MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGIA

English Immersion Program LESSON PLAN FOR LEVEL BASIC 2

LEVEL: Basic 2
TEXTBOOK: INTERCHANGE 1
UNIT: Unit 3A
TEACHER:
CLASS:
DATE: MARCH 23rd, 2015
Lesson Topics: Money, shopping, prices, demonstratives; one, ones.
TIME: 4 hours PAGES: 16-18 MATERIALS: flash cards, books,
EQUIPMENT: radio
paper, pencils, worksheets, markers,
realia (backpacks, notebooks, etc.)
Objectives: By the end of these activities SWBAT:
Warm up:
* Name the colors and explain their meanings.
Activity 1and 2:
* Give and receive information about quantities, numbers, prices, etc
* Make simple purchases by stating what is wanted and asking the price.
* Make statements using demonstrative this/these/that/those; one/ones
Activity 3:
* Practice stress in a sentence.
Activity 4 and 5:
* Offer help using the expression Can I help you?
* Get someones attention using Look at this!
* Understand and extract essential information from short passages.
Language Skills: Listening, Reading, Writing, Speaking
Life Skills and Values: Decision making, Service skills

Warm
Up /
Introducti
on

* TAKE ATTENDANCE
* Using ready made flash cards introduce the colors. Show or paste
the flashcards on the board and name the colors. Repeat several
times, then Asks some Ss to name the colors. Then ask What is your
favorite color? Also ask Ss to choose between pairs of adjectives of
colors. Ex.: Is red exciting or sad? Is white dirty or pure?

10
min

Explain Ss that colors have different meanings in different countries.

Discuss meanings. Use questions under snapshot image, page 16.
Elicit or explain vocabulary.
Optional: Instead of using flashcards, write the colors on the board.
Presentati
on #1
Conversat
ion

Book closed. T shows the picture next to the dialog on page 16

and set context by asking questions like: Where are they? What
do they do? Who is the salesperson?

05
min

T writes focus questions on the board, then play the audio track
21 from CD1 (track 17 in 3rd edition) Ss listen silently and then
answer the questions on the board. Then play the audio again and
check answers.

10
min

Books opened, play the audio, Ss listen and read in silence.

(Check new vocabulary) T review expressions related to
preferences, doubt, and request alternatives. (Page T-154)

10
min

T asks questions about the dialog eliciting prices, colors and

objects. Ask questions regarding how expensive or cheap is an
object or what is a reasonable price.

05
min

T Model reading with a Ss. Then in pairs Ss role play the dialog,
and then personalize it, asking for the price of the clothes they
are wearing. How much are these sneakers? The white ones are
$20 dollars.

10
min

T explains demonstratives are words that show which person or

thing is being referred to In the sentence. T provides examples
using this and these, that and those. (Point out the difference in
pronunciation between this and these.) Elicit or explain when to
use this and these / that and those.

20
min

Activity 1
Reading

Presentati
on
#2
Grammar

Activity 2
Speaking
Reading
Writing

T collects two different pairs of glasses, hats, bag packs, and

other objects. T use CCQs to assess Ss understanding of the topic.
Ex.: What colors are those books? What color is this pen? Review
and correct colors.

10
min

Individually Ss complete exercise A on page 17. Ss practice in

pairs, and then take turns to read. T checks answers.

15
min

Ss complete exercise B using the expressions in the box. T model

the task with a S and then Ss take turns to ask questions and
answer them. (Check answers and use of demonstrative and one
or ones.

10
min

BREAK BREAK BREAK BREAK BREAK BREAK- BREAK

BREAK- BREAK BREAK -

15
min

T provides Ss with Unit 3 Extra worksheet (Provided) and explains

the task. In pairs Ss will ask an answer the prices of different
objects.

20
min

Presentati
on
#3
Pronuncia
tion

T reminds Ss that in each word there is a syllable that has a more

stress. Explain Ss that in a sentence there is also a word with
more stress. (Refer to Pronunciation pairs page 18: Stress in
sentences) After explaining how words are stress in sentences
play track 24 from CD 1 (Track 20 in 3rd edition) , ask Ss to listen
carefully and try to identify the word with more stress. Repeat the
audio again and ask Ss to clap on each stressed word.

15
min

T play track 5 of Pronunciation pairs CD (Provided) Ss listen

silently. T repeats the audio again; T asks Ss to repeat each

15
min

Ice
breaker
Speaking

Activity 3:

Listening
Pronuncia
tion

Activity 4:
Role play

Activity 5
Listening

Assessme
nt
Writing
Wrap up
HOMEWO
RK

sentence as he plays it a third time.

T writes on the board the sentences on E1 and E2 of pronunciation

pairs, page 18. T model pronunciation and asks Ss to take turns
to read aloud and underline the stressed words. (Correct as
necessary)

In pairs Ss will use personal objects to pretend that are on sale.

One S is going to ask for prices and the other will answer. T will
model the task with a S using the expressions of exercise 5 page
18 of Interchange book. (Check pronunciation, Stress and
vocabulary)

T sets the scene of two people shopping. They want to know the
prices of four things; point out the expression: Look at this to
get someones attention. T will play audio track 25 from CD1
(Track 19 in 3rd edition). Individually Ss listen and complete the
chart in their notebooks. (Check answers)

T play audio track 26 from CD1 (Track 19 in 3rd edition) Ss find out
if the people buy the things or not.

Individually Ss complete exercises 1 and 2 of Unit 3 from the

workbook. (Check answers)

T reviews objectives, reviews these/this/those/that, and sentence

stress.

Workbook P. 14-15 Ex. 3-5 Ask Ss to bring different objects

from home.

15
min

20
min

10
min

05
min

15
min
05
min