SERGIO RUIZS LESSON PLAN

UNIT, LESSON
AND TOPICS

UNIT6
EATING WELL
PREVIEW
LESSON 1
Pages 64-65
VOCABULARY
GRAMMAR YES
NO SHORT
ANSWERS
NEGATIVE
QUESTIONS TO
SUGGEST
USE OD USED
TO

LESSON 2

STRATEGY AND
APLICATION

For a warm up Ill ask them to tell if

they consider they eat healthy and
to describe their favorite food. As
they give some adjectives Ill write
them on the board and when they
run out of adjectives Ill write some
additional ones. After I explain their
meaning. Well split up into groups
of four as I write WHY DONT WE
GO EAT SOME PIZZA? and
DONT YOU LIKE PIZZA? the
students need to give me a yes no
answer and explain to the ones who
didnt understand the suggestion. I
will write their answers on the board
helping and answering the questions
of
the
students
that
dont
understand the question. Showing
them the grammar rules and helping
them understand how to use these
type of questions, then Ill have each
team write 4 question to ask the
other groups and they have to give
us an excuse of why they dont want
to eat that meal. I will be writing the
excuses and adding additional ways
from the book and my own
vocabulary to reject the meal.
Ill then write on the board DID
YOU USE TO EAT BUGGERS AS A
BABY? and see who can give me
the correct answer and explain as
we go the use of used to and the
grammar structures to make sure
everybody understands using the
help of the students that already
have an idea of how to use it before
we begin to make examples as a
group each student sharing with
class things they used to eat that
they no longer do. Well be
alternating
between
personal

MATERIAL ASSESMENT AND

GRADING

List of verbs,
list of
adjectives, tape
recorder,
student book,
grammar rules
and magazines
with food
articles

VOCABULAY,
STUDENT BOOK
AND CLASS

The student will be

graded by the way
or she gives correct
examples during th
class activities in th
group work and how
they help their peer
with some doubts
before I get to help
them or to make su
it is the correct adv
as well as the way t
provide correct
answers in the book
exercises. Class
participation is
essential for their d
grades of which I ke
a daily record of eac
student. Also by
checking their work
book pages 44-45 a
individual work and
English lab answer o
unit 1 lesson 1 and
preview (vocabulary

SERGIO RUIZS LESSON PLAN

TALK ABOUT
FOOD
PASSIONS
Pages 66-67
VOCABULARY

examples
and
reading
and AUDIO
answering the book as a group
making the corrections necessary
and clarifying any doubts and
upcoming questions
Ill ask the class to tell me ways to
express something that they really
like to eat to describe their food
passion or things that they dont
like. Ill write their examples on the
board and have them open up their
book to page 66 to see some of the
expressions they use and then Ill
share some additional ones such as
IM FOND OF, I ADORE, CANT
STAND, NOT FOND OF, I HATE ,
ILOVE
CRAZY
ABOUT,
NOT
CRAZU
ABOUT,
I
DETEST
CHOCOHOLIC etc. Now in their
groups theyll have to write some of
their food passions or dislikes and
share with the class theyll have a
couple of minutes to do it. Making
the
corrections
needed
and
explaining the why of their mistakes
as a group, sharing their ideas and
thoughts. Once there are no doubts
or questions well do the exercises
on pages 66-67 as a group and
make the corrections necessary
explaining the why. Well also listen
to the audio answering the questions
as we go. Practice the intonation and
correct
pronunciation
of
the
vocabulary and used to, in the
positive, negative and questions
form.

The students will be

graded by their
progress in correct
pronunciation and
stress. Correct
examples provided
after explanations
have been given, cl
work and correction
as well as individua
workbook answer o
unit 2 pages 50-51
and work on My
English Lab.

SERGIO RUIZS LESSON PLAN

LESSON 3
DISCUSS LIFE
STYLE
CHANGES
Pages 68-69
READING AND
COMPREHENS
ION

Well begin by talking about our own

life style changes expressing our
own ideas and making corrections as
needed and making notes of the
why to make sure they keep a good
grammar structure when expressing
ideas. Then well go over reading
and comprehension strategies, such
as searching for specific information,
prediction, anticipation, and clues,
but
most
important
of
all
understanding context. To have an
open mind and always try to
understand key words to make
conclusions. Ill write a few examples
on the board to see how they do
with some sentences. For example I
tie my tie and a few others. To
remind them that verbs have more
than one function sometime they are
verbs and mean one thing and
others they are nouns and mean a
completely different thing so context
is always a key thing for reading and
understanding. Then well open our
books to page 68 and begin reading
as a group out loud for class and
making
some
pronunciation
corrections as we go after each
paragraph we stop and make sure
everybody understand what we just
read and make sure that theres no
questions. When we finish the
reading Ill give them a few minutes
to answer the questions and show
me the lines that support their
answers and discuss with the rest of
class sharing their ideas of what
they understood. Listening is also
important so well listen to the class
audio and work with understanding
key words that are important to
retain information as the when, who,
where, why, and how. So in groups
well send a groups out for a few
minutes and Ill provide a small
dialogue for two students and two

READING
STYRATEGY
GUIDE
STUDENT BOOK
CLASS AUDIO
ADDITIONAL
DIALOGUE

Student will be asse

during all class
activities specially
during corrections a
explanations,
indicating their
forward progress.
Work book lesson 3
and My English Lab.

SERGIO RUIZS LESSON PLAN

others have to relay the message to
the ones standing outside and see
how they do retaining information
and understanding. Then the group
standing outside will come in and
listen to the two student giving the
message and at the end well help
as
a
class
with
additional
information
or
the
correct
information
LESSON 4
DESCRIBE
UNIQUE
FOODS
ADJECTIVE
PLACEMENT
VOCABULARY
UNIT REVIEW
Pages 70-73

Ill begin by asking the class if they

remember the way to place
adjectives encouraging them to give
me some examples Ill write them
down on the board and then make
the corrections needed to them and
explain the why of the grammar
rules and explain how different it is
from the Spanish way and then as a
group do a few examples clarifying
any upcoming questions and doubts.
Then Ill introduce them to the new
vocabulary to describe food having
them giving me some examples and
looking some up on the book on
page 70 explaining meaning and
how to use them. Then well split up
into groups of 4 and make me a
radio commercial for a restaurant
describing a dish Ill provide a
picture, theyll have 5 minutes to get
it ready to present it to class without
mentioning the name of the meal. I
will be checking their work making
recommendations and corrections as
needed. The rest of class will have to
guess what dish it is by the
description given to them. Then as a
group well do the exercises on
pages 70-72 making the corrections
needed as a group providing
guidance on their corrections and
explanations. To finish we will open
up our notebooks and look at our
notes to do pages 72-73 of the unit
review in groups of 4 helping each

Vocabulary list
grammar rules
meal pictures
student book

Students will be
evaluated by their
class work, specially
during their radio
commercial and the
unit review class wo
Work book lessons 4
and review.
My Englih Lab.

SERGIO RUIZS LESSON PLAN

other before sharing with class to
compare answers and discus any
corrections needed

UNIT 7
ABOUT
PERSONALITY
PREVIEW
LESSON 1
GERUNDS
AND
INFINITIVES
VOCABULARY

Well begin class by talking a bit

about ourselves our personalities
using adjectives to describe mood
and personalities with the list of
adjectives provided to them at the
beginning of the course. Also using
the ones provided in the book on
page 74 and discuss if they think
that he order in which they were
born as something to do with their
personality. I will write two
sentences on the board I LOVE
PLAYING VIDEOGAMES WHEN IM
DOWN. AND I WAS PLAYING
VIDEOGAMES YESTERDAY
BECAUSE I WAS BLUE. Then Ill
ask students to tell me the
difference in the meaning of the
word PLAYING of both sentences to
see if they can identify the gerund
from the verb. I will then explain the
difference in the meaning, spelling
and how to use and identify gerunds
as well as the infinitive and its
different functions and meanings. As
a group we will provide some
examples before we begin to work
with the exercises on pages 74-77 in
groups of 4 to help each other out
and make corrections using the
gerunds after prepositions in
positive and negative examples as
well as pronunciation of fixed
phrases listening to the class audio
and notes provided by the book and
additional information from grammar
rules.

LIST OF
ADJECTIVES
GRAMMAR
RULES
LIST OF VERBS
AND GERUNDS
STUDENT
BOOKS
CLASS AUDIO

Each student will be

evaluated during al
group work done in
class , by either
showing improveme
or learning and
applying new
grammar context in
class exercises. Wor
book preview sectio
and lesson 1.
My English Lab.
Interview a peer an
make conclusion ab
his personality
according to his col
preferences and bir
order.

SERGIO RUIZS LESSON PLAN

LESSON 2
CHEER
SOMEONE UP

LESSON 3
DETERMINE
YOUR
PERSONALITY
TYPE
READING AND
COMPREHENS
ION

Ill show up to class looking depress

(pretending), student will ask me
questions to find out why Im down.
Ill answer their questions and see if
any of them make me suggestions
to cheer me up if not Ill encourage
them to tell me things and write
them down as we go before we open
up our book to page 78 which has
additional information then we will
begin to practice with other students
using gerunds and infinitives. This
exercise will be done in groups one
groups will provide personal
problems and the other groups have
to cheer them up we will all take
turns. Well then begin to do the
exercises on pages 78 and 79
sharing our results as a group
making the necessary corrections
and explaining why. Well also work
with pronunciation.
For a class warm up well begin by
sharing what type of personality we
have and why they think is true. This
mean providing examples of the
reason why. We will then open up
our books to page 80 read as a
group the article taking turns
reading out loud and stopping after
every paragraph to make sure we
understood the reading and that
there are no questions with the
vocabulary. After the reading we will
discuss our personal opinions about
the topic on which one do we agree
which one is correct the nurture or
learned method. After a short
discussion we will then answer the
question providing a supporting
statement in pairs sharing our
findings and making corrections as
we go. On page 81 we will find out
which personality type are we
answering the 10 question
questionnaire and sharing our result
and giving a supporting statement.

STUDENT
BOOKS
GRAMMAR
NOTES
LIST OF
ADJECTIVES
CLASS AUDIO

Evaluation during
class progress and
learning abilities on
the topic at hand
using the gerunds a
infinitives correctly
and being able to
cheer somebody up
Workbook lesson 2
and My English Lab

LIST OF VERBS
READING AND
COMPREHENSI
ON NOTES
STUDENT BOOK

Evaluations will be
according to their
class work on all gro
work and class
corrections done
during the class, on
the work book lesso
and My English Lab

SERGIO RUIZS LESSON PLAN

LESSON 4
AND UNIT
REVIEW
READING AND
COMPREHENS
ION
LISTENING
AND
CONPREHENS
ION

UNIT 10
ETHICS AND
VALUES
PREVIEW
LESSON 1
RETURN
SOMEONE
ELSES
PROPERTY
VOCABULARY
GRAMMAR

Well begin class answering a simple

open question. Do you believe
that the order in which we are
born determines of affects our
personality? Well listen to their
opinions and supporting statements
before we open up our books to
page 82 in which well listen to the
class audio to be able to answer the
questions in groups of 4. Well share
our answers and give a supporting
statement to explain why its
correct. We will then compare the
new information with our personal
life to see how it does affect the
order in which we are born or the
differences in our case we might not
all be exactly the same but there will
be many really close patterns. After
discussing and sharing our opinions
well then turn to page 83 to answer
the exercises and sharing our
findings as a group. Well then use
our notes of unit 7 and check them
before we begin to answer pages 8485 of the review section in groups
helping each other out making
corrections and explaining while Im
guiding them to the correct answers.

For a class warm up well discuss

about what do they think is the
biggest difference in values in The
States and Mexico. Well brain storm
about it and then get into groups pf 4
to provide examples of such
differences in their opinions. Then
well go over the new vocabulary
using fix phrases and teaching them
what they mean and how to use
them before we begin to do some
examples as a group. Once we have
no more doubts we'll go over
possessive adjectives and pronouns
giving them the notes and examples
on the board. Student will then

CLASS AUDIO
UNIT NOTES
LIST OF VERBS
AND
ADJECTIVES
STUDENT
BOOKS

Vocabulary list
grammar rules
student books

All group work is

subject to personal
evaluation in progre
noted and learning
capabilities of the
student on his or he
listening skills and
writing skills.
Work book lesson 4
and review. My Eng
Lab.

Students will be
evaluated in good
execution of the new
things learned in class
during team class
participation and
discussions of answers
providing me with
good examples and
class work developing
a larger vocabulary
and undestandment of
the task providing
good negative
questions to reassure
your ideas or believes

SERGIO RUIZS LESSON PLAN

LESSON 2
DISCUSS
ETHICAL
CHOICES
GRAMMAR
VOCABULARY

LESSON 3
EXPRESS
PERSONAL
VALUES
LESSON 4
DISCUSS
HONESTY
SPEAKING
READING
LISTENING
AND

provide some examples to the rest of

class. Well open our book to pages
110-112 to do the exercises and
share our answers before we move
on to pages 113-114 to put to
practice the previously learned topic
sharing answers and discussing any
differences in answers. Well also go
over the conditionals the real and
unreal conditional providing them
with the grammar rules and notes.
Then work on a competition giving
correct examples of whatever
category I give them and fixing
whatever mistakes we might come
up on for extra points in the
competition. Then Ill set up a
scenario in which theyll have to
complete it using one of the
conditional to end with the class.
Well talk about ethical choices that
they have had to make discussing
and using expression of certainty
such as Id better, sure certainly, of
curse, etc. we then spit up into
groups of 4 making dialogues in
which we can correctly use this
expressions and share with the rest
of class making comparisons of
answers and ideas. We then open our
books to pages 114-115 and work as
a group making any corrections
needed.

Well begin class by talking about

what are our personal values and
who influenced us on that. Each
student will begin writing about
those values and how important is
honesty to them weather it might be
in a relationship, friendship, business
partnership or in their families.
Theyll have about 5 minutes to do so
checking their spelling and grammar
as well. Ill be checking their work as
I go through the class room providing

in the class work.

Work book
My English Lab

Vocabulary
grammar rules
Student books

Student book
Class audio
Vocabulary list

Student will be
evaluated during all
group work on how
well they are
correcting each other
and helping each
other by providing
good examples in
class and correct
pronunciation of their
work as well as
spelling on their
writing work. Work
book and My English
Lab.
Student will be
evaluated during the
class warm up writing
and reading exercise
checking spelling,
grammar, and
pronunciation,
showing me what
progress they have
made so far on all
areas they shouldnt
have many mistakes

SERGIO RUIZS LESSON PLAN

COMPREHENS
ION

REVIEW OF
UNITS 6-10

any guidance they need and

answering questions as well. Then
student will share with class then
discussing with class which ones are
more important and why. Then we
open up our books to pages 116-119
to work in groups reading and
understanding listening and
understanding the audios and
sharing answers and opinions to
come to the correct answers.
For this class well work with all the
grammar booster in the student book
to help us prepare for the final test
first Ill ask them if they have any
questions or doubts on any of the
previous topics, the answer will be no
so Ill have them take a look at their
notes because well have a
competition answering all the
grammar booster pages in a timed
competition with a chance to steal
points with correct answers and
explanations of the mistakes theyll
be in groups of 4. When all doubts
are clarified and we dont have any
more questions well begin the
competition until we finish with all of
them. They can use their notes and
list of verbs and adjectives to help
them do this tasks correctly.

at this point of the

course.
Work book and My
English Lab.

Student books
Grammar
notes
List of verbs
adjectives and
vocabulary

They will be evaluated

in their performance
during the
competition. That will
show me their
development an skills
capabilities at this
point which should be
much better that
before for the majority
of the students only a
couple might still have
some issues, which
still gives us a little bit
of time to correct
those mistakes. My
English Lab