República Dominicana

MINISTERIO DE EDUCACION SUPERIR CIENCIA Y TECNOLOGIA

ENGLISH IMMERSION PROGRAM
LESSON PLAN

LEVEL: Intermédiate II TEXTBOOK: Interchange 3

CLASS: Unit 9 PART ONE DATE:

LessonObjectives: SWBAT:
LessonTopics: The past and the future
 Talk about commonly offered services.
Time: 4 hours  Dramatize the conversations
Pages: 58-60  Discuss contemporary topics.
 Practice “have and get something done.”
 Ask where to find services
 Practice three-word phrasal verbs.
Materials: Books, board, markers, CD LanguageSkills: Reading, writing, speaking, listening
Life Skills&
Equipment: Radio or Speakers Ss will learn to appreciate services.
Values:

MP MESCYT 2014
 STAGES OF THE LESSON
TIME
Objectives Layout
-T writes the objectives of the lesson on the left side of the board, vertically (1`approx.) Also T writes the
10 minutes
date on the top right corner of the board.
- T calls the roll. Ss sitting in a semi-circle.-T explains the objectives to the class.

Warm Up/ -In pairs, Ss will comment about the reading in Unit 8, “Learning Styles”. They will come up with a one-minute 15 minutes
Introduction interview between a teacher and a student, describing the student’s learning style. In a circle, they perform for
class.
-In pairs, Ss will rehearse a two-minute gesturing dialogue, representing one of the services shown in 1
SNAPSHOT
SNAPSHOT, p. 58.
-Pairs will perform for the class. The rest of the Ss will guess which the service is and comment why they would 15 minutes
use it.
-T checks pronunciation. Makes any necessary corrections.
-Books closed; T writes a) an interview b) an ad c) a survey on the board.
-T explains Ss will hear an audio script. They have to circle what it is.
-T plays the audio CD 2, track 16 twice for the ss to hear.
PERSPECTIVES
-In pairs Ss compare, justify their choice and comment the content of the ad. 25 minutes
-In groups of four, Ss will come up with a list of the services offered in the ad. Group A joins Group B (groups of
eight now) to compare their lists.
-T plays the audio again, Books open for students to read.
-T brings words to form sentences using HAVE and GET: eg, I want to have someone shorten my skirt, I’d
like to get someone to fix my scooter, I want to have my hair cut, I need to get my neck massaged.
-T forms three or four groups and gives one of the sets of words to each. Ss are to form the correct
sentences, stand in front of the class holding their words in the correct order. The rest of the class will
GRAMMAR FOCUS decide if the order in ok. All groups have the chance.
“Have or Get -T monitors pronunciation and intonation. 25 minutes
something DONE” -T asks Ss to explain the reasons why the made their decisions. T makes any necessary clarification.
Follow-up:
-In pairs, Ss will go back to Snapshot, p. 58 and make dialogues, using the pictures of the services given there.,
e.g. A: Do you know where I can get someone to pant my house? B: You can have your house painted at (Ss
provide an imaginary name) Afterwards, they will perform their dialogues for the class. T checks the correct use
of the grammar and the intonation.
PRONUNCIATION: -With books closed, Ss will hear the audio in CD 2, Track 18 and will repeat after every sentence. (T pauses to give
Sentence stress. them time) –T plays again, Ss will clap every time they hear a stressed word in each sentence. 25 minutes
-With books open, Ss will read the sentences. T plays the audio again, Ss repeat and clap on the stressed word.
Compare to their first attempt.
 República Dominicana

MINISTERIO DE EDUCACION SUPERIR CIENCIA Y TECNOLOGIA

ENGLISH IMMERSION PROGRAM
LESSON PLAN
-Explains rules.
Follow-up:
-Ss will use the dialogues in the previous section to practice intonation, clapping on the stressed words.

-During the break, Ss will approach another student form another class and will make some of the questions used
in the dialogues they created for the grammar practice. 15 minutes
Break time.

As a warm-up, Ss will comment on the answers they got during the break.
-In pairs, Ss will describe the picture in 5 Discussion, p. 60. They will comment if they can have that service in the
town, city.
-Pairs will join new pairs to comment on their conversation.
DISCUSSION: -T explains new vocab.
Different places, -In groups of four, Ss will read all the services in this section. They will make dialogues following the model in this
different ways section of the book. 30 minutes
-Groups will choose one or two of the services. They will rehearse a role play, depicting a scene of a person
visiting their town, asking for particular service. The visitor is taken to the person to have the service.
-Groups perform for the class in two scenes. One without speaking only with the mimics for the class to guess
what the conversation is about. Groups take turns to explain. In the second performance they will speak while
performing to confirm the class inferences.
-T checks intonation, grammar and vocab.
INTERCHANGE 9. 30 mins.
-Ss make groups of three. T distributes the situations presented on p. T-123 among the groups.
-Ss will rehearse a role play, showing the debate between a child and his/her parents trying to discourage
him/her to do one of those things (pierce an ear, have a strange haircut, etc.)
-Ss will perform their role plays for the class. Some groups will agree with or disagree with the parents. They will
debate, giving their opinions.
-T checks intonation, grammar and vocab.

-Ss will read the expressions in Word Power, p. 60, as they identify which one(s) has (have) a literal meaning. Ss
WORD POWER: share their choice (s) with the class. T asks why literal. Pairs explain one another.

MP MESCYT 2014
 -Individually, Ss will match the sentences with their meanings.
-In groups of three or four, they will compare their answers and justify them. T monitors.
Three-word phrasal Follow up:
verbs -Charade: Books closed; Class is divided into two groups. One of the members comes to the front of the room. T
points at one of the phrasal verbs in the book. The S has to mimic for his team to guess. Gives one minute for 30 minutes
them to answer. Each correct answer=one point. At the end, whichever group did it in the shortest time will get
three extra points.

Assessment/Evaluatio
Ss will create a paragraph on how useful the class has been for them today. 15 min
n
Closing Activity Ss will pair up, and stroll commenting the things they like the most about the class. 5 min.
Homework: First two pages of Unit 9 Workbook

LEVEL: Intermédiate II TEXTBOOK: Interchange 3

CLASS: Unit 9 PART TWO DATE:

Lesson Objectives: SWBAT:

LessonTopics: At your service.
 Practice a conversation about dating
Time: 4 hours  Practice making suggestions with gerunds, infinitves,
Pages: 61-63 modals plus verbs, negative questions.
Language
Materials: Books, board, markers, CD Reading, writing, speaking, listening
Skills:
Life Skills&
Equipment: Radio or Speakers Ss will learn to appreciate opinions.
Values:
 República Dominicana

MINISTERIO DE EDUCACION SUPERIR CIENCIA Y TECNOLOGIA

ENGLISH IMMERSION PROGRAM
LESSON PLAN
STAGES OF THE LESSON
TIME

Objectives Layout
-T writes the objectives of the lesson on the left side of the board, vertically (1`approx.) Also T writes the
date on the top right corner of the board. 10 minutes
- T calls the roll. Ss sitting in a semi-circle.-T explains the objectives to the class.

Warm Up/ -T writes: up, forward, along, of on the board.

-In pairs, Ss will come up with as many three-word phrasal verbs as possible, including those prepositions. T will 15 minutes
Introduction
give three minutes. If necessary, the time will be extended two more minutes.
-As a class, they will share their verbs. T makes any corrections needed.

MP MESCYT 2014
 --Books closed
-In pairs, Ss will comment if it’s ok to start dating short or long after they break up.
--Pairs will get together, and share their opinions.
CONVERSATION: I -They will tell their partners how, when, or where they met their favorite friend or a past boy/girl friend.
need a date. -Ss will hear the audio, CD2, Track 19. They will take notes of the keys words that could summarize the dialogue.
-In pairs, Ss will comment about the main idea of the dialogue. 30 minutes
-Pairs will come up with two questions about the dialogue to be asked to the class. Ss answer and give their own
opinions.
-T plays again for Ss to repeat.
-In pairs, they will read.and.look.up the dialogue.

-Books closed; T writes a) SHOULD b) COULD c) WHY DON’T YOU…?

-T explains Ss will a sentence describing any particular issue teenagers complain about: eg. Losing weight,
choosing a career, getting over from a breakup.
-In groups of four, students will read their sentences. The others will give suggestions, using one of the
expressions on the board.
GRAMMAR FOCUS -As a class, individuals will read their sentences for volunteers to give suggestions.
25 minutes
-Ss will open their books and read the examples. T plays CD2, Track 20. Ss listen and repeat.
-Follow up.
Ss will write one suggestion with each if the expressions shown in the examples. They will take the issue written
by another student.
-T checks the use of the grammar.

-Individually, Ss will match the questions with the suggestions on p. 61.

-In pairs, Ss will compare and discuss. They should read and look up. They should use a different
GRAMMAR FOCUS introduction with each suggestion.
25 minutes
Exercise A -Pairs will rehearse a three minute role play, using one of the issues.
-Ss perform for the class. Volunteers will give additional suggestions.

--In pairs, SS will read the three problems in 10 Listening, p. 62. Ss will come up with suggestions.
LISTENING “All you -Ss will copy the three problems in their notebooks. Books closed, T plays the audio CD 2, Track 21. As Ss listen,
25 minutes
have to do is…” they take notes of the suggestions they hear.
-In pairs, they will compare their suggestions.

Break time. During the break, Ss will approach another student form another class and will tell them one of the issues
discussed in class. They will expect for advice.
15 minutes
 República Dominicana

MINISTERIO DE EDUCACION SUPERIR CIENCIA Y TECNOLOGIA

ENGLISH IMMERSION PROGRAM
LESSON PLAN
As a warm-up, Ss will comment on the answers they got during the break.
SPEAKING “Problems
and solutions” -In pairs they will come up with a role play, as if they were visiting a psychologist to get advice on the three issues
20 minutes
In 11 Speaking.
-Ss perform for the class. T checks intonation.

-Ss will write a five-sentence letter to an advice column. They will interchange their letters with another partner.
-Ss will write suggestions to their partners. 20 mins.
WRITING “A letter of
-They return their advice to partners. These read them and say if they agree or not. Class chooses the most
advice”
creative.

-In groups of four, Ss will go over their answers in the workbook Unit 9. T will walk around and make sure that all
Workbook check up.
of the SS finished their assignment. T marks on the attendance list those who are done.

-In pairs, Ss will read the title: “Improve your memory, improve your life.” They will come up with suggestions.
READING
-Books open, in groups of three or four, Ss will read the article. They will make a list of the new words they find.
-Ss will close their books and speak about the article. they open their books and deduce the meanings of the
words through the context. T helps around.
-Ss will do exercises A and B, thereafter they will compare with their partners. 30 minutes
-As a class, they will answer the question: Which of the suggestions do you find the most useful?

Assessment/Evaluation Ss will create a paragraph on how useful the class has been for them today. 15 min

Closing Activity Ss will pair up, and stroll commenting the things they like the most about the class. 5 min.
Homework: finish Unit 9 Workbook.

MP MESCYT 2014