5. What profession are the sons? (They are both accountants.)
CONCEPT AND STRUCTURE 1: Professions (5 m)

(Steve & Bill)

Are they accountants? Yes, they ’re accountants.
V + S + PROF. (+) S + V + PROF.
Is Mr. Ballmer a doctor? No, he ’s not a doctor.

(-) S+ V(-)+ ART + PROF.
What profession is he? He ’s an engineer.

QW + V + S

Teacher: Students:
Reinforce Concept:
What is the goal for today? Professions.
Verb ‘to be’:

What is the verb for professions? To be.
Article ‘a’:
(Point to a doctor) What do we need before (mimic) the profession? A / An article.
We use the article ‘a’ before a consonant sound, for example …?

(Point to doctor.) Doctor / a ‘d.’
HOME
Article ‘an’:
And before a vowel, for example, a, e, we use…? (Point to ‘an’.) An.
We also use ‘an’ before a vowel sound, for example: an hour.
No article in plural:
Do we use an article in plural? (Point to ‘accountants’) No.
Question word, “What profession’:

What’s the question word for profession? What profession.
VOCABULARY: Professions (10 m)
they he they she he

doctors bus driver singers dentist guitar player
he she they they she

pilot mechanic soccer players actresses secretary
they he she he he
teachers actor writer chef* photographer*
*Pronunciation: /SHEF/, /phə-TOH-grə-fur/
Teach vocabulary according to the procedure. Do individual recognition at the end.
(Use the same poster.)
Repetition: (Professions, affirmative)

Reinforce Concept: Let’s talk about professions.
Instructions: Repeat! They’re doctors.
Cues: He’s a bus driver. They’re singers. She’s a dentist.
Substitution: (Professions, affirmative)

Instructions: I point to the picture and you say the complete sentence.
Example: For example, I say, “guitar player,” and you say, “He’s a guitar player.” Repeat.
Cues: pilot
mechanic
soccer players
Repetition: (Professions, negative)

Reinforce Concept: Let’s talk about professions in negative.
HOME
Instructions: Repeat! They’re not secretaries.

Cues: 4 choral
Substitution: (Professions, negative)

Example: For example, I say, “dentist,” and you say, “She’s not a dentist.” Repeat.
Cues: 4 choral cues
Transformation: (Professions)
Reinforce Concept: Now let’s talk about professions in negative and affirmative.
Instructions:
I point to the picture and I say “photographer.”
You say, “He’s not a photographer.” Repeat.
Then I say “guitar player”.
You say, “He’s a guitar player.” Repeat.
Repetition: (Professions, interrogative)

Reinforce Concept: Let’s ask questions about professions.
Instructions: Repeat! Are they singers?
Cues: 4 choral
Guided Question/Guided Answer: (Professions)

Reinforce Concept: Let’s ask and answer questions about professions.
T: I point to a picture and ask: “Is she a mechanic?” Then you answer,
“Yes, she’s a mechanic.” Please repeat.
T: Are they actors? Answer with NO.
Ss: No, they’re not actors.
Now let’s change.
T: I say, “he / actor,” and you ask, “Is he an actor?” Please repeat.
T: No, he’s not an actor. Now ask, “she / mechanic.”
Ss: Is she a mechanic?
T: Yes, she’s a mechanic.
Repetition: (Professions, interrogative)

Reinforce Concept: Let’s ask questions about professions.
Instructions: Repeat. What profession is she? What profession are they?
Cues: 4 choral
Combination: (Professions, What profession …?)

Reinforce Concept: Let’s answer questions about professions.
T: Is she a writer? I say, “No,” and you answer: “No, she’s not a writer.” Repeat.
T: What profession is she? I say, “chef,” and you answer: “She’s a chef.”
HOME
Repeat.
 Guided Question/Free Answer: (Professions, “Who …?”)

Activate Schema: What are the professions of some famous people?
Instructions: Let’s ask questions about famous people and their professions. I say a
profession, and you ask, “Who is …? (Write the question on the board.) Then, another
student answers.
Who is __________?
Example: T: For example, if I say, “writer,” S1 asks, “Who is a writer?”
S1: Who is a writer?
T: S2, answer?
S2: (Guillermo Arriaga) is a writer.
T: Another answer?
S3: (Stephen King) is a writer. (etc.)
Cues:
singer TV actress soccer player movie actor
guitar player movie actress basketball player TV actor
piano player baseball player writer saxophone player
 Stimulus-Response: (Professions)
Activate Schema: Do you know your classmates well? Do you know their professions?
Instructions: Let’s see how well you know your classmates. I say the name of a student,
and you tell me his or her profession. Then, we’ll check.
Example: T: For example, if I say (S1), you say …?”
S2: He’s an engineer.
T: Is that correct?
S1: Yes, I’m an engineer.
T: Okay, S1, tell me about (S3).
S1: She’s an accountant.
T: Is that correct?
S3: No, I’m not an accountant. I’m an … enfermera?
T: Nurse.
S3: I’m a nurse. (etc.)
Cues: students’ names.
HOME
 Free Question/Guided Answer: (Professions)

Activate Schema: What are some professions we know? Think about one of these
professions for just a moment.
Instructions: Now, I’ll send you each a profession in your PERSONAL chatbox. Imagine
this is your profession. Let’s ask questions to guess your profession. First, we ask direct
questions to guess. If we don’t get it in three tries, we can ask the information question.
Example: T: Guess my profession.
S1: Are you a teacher?
T: No, I’m not a teacher.
S2 Are you a guitar player?
T: No, I’m not a guitar player.
S3: Are you a chef?
T: No, I’m not a chef. S4, ask me, “What …?”
S4: What profession are you?
T: I’m a doctor.
Cues: professions in your PERSONAL chatboxes
 Free Question/Guided Answer: (Professions, location)

Activate Schema: What are some locations? Think of a profession and a logical location;
for example: a chef and a restaurant or hotel.
Instructions: Let’s play a game with professions. Say your location. Your classmates
guess the profession.
Example: T: I’m at the hotel.
S1: Are you an accountant?
T: No, I’m not an accountant.
S1: Are you an engineer?
T: Yes, I’m an engineer.
MAT  Listing Game: (Professions, nationalities; use Materials file)

Reinforce Concept: Let’s practice professions and nationalities some more.
[Share the card on screen.]
Instructions: Let’s play a game. I’ll show you a card with eight nationalities and
professions on it. Work together and find at a person for each case. Write the person’s name
in the chatbox.
Example: T: For example, for, “Mexican soccer player,” what can you write?
S1: (Giovani dos Santos Ramírez)
T: Good. Another example?
S2: <Example>
T: Okay, ready, set, go!
Closure: Have students share their lists with the group. Ask the first group that finishes to
give their response to an item, then ask the other groups if they have a different answer. If a
group makes a mistake, allow the other students to correct them. For example, if one pair
says, “Meryl Streep is an English actress,” you can ask the group if that is correct; another
pair can say, “She’s not an English actress, she’s an American actress. Emma Thompson is
an English actress.”
HOME
MAT  Problem Solving: (Professions, nationalities; use Materials file)

Activate Schema: Are you logical? Do you like puzzles?
[Share the logic problem on screen.]
Instructions: Let’s work together to solve a logic problem. Work together. Read the
sentences on the card, and decide the nationality and profession of the three men.
Example: The first sentence is, “Paul’s not American.” Now, that means he’s English or
Mexican. Continue like this to solve the problem.
Solution: (Have students give their answers; if they make a mistake, have other students
explain why the person can’t be a specific profession or nationality.)
Paul is an English singer.
David is a Mexican accountant.
Carl is an American writer.
Paul’s not American, and David is Mexican. That means that Paul must be English. Paul’s
not an accountant, and the writer’s not English, so Paul must be the singer, because he’s
English. If David is Mexican and Paul is English, then Carl has to be American. David’s
not a writer, so Carl must be a writer, because Paul is a singer. That means that David is an
accountant.
 Trivia Game: (Professions, nationalities)

Activate Schema: Do you like games? Are you good at trivia games?
Instructions: Let’s play a game. We’ll divide the group into two teams. I ask you a
question, and you answer with the person’s nationality and profession. If you get both
nationality and profession right, your team gets three points. If you get one of them right,
your team gets two points. If you don’t know, another person on your team can help you,
but you only get one point.
Example: For example, if I say, “Who is Michael Jordan?” you say, “He’s an American
basketball player.”
Cues: (change these for cues that work for you)
Elton John (English singer/piano player)
Javier “Chicharito” Hernández (Mexican soccer player)
Kenny G (American saxophone player)
Celine Dion (Canadian singer)
Günter Grass (German writer)
Ichiro Suzuki (Japanese baseball player)
Carlos Santana (Mexican-American guitar player)
Juliette Binoche (French actress)
Andrea Bocelli (Italian singer)
Peyton Manning (American football player)
Chow Yun Fat (Chinese actor)
Stephen King (American writer)
GUIDED DIALOG
Guided Dialog: (Professions; use Materials file)

Activate Schema: What is the expression we use when we meet someone? What is the
question to ask someone about his or her profession?
HOME
with you.)
T: Hi, my name is Mario.

S: Nice to meet you, Mario. My name is Alicia.
T: Nice to meet you. Are you a dentist?
S: No, I’m not a dentist. I’m a doctor. What profession are you?
T: I’m a writer.
Cues: from screen
DICTATION
Peer Dictation: (Professions, numbers)

Activate Schema: Do you know your classmates’ professions? (Point to S1:) Do you know
his/her telephone number?
Instructions: Open your books to page 76. Look at the information chart. What’s the
question for name? For profession? For the phone number? Stand up and ask your
classmates for the information.
Example: T: S4, what’s your name?
S4: My name is Alejandra Sánchez.
T: (Write in the chatbox: Alejandra Sánchez) What’s your profession?
S4: I’m a secretary.
T: (Write in the chatbox: secretary) What’s your phone number?
S4: My phone number is 5698-3542. (etc.)
Follow up: What are difficult professions to write? (Write the difficult ones on the board
and have students check and correct their lists.)
DRILLS TYPE 3
 Description, “Family and Friends”: (Concepts of verb be)

Activate Schema: Think about a friend or a family member. What is his/her name? What’s
his/her profession? How old is the person? What else can you say about him or her? Please
open your eyes.
Instructions: Let’s describe the person.
Example: T: For example, I was thinking about my brother. He’s a journalist; his job is
at a magazine. He’s 34 years old, and he’s married. His name is Norberto.
He is nice. (etc.)
MAT  Question-Answer Drill, “Describing Pictures”: (Review of concepts; use the

Materials file)
Reinforce Concept: Let’s practice describing people.
Instructions: Look at the picture. Ask and answer about the person or people in them. I’ll
give you a picture of a person. Ask and answer about several concepts. S1, can you read the
list on screen?
Example: T: For example, look at this picture. S3, ask about name?
HOME
S3: What is his name?

T: S5?
S5: His name is Justin.
T: S4, age?
S4: How old is she?
T: S2?
S2: He’s 23.
T: S7, profession? (etc.)
 Discussion, “Interesting Professions”: (Professions)

Activate Schema: What are your professions? Are your jobs interesting?
Note: In this particular drill, you can help ss by rephrasing their ideas into correct English,
as in the example below.
Instructions: Let’s talk about professions some more.
Example: T: For example, S8, what is an interesting profession?
S18: Astronauta.
T: You think being an astronaut is a great profession. Do you guys agree?
S4: I think astronaut is very difficult.
T: Yes, they need training courses for years! (etc.)
Questions:
• What is a boring (not interesting) profession?
• What people work many hours?
• What people work few (not many) hours?
• What profession is very difficult?
• In what profession is the pay (mimic) very good?
• What are some new professions? (For example, community manager, big data
analyst, video game programmer.) Are you interested in any of these jobs?
 Problem Solving: (Commands)

Activate Schema: What instructions do teachers give students? (“Open your books!”)
What instructions do parents give children?
Instructions: Let’s practice commands. Let’s make a list in the chatbox.
Procedure: Teachers to students; Parents to children; (ss think of one, for example,
Doctors to patients, Dictators to the people)
Example: Teachers to students: Open your books!
HOMEWORK
(Assign homework according to the program.)
HOME
Unit 7: Abilities [Block 10]
GOALS (30 s)

into the chatbox. Say the information Abilities:
aloud and have students repeat. Can he speak English? Yes, he can speak
English.
WARM-UP (5 m)
Teacher: Students:
Look at this poster. What musical instrument is this man
playing? The guitar.
Right. He is a guitar player. He is a MUSICIAN.
A musician is a person who makes music.
S8, who is a musician? S8: … is a musician.
Can he play the guitar? Is it his ability to play the guitar? Yes, it’s his ability.
Right. So, he can play the guitar.
Can expresses ability.
S3, who is a famous soccer player? (Chicharito.)

Can Chicharito play soccer? Is it his ability to play soccer? Yes, it’s his ability.
So we can say, Chicharito can play soccer.
Is Chicharito a good soccer player? Yes.

So he can play very WELL.
Well is similar to good, but we use well to describe an
action, for example, “She can sing well.”
S4, can you play soccer well? Is it your ability to play
soccer well? S4: Yes/No, it is (not) my
ability to play soccer well.
So you can/can’t play soccer well.
(Job interview:)
Is the conversation about work, yes or no? Yes.
Right. It’s a job interview.
This man is interested in one of the POSITIONS.
A position is an offer for work.
HOME
(Magician:)
Is this man a musician? No, he’s not a musician.
He is a magician.
A MAGICIAN is a man or woman who can do magic.
S4, are you a magician? S4: No, I’m not a magician.
Who is a magician? S4: (Criss Angel) is a
magician.
Magicians do TRICKS.
A trick is a magic action, for example making
objects invisible.
Magicians do tricks with coins. What other objects can
they do tricks with? Cards, pretty girls…
A popular trick is with a rabbit.

They can PULL a rabbit from a hat.
(to) pull = (mimic).
Repeat: (to) pull (3x) (to) pull (3x)
S7, can you pull a coin from your purse/wallet? S7: Yes, I can pull a coin…
Can you do magic tricks?

Is it your ability to do magic tricks? Yes/No, it is (not)…
So you can/can’t do magic tricks.
Can expresses abilities.
TEXT (5 m)

1. Can John pull a rabbit from a hat? (No, he can’t pull a rabbit from a hat.)
2. Can he do card tricks? (No, he can’t do card tricks.)
3. Can he sing very well? (Yes, he can sing very well.)
4. Can he write songs? (Yes, he can write songs.)
5. What profession is he? (He is a musician.)
HOME
CONCEPT AND STRUCTURE: Abilities (5 m)

(John Marr)
Can he do card tricks? No, he can’t do card tricks.
AUX S VSF (-) S AUX(-) VSF
What can he do? He can play the guitar.

QW AUX S VSF S AUX VSF

Teacher: Students:
Reinforce Concept:
We use the auxiliary can to express …? Abilities.
Verb in simple form:

What is the form of the verb after can? Simple form.
Do we use this form for commands? Yes.
Right, it’s the same form.
‘Can’ for all persons:

Do we use ‘can’ for all persons, I, he, we …? Yes.
Negative form of ‘can’ is ‘can’t’.

What is the negative form of ‘can’? Can’t.
Can’t is a contraction of …? Cannot.
PRONUNCIATION (10 m)
Say: Ahora vamos a practicar la pronunciación de “can” y “can’t.”
Word Identification:
1. Say: Escucha la pronunciación de “can’t” (/kæn/) en inglés. [Say the sound of the word
“can” as in can of Coke; don’t pronounce a final “t.”] Ask: ¿Cómo que palabra suena?
Suena como “can.”
2. Say: Ahora voy a decir /kæn/ u otra cosa y Uds. me van a decir si estoy diciendo /kæn/
o no. Por ejemplo: Si yo digo /kIn/ Uds. dicen “no” pero si yo digo /kæn/ Uds. dicen
“sí.”
/kæn/ /kIn/ /kæn/ /kIn/ /kIn/ /kæn/ /kæn/ /kIn/ /kæn/ /kæn/
Word Production:
HOME
3. Say: Ahora quiero que Uds. repitan la palabra [say the word and have them repeat it
after you].
/kæn/ /kæn/ /kæn/ /kæn/ /kæn/ /kæn/ /kæn/ /kæn/ /kæn/
Sentence Production:
4. Say: Vamos a practicar la pronunciación de “can’t” en unas oraciones. [Say the
sentence and have them repeat it after you.]
I can’t fly a plane.
I can’t play the piano.
I can’t teach English.
I can’t fix a car.
Word Identification:
5. Say: Escucha la pronunciación de “can” (/kIn/) en inglés. [Say the sound of word
“kin.”] Ask: ¿Suena la “a” como la “a” en “can’t?” Cómo suena la “a”? Suena como la
/I/ in “it.”
6. Say: Ahora voy a decir /kIn/ u otra cosa y Uds. me van a decir si estoy diciendo /kIn/ o
no. Por ejemplo: Si yo digo /kæn/ Uds. dicen “no” pero si yo digo /kIn/ Uds. dicen “sí.”
/kæn/ /kIn/ /kæn/ /kIn/ /kIn/ /kæn/ /kæn/ /kIn/ /kæn/ /kIn/
Word Production:
7. Say: Ahora quiero que Uds. repitan la palabra [say the word and have them repeat it
after you].
/kIn/ /kIn/ /kIn/ /kIn/ /kIn/ /kIn/ /kIn/ /kIn/ /kIn/ /kIn/
Sentence Production:
8. Say: Vamos a practicar la pronunciación de “can” en unas oraciones. [Say the sentence
and have them repeat it after you.]
I can fly a plane.
I can play the piano.
I can teach English.
I can fix a car.
Identify the correct sentence:
9. Say: Voy a decir una oración con “can” o “can’t” y Uds. me van a decir si estoy
diciendo la oración con “can” (en afirmativo) o con “can’t” (en negativo).
I can fly a plane.
I can’t play the piano.
I can teach English.
I can’t fix a car.
I can’t fly a plane.
I can play the piano.
I can’t teach English.
I can fix a car.
HOME
VOCABULARY: Abilities (5 m)
(doctors)
(bus driver) (singers) (dentist) (guitar player)
operate on
drive a bus sing fix teeth play the guitar
people
(pilot) (mechanic) (soccer players) (actresses) (secretary)
fly a plane fix a car play soccer act type
(teachers) (actor) (writer) (chef) (photographer)

teach act write books cook take pictures
(Teach vocabulary according to the procedure. Do individual recognition at the end.)
Repetition: (Abilities, affirmative)

Reinforce Concept: Let’s talk about abilities.
Instructions: Repeat! They can operate on patients.
Cues: He can drive a bus.
They can sing.
She can fix teeth.
Substitution: (Abilities, affirmative)

Example: He can play the guitar. Repeat.
Cues: 4 choral cues
Repetition: (Abilities, negative)

Reinforce Concept: Let’s talk about abilities in negative.
Instructions: Repeat! She can’t drive a bus.
Cues: 4 choral
Substitution: (Abilities, negative)

Example: For example, I say, “he / cook,” and you say, “He can’t cook.” Repeat.
Cues: 4 choral cues
Transformation: (Abilities)
Reinforce Concept: Now let’s talk about abilities in affirmative and negative.
Instructions:
I point to a picture and I say “fix teeth.”
HOME
You say, “He can’t fix teeth.” Repeat.

Then I say, “play the guitar.”
You say, “He can play the guitar.” Repeat.
Repetition: (Abilities, interrogative)

Reinforce Concept: Let’s ask questions about abilities.
Instructions: Repeat! Can they sing? Can she fix a car?
Cues: 4 choral
Guided Question/Guided Answer: (Abilities)

Reinforce Concept: Let’s ask and answer questions about abilities.
T: I point to a picture and ask: “Can she take pictures?” Then you answer,
“Yes, she can take pictures.” Please repeat.
T: Can they act? Answer with NO.
Ss: No, they can’t act.
Now let’s change.
T: (point to the picture of soccer players) I say, “act,” and you ask,
“Can they act?” Please repeat.
T: No, they can’t act. Now ask, “fix cars.”
Ss: Can she fix cars?
T: Yes, she can fix cars.
Repetition: (Abilities, interrogative)

Reinforce Concept: Let’s ask questions about abilities.
Instructions: Repeat. What can he do? What can she do? What can they do?
Cues: 4 choral
Combination: (Abilities, What … do?)

Reinforce Concept: Let’s answer questions about abilities.
T: (Point to the picture of the teachers) Can they fly a plane? I say, “No,”
and you answer: “No, they can’t fly a plane.” Repeat.
T: What can they do? I say, “teach,” and you answer: “They can teach.”
Repeat.
HOME
MAT  Guided Question/Free Answer: (Abilities; personalize the poster)

[Keep sharing the poster.]
Reinforce Concept: Let’s see what abilities you have.
Instructions: Let’s ask and answer questions about the abilities on the poster.
Example: S1: Can you operate on patients?
S2: No, I can’t operate on patients. Can you type?
S1: Yes, I can type. (etc.)
 Stimulus-Response: (Abilities, professions)

Reinforce Concept: Let’s continue talking about abilities.
Instructions: Let’s talk about the abilities of different professions. I say an ability, and you
tell me the profession with that ability.
Example: T: For example, if I say, “act,” you say, “An actor can act,” or “An actress can
act.”
Cues: operate on patients fly a plane cook
teach drive a bus fix teeth
fix cars sing write
play the guitar type take pictures
play soccer
 Stimulus-Response: (Abilities, professions)

Reinforce Concept: Let’s continue talking about abilities.
Instructions: I’ll give you an ability. You ask the question, “Can you …?” A classmate
answers in negative, but then says another ability with the same verb.
Example: T: For example, S1, ask me, “play the violin.”
S1: Can you play the violin?
T: No, I can’t play the violin, but I can play the guitar.
Cues: (if necessary)
play the piano cook Spanish food
drive a truck drive a bus
play basketball play tennis
cook French food cook Nigerian food
fix motorcycles fix televisions
play the saxophone drive a pesero
 Guessing Game: (Abilities)

Activate Schema: Think about some special abilities that you have. Now write your
special abilities in my PERSONAL chatbox. You can write just the action.
Instructions: Now, I’ll tell you an ability, and you ask who can do the activity on the
paper. Try to answer with the name of the person you think can do that activity.
Example: T: For example, one ability is, “cook Cuban food.” S1, ask S2 the question
with “Who.”
S1: Who can cook Cuban food?
S2: S3 can cook Cuban food.
T: S3, is that correct?
S3: No, I can’t cook Cuban food.
HOME
T: Someone else, a different idea?

S4: I think S5 can cook Cuban food.
T: S5, is that correct?
S5: Yes, I can cook Cuban food.
Cues: student’s abilities
MAT  Guided Question/Free Answer: (Abilities)

[Share the DT1 poster on screen again.]
Activate Schema: Look at the poster again.
Instructions: Can we use some of these verbs with other words? For example, “play the
guitar;” are there other possibilities with play? What about sports? Drive? Cook?
(When ss don’t know any more options, share the list of verbs from the Materials file.)
GUIDED DIALOG (5 m)
Guided Dialog: (Abilities; use the Materials file)

Activate Schema: Do you know what an employment agency is? (Explain if necessary.)
What information do they want?
with you.)
T: Hello, my name is Jorge.

S: Nice to meet you, Jorge. Please sit down. Can you speak French?
T: No, I can’t speak French, but I can speak Spanish.
S: Can you fix cars?
T: No, I can’t fix cars, but I can drive a truck.
S: Thank you, Jorge.
Cues: from screen
 Role Play: (Abilities, age)

Activate Schema: Do people like to talk about their children? Do people like to impress
other people with the abilities of their children? (Explain impress if necessary).
Instructions: Let’s imagine that we are parents, and that we each have a three-year-old
child. Work in pairs, and talk about the abilities of your children. Imagine that we want to
impress the other person, so we may exaggerate! Try to impress your classmates!
Example: (Have a strong student help you with the example.)
T: Is this your daughter?
S1: Yes, it is.
T: What’s her name?
S1: Her name is Samantha.
T: She’s very pretty. How old is she?
S1: She’s three.
HOME
T: Really? My daughter is three, too. Can your daughter read?

S1: Yes, she can read very well.
T: My daughter can read, too, and she can play the trombone. (etc.)
 Student Presentations: (Abilities)

Activate Schema: Are we all the same, or different? How are we different? Can we do
different things? Think for a moment about your abilities. Think about things that make you
different, or unique. Think about abilities that are surprising for other people.
Instructions: Let’s talk about our abilities. Try to mention things that are a surprise for us.
Example: T: For example, I can play the flute. I can speak Russian. I can play video
games very well. I can cook Spanish food.
HOMEWORK
HOME
Unit 7: Abilities [Block 11]
GOALS (30 s)

into the chatbox. Say the information Abilities:
aloud and have students repeat. What can you do? I can sing very well.
MAT  Free Question/Guided Answer: (Abilities, professions; personalize the

poster)
[Share the DT1 poster from the Materials file.]
Activate Schema: Can he fly a plane? Why? (Because he’s a pilot.)
Instructions: Let’s practice answering questions about abilities. We’ll answer the question,
and then explain the ability by mentioning the profession.
Example: T: For example, I point to the picture, and S1, you ask the question,
“he / drive bus.”
S1: Can he drive a bus?
T: Of course he can drive a bus. He’s a bus driver.
Cues: from poster
 Stimulus Response: (Abilities, nationalities)

Activate Schema: What are some languages you know?
Instructions: Now I say a name and a nationality. You complete the sentence and say what
language that person can speak.
Example: I say, “Rodrigo / Spanish”, and you say, “Rodrigo is Spanish. He can speak
Spanish.”
Cues:
François / French (French) Juana / Mexican (Spanish)
Francesca / Italian (Italian) Susan / American (English)
James / English (English) Paul / Canadian (English/French)
Carla / Spanish (Spanish) Luis / Cuban (Spanish)
Helmut / German (German) Romario / Brazilian (Portuguese)
Ling (she) / Chinese (Chinese) Mariko / Japanese (Japanese)
Ivan / Russian (Russian)
CAM  Guided Question/Free Answer: (Abilities)

Activate Schema: What are some activities we know? Do you know what to mimic is?
Instructions: Let’s mimic some activities. I’ll give you an activity (in secret) in your
PERSONAL chatbox. Don’t say the word! Now please turn on your camera. You ask a
question with can. But, don’t say the activity, mimic it. The other person answers with the
activity.
HOME
Example: T: For example, I can say, “Can you (mimic the action of driving a car)?”
S1: Yes, I can drive a car. / No, I can’t drive a car.
Cues: write sing
play the guitar type
play the piano fix teeth
operate on patients play the flute
take pictures play basketball
cook play (Nintendo Switch / X-Box / …)
 Free Question/Guided Answer: (Abilities, new vocabulary)

(Note: This activity is intended as a follow-up to the previous drill.)
Activate Schema: What are some abilities you know? Are there abilities we don’t know in
English? Is mimicking a good idea when we don’t know a word? Think of an ability that you
don’t know in English. Think how you can mimic the activity.
Instructions: Okay, let’s do the same activity: you ask me a question, but mimic the ability
you don’t know in English. I’ll tell you the ability, and you repeat the question.
Example: T: For example, S1, ask S2 a question.
S1: Can you (mimics the action of hitting a nail)?
T: The ability is “hit a nail.”
S1: Can you hit a nail?
S2: Yes, I can hit a nail.
Cues: students’ actions
Note: Be sure you are clear on what the student is mimicking before you give him the
action; if you are in doubt, ask.
 Free Question/Guided Answer: (Abilities, professions)

Activate Schema: Let’s write a list of the action verbs we know. (Elicit and write in the
chatbox:)
fly type write (etc.)
Now, close your eyes and think of a person you know. Think of his or her profession.
Think of his or her abilities.
Instructions: Work in trios. Ask what the person can do, and then guess the profession.
Example: T: Is this a man or a woman?
S1: It’s a woman.
T: Can she write in English?
S1: No, she can’t write in English.
S3: Can she sing?
S1: No, she can’t sing. (etc.)
S2: Is she a teacher?
S1: Yes, she’s a history teacher.
 Stimulus-Response: (Commands, abilities, professions)

Activate Schema: Does everyone here know his or her own profession in English? (Check
that they can say their profession.) Do you all have the same abilities?
Instructions: Let’s practice abilities in negative. I’ll give you a command. You tell me you
can’t do that activity, because you’re one profession, not another.
Example: T: For example, S1, give me the command to play the guitar.
HOME
S1: Play the guitar!

T: I can’t play the guitar; I’m a teacher, not a guitar player!
Cues: Fix that car! Drive the bus!
Play soccer! Operate on this patient!
Do a magic trick! Fix my teeth!
Fly that plane! Sing!
Take my picture! Type this letter!
Write a novel! Play the piano!
 Liar’s Game: (Abilities)

Activate Schema: Do you know what a liar is? (Someone who doesn’t tell the truth.) Are
you good liars?
Instructions: Let’s play a game. Take out a piece of paper, and write two abilities (these
are real abilities, things you can do), and also write an ability that you can’t do; this is your
lie. You want to tell us your three abilities in any order, and fool us; we guess which ability
is a lie.
Example: T: For example, I can say, “I can ride a motorcycle, I can speak German, and I
can play the guitar.” Tell me which one I can’t do.
S1: You can’t play the guitar.
T: Sorry, I can play the guitar.
S2: You can’t speak German.
T: That’s right, that’s a lie; I can’t speak German. Now, let’s hear your
abilities.
 Trivia Game: (Nationality, ability)

Activate Schema: Do you know many different nationalities? Is nationality always the
same as language?
Instructions: Let’s play a game. I’ll say a sentence about nationality. You say the language
he can speak, using “can.”
Example: For example, if I say, “David is Mexican,” you can say, “He can speak Spanish.”
Ready? Let’s play.
Sentences: Marco is Argentinean. (Spanish)
Uli is German. (German)
Dmitri is Russian. (Russian)
Bob is American. (English)
Luisa is Guatemalan. (Spanish)
Sue and Mary are Australian. (English)
Jean is Haitian. (French)
George is Belizean. (English)
Joao is Brazilian. (Portuguese)
Muammar is Libyan. (Arabic)
Adriana is Venezuelan. (Spanish)
Roberto is Sicilian. (Italian)
Note: Students may not understand the nationality. If this happens, you can write it in the
chatbox. As a last resort, you can tell them the nationality in Spanish.
HOME
MAT  Information Gap: (Abilities, age; use the Materials file)
Activate Schema: Can children do many things when they are little? Do they learn to do
more things as they grow? What are some activities they learn? (Share the list of verbs from
the Materials file.)
Instructions: Work with a partner, and talk about the abilities of children at different ages.
“Children can ________ when they are ________.”
Example: T: For example, let’s begin with “tie shoelaces.” I can say, “Children can tie
their shoelaces when they are nine.” Is that correct?
S1: No, I think children can tie their shoelaces when they are five.
Follow-up: After pair work, have students share their ideas, and say whether they agree or
disagree.
MAT  Dictation: (Abilities)

Activate Schema: What is an ability all of us have? Now tell me an ability nobody here
has.
Instructions: Write two columns on a piece of paper. Now write “I can…” in one column,
and “I can’t…” in the other, like on screen. ? (Share the chart from the Materials file.)
Now I dictate some actions. If you can do the action, you write it in the first column, if you
can’t do it, you write it in the second column.
Example: For example, I say, “drive a car.” If you can drive a car, you write:
Cues: (Choose some and/or use abilities that your ss have.)
fix a car drive a bus
play soccer do magic tricks
cook play the guitar
fly a plane speak English
act sing well
take pictures write novels
Follow-up: Check answers with the group.
 Categories: (Vocabulary)
Reinforce Concept: Let’s practice some vocabulary words from this course.
Instructions: I say a category and you say words that correspond to that category.
Example: T: The category is “clothes.”
S1: a suit
S2: shoes
S6: shirt (etc.)
Cues: family members classroom objects
descriptions of people professions
nationalities colors
Variation: Invite ss to write their words in the chatbox.
 Student Presentations, “Family Members”: (Abilities)

Activate Schema: Do you know the abilities of different people in your family? Think of
two people in your family. Think about different abilities for these people. Now imagine
you are showing us photos of these two people.
Instructions: Let’s talk about the people in our family, and different abilities.
HOME
Example: T: (Show your hand—or your phone—as if you have the photo there.) This is
my father. His name is Carlos. He can speak French. This is my mother. Her
name is Hilda. She can’t speak French, but she can speak English. She can
cook very well. My father can’t cook. He can sing very well. My mother can
sing well, too. My father can fix a car. My mother can’t fix a car, but she can
type well.
MAT  Description, “Pictures”: (Abilities, professions, nationalities, clothes; use

the Materials file)
Reinforce Concept: Let’s describe the people in these pictures.
Instructions: I’ll show you a picture of a person. Tell me about:
nationality profession their abilities clothes
Example: T: For example, this pretty woman is Julia. She’s an athlete. She can run fast.
She’s beige jeans and a gray T-shirt. Her hair is long and black. She’s also
an accountant. She can calculate expenses in her company.
INTONATION ACTIVITY (7-10 m)
Procedure:
4. Have ss read the rhyme together. One group of students can read the questions and
another group can read the answers.
• • •
What can Larry do? He can fix a car.
• • •
What can Mary do? She can play the guitar.
• • •
What can Carrie do? She can bake a cake.
• • •
What can Harry do? He can swim in the lake.
• • • •
Fix a car, play the guitar, bake a cake, swim in the lake,
• • • •
Fix a car, play the guitar, bake a cake, swim in the lake.
HOMEWORK
HOME
Unit 8: Actions Now [Block 12]
GOALS (30 s)

into the chatbox. Say the information Actions now:
aloud and have students repeat. What are you doing? I’m watching TV.
WARM-UP (5 m)
Teacher: Students:
Are these people at work? No.
Right. They aren’t working right now.
We’re describing actions now.
Where are they? At home.
Is the house nice? Yes.

It’s very nice. The house is BEAUTIFUL.
beautiful = very nice, very pretty
What actress is beautiful? (Melia Kreiling) is
beautiful.
Where is she? In the bathroom.

Is she washing her face, yes or no? Yes.
Right. She’s GETTING READY.
to get ready = to prepare
We use it for people, for example: I get ready for work
in 45 minutes.
In the morning, can you get ready in 30 minutes? No, I can’t get ready in
30 minutes.
How much time is necessary to get ready? 90 minutes.
(Jack at the computer)

Is he reading, yes or no? Yes.
He is reading his notes. He’s not USING his computer.
To use = to utilize
You can use a computer. What else can you use? You can use a
telephone, …
Is he WEARING black clothes, yes or no? Yes.

to wear = the verb for clothes. In English, we don’t say
“I’m using pants,” we say, “I’m wearing pants.”
HOME
What are you wearing? Say, “I’m wearing …” I’m wearing a …

Look at this picture. Is a man watching TV, yes or no? Yes.

He is watching a football game on TV.
Where are these women? In the kitchen.

Are they cooking, yes or no? Yes.
Right. They’re MAKING lunch.
(to) make lunch = to prepare lunch
Is the old man watching TV, too? Yes or no? No.

He’s not watching TV, or we can say: He isn’t watching TV.
(Skip the woman hanging clothes.

Continue with the boy playing a video game)
Where is he? In his bedroom.
Is he playing a video game, yes or no? Yes.
Yes, he’s playing a video game. Is he happy? Yes.
He’s HAVING A GREAT TIME.
(to) have a great time = to be happy
Are you having a good time here in class, yes or no? Yes.
So, you’re having a great time.
We’re talking about actions now.
TEXT (5 m)

1. Is Elaine getting ready for a party? (Yes, she’s getting ready for a party.)
2. Is Jack writing in a notebook? (No, he isn’t writing in a notebook.)
3. What is he using? (He’s using a computer.)
4. Are they cooking hamburgers? (No, they’re not cooking hamburgers.)
5. What are they cooking? (They’re cooking soup and a salad.)
HOME
PRONUNCIATION (5 m)
Say: Ahora vamos a practicar la pronunciación del “ing” /ŋ/.
1. Say: Escucha la pronunciación de la “ing” (/ŋ/) en inglés. [Say the sound of the “ing”
(/ŋ/) as in “sing.”] Ask: ¿Cuándo lo digo, se puede oír la “n” y la “g” por separado? ¿Se oye
este sonido como algo que Uds. usan en español? Say: En México no se usa este sonido en
realidad, pero cuando Uds. escuchan una persona de Puerto Rico decir “¿Cómo están
ustedes?” la manera que ellos pronuncian la “n” en “están” es la misma manera que se
pronuncia la “ing” en inglés.
2. Say: Ahora voy a decir el sonido de la “ing” y Uds. me van a decir si estoy diciendo el
sonido correcto o incorrecto. Por ejemplo: Si yo digo /n+g/, Uds. dicen “incorrecto,” pero si
yo digo /ŋ/ Uds. dicen “correcto.”
/ŋ/ /n+g/ /n+g/ /ŋ/ /ŋ/ /n+g/ /ŋ/ /n+g/ /ŋ/
Sound Production:
3. Say: Para producir este sonido hay que poner la parte atrás de la lengua tocando la parte
atrás del paladar para que el sonido escape por la nariz y no por la boca. Say: Ahora repitan
el sonido. [Say the sound and have them repeat the sound after you.]
/ŋ/ /ŋ/ /ŋ/ /ŋ/ /ŋ/ /ŋ/ /ŋ/ /ŋ/

4. Say: Ahora vamos a escuchar este sonido unas palabras. [Repeat each word 3 times.]
playing
writing
flying
fixing
teaching
cooking

5. Say: Vamos a practicar la pronunciación de estas palabras. Voy a decir las palabras y
Uds. van a repetir. [Repeat the words as many times as necessary. Do this chorally and then
individually.]
playing
writing
flying
fixing
teaching
cooking
HOME
CONCEPT AND STRUCTURE 1: Actions now (affirmative) (5 m)
(Jack)
He ’s reading his notes.
S AUX V+ing
(Rita/grandmother)
They ’re making lunch.
(his mother)
She ’s washing a T-shirt.

Teacher: Students:
Reinforce Concept:
This is the present continuous tense. We use it
to express actions …? (mimic) Now.
Forms of auxiliary and verb:

What is the auxiliary? To be.
What is the form of the verb? Verb + ing.
Spelling exception: final e.

When a verb ends in an e, we eliminate the e and add –ing
Time expressions:
Common time expressions for actions now are, please repeat:
Now. Now.
Right now. Right now.
At this moment. At this moment.
HOME
VOCABULARY: Actions now (5 m)
Use the following poster:

she he they they he
cook dinner ride a bike watch TV dance teach
they she she he they

eat pizza talk on the listen to music take a shower drink coffee
phone
he they he she they
work play cards clean sleep wash the
dishes

1. Point to a picture on the poster, say the complete activity (“She’s cooking,”) and have
students repeat the activity after you 3-5 times until they can say it.
2. Check the words: “I point to the picture, and you say the sentence.”
3. Continue with the next group.
4. Check all the actions taught so far: “I point to the picture, and you say the sentence.”
5. Repeat until you have taught all the actions.
Recognition (individual): (Nationalities)

Instructions: I point to a picture, and you say the actions.
Cues: from poster
DRILLS TYPE 1 (5 m)
Repetition: (Actions now, affirmative)

Reinforce Concept: Let’s talk about actions now.
Instructions: Repeat! They’re washing the dishes.
Cues: 4 choral
Substitution: (Actions now, affirmative)

Example: For example, I say, “they / dance,” and you say, “They’re dancing.” Repeat.
Cues: 4 choral cues
Instructions: Now, let’s do it individually.
Stimulus-Response: (Actions now)

Activate Schema: What are the names of some famous people? Let’s make a list in the
chatbox.
Instructions: Do you have good imaginations? Let’s see. I’ll say the name of a famous
person, and you tell me that person’s activity right now.
Example: T: For example, if I say, “Tom Cruise,” you can say, “He’s making a movie
now.”
HOME
Cues: (in the chatbox; if you need more, you can use the ones below or invent your own)
Madonna Mana Thalia President _________
Guadalupe Loaeza Mel Gibson Penélope Cruz Andrea Bocelli
Paul McCartney Chicharito U2 Criss Angel
 Stimulus-Response: (Actions now, location)

Activate Schema: What are some locations we know? What are some activities we can do
in these locations?
Instructions: Let’s practice actions now. I say a location and you tell me an activity there.
Example: T: For example, if I say, “kitchen,” you can say, “I’m in the kitchen. I’m
making breakfast.” Another example?
S2: I’m in the kitchen. I’m eating lunch.
S3: I’m in the kitchen. I’m making a sandwich. (etc.)
Cues:
in the bathroom at home
at the park at the zoo
in the bedroom in the living room
at work at the restaurant
at school in the kitchen
in the dining room at the store
 Guessing Game: (Integration)

Activate Schema: Is his (S5’s) family big? What can you tell me about S1’s family? What
profession is her (S4’s) husband?
Instructions: Let’s see what you remember about your classmates’ families. Let’s work in
groups of four. Tell your classmates the information that you know about their family: what
their professions are, where they are and what they are doing right now.
Example: T: Your mother is a nurse. His brother is at the university right now. He is
studying. His father is working right now.
 Description: (wearing, clothes, age, description)

Activate Schema: Are we different? For example?
Instructions: Find similarities and differences about your classmate. Remember the
similarities and the differences. Then report to the class.
Example: T: How old are you?
S1: I’m 23.
T: I’m 24. What color are your eyes?
S1: They’re brown.
T: My eyes are brown, too. (etc.)
Example of a report: Martín and I are both young. But he is tall and I am short. He is a
man and I am a woman. He’s wearing a suit, and I’m wearing a dress. His eyes are brown,
and my eyes are brown, too.
MAT Vocabulary Game: (Actions now, vocabulary; use the Materials file)
[Share the DT1 poster.]
Activate Schema: What is the activity in this picture? Right, “They’re playing cards.” Is
“cards” the only word we can use with this verb? What are some other examples? (baseball,
basketball, etc.). Look at this list of verbs that we can use with different words.
HOME
[Scroll down to the list of verbs from the Materials file.]

Instructions: Let’s play a game. We’ll divide the group into two teams. I’ll say a verb, and
you tell me what you are doing right now.
Example: T: For example, I say, “wear.” S1, give me a sentence.
S1: I’m wearing a shirt.
T: Okay, S2, another example with “wear?”
S2: I’m wearing shoes.
 Chain Activity: (Actions now)

Activate Schema: Do you have good memories? Can you remember many things? Think
of an activity. Imagine that you’re doing that activity right now.
Instructions: Let’s play a game. I’ll say my activity, and then you tell me your activity,
and then my activity.
Example: T: For example, I’m playing the guitar. S1, tell me …
S1: I’m reading a book, and you’re playing the guitar.
T: S2?
S2: I’m watching TV, he’s reading a book, and you’re playing the guitar. (etc.)
Cues: student activities
(Note: It’s a good idea to start with the weaker students first, and finish up with the stronger
students.)
MAT  Jigsaw Sentences: (Actions now, logic, vocabulary; use the Materials file)
Activate Schema: Do you like puzzles? Are you good at them?
Instructions: Let’s work together to solve a puzzle. Look at the sentences on screen. The
parts are not in order. Work together, and arrange the words into logical sentences.
Example: T: For example, look at the sentence in red. The subject, the verb, and the
complement all work together. Now you find the other sentences. Write the
correct sentences in the chatbox.
Answers: He’s eating a hamburger. I am touching the cat.
She’s playing the guitar. I’m using a computer.
They’re wearing shoes. He’s taking a shower.
She’s riding a bike. They’re washing the dishes.
MAT  Description Dictation: (Integration; use the Materials file)

Reinforce Concept: Let’s do a dictation of a description.
Instructions: Look at this picture. First, we choose a person. Then individually, we each
take a turn and dictate one piece of information about the person. Then, we all write the
information on a piece of paper or in a text document.
Example: T: For example, I can say, “His name is John.” and you write down:
“His name is John.” Now, S1, take the picture and make a sentence.
S1: His eyes are brown.
Cues: (Call on students randomly and have them dictate a sentence each. You can cue
concepts if necessary.)
nationality ability action now location
wearing hair eyes profession
HOME
 Student Presentations, “Family”: (Actions now, location)

Activate Schema: Is everyone in your family in the same location right now? Are they
doing the same activities? Think of different people in your family. Think of their location,
and their activities right now.
Instructions: Let’s talk about the people in our families. Tell us each person’s name,
location, and his/her action right now. Imagine you are showing pictures of your family.
Example: T: (Pretend to show a picture in your hand or on your phone.) For example, this
is my father. His name is Carlos. Right now, he’s at work. He’s using a
computer. This is my mother. Her name is Eugenia. She’s a teacher. Right
now, she’s at school. She’s teaching a class. (etc.)
CAM  Description, “Fashion Show”: (Actions now, description)

Activate Schema: Can you remember the names of some clothes? Let’s make a list in the
chatbox. What are some words we can use to describe some objects? Let’s put some of
them in the chatbox, too. What verb do we use for clothing? (Wear.)
Instructions: Let’s have a fashion show! Let’s practice describing clothes. We’ll use the
verb “to wear” to describe what our classmates are wearing. One of you will show their
clothes in front of the camera, and a classmate will describe your clothes. Then we switch
roles.
Example: T: For example, S1, show your clothes for the camera. Now I can describe her
like this: she’s wearing a beautiful white sweater. She’s wearing blue pants.
She’s wearing nice black shoes. (etc.)
MAT  Role Play, “Invitations”: (Actions now, abilities, “Let’s…”; use the
Materials file)
Activate Schema: Do you sometimes invite your friends to do different activities? What
things do you invite them to do? Is it always possible to go out with your friends? What are
some activities that sometimes interfere?
Instructions: Let’s act out a situation. Imagine that you are inviting your friend to do
something. Use the expression. “Let’s…” The friend says sorry, he can’t do that activity,
because he’s doing another activity. We use the expression, “Oh, well, maybe next time,” to
say that we want to do the activity another time. Repeat: “Oh, well, maybe next time.” (3x)
with you.)
T: For example, S1, let’s go to the movies.
S: Sorry, I can’t right now. I’m washing my car.
T: Oh, well, maybe next time.
HOMEWORK
HOME
GOALS (30 s)

aloud and have students repeat. Is he sleeping? No, he isn’t sleeping.
DRILLS TYPE 2 (5 m)
 Stimulus-Response: (Actions now)

Activate Schema: Do you know the activities of your family members now? Think about
different people in your family. Think about their actions.
Instructions: I’ll say a member of your family, and you tell me his or her activity now.
Example: T: For example, if I say “father,” tell me his activity right now, S1.
S1: My father is working now.
Cues:
brother mother grandfather son wife
grandmother sister daughter father husband
 Stimulus-Response: (Actions now)

Activate Schema: Who are your favorite actors? Who are your favorite athletes?
Instructions: Let’s talk about some famous people. I’ll give you a profession, and you tell
me your favorite person, and what the person is doing right now. Use your imagination.
Example: T: For example, S2, who is your favorite singer?
S2: Sam Smith. He’s sleeping right now.
Cues:
TV personality politician
athlete coworker
teacher family member
actor actress
singer
HOME
CONCEPT AND STRUCTURE 2: Actions now (negative with “not”) (3 m)
(She)
He ’s not sleeping. = He isn’t sleeping.
S AUX NOT V+ING S AUX(-) V+ING
They’re not sleeping. = They aren’t sleeping.

Teacher: Students:
Reinforce Concept:
We use present continuous to express actions …? (Mimic.) Now.
Are the sentences in affirmative or negative? Negative.
Negative form:
In negative, we use the auxiliary plus …? Not.
The verb is always in what form? Verb + ing.
DRILLS TYPE 1 (7 m)
she he they they he

they she
she he they
eat pizza talk on the
listen to music take a shower drink coffee
phone
they
he they he she
wash the
work play cards clean sleep
dishes
Repetition: (Actions now, negative)

Reinforce Concept: Let’s talk about actions now in negative.
Instructions: Repeat! He’s not cooking dinner.
Cues: 4 choral
Substitution: (Actions now, negative)

Example: For example, I say, “clean,” and you say, “They’re not cleaning.” Repeat.
Cues: 4 choral cues
HOME
Transformation: (Actions now)

Reinforce Concept: Now let’s talk about actions now in negative and affirmative.
Instructions:
T: I point to the picture and I say “watch TV.”
You say, “They’re not watching TV.” Repeat.
T: Then I say, “dance.”
You say, “They’re dancing.” Repeat.
CONCEPT AND STRUCTURE 3: Actions now (negative with isn’t/aren’t) (3 m)
(She)
He ’s not sleeping. = He isn’t sleeping.
S AUX NOT V+ING S AUX(-) V+ING
They’re not sleeping. = They aren’t sleeping.

Teacher: Students:
Reinforce Concept:
We are talking about actions …? Now.
The structure is present continuous.
Negative forms isn’t and aren’t:

What’s the negative form in singular? (Point to ‘isn’t’.) Isn’t.
And in plural? Aren’t.
Difference between isn’t and aren’t:

We use “isn’t” with he, she, … And it.
And “aren’t”? With they, we,
and you.
Verb + ing:
And the form of the verb is always …? Verb + ing.
HOME
DRILLS TYPE 1 (7 m)
Repetition: (Actions now, negative)

Reinforce Concept: Let’s talk about actions now in negative.
Instructions: Repeat! They aren’t listening to music.
Cues: 4 choral
Substitution: (Actions now, negative)

Example: For example, I say, “drink coffee,” and you say, “He isn’t drinking coffee.”
Repeat.
Cues: 4 choral cues
Transformation: (Actions now)

Reinforce Concept: Now let’s talk about actions now in affirmative and negative.
Instructions:
I point to the picture and I say “eat pizza.”
You say, “She isn’t eating pizza.” Repeat.
Then I say, “talk on the phone.”
You say, “She’s talking on the phone.” Repeat.
DRILLS TYPE 2 (5 m)
Stimulus-Response: (Actions now, professions)

Activate Schema: What are some professions we know? What are some activities for these
different professions? For example, for doctors? For secretaries?
Instructions: Let’s practice talking about actions now for professions. I’ll say that
someone isn’t a certain profession, and you tell me what he or she is not doing now. Use
your imagination.
Example: T: For example, if I say, “Joe isn’t a mechanic,” you can say, “He isn’t
fixing a car now.” Another example?
S2: He isn’t repairing a motor now.
Cues: Mark and Carrie aren’t doctors. Sharon isn’t a pilot.
Bob and Tim aren’t teachers. Hector isn’t a bus driver.
Herman isn’t an actor. Sheila and Bill aren’t singers.
Leslie and Pat aren’t soccer players. Arnold isn’t a writer.
Laura isn’t a dentist. Jackie and Donna aren’t actresses.
Monica isn’t a chef. Eric isn’t a musician.
Rosie isn’t a secretary. Augustine isn’t a photographer.
David isn’t a magician.
HOME
CONCEPT AND STRUCTURE 4: Actions now (interrogative) (5 m)

Is she sleeping? No, she isn’t sleeping.

AUX S V+ING
Are they eating? No, they aren’t eating.
Are you dancing? No, I’m not dancing.

Teacher: Students:
Reinforce Concept:
Here we use actions now in…? (Point to the question mark.) Questions.
Word order:
In the question, we begin with the auxiliary, and then the… Subject.
Verb + ing:
Word order in the answer:

And in the answer, the order is …? Subject, auxiliary.
Affirmative and negative answers:

The answers can be affirmative or …? Negative.
DRILLS TYPE 1 (5 m)
Repetition: (Actions now, interrogative)

Reinforce Concept: Let’s ask questions about actions now.
Instructions: Repeat! Are they dancing?
Cues: 4 choral
Guided Question/Guided Answer: (Actions now)

Reinforce Concept: Let’s ask and answer questions about actions now.
T: I point to a picture and ask: “Is he sleeping?” Then you answer,
“Yes, he’s sleeping.” Please repeat.
T: Are they watching TV? Answer with NO.
Ss: No, they aren’t watching TV.
HOME
Now let’s change.

T: I say, “cook dinner,” and you ask,
“Is she cooking dinner?” Please repeat.
T: Yes, she’s cooking dinner. Now ask, “drink coffee.”
Ss: Are they drinking coffee?
T: No, they aren’t drinking coffee.
DRILLS TYPE 2 (20-30 m)
 Guided Question/Free Answer: (Actions now, professions)

Activate Schema: What are some professions? What actions can we use with these
professions?
Instructions: Let’s ask and answer questions about actions now. I say a verb, and you ask
if your classmate is doing that action. Then, the person answers in negative and with a
negative profession.
Example: T: For example, S1, ask me, “play the guitar.”
S1: Are you playing the guitar?
T: No, I’m not playing the guitar. I’m not a musician. Is there another
possibility?
S2: No, I’m not playing the guitar. I’m not a guitar player.
Cues: operate on patients fly a plane
teach a class drive a bus
repair a car sing
play tennis write a book
fix teeth cook
type a report take a picture
pull a rabbit from a hat
 Guided Question/Free Answer: (Actions now, possession)

Activate Schema: Think for a moment about different people in your family. Think about
their actions now.
Instructions: Let’s ask questions about the people in our family. Ask a question about that
person’s action now. Then, your classmate answers yes or no. If it’s no, tell us the correct
action.
Example: T: For example, S1, ask me about my mother.
S1: Is your mother eating breakfast?
T: No, she isn’t eating breakfast. She’s cleaning the house.
Cues: family members
Free Question/Guided Answer: (Actions now, abilities)

Activate Schema: Are there some activities that are difficult to do? Let’s make a list of
activities that aren’t easy to do, or that not everyone can do. (Write them in the chatbox.)
Instructions: Let’s ask questions to see if our classmates are doing these activities. Answer
that you aren’t doing that action, and that, in fact, you can’t do that action (explain that in
fact means “in reality”).
Example: T: S1, ask me about the action, “play the trumpet.”
HOME
S1: Are you playing the trumpet?

T: No, I’m not playing the trumpet. In fact, I can’t play the trumpet.
Cues: from board
 Free Question/Guided Answer: (Actions now, professions)

Reinforce Schema: Let’s talk some more about your family and friends, and their activities
right now.
Instructions: Tell us the profession of a friend or someone in your family, and we’ll ask
questions about their activities now.
Example: T: S1, my father is a doctor. Ask me a question about his action now.
S1: Is he operating on a patient now?
T: No, he isn’t operating on a patient. He’s playing golf.
Cues: Students make a sentence of the form “My ____ is a _____.” Another student asks a
logical question.
 Free Question/Guided Answer: (Location, actions now)

Activate Schema: Are there many pictures in your book? Can you say the actions?
Instructions: Open your books in PDF, in any unit. Look for a picture of a person doing an
action you know. Don’t show the picture to your classmates! Work in pairs and guess the
action. First, guess for the place.
Example: T: S1, look for a picture. Ready?
S1: Ready.
T: Is it a man or a woman?
S1: A woman.
T: Is she at home?
S1: No, she isn’t at home.
T: Is she at the office?
S1: Yes, she’s at the office.
T: Is she writing?
S1: No, she isn’t writing.
T: Is she using the phone?
S1: Yes, she’s using the phone.
 Chain Drill: (Actions now in affirmative and negative)

Activate Schema: Think of a friend. Where is he or she? What is he or she doing?
Instructions: I say what my friend is doing. Then S1 says that his friend isn’t doing that
action, and then says the action that the friend is doing.
Example: T: I say, “My friend is washing his car.” Then you (S1) say, my friend isn’t
washing his car, she is doing her homework.” You (S2) continue, “My friend
isn’t doing her homework, she is studying English.” (etc.)
 Guessing Game: (Actions now, location)

Activate Schema: Are there some actions we do in specific locations? For example, we
take a shower in the bathroom, not the living room. Do we play soccer at the bank?
Instructions: Take out a piece of paper. Now, write a location on the paper. Now, think of
a logical activity for that location (you can use your imagination), and write the activity
under the location. Now, let’s ask questions to guess the action now. Tell us the location,
and we’ll guess the activity.
HOME
Example: T: For example, S1, tell us your location.

S1: I’m at the park.
T: Okay, let’s ask questions to guess the action now.
S2: Are you playing soccer?
S1: No, I’m not playing soccer.
S3: Are you playing the guitar?
S1: No, I’m not playing the guitar.
S4: Are you reading a book?
S1: No, I’m not reading a book.
T: Okay, tell us your activity.
S1: I’m _______________.
CAM  Mime Game: (Actions now)

Activate Schema: Are you good at mimicking actions? Is it fun to play guessing games?
Instructions: Let’s play a game. Please make sure your cameras are on. I’ll give you an
activity in secret, in your PERSONAL chatbox. You mime the activity, and your
classmates guess the action now.
Example: T: For example, if I do this (mime playing a clarinet), what is the action now?
S1: Are you playing the flute?
T: No, I’m not playing the flute.
S2: Are you playing the saxophone?
T: No, I’m not playing the saxophone.
S3: Are you playing the clarinet?
T: Yes, I’m playing the clarinet.
Cues: actions in the PERSONAL chatboxes
 Role Play: (Actions now)

Activate Schema: What are some locations for entertainment? (Elicit and write in the
chatbox:)
movies (cinema) restaurant bar disco mall (etc.)
Instructions: Let’s practice a conversation. Work in pairs. Ask what your classmate is
doing, and invite him or her to a place.
Example: S1: Hello?
T: Hi, S1. Are you working right now?
S1: No, I’m not working.
T: What are you doing?
S1: I’m reading a book.
T: Let’s go to the movies. (Say: “Okay. What time?”)
S1: Okay. What time?
T: 6 o’clock at Cine Diana?
S1: Okay. Bye!
T: Bye!
HOME
 Student Presentations: (Actions now)

Activate Schema: Are there many things to do in your city or town? What are some
famous cities in the world? Let’s make a list in the chatbox. What are some verbs we can
use to talk about our actions in these different places?
Instructions: Let’s work in pairs and talk about our activities in different cities. Select a
city, and work with a partner to make a presentation about your activities.
Example: T: For example, imagine that I pick Venice, in Italy. I can say, “We’re in
Venice. We’re staying at a nice hotel. The weather is very hot, so we’re
wearing shorts. We’re eating Italian food. We’re listening to Italian music.
We’re visiting important museums. We’re riding in a gondola. We’re
speaking Italian, but we can’t speak very well.” (etc.)
Note: This actually uses the temporary present concept of Present Continuous, but it isn’t
necessary to tell students this at this time.
 Role Play, “Tattletales”: (Actions now, commands)

Activate Schema: Are children always obedient? Is it always easy to be a parent? Do
brothers and sisters sometimes fight? Do they sometimes “tattle?” (Explain that to tattle is
to tell a parent about something with the intention of getting a brother or sister in trouble.)
Instructions: Let’s imagine that we are a family. One of you is the parent. The others are
children. Give one of your children a command. Then, turn your back. The other child will
“tattle” on the other. Then ask the other if he is doing the action.
Example: T: Okay, I’m the parent. S1 and S2, you are my children. S1, clean your room.
S1: Okay, Dad.
T: S2, tell me that S1 isn’t doing the command.
S2: Dad, S1 isn’t cleaning his room.
T: S1, are you cleaning your room?
S1: Yes, Dad, I’m cleaning my room.
Procedure: Have students change roles so that several have the opportunity to be the
parent.
HOMEWORK
HOME
GOALS (30 s)

aloud and have students repeat. What are you doing? I’m washing my car.
DRILLS TYPE 2 (5 m)
 Guided Question/Free Answer: (Actions now, nationalities)

Activate Schema: Are there many tourists in your city? Are they all the same nationalities?
What are some different nationalities we know? Can you understand tourists when they are
speaking another language?
Instructions: Let’s imagine that we are in downtown Oaxaca. There are many different
tourists, and we can hear them speaking different languages. Let’s ask questions about
them. Answer in negative, and tell us the nationality and language. You can select a
nationality from the board in your answer.
Example: T: For example, S1, ask me if the tourists are speaking Italian.
S1: Are they speaking Italian?
T: No, they aren’t speaking Italian. They’re speaking English, because they’re
American.
Cues: Spanish French Italian English German
Chinese Russian Japanese Portuguese
PRONUNCIATION (7 m)
Say: Ahora vamos a practicar la pronunciación de “ch” en inglés.
6. Say: Escucha la pronunciación de la “ch” en inglés. [Say the sound of the “ch” as in “chair.”]
Ask: ¿Existe este sonido en español? Say: Este sonido se usa en español en palabras como
chocolate, coche, mucho, etc. y su pronunciación es igual en inglés y en español.
Sound Production:
7. Say: Ahora repitan el sonido. [Say the sound and have them repeat the sound after you.]
/ch/ /ch/ /ch/ /ch/ /ch/ /ch/ /ch/ /ch/ /ch/

8. Say: Ahora vamos a escuchar este sonido en unas palabras. [Repeat each word 3 times.]
HOME
chair child
chicken cheap
watch teacher

9. Say: Vamos a practicar la pronunciación de estas palabras. Voy a decir las palabra y
Uds. van a repetir. [Repeat the words as many times as necessary. Do this chorally and
then individually.]
chair child
chicken cheap
watch teacher
Say: Ahora vamos a practicar la pronunciación del “sh” en inglés.
10. Say: Escucha la pronunciación de la “sh” en inglés. [Say the sound of the “sh” as in
“shoe.”] Ask: ¿Existe este sonido en español? Say: Este sonido se usa en palabras de
origen Náhuatl como Xola, Xotepingo, etc. y su pronunciación es igual en inglés y en
español.
Sound Production:
11. Say: Ahora repitan el sonido. [Say the sound and have them repeat the sound after you.]
/sh/ /sh/ /sh/ /sh/ /sh/ /sh/ /sh/ /sh/ /sh/

12. Say: Ahora vamos a escuchar este sonido unas palabras. [Repeat each word 3 times.]
shoes show
she sheep
wash chef
T-shirt

13. Say: Vamos a practicar la pronunciación de estas palabras. Voy a decir las palabra y
Uds. van a repetir. [Repeat the words as many times as necessary. Do this chorally and
then individually.]
shoes show
she sheep
wash chef
T-shirt
Sound Contrast in Words:

9. Say: Ahora voy a decir una palabra con el sonido de la /sh/ o con la /ch/ y Uds. me van
a decir si estoy diciendo la /sh/ o la /ch/.
HOME
choose share
teacher sheep
cheap watch
she’s wash
chair cheese
shoes T-shirt
CONCEPT AND STRUCTURE 5: Actions now, QW (7 m)

Are you reading? No, we aren’t reading.

AUX S V+ING S AUX(-) V+ING
What are you doing? We ’re studying English.

QW AUX S V+ING S AUX V+ING

Teacher: Students:
Reinforce Concept:
We use present continuous to express …? Actions now.
Auxiliary, form of the verb:

What is the auxiliary? To be / Are.
You in the question → We in the answer:

When we have ‘you’ in the question, what person do we have
in the answer? (Point.) We.
Is this singular or plural? Plural.
Word order:
In the question, we have first the auxiliary and then …? The subject.
And in the answer? The subject, auxiliary.
In the information question, the question word is …? What.

So we use “what…doing” to ask for the action …? Now.
Time expressions:
What are the time expressions for actions now? Now, right now, at this
moment.
HOME
DRILLS TYPE 1 (7 m)
she he they they he

they she
she he they
eat pizza talk on the
listen to music take a shower drink coffee
phone
they
he they he she
wash the
work play cards clean sleep
dishes
Repetition: (Actions now, interrogative with What … doing?)

Reinforce Concept: Let’s ask questions about actions now.
Instructions: Repeat. What is she doing? What are they doing?
Cues: 4 choral
Guided Question/Guided Answer: (Actions now, interrogative with What … doing?)

Reinforce Concept: Let’s ask and answer questions about actions now.
Instructions: Let’s ask and answer questions with What …?
T: I point to a picture and ask: “What is he doing?” Then you answer,
“He’s working.” Please repeat.
T: What are they doing?
Ss: They’re washing the dishes.
Combination: (Actions now, What … doing?)

Reinforce Concept: Let’s answer questions about actions now.
T: Are they dancing? I say, “No,” and you answer:
“No, they aren’t dancing.” Repeat.
T: What are they doing? You answer: “They’re watching TV.” Repeat.
 Guided Question/Free Answer: (Actions now, time)

Activate Schema: Do we have many activities during a day? Think of your activities
today. Imagine what you are doing at different times.
Instructions: Let’s ask about our activities. I’ll tell you a time, and you ask a question.
Imagine that you are doing the activity right now.
Example: T: S1, imagine that it’s 3 o’clock. Tell S2 the time, and ask what he’s doing.
S1: It’s 3 o’clock. What are you doing?
S2: I’m eating lunch.
HOME
Cues: 3:00 p.m. 9:00 a.m.

5:00 p.m. 4:00 p.m.
2:00 p.m. 8:00 p.m.
12:00 p.m. 7:00 p.m.
10:00 a.m. 1:00 p.m.
 Free Question/Guided Answer: (Actions now, time)

Activate Schema: What is the question for actions now? What is the question for time?
Please take out a piece of paper. Write down a time. Now, write an activity at that time.
Instructions: Let’s try to guess actions now with time. Using your paper with a time and
action on it, your classmates guess your activity from the time. After three questions, you
can ask a question with “What.”
Example: T: For example, S1, ask me a question about time.
S1: What time is it?
T: It’s 9:00.
S1: Are you eating breakfast?
T: No, I’m not eating breakfast.
S2: Are you drinking coffee?
T: No, I’m not drinking coffee.
S3: Are you reading?
T: No, I’m not reading. S4, ask me a question with “what.”
S4: What are you doing?
T: I’m teaching a class.
Cues: students’ papers
 Guided Question/Free Answer: (Actions now)

Activate Schema: Is it fun to go to parties? Do people sometimes act crazy at parties?
Instructions: Let’s ask questions about people in the class. Let’s imagine that we are all at
a party. Ask what someone is doing at the party. You can use your imagination about their
activities. Remember, this is a crazy party!
Example: T: S1, ask S2 what S3 is doing?
S1: What is S3 doing?
S2: She’s dancing on the table.
T: Good. S2, ask S3 about S4.
S2: What is S4 doing?
S3: He’s kissing S1. (etc.)
Cues: students’ names
CAM  Guessing Game: (Commands, actions now)

Activate Schema: Who was Marcel Marceau? What is a mime? (Explain if necessary.)
Can you mime actions without saying a word?
Instructions: Please turn on your cameras. I’ll send a command in your PERSONAL
chatbox. Then you do the action. The others guess the action.
Example: T: (Write in S1’s PERSONAL chatbox:) take a shower
S1: (Mimes taking a shower.)
Ss: She’s taking a shower.
Cues: actions from the D1 poster or other actions ss know
HOME
MAT  Guessing Game, “One Out Of Three”: (Verb be; use the Materials file)
Reinforce Concept: Let’s play a game with the descriptions of people.
Instructions: Work in trios. One person has three pictures of people. That person describes
only one person. The others listen and select the right picture.
Example: Look at these three pictures. Listen to the description:
(Note: Start with vague clues and say the most specific difference at the end of the
description.) Her name is Maricela. She is Spanish. She is beautiful. She is 24 years old.
She is married. Her shoes are black. Her dress is red.
 Role Play, “Vacation Phone Call”: (Actions now, location, possession)
Activate Schema: What are some activities we can do on vacation? Let’s make a list on the
board. Now, think about a location for a vacation. Imagine you are there now. Imagine the
activities of different people in your family.
Instructions: Let’s imagine that we are on vacation. We are talking to a friend on the
phone. Let’s work in pairs have a conversation about activities now with our family.
Example: T: S1, can you help me? Imagine that you’re calling me. Hello?
S1: Hello, T? This is S1.
T: Hello, S1. Where are you?
S1: I’m in Cancun.
T. That’s nice. What is your father doing?
S1: He’s swimming in the ocean.
T: Is your mother swimming, too?
S1: No, she isn’t swimming. She’s reading a book.
T: What is your brother doing?
S1: He’s sleeping.
T: Okay. Are you having a good time?
S1: Yes, I’m having a great time.
T: Well, thanks for calling. Bye.
S1: Bye.
Procedure: Have students work in pairs and have a conversation. If you have time, you can
have some pairs perform for the group.
MAT CAM Role Play, “Teenagers”: (Actions now, commands; use the Materials
file)
Activate Schema: What are teenagers? (People who are 13-19 years old.) Are teenagers
always obedient? What commands do parents give to teenagers? Look at these common
actions that parents want their teens to do.
[Share the file with vocabulary from the Materials file.]
Instructions: Please turn on your cameras. Let’s imagine that we are parents with
teenagers. Give your teenager a command. Then, imagine you do something else. When
you check a little later, your teenager is doing another activity. Repeat the command.
Example: T: Imagine I’m the parent. S1, you’re my teenager. I give the command,
“Clean your room.” (Imagine you are playing a video game; mimic the
activity.) Now, I check on you: “What are you doing?”
S1: I’m playing a video game.
HOME
T: Don’t play a video game; clean your room. S2, do the same thing with S3.
S2: Make dinner. (Pause.) What are you doing?
S3: I’m talking on the phone.
S2: Don’t talk on the phone; make dinner. (etc.)
 Role Play, “Robotics Testers”: (Actions now, commands)

Activate Schema: What are examples of words we can use for classroom objects? What
are some commands we can give for actions in the classroom with those objects? Do you
remember what a robot is? Do electronic devices always function properly?
Instructions: Let’s imagine that we have a robot that is very new (I’m the robot). It
functions by remote control with a walkie-talkie. We are testing the robot. Give a command
to the robot, and then check with your partner to see if it is doing the command.
Example: T: S1, stand here at the board so you can’t see the robot. Give the robot a
command. S2, you are the assistant. S1, ask S2 if the robot is doing the
activity.
S1: Robot, point to the window.
T: (points to window) Now, ask S2 about the activity.
S1: Is he pointing to the window?
S2: Yes, he’s pointing to the window.
T: Another command.
S1: Robot, touch the chair.
T: (plays the guitar)
S1: Is he touching the chair?
S2: No, he isn’t touching the chair.
T: Question, “what?”
S1: What’s he doing?
S2: He’s playing the guitar.
T: Give a negative command, and then repeat the command.
S1: Robot, don’t play the guitar; touch the chair.
T: (touches the chair)
S1: Is he touching the chair?
S2: Yes, he’s touching the chair.
Procedure: Call students up in pairs. One faces the board and gives commands. The other
confirms the activities that the robot does. As the robot, the teacher should sometimes
follow the command, and sometimes do something different.
(next: Intonation Activity)
HOME
INTONATION ACTIVITY (7 m)
Procedure:
• • • •
My father’s in the bathroom, he’s taking a shower,
• • • •
My mother’s in the bedroom, she’s reading a book.
• • • •
My brother’s at his office, he’s using a computer,
• • • •
My sister’s at school, she’s learning to cook.
• • • •
My grandma’s at the store, she’s buying a sweater,
• • • •
My grandpa’s at home, he’s washing his car.
• • • •
My dog’s in the kitchen, he’s sleeping on the floor,
• • • •
And I’m in my bedroom, I’m playing the guitar.
HOMEWORK
HOME
GOALS (30 s)

aloud and have students repeat. What are we doing?
We’re studying English.
The alphabet:
Can you spell “dog”?
D-O-G.
DRILLS TYPE 2 (5 m)
 Guided Question/Free Answer: (Actions now, location)

Activate Schema: What is the information question for location? What is the information
question for Actions now?
Instructions: Let’s ask questions about the people in our family. Ask the question for
location, and then ask about actions now.
Example: T: For example, ask me about my wife (her location).
S1: Where is your wife?
T: She’s at work. (Action now?)
S1: What is she doing?
T: She’s teaching a class.
Cues:
brother mother grandfather son wife
grandmother sister daughter father husband
THE ALPHABET (28 m)
[Share the alphabet letters from the Materials file on screen.]
• INTRODUCTION
Let’s do something a little different today. Let’s practice the ALPHABET. For example,
A, B, C, D, etc. Repeat: alphabet.
• VOWELS
Let’s begin with the VOWELS. Look on screen. These are vowels. Please repeat: vowels
(3x). Let’s practice the vowels.
HOME

1. Point to a letter on screen, say the name of the letter, and have students repeat the letter
after you 3-5 times until they can say it.
2. Do all the letters and check them by going back and pointing to different letters at
random.
Recognition: (Vowels)
Instructions: I point to a letter and, as a group, you say the name of the letter.
Cues: on screen (do each letter several times)
Individual Recognition: (Vowels)

Instructions: Now, let’s do this individually. I point to a letter, and you say the name.
Cues: on screen
• CONSONANTS
Now, let’s learn the CONSONANTS. Please repeat: consonants (3x). Let’s practice the
consonants.
Procedure:
Introduce each letter pair by writing both letters on the board and pointing to each one as
you say its name. Repeat each pair three times (i.e. B/V, B/V, B/V) and have students
repeat.
B/V C/Z D/T G/J

H/8 K/Q L/R M/N
P/B S/X Y/I F/W
[NOTE: Not all the examples above are new. We are using previous knowledge to help
students hear the differences in sound. Most of the combinations above are easily confused
by Spanish speakers, although some were grouped together for the sake of convenience
(L/R, F/W).]
Recognition: (Consonants)
Instructions: I point to a letter and, as a group, you say the name of the letter.
Cues: on screen
Individual Recognition: (Consonants)

Instructions: Now, let’s do this individually. I point to a letter, and you say the name of
the letter.
Cues: on screen
• COMPLETE ALPHABET
1. Say: Okay, let’s practice saying the complete alphabet in order.

2. Write each letter in order on the board and have students repeat after you.
HOME
3. OPTIONAL: If you think your students can handle it, you can teach them the
alphabet song (sung to the tune of “Twinkle Twinkle Little Star”):
ABCDEFG
HIJKLMNOP
QRSTUV
W X and Y and Z,
I can say my ABC’s,
Tell me what you think of me.
• SPELLING
Let’s learn a new action. Let’s learn the verb “TO SPELL.” TO SPELL is to say each
letter of a word. Repeat: to spell (3x). For example, can you spell “cat?” Right, C-A-T.
[Share the spelling word from the Materials file on screen.]
Repetition: (Spelling, can, interrogative)

Reinforce Concept: Let’s ask questions with the verb “spell.”
Instructions: Repeat! Can you spell GUITAR?
Cues: Can you spell ENGLISH?
Can you spell PHOTOGRAPHER?
Can you spell TEACHER?
Guided Question/Guided Answer: (Spelling, can, vocabulary)

Reinforce Concept: Let’s ask and answer questions with the verb “spell.”
Instructions: Let’s divide the group in two.
T to G1: I say a word, “DISHES,” and you ask: “Can you spell DISHES?” Repeat.
T to G2: You answer: “D-I-S-H-E-S.” Repeat.
T to G1: MECHANIC G1: “Can you spell MECHANIC?”
T to G2: “M-E-C-H-A-N-I-C.”
Now let’s change. Group 2 asks and Group 1 answers.
T to G2: “MEXICAN” G2: “Can you spell MEXICAN?”
T to G1:Answer? G1: “M-E-X-I-C-A-N.”
T to G2: “NOTEBOOK” G2: “Can you spell NOTEBOOK?”
T to G1: Answer? G1:“N-O-T-E-B-O-O-K.”
COMPUTER WATCH FLAG GERMAN

COOKIES COFFEE WALLET COINS
KEYS UGLY NIGERIAN GRANDFATHER
HOME
 Spelling Activity, Part 1: (Spelling)

Activate Schema: What is the question for a name? What question can I ask for the letters
of the name? (“Can you spell your name?”)
Instructions: Let’s see if you can spell your names in English. I’ll ask you your name and
then ask you to spell it. I write EXACTLY what you tell me in the checkbox. Then, we’ll
check to see if it’s right.
[Note: Type the words in the chatbox, and only click ‘enter’ when the student has finished
spelling the name. If there are mistakes, have the same student help you to correct it.]
Example: T: S1, can you help me? What’s your name?
S1: My name is Jorge.
T: Can you spell your name?
S1: G-O-R-J-A
T: (Clicks Enter to reveal GORJA written in the chatbox) Is that correct?
S1: No!
T: Okay, S1, help me to correct it.
S1: J-O-R-G-E
Cues: students’ names
 Spelling Activity, Part. 2: (Spelling)

Activate Schema: Is (Name) my complete name? No, because my LAST NAME is (last
name). Please repeat: last name (3x). What is the question for this information? (What is
your last name?). What is the question with “spell?” (Can you spell your last name?)
Instructions: Let’s practice spelling, but this time you write the letters in the chatbox.
Example: T: S1, can you come up here and help me? S1, ask S2, “last name.”
S1: What’s your last name?
S2: My last name is Pérez.
S1: Can you spell your last name?
S2: P
S1: (writes P)
S2: E
S1: (writes E)
S2: R
S1: (writes R)
S2: E
S1: (writes E)
S2: C
S1: (writes C)
S2: No, Z.
S1: (writes Z)
Cues: Students’ last names
(Note: Some questions may arise during this activity about some features of the Spanish
spelling of names. If so, you can explain them like this: ñ is “n with a tilde;” ll is “double
l;” é is “e with an accent mark,” etc. Also, you’ll need to watch that the students are writing
the letters they are given in the chatbox, and correct them if necessary.)
HOME
INTERNET MAT Tic-Tac-Toe: (Spelling, Numbers)

Activate Schema: Can you remember the numbers? Can you spell the numbers? Do you
remember what Tic-Tac-Toe is? (gato)
[First, share the Tic-Tac-Toe board from the Materials file on screen]
Instructions: Let’s play a game. Let’s divide the group into two teams. One side will be
the X’s, and the other side will be the O’s. Let’s play Tic-Tac-Toe.
I’ll tell you a word. Then, you spell the first letter of that word. If you are correct, you
choose a box for your team.
[Now, share an online Tic-Tac-Toe game on https://playtictactoe.org/ on screen]
Example: T: For example, S1 (Team 1), your word is coffee. What is the first letter?
S1: C
T: That’s correct. What box do you want?
S1: B2.
T: Good. Your team gets an X in that box. (etc.)
Cues: Words ss know, first and last names, geographical names, etc.
 Spelling Game: (Spelling, Vocabulary)

Activate Schema: Is it important to spell correctly in English? Can you spell all the
vocabulary words you know?
Instructions: Let’s play a game. Let’s divide the group into two teams. Open your books
and look at the boxes for Keywords and Expressions for different units. One team selects a
word from the book for the other team to spell. You ask the question, and if the other team
can spell the word, they get a point.
Procedure: As in the first spelling activity above, you should write the letters in the
chatbox, and then hit ‘Enter’ to reveal the complete word to check that it’s correct.
Example: T: For example, S1 (Team 1), select a word and ask S2 (Team 2) the question
for “spell.”
S1: Can you spell PICTURE?
S2: P-I-C-T-U-R-E
T: Is that correct? Right, so Team 2 gets 1 point. S2, ask S3 (Team 1) a word.
S2: Can you spell WOMAN?
S3: W-O-M-A-N
T: Is that correct? No, so Team 1 gets no points. (etc.)
END OF THE ALPHABET DRILLS
 Guided Question/Free Answer: (Actions now, spelling)

Activate Schema: Is there an equivalent in English for every word in Spanish? For
example, what is “taco” in English? (Taco.) Think of some typical food, drink, newspaper,
or TV show from your country. Think of something that doesn’t exist in English.
Instructions: Let’s imagine that you are tourists, and you are asking people about their
activities here in your country. Ask them what they are eating, drinking, etc., and then ask
them to spell the word for you. Be sure the word doesn’t exist in English.
Example: T: For example, S1, ask me, “What … eat?”
HOME
S1: What are you eating?

T: I’m eating enchiladas. Now ask me, “spell.”
S1: Can you spell enchiladas?
T: Sure: E-N-C-H-I-L-A-D-A-S
Cues:
eat drink watch read wear
(Note: Some students may give you a generic word that exists in both languages. Be sure
that they are specific in saying a word that doesn’t have a translation into English. For
example, “I’m drinking leche” isn’t acceptable, but “I’m drinking mezcal” is.)
 Elimination Game: (Actions now)

Activate Schema: Do you know a lot of vocabulary in English? Can you think fast?
Instructions: Let’s play a game. I say an activity. You make a sentence with the same
verb, but a different object. It’s important to say the same kind of thing, for example, a kind
of food, a band, etc. You have to say your sentence quickly.
Example: T: For example, I can say, “I’m eating a cookie.” Let’s go!
S1: I’m eating pizza.
S2: I’m eating tacos.
S3: I’m eating a hamburger.
Sentences:
• I’m watching (a TV program).
• I’m drinking (a liquid).
• I’m not wearing (some piece of clothing; be sure student is NOT wearing the item).
• I’m playing (a sport).
• I’m studying (a language).
• I’m listening to (a band/singer)
• I’m reading (a newspaper).
• I’m washing (something).
• I’m playing (an instrument).
• I’m driving (a vehicle).
• I’m writing (something).
• I’m riding (something).
GUIDED DIALOG (5 m)
Guided Dialog: (Actions now, location, possession; use Materials file)

Activate Schema: Remember the vocabulary word “photo album?” Are there pictures of
your family in a photo album? Are they in different locations? Are they doing different
activities? If you have a photo from one or more family members, show it to us. If you
don’t imagine that you are showing us a picture on your cellphone.
with you.)
S1: Who is that?
T: He’s my father.
S1: What’s his name?
HOME
T: His name is Larry.

S1: Can you spell his name?
T: L-A-R-R-Y.
S1: Where is he?
T: He’s in the living room.
T: He’s drinking beer.
Cues: from screen
MAT  Role Play, “Babysitters”: (Actions now, can, commands; use the
Materials file)
Activate Schema: Does everyone know what a babysitter is? (Explain if necessary.) Is it
easy to be a babysitter? Why not? What things do children do that create problems?
[Share the list of actions from the Materials file on screen.]
Instructions: Let’s imagine that we are babysitters. We are taking care of some children.
The children are doing things that aren’t correct. Now, children don’t always admit it when
they do something wrong. Let’s pretend we are in that situation.
with you.)
Example: T: Hey, what are you doing!?
S1: Nothing.
T: Yes, you are! You’re eating in your bedroom!
S1: No, I’m not eating in my bedroom.
T: Listen, you can’t eat in your bedroom.
S1: Sorry.
T: Okay, but don’t eat in your bedroom again.
Procedure: S1 asks and S2 answers. S3 asks and S4 answers. S5 asks and S6 answers.
Cues: from screen. After a few rounds, have ss practice without sharing the screen.
MAT  Role Play, “Missing at Disneyland”: (wearing, adjectives, age; use the
Material file)
Activate Schema: When a person is missing, can you describe the person? What can you
say to describe a person? Let’s write a list in the chatbox:
tall/short, heavy/thin, age, eyes, hair, clothes
Instructions: Let’s imagine we are at Disneyland and one of you is a police officer.
Another student reports a missing person. Describe the person. The police officer asks
questions.
Example: T: To S1: (Say: Officer, my friend is missing.)
S1: Officer, my friend is missing.
T: Is your friend a man or a woman?
S1: She’s a woman.
HOME
T: What’s her name?

S1: Her name is Eugenia.
T: Can you spell that?
S1: E-U-G-E-N-I-A
T: Can you describe your friend?
S1: She is tall, her hair is dark, and her eyes are brown.
T: How old is she?
S1: She is 31.
T: What is she wearing?
S1: She is wearing a sweater and blue pants.
T: What color is the sweater?
S1: It is red.
T: (Pointing the side:) Is that your friend?
S1: Yes, it is. Thank you.
HOMEWORK
HOME
VC LP, Book 2n Block 16 (Review)
Review without the Book [Block 16]
GOALS (2 m)
Procedure:
1. Show the goals for the book on screen (See Materials file).
2. Have ss take turns reading one structure and example aloud.
3. Ask ss which structures they would like to practice with today. (Ss can write the
names of the structures in the chatbox, or you can do it yourself.)
4. Say, “Let’s work on the structures you want more practice with.”
 Telephone Drill: (Questions)

Reinforce concept: Let’s practice yes/no questions and questions with different question
words.
Instructions: Imagine I’m a famous person talking on the phone. You hear the answers,
and you tell me the questions. Finally, you guess my name.
Example: I say: I’m 40, and you ask the question, “How old are you?”
Cues:
1. I’m (34). I’m Portuguese. I’m a soccer player. Yes, I’m training. No, I’m not
modeling. I’m getting ready for a championship. I’m wearing shorts and a jersey.
→ Ask: Who am I? (Cristiano Ronaldo, born February 5, 1985)
2. Yes, I’m Mexican. I’m a composer and a singer. I’m writing a song now. No, I’m
not singing now. I’m playing the guitar. I’m singing “Recuérdame”. I’m (34).
→ Ask: Who am I? (Natalia Lafourcade , born February 26, 1984)
3. I’m a politician. I’m Canadian. I’m (46). I’m working now. No, I’m not giving a
conference. I’m reviewing some documents.
→ Ask: Who am I? (Justin Trudeau, born December 25, 1971)
4. (Your cue) (Profession:________ Nationality: __________ Age: _____
Action now (aff): _________________ Action now (neg): __________________
Action now (aff):____________________________
→ Ask: Who am I? (_______________________, born __________________)
 Stimulus-Response: (Abilities, commands, can, actions now)

Activate Schema: What activities are important in the house? Let’s make a list in the
chatbox.
Instructions: Let’s imagine that we are doing activities in the house. Give someone a
command. Imagine that you cannot do that command because you’re doing another
activity.
Example: T: S1, give me a command.
S1: Clean your room.
T: I can’t clean my room. I’m washing the dishes.
Cues: from the chatbox or other actions ss know
HOME
 Free Question/Guided Answer: (Integration)

Activate Schema: Who are your favorite singers? Sports players? (Write a list in the
chatbox.) Think about your favorite artist or athlete for a moment. What is his or her
nationality? What is he or she doing right now?
Instructions: Now assume your artist or athlete’s personality; imagine you are that person.
Work in groups and guess who your classmates are.
Example: T: S8, are you a man or a woman?
S8: I’m a man. (S4, ask: Mexican?)
S4: Are you Mexican?
S8: No, I’m not Mexican.
S1: What nationality are you?
S8: I’m Puerto Rican.
S7: What color is your hair?
S8: My hair is brown.
T: Can you sing in Spanish?
S8: Yes, I can sing in Spanish and English.
S6: What are you doing right now?
S8: I’m singing in the studio.
S3: Are you a singer? (etc. It’s Ricky Martin)
CAM  Guessing Game: (Actions now, age)

Activate Schema: Can a five-year-old child write well? How do they write? (Mimic.)
Instructions: I’ll send you some information in your PERSONAL chatbox. The first piece
of information is your age. If I type 5, imagine you are five years old. The second piece of
information is an action that you mimic. Please turn on your cameras. Do your actions and
guess the other classmates’ actions. You can ask questions, but don’t use question words!
Example: S1: (Mimics dancing at 85)
T: Are you very old?
S1: Yes, I’m very old.
T: Are you riding a horse?
S1: No, I’m not riding a horse.
S3: Are you dancing?
S1: Yes, I’m dancing.
Cues:
• You are 30. You are fixing a TV.
• You are 16. You are driving a car.
• You are 50. You are singing opera.
• You are 5. You are playing with your cars.
• You are 10. You are typing your homework.
• You are 85. You are driving a car.
• You are 88. You are riding a bicycle.
• You are 35. You are cooking lunch.
• You are 7. You are eating cookies.
• You are 78. You are using a computer.
• You are 16. You are dancing.
HOME
 Stimulus-Response: (Commands, professions)

Activate Schema: Are you familiar with the activities of different professions?
Instructions: Let’s imagine that we are meeting some new people at a party. Let’s give a
command to someone, based on his or her profession. However, we want to be polite, so
we’ll use “Please.”
Example: T: For example, I can say, “S1 is a teacher.” What can you say to him, S2?
S2: Please help me with my English homework.
Cues: doctor accountant
mechanic dentist
musician magician
photographer secretary
guitar player chef
engineer computer technician
 Competition: (Questions with different concepts)

PART 1
Activate Schema: What are the question words you know? (Elicit and write in the
chatbox:)
how old where what nationality
Instructions: The goal of the activity is to collect information about your classmates and
their family. In three minutes, ask your classmates from the other teams questions with
these question words.
Example: T: Maria Elena, how old is your father?
S4: He is 60.
T: Where is he now? (etc.)
PART 2
Instructions: Now let’s check your memory. Write a list of the information you know in
the chatbox. The trio with the most information wins. For example (in the chatbox):
Ma. Elena: Her father is 60. He is at work now.
Follow up: Have different students give some information from their lists. Check which
team has the longest list. The winners get to assign the homework.
 INTERNET  Tic-Tac-Toe: (Spelling, Vocabulary)

Reinforce Concept: Let’s review vocabulary words playing Tic-Tac-Toe.
Instructions: Let’s play a game. Let’s divide the group into two teams. One side will be
the X’s, and the other side will be the O’s. Let’s play Tic-Tac-Toe.
I’ll tell you a word. Then, you give me the word in a sentence OR some information about
that word. This can be an explanation, a synonym, or an antonym.
[Now, share an online Tic-Tac-Toe game on https://playtictactoe.org/ on screen]
Example: T: For example, S1 (Team 1), your word is tricks. Can you use the word in
a sentence? Or can you tell me something about the word tricks?
S1: A magician can do tricks.
T: That’s correct. What box do you want?
S1: B2.
T: Good. Your team gets an X in that box. (etc.)
Cues:
small singer beautiful old
HOME
operate women hair teacher

tricks dirty cheap stand up
easy daughter ride sleep
 Bingo: (Vocabulary)
Activate Schema: Are there many vocabulary words in this course? Tell me some.
Instructions: I’ll give a description and you tell me the vocabulary word. Okay?
Example: This person can fix cars. What’s the word? (Mechanic.)
Cues:
It’s the opposite of new. old
You drive a car, but for a bicycle the action is… ride
A magician can do these, like pulling a rabbit from a hat. tricks
It’s the opposite of clean. dirty
At 3 a.m., we are doing this action. sleep
A man has three children, two sons and a… daughter
It’s this: (Touch your hair.) hair
It’s my profession. teacher
Shakira and Pedro Fernandez have this profession. singer
It’s the opposite of big. small
It’s the opposite of difficult. easy
It’s very nice or very pretty. beautiful
It’s the plural of woman. One woman, two… women
A doctor can do this action. operate
It’s the opposite of expensive. cheap
It’s a command. It’s the opposite of sit down. stand up
 Dictation: (Professions)
Activate Schema: Who is a famous actor? A famous writer?
Instructions: Let’s play a dictation game. Take a piece of paper or write in a Word
document. I’ll say the name of a famous person and you write the profession. In your
notebook or on a sheet of paper, write the numbers 1 to 6.
Example: I say, “Madonna” and you write singer. Okay?
Ideas for cues: Pelé, Sylvia Pinal, Chayanne, Chepina Peralta, Teodoro González de León,
Fernando Ortiz Monasterio, “Canelo” Álvarez, etc.
Follow up: (to check the answers) Now say the person and the profession. For example:
(Madonna) is a singer.
 Dictation: (Spelling)
Activate Schema: Is it necessary to spell names sometimes? Is it easy or difficult to spell
names?
Instructions: Take out a piece of paper to write on, or open a Word document. I’ll send
you a name and you spell it to the group.
Example: T: S2, I sent you a name in your PERSONAL chatbox.
Please spell: Jason Rubinsteen.
S2: J-A-S-O-N space R-U-B-I-N-S-T-E-E-N.
Cues: (copy and paste one or two names in each student’s PERSONAL chatbox)
George Jeffrey Junior
I.E. Weider
HOME
S.R Haney
Sir Wayne Houghey
Judge Haamer
Stephen Brosnahan
Brandi Parisi
Jon Pitmann
Hunter Noack
Andrea Murray
Dale Tolliver
Christa Wessel
Follow up: Copy and paste the names in the chatbox for everybody to check.
GUIDED DIALOG (5 m)
Guided Dialog: (Actions now, locations, spelling; use Materials file)

Activate Schema: Can you use the telephone in English? What can you say when you
answer the phone?
with you.)
T: Hello?
S1: Hi, is David at home?
T: Who’s calling?
S1: This is Eugenia.
T: Can you spell your name?
S1: E-U-G-E-N-I-A
T: I’m sorry, he isn’t at home.
S1: Where is he?
T: He’s at the mall.
T: He’s drinking coffee with a friend.
S1: Well, thanks. Bye!
T: Bye!
Cues: from screen
Role Play, “Family Interview”: (Abilities, actions now)

Activate Schema: Do people in your family have different abilities? Are they doing
different activities right now?
Instructions: Let’s ask questions to find out the abilities of different people in our family.
Ask a question for ability about someone in your family. If the answer is affirmative, then
ask if the person is doing that activity now.
Example: T: For example, S1, ask me an ability about my father.
HOME
S1: Can your father speak French?

T: No, he can’t speak French.
S1: Can he play the guitar?
T: Yes, he can play the guitar.
S1: Is he playing the guitar right now?
T: No, he’s not playing the guitar now. He’s working. (etc.)
  “Speaking Different Languages”: (Actions now, nationality)

Activate Schema: What are some nationalities we know? Are nationalities always the
same as the language? What are some that are different? (American – English;
Cuban – Spanish, etc.)
Instructions: Let’s imagine that we are all different nationalities, and we are speaking
different languages. Ask about the language, and then ask why the person is speaking that
language.
Example: T: S1, ask S2 what S3 is speaking.
S1: What is S3 speaking?
S2: He’s speaking French.
T: Ask, “Why?”
S1: Why is he speaking French?
S2: Because he’s French. (etc.)
 Role Play, “Music videos”: (Actions now, description)

Activate Schema: Where can you see music videos? Think about a music video for a
moment: a beautiful video or a very ugly music video!
Instructions: Let’s work in pairs. One person is watching music videos and the other
person is visiting. Talk about the artist and the music video.
Example: S1: Hi, _____, what are you doing?
T: I’m watching (music videos on YouTube).
S1: Who is that?
T: That’s Marilyn Manson. He’s wearing a black dress and he’s dancing.
S1: What color are his eyes?
T: One eye is blue, and the other eye is green.
S1: He’s ugly! (etc.)
CAM  Color Game: (Colors, demonstratives)

Activate Schema: What are the colors we know? (Elicit and write a list in the chatbox.)
Instructions: Please turn your cameras on. Work in together. One person mentions a color
and the other(s) mention objects that have that color. You can use objects in your room or
in your classmates’ rooms.
Example: S1: Green.
S3: Those books are green.
S2: My sweater is green; and this pen is green.
CAM  Role Play, “Spell Your Possessions”: (Demonstratives, spelling)

Activate Schema: Do you remember the vocabulary for objects? Can you spell the names
of different objects?
HOME
Instructions: Please turn your cameras on. Put some objects on your desk. They should be
objects you know the vocabulary for. Now, let’s practice identifying and spelling different
objects.
Example: T: For example, (showing a cup), S1, what is this?
S1: It’s a cup.
T: Can you spell CUP?
S1: C-U-P.
 Description, “Nationalities”: (can, nationalities)

(Note: This drill actually practices opportunity. Since we don’t want to confuse students at
this point, don’t mention this; you can explain it if they ask.)
Activate Schema: What things can we do here in your city? Let’s make a list in the
chatbox of activities that we can do:
eat visit buy drink
Instructions: I’ll give each of you a nationality. You invent a name and then tell us the
activities you can do. Use your imagination!
Example: My name is Pierre. I’m French. I can eat good baguettes and croissants. I can
visit the Eiffel Tower. I can buy French clothes. I can drink French wine.
Cues: Assign each student a different nationality.
Canadian American Mexican
Brazilian Italian Australian
Cuban English Spanish
Russian German French
 Student Presentations, “What’re they doing?”: (Actions now, demonstratives)

Activate Schema: Now, think of a person or people doing something interesting. Think
about how to draw that activity. Now, take out a piece of paper. Draw the image of the
person or people doing your action.
Instructions: Let’s practice talking about actions now with demonstratives. Let’s use our
drawings, and compare them with other people’s drawings.
Example: T: For example, I can say, “This man is playing the guitar, and that woman
is cooking.”
S1: This woman is cooking, and those boys are playing soccer. (etc.)
parts:
• Activate Schema
• Instructions
• Example
• Correction
HOMEWORK
HOME
HOME
VC LP, Book 2n Unit 9, Block 17 (Review)
Unit 9: Review Unit [Block 17]
GOALS (30 s)

into the chatbox. Say the information Review book 1
aloud and have students repeat. Get your oral grade
DRILLS TYPE 2
 Stimulus-Response: (Actions now, professions, location)

Activate Schema: What professions can you remember? Are there locations that are typical
for different professions?
Instructions: I’ll say a location for a person, and you say the profession and action now.
Example: For example, if I say, “Aaron is at the office,” you can say, “He’s an accountant.
He’s using a computer.”
Cues: Mary is at school. John is at the garage.
Sam and Max are at the theater. David is at the photo studio.
Martha is at the office. Melanie is at the concert hall.
Hugo and Jorge are at the stadium. Monica is at the restaurant.
Jeff is at the hospital. Lisa is at Interlingua.
Mark is at the airport. Howard is at the bus station.
 Stimulus/Response: (Numbers 1 to 12)

Reinforce Concept: Let’s practice the numbers.
Instructions: I say a number and you tell me what you can see with that number.
Example: T: I say “3”, and you say, “I can see three books on the table” or “I can see
three white shirts,” or “I can see three chairs.”
 Free Question/Guided Answer: (Integration)

Activate Schema: What can we ask to describe a person? (Elicit and write in the chatbox:)
nationality how old man/woman hair eyes actions now
Instructions: I’ll give you a new personality. You can’t see your name. Guess your
identity. Ask your classmates questions. You cannot use question words.
Example: T: S3, write the name of a famous person in the chatbox. Your classmates read
it, and then you erase the name. (The student should right-click and
eliminate the item. Give the S3 time to do this.) Ready?
T: Am I a man or a woman?
Ss: You are a man.
T: Am I an athlete, a sports player?
Ss: No, you aren’t an athlete.
T: Can I sing and dance?
HOME
Ss: Yes, you can sing very well.

T: Am I Pedro Fernandez?
Ss: Yes/No, …
Procedure: Ask a student to close their eyes. Write the name of a famous person in the
chatbox and then erase it, or invite ss to take turns to write a name and erase it.
MAT  Stimulus-Response, “Parents and Children”: (Actions now, commands)

Activate Schema: What are some commands that parents give their children? What are some
negative commands that they give? Look at the list on screen.
[Share the list of commands from the Materials file on screen.]
Instructions: Let’s practice giving commands. Imagine that we are very obedient children,
and we’re doing the commands our parents give us.
Example: T: S1, give me a command.
S1: Clean your room.
T: I am cleaning my room. S2, give S3 a command.
S2: Don’t eat in the living room.
S3: I’m not eating in the living room. (etc.)
Cues: from the list in Materials file
MAT  Logic Problem: (Professions, actions now; use Material file)
Activate Schema: Do you like puzzles? Can you think logically?
Instructions: Let’s work together to solve a puzzle. Imagine, there are three men on an
airplane. They are different professions. They are wearing different things, and they are
doing different activities. Work in trios and decide their profession, clothes, and actions
now. (In the chatbox, write:)
profession wearing action now
Example: T: For example, the first sentence says, “Allan isn’t a mechanic.” The other
names are Chuck and Bob, so one of them is a mechanic. Continue to work in pairs.
Solution: Allan is a doctor. He’s wearing glasses and he’s reading the paper.
Bob is a mechanic. He’s wearing a cap and he’s watching a movie.
Chuck is an accountant. He’s wearing sandals and eating lunch.
Explanation: Allan isn’t a mechanic, and the mechanic is wearing a cap. Since Chuck is
wearing sandals, he isn’t the mechanic, either. That means that Bob is the mechanic. The
doctor is wearing glasses; Chuck is wearing sandals, so Allan is the doctor and Chuck is the
accountant. The doctor (Allan) is reading the paper; Bob isn’t eating lunch, so that means
Chuck is eating lunch and Bob is watching a movie.
 “Verb Objects”: (Vocabulary)

Reinforce Concept: Let’s practice vocabulary words.
Instructions: I say a verb and you complete it with a logical object.
Example: I say, “open” and you say, “Open the door” or “Open your book”.
Cues:
open touch close cook
study show me drive play
 Guessing Game: (vocabulary)

Active Schema: Is it difficult to explain vocabulary? What can we do to explain
vocabulary words? (Elicit and write the following in the chatbox.)
HOME
draw mimic give an opposite give examples (etc.)

Instructions: Open your books in PDF. Select some vocabulary words from the Keywords
and Expression lists in your book – from any unit. Write them in a list on a separate piece
of paper. Have your teammates guess your words. You can draw the words, mime the
action, give an opposite, etc.
Example: T: My word is a description. (Mimic: a tall person.) A basketball player is this.
It’s the opposite of short.
 Trivia Game: (Nationality, ability)

Activate Schema: Do you know many different nationalities? Is nationality always the
same as language?
Instructions: Let’s play a game. Let’s divide the group into two teams. I’ll say a sentence
about nationality. You say the language he can speak, using “can.”
Example: For example, if I say, “David is Mexican,” you can say, “He can speak Spanish.”
Ready? Let’s play.
Procedure: Give a person from each team a sentence, and they have to come up with a
sentence of the form “He/She can speak…” or “They can speak …” They only get a point if
the sentence is grammatically correct, and the language is correct for the nationality.
Sentences: Marco is Argentinean. (Spanish)
Herr Gruber is German. German)
Dmitri is Russian. (Russian)
Bob is American. (English)
Luisa is Guatemalan. (Spanish)
Sue and Mary are Australian. (English)
Jean is Haitian. (French)
George is Belizean. (English)
Joao is Brazilian. (Portuguese)
Muammar is Libyan. (Arabic)
Adriana is Venezuelan. (Spanish)
Roberto is Sicilian. (Italian)
Note: Students may not understand the nationality. If this happens, you can write it on the
board. As a last resort, you can tell them the form in Spanish.
 Vocabulary Game: (Abilities, spelling)

Activate Schema: Can you remember the vocabulary from this course? Can you spell the
words from this course?
Instructions: Let’s work in pairs to practice spelling. Open your books. Select a word from
the book, and ask your partner is he/she can spell the word.
Example: T: For example, S1, ask me a word from the book.
S1: Can you spell GRANDFATHER?
T: Yes, I can spell that: G-R-A-N-D-F-A-T-H-E-R.
DRILLS TYPE 3
MAT  Role Play, “Prove It!”: (Actions now, ability)

Activate Schema: Are you good at miming abilities?
HOME
Instructions: Let’s practice miming some of our abilities. Let’s ask each other questions
about our abilities. Imagine that you don’t believe the other person can do that ability.
Show that you can do the ability by acting it out.
Example: T: S1, ask me about my ability with “What.”
S1: What can you do?
T: I can ride a horse. (Tell me I can’t do that.)
S1: You can’t ride a horse!
T: Of course I can. Look, I’m riding a horse now. (Mimes riding a horse.)
 Presentations, “A Family Member”: (Professions, abilities)

Activate Schema: Think about different people in your family. Think about their
profession, and think about their abilities because of that profession.
Instructions: Let’s give presentations about the people in our families.
Example: T: My father is a doctor. He can operate on people. My wife is a teacher. She
can teach English. My mother is a housewife. She can cook very well. My
sister is a dentist. She can fix teeth.
 Description: (Actions now, description)

Activate Schema: What are some action words we know? What are some words we can
use to describe objects?
Instructions: Let’s talk about our actions now. To make our actions more interesting, let’s
use words to describe the things we are doing.
Example: T: For example, I can say, “I’m reading an interesting book.”
Another example?
S1: I’m eating a delicious sandwich. (etc.)
 Role Play, “How do you spell that?”: (Actions now, review spelling of –ing
forms)
Activate Schema: Is it important to spell words correctly in English? Can you remember
the spelling of the –ing form of verbs? Think of an activity now. Think of the spelling of
the –ing form.
Instructions: Let’s ask questions about our actions now, and about the spelling of the verb.
Example: T: S1, ask me about my action now.
S1: What are you doing?
T: I’m making dinner (ask me to spell the verb).
S1: Can you spell MAKING?
T: M-A-K-I-N-G.
 Role Play, “Places in the City”: (Location, spelling)

Activate Schema: Is your city or town interesting? Are there interesting names for some
streets in our city? For example, where is this Interlingua branch? Right, it’s ON (street
name). In English, we indicate a street location with “on.”
Instructions: Let’s practice asking questions about location. Imagine that you are a tourist
in our city. You ask for the location of a person’s house. Now, imagine that you don’t
understand Spanish well, so you ask the person to spell the name of the street.
Example: T: For example, ask me the location of my house, S1.
S1: Where is your house?
T: It’s on Las Brujas. Ask me, “spell?”
HOME
S1: Can you spell Las Brujas?

T: L-A-S-space-B-R-U-J-A-S.
 Description, “My favorites”: (Age, actions now, location, abilities)

Activate Schema: Who is your favorite athlete? (Name a few.) Who is your favorite TV
personality?
Instructions: Let’s talk about our favorite people. Ask your classmates for the people’s age
and a description.
Example: T: S8, who is your favorite actress?
S8: My favorite TV actress is Arcelia Ramírez.
T: How old is she?
S8: She is about 46.
T: Is she pretty?
S8: Yes, she’s pretty.
T: Use your imagination. Where is she?
S8: She’s at Interlingua right now.
T: What is she doing?
S8: She’s studying English.
T: Can she speak French?
S8: Yes, she can speak French.
 Description/Discussion, “Famous people”: (Description, profession)

Activate Schema: What are some professions for famous people? Let’s make a list in the
chatbox. What are some words we can use to describe people? Let’s make another list.
Instructions: Let’s find out opinions about famous people. Think of a famous person with
one of the professions from the board. Now, ask someone a question using one of the
descriptions.
Example: T: For example, S1, is Thalia a pretty actress?
S1: Yes, she’s a pretty actress.
T: Is she a good actress?
S1: No, she isn’t a good actress. She’s a terrible actress.
parts:
• Activate Schema
• Instructions
• Example
• Correction
HOME
TALK TO SS ABOUT THEIR PROGRESS / ACTIVITIES
Assign the activities (see next section). While ss do them, give them feedback on their
performance.
1. Mention one or two goals the student manages well.

2. Mention a goal the student needs to work on. Use the words confuse and forget.
3. Repeat step 2.
4. Give the grade.
5. Ask if the student has any comments or questions.
ACTIVITIES / TALK TO SS ABOUT THEIR PROGRESS
Activity 1
a – Can you
b – these
a – his
d – give me
c – What nationality
d – She’s in the dining room
Activity 2
First paragraph:
I’m not, I can’t play, I’m having;
Second paragraph:
children can’t use, they aren’t interested.
Activity 3
First conversation:
Kelly and Ivan are students. Ivan is Russian. Kelly can’t speak Russian because it’s very
difficult. Kelly is studying French.
Second conversation:
Megan and her sister are at the park OR Megan and her sister are playing tennis. Megan is
playing tennis with her sister OR Megan is at the park with her sister. Trevor can’t play
tennis very well.
HOME
HOMEWORK: Take the Exam Online
[Share your application to show the instructions in the Materials file.]
Mention the following points:

1. You will receive an email about the exam. It will contain the link to your test.
2. Once you have logged in for the exam, you have 45 minutes to take it.
3. The last question asks, “Did you take the exam alone, without help?” You need to
answer that question with YES.
4. The passing grade is 70. If you get 70 or more on the exam, the platform will ask you if
you want to download your diploma. Remember that you still need a 7 or higher as an
oral grade to pass.
5. If you have any questions about the exam, you can send a return email.
6. Important: If you have questions about registration for the next course, send an email
to your coordinator. In your case, that is ___________. His/Her email is
[email protected].
HOME

Lesson Plan Level 2n: Version: January 7, 2022

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Lesson Plan Level 2n

Version: January 7, 2022

Introduction UNIT 7, Block 11

Todos los derechos reservados ©2021 Interlingua

You will need the following materials:

You will find the materials in this folder:

How are students’ oral grades determined?

End of the introduction

Unit 1: Identifying People and Objects [Block 1]

[Welcome students and introduce yourself.

Do you have any questions? ¿Tienen alguna pregunta?

GOALS FOR FIRST HALF OF COURSE (2 m)

• Copy and paste the goals on the right Goals

What are these? Fotos.

They’re pictures in a PHOTO ALBUM.

Lisa has a photo album with photos of her family.

Who is (Bart Simpson’s) father? His father is (Homer Simpson).

Kim is her SISTER.

Are her brother and sister at a restaurant? No.

Where is Lisa here? In the bedroom.

Instructions: Please listen to the story. (Read the text.)

1. How old is Lisa? (She’s 8.)

CONCEPT AND STRUCTURE REMINDER 1 (5 m)

What is this? It’s a hat.

talk about colors:

Elicit the patterns for word order:

Now, look at the answer.

[Share these sets of pictures from the Materials file.]

3 blue shirts a green sweater 4 red caps a blue shirt

3 white dresses a black belt 4 orange blouses a black tie

3 red ties a green cap 4 gray coats a yellow blouse

Repetition: (Identification, singular and plural)

Substitution: (Identification, singular and plural)

DRILLS TYPE 2 (10 m)

[Share these sets of pictures from the Materials file.]

1. white cup 2. blue dolls 3. blue pen 4. tan dogs

5. brown puppy 6. red balloons 7. gray bike 8. red pencils

12. purple and

 Game, Stimulus/Response: (Identification, singular and plural)

 Stimulus/Response: (Identification, singular and plural)

DRILLS TYPE 1 (15 m)

[Share these sets of pictures from the Materials file.]

3 blue shirts a green sweater 4 red caps a blue shirt

3 white dresses a black belt 4 orange blouses a black tie

3 red ties a green cap 4 gray coats a yellow blouse

Repetition: (This/These, singular and plural, interrogative)

Guided Question/Guided Answer: (This/These, singular and plural)

Repetition: (Identification, singular and plural, What?)

Combination: (Identification, singular and plural, What?)

Repetition: (Colors, affirmative)

Substitution: (This/These, colors, affirmative)

Repetition: (What color?)

Combination: (What …? What color …?)

DRILLS TYPE 2 (12 m)

MAT  Stimulus/Response with sets of pictures: (Identification, color; use

 Free Question/Guided answer with picture sets: (What color …?)

Guided Dialog: (Integrate questions for identification/color; use Materials file)

T: What are these?

DRILLS TYPE 3 (12 m)