MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGIA

PROGRAMA DE INGLES DE INMERSION PARA LA COMPETITIVIDAD

CENTRO DE CAPACITACION Y ENTRENAMIENTO PROFESOR JUAN BOSCH

SEDE CENTRAL Y COLEGIO SANTIAGO APOSTOL

L
DATE: August 30th, 2016
UNIT 7: Health

SHIFT: Morning
LESSON B: Getting better

TEXTBOOK:
TEACHER:

OBJECTIVES OF THE SESSION: By the end of this session SWBAT recognize and name 8-10 items related to treatments, identify s
short paragraph based on the information from the article, produce a short conversation using the information learned in the unit,
formulate 4-6 sentences.
KEY VOCABULARY
Cough syrup, mouth wash, aspirin,
lozenges, nasal spray, sleeping pills,
lotion, bandages, capsules, band-aid,
splint, wheelchair, tweezers, cast,
crutches, ointment.

OBJECTIVE:
TIME
A) 5-10
mins

B) 10-15
mins

GRAMMAR STRUCTURES
Reported Speech (Command)
-Dadtoldmetodomy homework.
-The teachertoldmenottotalkto my friend.

MATERIALS
- Teacher's book
- Student's book
- Whiteboard
- Markers
- Radio, speakers, CD2, TV
- Laptop, etc.

WARM UP/ LEAD IN ACTIVITY

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

-Ss will present the Idiom and phrasal verb of the day.
Two Ss were selected to present them. They will have to
present examples and elicit examples from their
classmates.

OBJECTIVE:
By the end of this session SWBAT recognize and name 8-10 items related to treatments.

TIME/PAGES
21-25
mins

STAGES/ACTIVITY
- Vocabulary
presentation
Skill:
- Speaking

PROCEDURE
- T previously assigned the vocabulary as a homework. Ss
should be ready to present. T will choose randomly some Ss
to present the vocabulary. T will help adding some extra
words to the list.
-Direct Ss attention to page 75. Have them complete
activity A and B, discuss the answer in groups.

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
identify specific
to describe
information
people. and produce a short paragraph based on the
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
- T hands out a worksheet with a reading about weather
24-30
Reading practice
forecast.
mins
Skills:
-In groups, have ss read the article and underline the
- Reading and writing.
unknown vocabulary. T makes sure Ss understand and
clarifies all confusions.
-Have Ss write a short paragraph two answer the following
question What reasons do you have personally for
choosing organic or non-organic food?. Include passages
from the text to support their answer.
OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
produce a to
short
describe
conversation
people. using the information learned in the unit.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
35-40
mins

Speaking
Skills:
- Writing and
speaking

-In groups of four Ss have to write and present a short

conversation in which they have to demonstrate understanding
of vocabulary and grammar from the unit.
-Ss will have 20 mins to write and 20 to present 3 mins per
group.

By the end of this session SWBAT produce a a short paragragh about an experience they had participating
practice.
OBJECTIVE:By
to use
thevocabulary
end -ofWriting
this
related
session
to physical
SWBATappearence
implementtoreported
describe command
people.
to formulate 4-6 sentences.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
-T previously assigned the expressions as a homework. Ss
50-55
- Grammar
Skills:
should be ready to present. T will choose randomly some Ss
mins
- Speaking and
to present the language link. T will clarify and make sure Ss
writing.
understand.
Skills:
- Writing and
The class is divided into groups of six and each group is
speaking

- Writing practice.
50-55
mins

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

-T previously assigned the expressions as a homework. Ss

should be ready to present. T will choose randomly some Ss
to present the language link. T will clarify and make sure Ss
understand.
The class is divided into groups of six and each group is
given a set of cards. Three pairs of students play against
each other. One student picks up a card and reads the
command on the card. The student then whispers the
command to their partner. Their partner acts out the
command to the other pairs of students. The other pair of
students watch the mime and try to guess what the student
told their partner to do.
They use reported speech to say what they think the
command was, e.g. He/she said to go to bed. If they
manage to guess the command and make a suitable
sentence within the time limit, they score a point. The pairs
then swap roles and the process is repeated until there are
no more cards left. The pair with the most points at the end
of the game is the winner.

OBJECTIVE:By
to use
thevocabulary
end of this
related
session
to physical
SWBATappearence
discuss information
to describe related
people. to the topic taught the day before.
TIME/PAGES
STAGES/ACTIVITY
PROCEDURE
25 - 35
mins

TIME/PAGES

5-10
mins

Homework
correction
STAGES/ACTIVITY
WRAP UP
-Workbook and
Homework correction.
-Homework
assignment

-Have groups of students discuss the answer of the

homework previously assigned. T walks around checking the
homework and helping as needed.
PROCEDURE
-T assigns Unit 7 lesson B from the workbook as a
homework
-Teacher erases the board , asks students to organize the
chairs and dismiss the class.

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

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

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

TECNOLOGIA
PETITIVIDAD

R JUAN BOSCH

AGO APOSTOL
World Link Book 3
Angel Estevez

TIME:
PAGES:

to treatments, identify specific information and produce a

tion learned in the unit, implement reported command to
EXPRESSIONS/FUNCTION

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

ts.

RESOURCES
- The gradebook
- Markers

- Whiteboad
- Markers

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

4 hours
75-79

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

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

ragraph based on the information from the article.

RESOURCES
ASSESSMENT
- Radio or Speakers
- Observe Ss hability
- Audio CD
to listen for specific
- S's and T's book
information.
- Notebooks

learned in the unit.

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

ASSESSMENT
- Observe Ss
performance.
Help as needed.

hey had participating in any settings

tences.
RESOURCES
ASSESSMENT
- S's book
Observe and give
- T's book
feedback as
- Notebooks
necessary.

- S's book
- T's book
- Notebooks

day before.
RESOURCES
-Computers

RESOURCES
- T's book
- Workbooks

Observe and give

feedback as
necessary.

ASSESSMENT
Make sure students are
using the correct
grammar form.

ASSESSMENT
N/A

make the necesary adjustment

better plans.