MINISTERIO DE EDUCACION SUPERIOR CIENCIA Y TECNOLOGIA

English Immersion Program LESSON PLAN FOR LEVEL BASIC 2

LEVEL: Basic 2
TEXTBOOK: INTERCHANGE 1
UNIT: Unit 2A
TEACHER:
CLASS:
DATE: MARCH 18TH, 2015
Lesson Topics: Jobs, workplaces, and school.
TIME: 4 hours PAGES: 8-11 MATERIALS: books, paper, pencils,
EQUIPMENT: radio
worksheets, markers.
Objectives: By the end of these activities SWBAT:
Activity 1, 2, 3, and 4:
* Name different jobs and workplaces
* Describe people, places in simple terms.
* Ask and answer questions about what they do at work.
* Use phrases to express surprise and interest.

Activity 5 and 6:
* Extract the essential information from short, recorded passages dealing with predictable everyday
matters.
* Produce questions about present job.
* Give short answers about jobs and workplaces.
Language Skills: Listening, Reading, Writing, Speaking
Life Skills and Values: Hard Work, Responsibility

NOTE: 3rd AND 4th Editions have different titles: How do you
spend your day? In 3rd and What do you do? In 4th edition.
Warm Up
Introduct
ion

Presenta
tion #1

* TAKE ATTENDANCE
* Book closed, T. explain / define what is a job? (Ex.: A task or piece of
work that one does to get paid; My job is a teacher my job is to...)
Elicit other jobs Ss might know, ask Do you have a job? What is it? Do
your parents have jobs? What do they do?

10
min

Write on the board three jobs from snapshot on page 8 and

discuss with Ss, which one is easy, which one is difficult? And why?

05
min

With books open, ask Ss to compare their ideas with snapshot.

(Check new vocabulary and pronunciation.)
Note: Add
rd
vocabulary from 3 edition book. (Fisherman, taxi driver,
cowboy, construction worker, dancer, and lumberjack.)

10
min

T directs Ss attention to the list of jobs in word power, elicit or

explain new words. (Model pronunciation)

Snapshot
Vocabula
ry

Presenta
tion
#2
Word
power
Vocabula

05
min

ry

Activity
1:
Speaking
Writing

In pairs Ss complete the word map on page 8.

T draw on the board four columns with the following categories:

Office work / Food service / Travel industry / Entertainment
business. Ask Ss to take turns and write their answers in the
correct category. (Go over the answers with the class)

Presenta
tion #3:
Speaking

Activity
2:
Speaking

Presenta
tion #4:
Conversa
tion

Activity
3:
Listening
Reading

Ice
breaker

In pairs Ss add two more jobs to each category and compare with
their partner. Ask Ss to discuss which job do they like? And Why?
(Review the answers with class)
T brainstorm workplaces with SS, write ideas on the board. Use
picture in page 9.
Model and ask questions to elicit information like: What does a
salesperson do? A salesperson sells clothes. Where does a
salesperson work? A salesperson works in a department store.

05
min
10
min

05
min

10
min

In pairs Ss complete the match on exercise 3 A, Then T model

exercise B using He/Shes He / She He / She works, and then Ss
take turns describing a persons job.

15
min

Before playing the audio T. set the scene of the conversation

saying that Jason and Andrea are talking about their jobs. Focus Ss
attention on the pictures then ask who is Jason? What does he do?
Who is Andrea? What does she do?

10
min

Book closed, T play track 11 from cd 1 (Track 9 on 3 rd edition) Ss

Listen silently.
T Explain new words and expressions (Oh, really? Really? How
interesting! Express interest and Oh! Wow! Express surprise.)

20
min

T writes focus questions on the board and ask Ss if statements are

true or false.
T plays the audio again and checks answers with Ss. Finally T.
plays the audio again, and Ss repeat.

BREAK BREAK BREAK BREAK BREAK BREAK- BREAK

BREAK- BREAK BREAK -

15
min

05
min

Play the game Simon says. The teacher being Simon will say: Be
a doctor and Ss will act out the job.

Listening
Activity
4:
Reading

In pairs Ss practice reading where do you work on page 9 and then

assign two or three couples to roll play it. (Check pronunciation)

T explain simple present Wh-questions and statements.

Use examples on page T-10 . Point out that verbs in 3 rd person
(He/She/It) ends in s. Ex.: Works, Goes, Has, Takes, etc.

Presenta
tion
#5
Grammar

Activity
5:
Grammar
Reading

Individually Ss complete the conversation 5A on page 10. (Let

them check their answers with a partner, before correcting with
the class)
In pairs Ss practice the conversation.
In pairs T ask Ss to complete chart 5B on page 10 on their
notebooks, then T draws the same chart on the board and asks for
volunteers to fill it in.
Ss change partners and complete 5C, answering Wh questions and
taking notes for the following activity.

15
min

15
min

10
min

10
min
10
min

Presenta
tion
#7
Writing

10
min

Activity
6:
Writing

T. tell Ss to read the model biography silently. (Check new

vocabulary and pronunciation) Point out that the biography does
not have the persons name.

Ss use the notes they have from the previous activity and write a
biography about their classmates. They cant use names only the
pronouns He or She.
T will collect and number the biographies and pass them around
the class, Ss will write a numbered list and write their guesses next
to each number.

10
min
15
min

Assessm
ent
Writing
Speaking

T will play the audio provided once, and discuss with Ss whats the
audio about? Who are the main characters? T will provide Ss with the
Unit 2 listening worksheet and Play the audio again. Ss will complete
the exercises. (Check the answers)

20
min

HOMEWO
RK

Workbook P. 7-9 Ex. 1-6