Centro Colombo Americano Saturday Program T2-G2 World English 1 Units 5 To 8

CENTRO COLOMBO AMERICANO
SATURDAY PROGRAM
T2-G2
WORLD ENGLISH 1
UNITS 5 TO 8
UNIT 5: DAILY ACTIVITIES

Overall Time allotment: 8 hours
Objective: Talk about people: Who they are and what they do.
Day 1
Introduction and Integration
Time allotment: 2 hours
Day one in all of the courses will be devoted to creating a space for students and the teacher to know
each other and start fostering a healthy and friendly learning environment. This also includes setting
the rules of the course, giving special recommendations, and asking students to get the necessary
material for the course i.e. dictionary. Then, you are expected to give an explanation of the topics as
explained in the document Consideraciones generales para el primer da de clase:
General description of our programs principles
Additional services
News for the semester
Training on the new book and the Get to know your World pages 0 and 1and do give students
an over
Please, follow the agenda we have designed for this day, which tells you how to tackle the topics
above. You will receive it in advance.
Day 2
Unit Opener and Lesson A
GOAL 1
Tell time i.e.
Ask and answer
questions about a friend
or relative.
Compare a family
member or friends
routine.
Pages to cover: 50, 51, 52 and 53

Target Language (review)
Affirmative and negative

statements.
Time questions in simple
present tense
Pronunciation: Focus on
the falling intonation for time

questions.
Vocabulary
Time & time
expressions
Daily routine
activities
Word bank
Although we expect
teachers to focus on
the vocabulary on
page 52, they can
decide to what extent
they can expand.
Strategies
Grouping presentation
Managing social
interaction presentation
Following
patternspresentation
Suggested task: Follow the advice given by goal 1. Ask students to choose a family member or
friend, think and write briefly about his/her daily routine. Then, students interact with three different
partners and exchange questions and answers about their family members or friends daily routines
(monitor the use of the third person: does, starts, goes, etc).Meanwhile, they should take notes about
the similarities they find and report at the end of the activity. i.e. My sister and Pepitos cousin finish
class at 3 p.m.
Workbook assignment: Page 31
Websites / Software suggested:
World English Intro companion website

Choose the correct form of the verb http://www.englishmaven.org/HP6/Present%20Tense
%20Exercise%201.htm
Choose the right answer: What time is it?
http://www.englishexercises.org/makeagame/viewgame.asp?
id=1648http://conteni2.educarex.es/mats/14442/contenido/

GOAL 2
Talk about
people`s daily
activities and
spare time.
Tell a partner about
your classmates
activities and
accept suggestions
to do different
activities.
Day 3
Lesson B
Pages to cover: 54 and 55
Target Language (review and

listening practice)
Simple present tense
questions and answers.
Adverbs of frequency
(always, sometimes, never)
Time expressions (every, at,
in, on)
Pronunciation: falling
intonation in statements and
questions.
Vocabulary (review
and expansion)
Telling the time.

Work Activities.
Daily activities.
Teachers should
come up with a bank
of activities related to
students daily
activities i.e. take a
course, meet friends,
take photos, go on
the internet, go
shopping, etc.)
Strategies
Grouping - Practice
Managing social
interaction Practice
Following
patterns-
Suggested task:
To reach the goal 2 students will find out how classmates spend time, hang around and advise others
to do varied activities in their spare time.
Ss will work in pairs and decide on what matter they will suggest others. The general categories
groups can suggest are about: academic activities, sports, working out, cultural activities, video
games, taking free courses and going out. Each pair will come up with a schedule to practice
activities related to the category they have chosen. Thus, if a group chose video games, they will say
what games should be played, what time and why others should play them.
During the task ss mingle and take notes of the suggestions they receive; they can use this
conversation model for the interaction:
A: What do you do on Sunday mornings?
B: I sleep until 11 a.m.
A:Why dont you play video games like FIFA World cup, PES, etc, instead.
B:What time should I play video games?
A: At ten oclock.
As activities are advised, Ss decide which ones they can and want to do in their daily life. Activities
can be feasible and unfeasible so that during the outcome they report whether they realized they
could spend time better by changing habits in their real schedule or otherwise, what activities they
want to do instead of the activities they have to do. Ex. I have some spare time on Sunday
mornings, I think I could play FIFA video games instead of sleeping late or I want to take a
swimming course twice a week instead of taking math classes in the mornings. Depending on
the group level, you should pre-teach the word instead.
Bring a picture of a celebrity you really like and search for information about things s/he does at work.
World English 1 companion website
http://iteslj.org/questions/freetime.html Expressions to establish conversations about free
time
http://iteslj.org/games/9971.html conversation activity
http://www.elllo.org/video/1051/V1057TakeNaps.htm about naps
http://www.elllo.org/video/1001/V1033Weekend.htm a conversation about free time
activities
Day 4
Lesson C

GOAL 3
To talk about what
celebrities do at
work and what
you would like to
do similarly.
Talk to classmates
about their working
preferences and
suggest possible
jobs they can do
Target Language (Review)
Simple present tense

questions and answers.
Adverbs of frequency
(always, sometimes, never)
Use of like to give examples
Pronunciation: stressed
words and non-stressed
words.
Vocabulary
Daily activities.
Work activities
Strategies
Grouping Evaluation
Managing social
interaction Evaluation
Following
patternsEvaluation
Suggested task
Ss will take out the photo of the two celebrities. If they don`t bring them, you can bring one photo of a
famous person for every student. Ss will prepare an interview for their partners about the celebrities`
jobs, the activities they do and say if they would like to do those jobs in the future. They`ll work in
pairs. During the task ss can follow the model of the conversation on page 57, modifying some parts
as follows.
A: Tell me about your celebritys job
B: Well, Shes a singer, her names Shakira
A:What does she do at work?

B: She always sings and dances in concerts, she sometimes travels to Colombia
A:Would you like to do that work? Why?
B: Yes, I would. Because I really like to dance.
As an outcome they say the conclusion they draw on their conversation. They can say something like:
Diana can have Shakiras job because she really likes to dance and travel .
A video about whether to say strengths and weakness at a job interview
http://www.youtube.com/watch?v=r-mWGBk1RN8&feature=related
A video about how to choose a career
http://www.youtube.com/watch?v=dSUtqpAmDl8
A video about there is no plan in job search
http://www.youtube.com/watch?v=lD-h2uAUnuo&feature=related
Concentration game: Adverbs of frequency
http://eltmedia.heinle.com/resource_uploads/static_resources/concentration_world_english_2
010/WorldEnglishBkIntro/ch05.html
Adverbs of frequency quiz
http://elt.heinle.com/cgitelt/course_products_wp.pl?
fid=M20b&discipline_number=301&subject_code=AYA01&product_isbn_issn=1424063353&cha
pter_number=5&resource_id=3&altname=Tutorial+Quiz&from_series_id=1000002002

GOAL 4
Day 5
Lessons D and E
Pages to cover: 58, 59, 60 and 61.
Follow the reading lesson instructions as suggested by the teachers manual.

Include instruction of reading strategies such as: Pre-viewing (Picture exploitation),
scanning to answer the questions in Exercise B and inferring meaning from the
context, as students read and find new vocabulary.
Describe jobs.
Work with a
partner. Talk
about a job or
occupation you
want to do.
Mini-task for reading activity:
Follow the suggestion given by goal 4. But ask students to choose the job they want to do and write its
characteristics under the following categories: working hours, salary, holidays and duties. Encourage
students to be as descriptive as possible. Use the Wh questions in the communication part for the
students interaction (i.e. Whats your job? What hours do you work? What do you do at work? How
much do you earn?). Then, work with three different partners by making the onion ring (inner and
outer circles) distribution. They should take notes of interesting aspects.At the end, students decide
who has the most interesting job.
Video lesson
Follow the instructions suggested in the teachers manual. Remember to follow the strategies to work
on a video lesson suggested by Joan Saslow: Pre-view (watch the clip with the sound off); View (focus
on key details) and Review (comparing answers to check understanding).
Mini-task for video activity:
Do the communication activity on page 61. Ss complete their own information individually. Then, in
groups of three Ss ask the questions in the chart and follow up questions when the answers are yes,
i.e.
A: Do you get up at the same time every day?
B: Yes, I do.
A: What time do you get up?
B: I get up at 6 o clock.
The outcome can be to identify similarities and differences in their personal routines.
Workbook assignment: Pages 34, 35 and 36 (Review).
Bring photos of places of a city you like (work in pairs, select the city and assign specific places:
parks, museums, theatres, shopping malls and landmarks).
UNIT 6: GETTING THERE

Overall Time allotment: 8 hours.
Objective: Ask for and give directions. Create and use a tour route.
Day 6
Unit opener and lesson A
GOAL 1
Ask for and give
directions when
doing a tour

Target Language
. Imperatives (Turn left

and walk for two blocks).
Positive and negative
Prepositions of place (on
Work
with
a the corner of, across from,
partner, design a between)
map. Take turns
asking and giving Pronunciation: check the
directions
taking pronunciation of the words in
roles as
tourist the vocabulary section using IPA
guides and tourist symbols
Vocabulary (review and

expansion)
Places down
town
Directions
Strategies
Mapping Presentation
Managing social
interaction Presentation
Following
patternsPresentation
Suggested task:
Ss take the role of tourist guides working in pairs. Firstly, they invent and draw the map of a city they
like, identify interesting places to go and paste the pictures they brought on the map in a big poster.
Then, they prepare the directions to go to several places. A student in the pair becomes a tourist and
goes round; the other would be a tourists guide. The tourist rotates visiting other cities, trying to get
to several places in the city by following the instructions classmates tourist guide tells him or her.
They can follow this model:
A: Hi, welcome to New York, there are many places to visit in this cosmopolitan city, are you
interested?
B: Sure, where can I go?
A:You can go to Central park
B:How can I get there if I`m at the subway station?
A:Well, walk three blocks..
In the end, ss say which city was the most interesting to visit, mentioning the places they can go there
and whether it was easy to get there or not.
Choose a neighborhood that you like in Bogota, select five important places in the
neighborhood where you can do fun activities and create a map. The map on page 66 can be
taken as a model for Ss to create their own ones.
A clip about a person who is looking for some places by following directions
http://www.metacafe.com/watch/705137/asking_and_giving_directions_english180_lesson_4/
Day 7
Lesson B
GOAL 2
Vocabulary (review and
listening practice)
expansion)
Create and use
a tour route in
your city.
Imperatives.
Places in cities.
Preposition of place.
Strategies
Mapping Practice
Managing social
Following
patterns-Practice
Pronunciation: rising intonation

Select the
in yes/no questions.
coolest
neighborhood in
Bogota.
Suggested task: Students get in pairs and decide what neighborhood in Bogota they would like to
describe (based on the assignment they had). Thus, they create the instructions to follow a tour route,
including the five places and using the map previously made (at home).Ask Ss to use the imperatives
and the prepositions of place they studied before. Then, Ss present their route tours to other pairs
(Teachers can create some questions for Ss to interact when presenting their tour maps:
A: This is our tour route in La Candelaria.
B: Is there a museum there?
A: Yes, there is. Theres one museum called Casa del florero.
B:Is there a place to listen to music?

A: Yes, there is. Theres one auditorium called La media torta.
Once Ss have worked with two or three pairs more, the original partners can make a decision on the
coolest neighborhood to take a tour route in Bogota and why, they can report as follows:
The coolest neighborhood in Bogota is La Candelaria because you can go to Chorro de Quevedo, La
media Torta and you can go to different concerts
Day 8
Lesson C
GOAL 3
Vocabulary
Talk about
Have to/has to
. Places down town
ground
(used to show obligation,
Ground
transportation
statement, questions and
transportation
in Bogota to
short answers)
propose new
ones
Pronunciation: Reduction of
Do you have to? Practice
Taking turns
rising and falling intonation in
giving directions
questions.
from one place
to another in
your city.
Strategies
Mapping Evaluation
Managing social
Following
patternsEvaluation
Suggested task:
During the pre-task, Ss work in trios, design a different transportation system for Bogota. In their plan,
they include, routes, new ground transportation implemented, benefits in terms of ticket cost, journey
time, comfort security and any other aspect that might be necessary.
During the task, one of the ss presents the new system. The others go round observing the projects
asking questions about the benefits, and asking questions about directions similar to the ones in the
conversation on page 69, but modified to be used in this context. For instance, A: O.k, How do I get to
the airport if Im in the art gallery at downtown?
B:You have to take Transmilenio.
A:Oh But I have to get there in 5 minutes, Is there another way?
B: In that case you have to take a taxi.
A: How much is it to take a taxi?
B:About 30.000 pesos, but there is another option you can take the new subway, it`s cheap, fast, comfortable
because(Students use their proposal of the new ground means of transport and explain their benefits.)
A:Yeah, that sounds much better.
Finally, the ss who listened to the options join their partner (who was presenting) and they tell and
compare the options others classmates proposed with their own one. Then, as whole class, they
report the best ground new transportation means for Bogota.
A new vision of the transportation system in America:
http://www.youtube.com/watch?v=2mSqBXCXDSg
A video about the fastest train in the world
http://www.youtube.com/watch?v=ECgXiIMZlzQ&feature=related
A video about tomorrows transportation
http://www.youtube.com/watch?v=_WFa7b6dFkY&feature=related
Day 9
Lessons D
Pages to cover: 70, 71.
GOAL 4
Include instruction of reading strategies such as: Pre-viewing (Picture exploitation),
scanning to answer the questions in Exercise B and inferring meaning from the
Record a
context, as students read and find new vocabulary.
journey.
Write a travel
diary
Follow the suggestion given By the After Reading activity on page 71. First, divide the class into two
big groups As and Bs assign different places in the world( Antartica and Dessert in Egypt, for
instance). Ask ss to make a list of ten items they should take on a a trip to the place they were
assigned. Then, one ss from A works with a ss in, they show their own lists and at the end they have
to come up with the top 5 items they would take to each place.
Workbook assignment: Pages 40, 41 and 42
Assign Video lesson E
UNIT 7: FREE TIME

Objective: Identify activities that are happening now.
Day 10
GOAL 1

Target Language
Vocabulary
Strategies
Identify activities
that are happening
now.
Statements, yes/no/Wh
questions and short
answers in the present
continuous tense.
Describe and draw

Pronunciation: check the
an identical picture
pronunciation of the words in the
vocabulary section using IPA
symbols.
Daily activities.
Teacher could expand

with the word bank of
activities (or the ones
needed for the task).
Managing
social
Following
patternsPresentation
Stress and intonation in questions

(rising or falling).
Suggested task:
Divide the class into two big groups (A and B), one student from A will work with a student in B, they
will be sit back to back. SsA will take a look at a picture the teacher will provide students with, and
then, they will describe what each person in the picture is doing to their partners(B). In a piece of
paper, SsB draw what their partners describe. T can model the exercise with one single activity. The
use of dictionaries is optional. Ss can follow this model:
A: Can you describe the picture?
B: Sure!
A:How many people are there?
B:There are...people an old woman, a baby, a singer...
A:What is the old woman doing?
B. She is .
Therefore, Ss keep on asking as many questions as people in the picture are. Then, Ss will have five
minutes to complete and create an identical picture. The most similar drawing will be the winner.
Winners can be praised for their good job.
Homework: have students research about leisure activities related to technology use, music, eating
out, dancing, culture that can be done in Bogota.
Crossword puzzle
http://elt.heinle.com/cgi-telt/course_products_wp.pl?
fid=M20b&discipline_number=301&subject_code=&product_isbn_issn=1424063353&chapter_n
umber=7&resource_id=45&altname=Crossword+Puzzle&from_series_id=1000002002
Rewriting sentences
http://elt.heinle.com/cgi-telt/course_products_wp.pl?
fid=M20b&discipline_number=301&subject_code=&product_isbn_issn=1424063353&chapter_n
umber=7&resource_id=3&altname=Tutorial+Quiz&from_series_id=1000002002
Cambridge Interchange Arcade
http://www2.cambridge.org/interchangearcade/launch.do?
activityID=349&level=1&unit=5&type=Cup_drag_and_drop&stage=1
http://www2.cambridge.org/interchangearcade/launch.do?
activityID=469&level=1&unit=5&type=Cup_fib&stage=1
Cambridge touchstone arcade
http://www.cambridge.org/us/esl/touchstone/student/index.html
Day 11
Lesson B
Pages to cover: 78 and 79.
GOAL 2
Vocabulary (review
listening practice)
and expansion)
Talk
about
activities that
are happening
now and the
importance of
Cell etiquette.
Review present continuous

tense (negative and affirmative
statements, yes/no question, short
answers and wh-questions).
Pronunciation:shand chsounds (
Review
pastimes.
Expand leisure
activities.
Strategies
Mapping Practice
Managing
social
Following
patternsPractice
Suggested task:
Based on the homework assigned the previous class (have students research about leisure activities
related to technology use, music, eating out, dancing, culture that can be done in Bogota).
Ss will do the role- play conversation in the communication activity suggested on page 79 with some
variations. During the pre-task, Ss work in trios and are given a list of situations related to cell phone
etiquette the teacher should check and select in advance taken from the suggested websites. Each
group chooses a situation and prepares a conversation about some of the leisure time activities they
researched. The conversation may be as follows:
At the cinema talking on the cellphone
SsA: (talking loudly) Hi Diana, How are you? What are you doing?
SsB: I`m good, I`m chatting with Lorena and checking your facebook.
SsA: (talking loudly) Really, did you see what I post?
SsC: role-plays a reaction.
SsA: I`m watching a terrible movie.
During the task, half of the class performs the short conversations, while the other half observe them
and take notes about what the situation is and whether it is annoying, impolite or not. The students
who observe rotate. Then, the students who were listening perform.
As a wrap up, students make a ranking about the five most annoying situations in the trios the worked
on during the pre-task. As they do the ranking they give reasons for their choices. Finally, the teacher
elicits some rankings and the class can reflect on the importance of Cell phone etiquette which can
also be used as a written task topic.

http://www.schoolwork.org/blog/classroom-cell-phone-etiquette
http://www.bspcn.com/2008/08/14/top-10-cell-phone-etiquette-rules-people-still-break/
Day 12
Lesson C
GOAL 3
Vocabulary
Talk about
abilities.
Create a
Colombian
superhero
CAN for ability, statements,

negatives, yes-no questions
and short answers with Can.
Pronunciation: Can and cant

with /kn/ /kn/ IPA symbols.
Sports.
Artistic
activities.
Super abilities
Strategies
Mapping Evaluation
Managing
social
Following
patternsEvaluation
Suggested task:
As a whole class, T elicits from students problems we have in our city: unsafely, transportation, etc.
and list them on the board. Once the class has identified those problems, students should start
creating a Colombian superhero (0r heroine)that CAN solve or help people when they have such
problems. Students work in pairs and create their hero under the following categories: The design of a
picture with his corresponding outfit in a blank piece of paper. The description of six abilities she has
by using statements with CAN and the way s/he should help others in our city.
i.e. Super/Bog can run very fast, and can do martial arts so she can save you from the muggers.
Make sure students use their dictionaries to find out the corresponding vocabulary and do not spend
so much time in drawing. Once they have finished, pairs will work withother partners to compare their
superheroes. They need to interact as follows (both students in the group have to participate)
A. What is your superhero s name?
B. His/her name is ________.
A. What can she do?
B. She can_________.
A. How can shesave people in Bogota?
B. She can____________.
Students interact with two more pairs and they can find similarities and differences among heroes.
They prepare and report as a whole class.
Homework: have students research about what are the requirements to be an athlete or a gymnast.
Listening and grammar practice
http://www.esl-lab.com/nightlife/nightliferd1.htm
http://www.englishexercises.org/makeagame/viewgame.asp?id=1518
http://www.english-grammar-lessons.com/can/exercise1.html
Day 13
Lessons D and E

GOAL 4
Include instruction of reading strategies such as: Pre-viewing (Picture
exploitation), scanning to answer the questions in Exercise B and inferring
Find out who has
abilities to practice meaning from the context, as students read and find new vocabulary.
some athletic
sports or
gymnastics
Discuss what people
do for money,
exercise or fun.

As a pre- task based on the homework (have students research about what are the requirements to be
an athlete or a gymnast) about athletes requirements, as pair work students design a test to find out
what classmates can do now and whether those abilities can help them practice a sport and/or
gymnastics. Or if on the contrary, classmates don`t have abilities to practice any of those activities.
They can use questions like these ones:
To become a professional swimmer:
Can you stay underwater for more than four minutes?
Can you go on a strict diet based on just vegetables?
During the task they ask the questions doing a conversation like this:
Ss A: Hi!, what do you think about professional swimmers?
SsB:I think they work a lot. But swimming is a good exercise.
SsA: Do you mind answering a test to find out if you have the profile to become a professional
swimmer.
Ss B:O.k
Ss A: Can you stay underwater for more than four minutes?
Ss B: yes, I can.
As a wrap up students report who has abilities to become an athlete or a gymnast.
Video lesson
The teacher may do the before you watch activity. While students watch, the teacher should choose
one of the techniques for using videos in the classroom included in Joan Saslow`s document. As an
after-you-watch activity and mini task, the students may think individually what activities people do for
money, for exercise and for fun. Then, in trios, they share their notes, discuss which activities are
extreme, unhealthy, really fun, etc. After a while, students share their views with the class as a wrap up
of the mini task.
Workbook assignment: Pages 46, 47 and 48.
Homework: Bring cutouts of clothes trends they like from different generations, cultures, subcultures,
etc.
Check the vocabulary on this website and include it in your vocabulary bank
http://www.learnenglish.de/vocabulary/clothes.htm
http://www.olympic.org/multimedia-player
(Students can check some of the videos related to the athletes and write about what they watch and
can abilities may be needed to practice those sports)
http://www.youtube.com/watch?v=XBFGmwlJh2A
(it can be used to introduce the topic)
UNIT 8: CLOTHES
Objective: Identify and describe clothes and express preferences about them.
Day 14
GOAL 1
Target Language
Can/could for polite
Identify
and
requests.
buy clothes.
Expressions to agree
(of course, yes, sure).
Participate in a Pronunciation: check the

clothes
pronunciation of the words in
fair/store.
the vocabulary section using
the IPA symbols.
Vocabulary (expansion)
Expand on
clothes colors,
patterns, fabrics
or materials and
styles.
Verbs related to
buying clothes.
(Try on, pay by/
for, bring, etc.)
Strategies
Managing social
Following patternsPresentation
Suggested task:
Students open a clothes store. The teacher can use the money set for this activity. They choose the
type of clothes theyd like to sell and design a big catalog: Ss use butcher paper to do the catalog
pages and paste the images they brought, including the prices and some comments to promote the
clothes. During the task they ought to do a conversation as follows:
A: Hi welcome to the 60`s are On-fashion, these is our recent designs, check the catalog
B: O.k. Do you have any neon green coats?
A: Yes, of course
B: Could I see it?
A: this looks nice, Can I try it on?
B; Sure!
A: How much is it?
B: It`s 20 dollars
A: Can I pay with credit card?
In the wrap up, students share with the class what they bought, and how much money they got from
the sales they did.

Homework: Bring 6 photos of some vacations or occasions in your life. If students don`t ant to
bring photos, they can bring images about people on vacations in several places and
celebrating festivities.
http://www.learnenglish.de/vocabulary/clothes.htm
(the teacher can use some of the games in the website to check if students did the homework)
http://www.elllo.org/video/0951/V960DavidFashion.htm
(it`s a conversation that can be used to introduce the topic, and which students can do after they
watch it)
Day 15
Lesson B
GOAL 2
Vocabulary (review
Strategies
listening practice)
and expansion)
Mapping - Practice
Managing social
Say what
Verbs to express likes
Review clothes
interaction - Practice
people are
and dislikes.
vocabulary.
Following patternswearing for
Review of Can/could
Practice
special
(polite requests) Formal
occasions
and informal answers.
Pronunciation:
pronunciation of could
you
Suggested task:
Give students the necessary material to design a photo album. Ss should paste on it the photos they
brought. They can use some strategies to recall the vocabulary needed to describe what they are
wearing on the photos. They also outline some ideas on their notebooks about the situations on the
photos. For example, in this photo I`m wearing a swim suit, Im in Cartagena with my family and we
are celebrating new years eve.
During the task, they mingle, finding out commonalities among the photo albums and ask at least two
follow-up questions using could you, they should remember at least 6 different ideas they talk about
with several classmates. They can do a conversation like this one:
A: Hi, How are you doing?
B:Im o.k what about you?
A: Im doing well.
B: Tell me about your album.
A: Well, in this photo I`m wearing a swim suit, Im in Cartagena with my family and we are celebrating
new years eve.
B: Could you swim at night there?
A: No, its dangerous.
B: Do you like to wear pink swim suits?
A: well, I think I look kind of nice wearing pink, so yes I like it.
At the end, some students say what the commonalities are and what interesting occasions they talk
about.
http://www.elllo.org/video/0801/V802IvanJeans.htm
(A boy talking about if he likes to wear jeans, some expressions can be elicited and used during the
task).
Day 16
Lesson C
GOAL 3
Vocabulary
Express likes
and dislikes.
Run a survey
about current
teenage
preferences.
Verbs to express
degrees of likes
and dislikes: love,
like, don't like and
hate.
Pronunciation:
Intonation in questions
(falling)
Colors (use word

bank to expand)
Review and
expansion about
clothing, hobbies
Strategies
Mapping - Evaluation
Managing social
Following patternsEvaluation
Suggested task: First, as a whole class, teacher elicits from students current trends in teenagers
preferences in Bogota (Ss can talk about games, clothes, hair styles, places, etc). T makes a list of
those common trends on the board. Right after, Ss should create a survey of at least six questions,
individually, having this model as a prompt:
What do you think of 'guitar hero' game?
Once they have come up with the six questions, Ss go around the class interviewing four different
partners and keep record of the answers. While running the survey, an interaction model could be
taken into account to express degrees of likes and dislikes.
A. What do you think of 'emo's hair style?
B. I like it.
A. What do you think of skateboarding?
B. Oh I love it... etc.
T. should make emphasis on the use of the object pronoun it' or 'them' in the answer, if Ss don't say
complete sentences.
Once, each student has asked his/her questions to four different partners, they should go back to their
seats, analyze the information they gathered and prepare a report.
Fulanito and Pepito love guitar hero but Camila hates it.
Ss compare their results in pairs and then some answers are shared as a whole class.

http://www.cambridge.org/us/esl/touchstone/student/index.html
(Vocabulary about clothes)
http://web2.uvcs.uvic.ca/courses/elc/studyzone/200/vocab/cloth1.htm
Day 17
First Hour: Review
Second hour: Quiz 2
Time allotment: 1 hour

GOAL 4
Learn about clothes and
colors.
(Use critical thinking when
reading)
Day 18
First Hour: Reading or Video Lesson
Second Hour: Final Parents Meeting
Follow the reading lesson instructions as suggested by the teachers
manual. Include instruction of reading strategies such as: Pre-viewing
(Picture exploitation), scanning to answer the questions in Exercise C
and inferring meaning from the context, as students read and find new
vocabulary.
Follow the suggestions given to the writing exercise to have more
practice

Based on the reading'Chamaleon Clothes'Ss answer the following questions individually and then they
discuss their ideas in groups of three.
1.
In which other cases/situations could be useful to apply the chameleon's skin ability? Why?
Give examples.
2.
Do you agree that the appearance of a person can change according to his/her clothes color?
Help students to interact with some conversation strategies to express their opinions like 'In my
opinion, I think, I strongly believe'
At the end each group reports their conclusions about the questions.
Video lesson
Follow the instructions suggested in the teachers manual. Remember to follow the strategies to work
on a video lesson suggested by Joan Saslow: Pre-view (watch the clip with the sound off); View (focus
on key details) and Review (comparing answers to check understanding).
Mini-task for video activity:
Ss can write down a reflection about the reasons why people wear certain clothes and the use of
animals' fur, leather and wool to make clothes. (Those could be the entries for the last written task)
Workbook assignment: Pages 52, 53 and 54.

http://www.youtube.com/watch?v=vB7Bt4S0bpQ
(A short video that can foster critical thinking toward fashion and shopping)

Centro Colombo Americano Saturday Program T2-G2 World English 1 Units 5 To 8

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Centro Colombo Americano Saturday Program T2-G2 World English 1 Units 5 To 8

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CENTRO COLOMBO AMERICANO

UNIT 5: DAILY ACTIVITIES

Pages to cover: 50, 51, 52 and 53

Affirmative and negative

the falling intonation for time

World English Intro companion website

Time allotment: 2 hours

Target Language (review and

Telling the time.

Time allotment: 2 hours

Target Language (Review)

Simple present tense

A:What does she do at work?

Time allotment: 2 hours

Follow the reading lesson instructions as suggested by the teachers manual.

UNIT 6: GETTING THERE

Pages to cover: 62, 63, 64 and 65.

. Imperatives (Turn left

Vocabulary (review and

Pronunciation: rising intonation

B:Is there a place to listen to music?

A:Yeah, that sounds much better.

UNIT 7: FREE TIME

Pages to cover: 74, 75, 76 and 77.

Describe and draw

Teacher could expand

Stress and intonation in questions

Review present continuous

Workbook assignment: Page 44

CAN for ability, statements,

Pronunciation: Can and cant

Time allotment: 2 hours

Mini-task for reading activity:

Time allotment: 2 hours

Participate in a Pronunciation: check the

Workbook assignment: Page 49

Colors (use word

Workbook assignment: Page 51

Time allotment: 1 hour

Mini-task for reading activity:

Workbook assignment: Pages 52, 53 and 54.

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