CCPNA LESSON PLAN DAY # 4
Teacher: Abel Q. Cycle: A1-09 Shift: 4:10
Book: WE1 Unit: 10 Lesson: C-D
* Room: 204 Date: 12/06/18
Book pages to cover Workbook pages to cover NATGEO Platform Tasks Online Reade Other resources
129-131 LESSON D LESSON D - PICTURES
Learning Outcomes (Aligned to Can Do Statements):
By the end of this lesson, students will be able to:
Ask about lifestyle
Evaluate your lifestyle
WIPPEA LESSON PLAN
Warm up: Presentation and Practice: Application: Wrap up
(Lead in, Assesses prior (Teaches the lesson content, concepts & skills) (Ss use the language in a real life (Assesses students’ mastery of
knowledge,etc ) situation) objectives / finds aspects to be reviewed
or reinforced)
Time Interaction Procedure
(1) T. will check the homework and take the attendance. Then Ss will work in pairs by asking each other questions with how in
order to review the previous grammar. Some students will share their questions with the class (T. will elicit some examples).
Warm Up
20 S-S (2) Ss will close their books and ask: What is _____? Ss will review some adjectives with their partners and giving examples.
min Some volunteers will share their examples with the class.
(3) Ss. will close their books and listen to a conversation. T. will write the following questions on the board: What’s the problem
5 S-S with Mr. Lopez? What is Mr. Lopez’s occupation? How many hours does he work? How much exercise does he get? What
min does the doctor recommend? Ss. will share their answers. (Conversation: Exercise A).
(4) Ss. will open their books on page 129: Ss will practice the conversation in chorus and in pairs, and change the underlined
Presentation and Practice
5 S-S words for a new conversation. Some volunteers will participate. (Exercises B and C) Page 129
min
(7) Goal 4: Evaluate your lifestyle: T. will ask orally: Who is the oldest person in your family? How old is she or he? T. will show
T-S a picture to help students understand.
5
min (8) Page 130: Exercise A: Ss will have a conversation about the following questions: Do you want to live to be 100 years old?
Why? What do you think you should do to live to be 100 years old? Ss will discuss and share their ideas with the class.
S-S
10 (9) T. will pre-teach the vocabulary for this reading by showing pictures and sentences. Ss. will practice pronunciation for this
min T-S words. (begin/live up to ten years longer/illnesses/enjoy/longer/however/look after/waist/run away/perhaps/joke/put a hand over
your mouth and laugh/ one-fifth/breast/blood pressure/
10mi
n
(5) Goal check: Ask about lifestyle: Ss. will close their books and ask their classmates about their lifestyles. T. will encourage
10 S-S Ss to use questions with how and use the compound adjectives. T. will elicit some ideas. Finally, some students will share their
min ideas with the class. (Exercise D) Page 129
Application
5 T-S (6) T. will give students their feedback about the common mistakes they usually have.
min
I-W/ S-S (10) Ss will read the article and close their books to share important ideas with their partners. Finally, Ss. will develop exercise
10 B. and compare their answers.
min
Finally, after reading the secrets of long life, Ss will discuss: In your opinion, what is the secret of long life? What
things should you do to live up ten years longer? Ss, will share their ideas and some volunteers will share ideas with
Wrap up
10 the class.
min
S-S
Evaluation: (Assesses students’ mastery of objectives – to be filled at the end of the class)
Please check the box that best corresponds to your answer for each question below:
Was my lesson “student centered”? YES ( ) NO ( )
Did I talk too much in today’s lesson? YES ( ) NO ( )
Were students given opportunities to practice the language in real situations? YES ( ) PARTLY ( ) NO ( )
Did I provide clear, supportive and accurate feedback to students on their performance indicating what they needed to do to improve? YES ( ) NO ( )
Did my method(s) of assessment measure what I wanted? YES ( ) NO ( )
Were my class’ objectives achieved? YES ( ) NO ( )
CCPNA LESSON PLAN DAY # 5
Teacher: Abel Q. Cycle: A1-09 Shift: 4:10
Book: WE1 Unit: 10 Lesson: D
* Room: 204 Date: 12/07/18
Book pages to cover Workbook pages to cover NATGEO Platform Tasks Online Reade Other resources
132-133 LESSON D LESSON D - PICTURES
Learning Outcomes (Aligned to Can Do Statements):
By the end of this lesson, students will be able to:
Evaluate your lifestyle
WIPPEA LESSON PLAN
Warm up: Presentation and Practice: Application: Wrap up
(Lead in, Assesses prior (Teaches the lesson content, concepts & skills) (Ss use the language in a real life (Assesses students’ mastery of
knowledge,etc ) situation) objectives / finds aspects to be reviewed
or reinforced)
Time Interaction Procedure
Students will stand up and interview their classmates with some questions about lifestyles. T. will model the activity on the
board and the possible questions they can include. After that, students will report to their classmates the information they
Warm Up
20 S-S collected. T. will model the task as well. Finally, some students will share their ideas with the class. T. will give students their
min feedback for improving their skills. Page 132 exercise A
20 IW Page: 132/ Writing exercise A: Students will write a small paragraph about their own lifestyles. T. will give directions and
min S-S instructions for this task by modeling the activity on the board. Ss will be given 10 min to write and then students will make peer
correction with some questions T. will indicate.
Presentation and Practice
10 S-S GOAL 5: Ss will learn about the science of stress. Before you watch. Student will make a list of things that can cause stress
min then students will share their ideas with a partner. Student will choose two causes and say why. T. will model the conversation
on the board. Before you watch: Exercise A PAGE 133.
15 S-S GOAL CHECK: Evaluate your lifestyle: Students will read aloud their paragraphs in groups of three. T. will model the activity on
min the board. Finally, some students will share their ideas with the class.
Application
I-W
5 WHILE YOU WATCH: Ss will watch the video and answer exercises A. T. will check answers.
min
AFTER YOU WATCH: Exercises A: Ss. will discuss some questions with a different partner. T. will model the activity on the
25 GW board. Finally some students will share their ideas with the class.
Wrap up
min S-S
Communication: In groups of 3 Students will create an anti-stress campaign with 4 important ideas for it. T. will model the
activity. SS. WILL share their ideas with a different group.
Evaluation: (Assesses students’ mastery of objectives – to be filled at the end of the class)
Please check the box that best corresponds to your answer for each question below:
Was my lesson “student centered”? YES ( ) NO ( )
Did I talk too much in today’s lesson? YES ( ) NO ( )
Were students given opportunities to practice the language in real situations? YES ( ) PARTLY ( ) NO ( )
Did I provide clear, supportive and accurate feedback to students on their performance indicating what they needed to do to improve? YES ( ) NO ( )
Did my method(s) of assessment measure what I wanted? YES ( ) NO ( )
Were my class’ objectives achieved? YES ( ) NO ( )
CCPNA LESSON PLAN DAY # 7
Teacher: Abel Q. Cycle: A1-09 Shift: 4:10
Book: WE1 Unit: 10 Lesson: D
* Room: 204 Date: 12/10/18
Book pages to cover Workbook pages to cover NATGEO Platform Tasks Online Reade Other resources
137-139 LESSON A-B LESSON A-B - PICTURES
Learning Outcomes (Aligned to Can Do Statements):
By the end of this lesson, students will be able to:
Talk about today’s chores
Interview for a job
WIPPEA LESSON PLAN
Warm up: Presentation and Practice: Application: Wrap up
(Lead in, Assesses prior (Teaches the lesson content, concepts & skills) (Ss use the language in a real life (Assesses students’ mastery of
knowledge,etc ) situation) objectives / finds aspects to be reviewed
or reinforced)
Tim
e
Interaction Procedure
In order to review the grammar from the previous lesson, students will discuss the following questions: What chores have you
done? What accomplishments have you achieved? T. will model the activity on the board then students will practice with a
Warm Up
partner. Finally, some volunteers will share their ideas with the class. T. will give students their feedback.
Goal 2: Interview for a job. Students will complete exercises A, B and C. Students will compare their answers. Finally, students
Presentation and Practice
will discuss about who should get the job. T. will elicit some ideas on the board then students will discuss.
Pronunciation: Reduced form of have. T. will elicit some sentences. Students will complete exercises A, B and C. They will
compare their answers.
Students will open their books on page 137. Students will listen to a conversation and answer the following questions with a
partner: Has Lynn done her chores? What chores has she done? T. will model the activity on the board. Students will open their
books to check their answers and practice in chorus and with a partner. Exercise A and B.
Application
Students will practice the conversation by changing the underlined words. T. will model and finally will call on some volunteers
to check their conversation.
Students will practice one more time: What chores have you done this week? T. will model.
Communication: Page 139 exercises A and B: T. will show some pictures to understand the difference between
Wrap up
interviewer and interviewee. T. model the activity to have a conversation about an interview for a job. Finally, some
volunteers will perform the conversation in front of the class. T. will give students their feedback.
Evaluation: (Assesses students’ mastery of objectives – to be filled at the end of the class)
Please check the box that best corresponds to your answer for each question below:
Was my lesson “student centered”? YES ( ) NO ( )
Did I talk too much in today’s lesson? YES ( ) NO ( )
Were students given opportunities to practice the language in real situations? YES ( ) PARTLY ( ) NO ( )
Did I provide clear, supportive and accurate feedback to students on their performance indicating what they needed to do to improve? YES ( ) NO ( )
Did my method(s) of assessment measure what I wanted? YES ( ) NO ( )
Were my class’ objectives achieved? YES ( ) NO ( )
CCPNA LESSON PLAN DAY # 8
Teacher: Abel Q. Cycle: A1-09 Shift: 4:10
Book: WE1 Unit: 11 Lesson: C
* Room: 204 Date: 12/11/18
Book pages to cover Workbook pages to cover NATGEO Platform Tasks Online Reade Other resources
140-141 LESSON C LESSON C - PICTURES/WORKSHEETS
Learning Outcomes (Aligned to Can Do Statements):
By the end of this lesson, students will be able to:
Talk about personal accomplishments
WIPPEA LESSON PLAN
Warm up: Presentation and Practice: Application: Wrap up
(Lead in, Assesses prior (Teaches the lesson content, concepts & skills) (Ss use the language in a real life (Assesses students’ mastery of
knowledge,etc ) situation) objectives / finds aspects to be reviewed
or reinforced)
Time Interaction Procedure
T. will check the homework (Students write about a conversation between an interviewer and an interviewee.) and take the
T-S attendance.
Goal 3: Talk about personal accomplishments. T. will explain the meaning of accomplishments. T. will elicit some examples.
Warm Up
15
S-S With pictures. Ss will have a conversation with the following question: What are your personal accomplishments? Students will
min
express their ideas by using: I have… (Present Perfect) T. will elicit some examples if necessary. STUDENTS CLOSE THEIR
BOOKS. After the conversation T. will call on some volunteers to share ideas with the class.
5 T-S Students will open their books on page 140. Students will complete exercises A (T. will check pronunciation with students) and
Presentation and Practice
min B. T. will check their answers.
Exercise C (THIS EXERCISE WAS COMPLETED IN THE WARM UP OF THIS LESSON) So please skip this exercise.
Grammar: Students will be given 3 minutes to study and check the grammar. Then students will answer the following questions
25 S-S in pairs. What’s the difference between present perfect and simple past? Can you give some examples? What expressions can
min you use in simple past? What expressions can you use in present perfect? T. will copy the questions for students on the board
to practice. T. will elicit more ideas on the board with ever, yet, already, never and just. Students will complete exercises A and
B and compare their answers.
15 I-W Students will be given some worksheets to understand how to use yet/never/ever/already/just. Students will complete
min individually. T. will supervise. Finally, T. will check their answers.
Application
Conversation: Exercises A,B and C. Students will listen to the conversation and answer the question. Students will practice in
10 S-S chorus with the teacher and with their partners. Finally, students will change the underlined words. T. will call on some
min volunteers for performing the conversation.
Finally, Students will achieve the goal: Talk about personal accomplishments. Students will use the following
Wrap up
10 question: What would you like to achieve in the future? I would like to … because… T. will model the conversation on
min S-S the board and finally, T. will call on some volunteer to share ideas with the class. T. will give students their feedback
with the common mistakes they have.
Evaluation: (Assesses students’ mastery of objectives – to be filled at the end of the class)
Please check the box that best corresponds to your answer for each question below:
Was my lesson “student centered”? YES ( ) NO ( )
Did I talk too much in today’s lesson? YES ( ) NO ( )
Were students given opportunities to practice the language in real situations? YES ( ) PARTLY ( ) NO ( )
Did I provide clear, supportive and accurate feedback to students on their performance indicating what they needed to do to improve? YES ( ) NO ( )
Did my method(s) of assessment measure what I wanted? YES ( ) NO ( )
Were my class’ objectives achieved? YES ( ) NO ( )
IF YOU HAVE TIME, PLEASE PRACTICE THE CHRISTMAS CAROL WITH STUDENTS, JINGLE BELL. START THE CLASS AT 4:15 AT THE LATEST
AND CHECK THE HOMEWORK FROM 4:10 TO 4:15. THE STUDENTS KNOW THE RULE.
CCPNA LESSON PLAN DAY # 14
Teacher: Abel Q. Cycle: A1-09 Shift: 4:10
Book: WE1 Unit: 12 Lesson: C
* Room: 204 Date: 12/17/18
Book pages to cover Workbook pages to cover NATGEO Platform Tasks Online Reade Other resources
152-153 Lesson c - Pictures/tablet
Lesson c
Learning Outcomes (Aligned to Can Do Statements):
By the end of this lesson, students will be able to:
Talk about cause and effect
WIPPEA LESSON PLAN
Warm up: Presentation and Practice: Application: Wrap up
(Lead in, Assesses prior (Teaches the lesson content, concepts & skills) (Ss use the language in a real life (Assesses students’ mastery of
knowledge,etc ) situation) objectives / finds aspects to be reviewed
or reinforced)
Time Interaction Procedure
In order to review the previous lesson, Ss will have a conversation about how to spend their transportation money. T. will show
the situation by writing some ideas and showing pictures for students to practice. T. will give directions. Students will have to
Warm Up
10 S-S use real conditionals for this. When students finish, T. will call on some volunteers to share their ideas with the class. Finally, T.
min will give students their feedback.
Goal 3: Talk about cause and effect. Page 152. Exerises A and B. T. will encourage students to look at the pictures. T. will
explain what habitat means and provide extra vocabulary by showing pictures on the board. Finally, students will have a
10 S-S conversation with the following question: What will happen if we don’t protect animals’ habitats? T. will elicit some ideas on the
Presentation and Practice
min board and model the activity with some students. Finally, some volunteers will participate. T. will show students the common
mistakes in this task if necessary.
Grammar: Ss will be given some minutes to check the grammar and examples individually, and after that, students will discuss
10 S-S the following questions about the grammar: What is the difference between the grammar on page 148 and the grammar on
min page 152? What is a clause? What is a result clause? What is an if clause? Finally, T. will check their answers and elicit more
ideas on the board.
Students will complete exercises A and B. They will compare their answers. Finally, T. will call on some volunteers to check
10 S-S their answers.
min
5 S-S Conversation: Students will close their books. T. will show the following questions for students to answer after the T. plays the
min audio. Students will work in pairs. T. will check their answers. Finally, students will practice in chorus and with their partners.
5 T-S T. will explain the real language. The use of “right” with rising intonation. T. will elicit examples.
Application
min
Goal check: Talk about cause and effect: T. will provide a list of environmental issues by showing pictures. Then students will
choose one important issue and write 5 ideas to help solve or reduce that problem. Finally, students will have a conversation
20 S-S with the following question: What environmental did you choose? What positive ideas do you have for that? What
min consequences will your actions have? Ss. will use conditionals in the third question. T. will model the activity on the board.
Students will practice. T. will monitor and help students with some words they need.
15 T-S In order to achieve the goal, T. will call on some volunteers to check their answers. Finally, T. will give students their
min feedback.
Wrap up
10m S-S Christmas carol. Students will practice the song.
in
Evaluation: (Assesses students’ mastery of objectives – to be filled at the end of the class)
Please check the box that best corresponds to your answer for each question below:
Was my lesson “student centered”? YES ( ) NO ( )
Did I talk too much in today’s lesson? YES ( ) NO ( )
Were students given opportunities to practice the language in real situations? YES ( ) PARTLY ( ) NO ( )
Did I provide clear, supportive and accurate feedback to students on their performance indicating what they needed to do to improve? YES ( ) NO ( )
Did my method(s) of assessment measure what I wanted? YES ( ) NO ( )
Were my class’ objectives achieved? YES ( ) NO ( )
CCPNA LESSON PLAN DAY # 15
Teacher: Abel Q. Cycle: A1-09 Shift: 4:10
Book: WE1 Unit: 12 Lesson: D
* Room: 204 Date: 12/18/18
Book pages to cover Workbook pages to cover NATGEO Platform Tasks Online Reade Other resources
154-156 Lesson D Lesson D - Pictures/tablet
Learning Outcomes (Aligned to Can Do Statements):
By the end of this lesson, students will be able to:
Evaluate money and happiness
WIPPEA LESSON PLAN
Warm up: Presentation and Practice: Application: Wrap up
(Lead in, Assesses prior (Teaches the lesson content, concepts & skills) (Ss use the language in a real life (Assesses students’ mastery of
knowledge,etc ) situation) objectives / finds aspects to be reviewed
or reinforced)
Time Interaction Procedure
S-S Goal 4: Evaluate money and happiness. T. will make students listen to two songs and predict what they will read about. Ss. will
use the following question to have the conversation: According to those songs, what do you think the text will be about? After
10
students finish the speaking practice, some students will participate to share ideas. Finally, students will open their books on
min
Warm Up
page 154 to check their answers.
10
S-S Exercise A: Students will check the items that describe spending money and after that, in exercise B, Students will have a
min
conversation by using the following questions: How would you feel after …? Which would make you feel the best? Why? T.
model the activity on the board. Some students will share ideas with the class.
T. will pre-teach the following words: debts, conflicts, gifts of money, loans, behave, afterward, research, improve, giver.
Presentation and Practice
20 Finally, students will be given some minutes to skim the text (2 minutes) then students will close their books to talk to their
min S-S partners and tell them the main ideas with the following question: What main ideas do you have from text? What is the article
about? T. will model on the board. Then some students will share ideas with the class.
I-W Then students will complete exercise C (Scanning): Students will find the answers individually and compare their answers.
10 S-S What is the answer in #1? T. will check their answers.
min
10 Page 156: Writing: Students will complete a letter and answer the following questions: Who is it to? Who is it from? What does
min T-S he want to do with it? Exercise A.
Application
Exercise B: What are the consequences of Samuel’s actions? What will happen if he buys music? What should Samuel DO?
15 I-W How do we make suggestions? Students will answer this questions with their partners and students will write 5 sentences to
min S-S reply the letter and give recommendations.
10 S-S Finally, students will make peer correction. Students will have to give suggestions for students to improve their writings.
min
Wrap up
Christmas Carol Practice!
Evaluation: (Assesses students’ mastery of objectives – to be filled at the end of the class)
Please check the box that best corresponds to your answer for each question below:
Was my lesson “student centered”? YES ( ) NO ( )
Did I talk too much in today’s lesson? YES ( ) NO ( )
Were students given opportunities to practice the language in real situations? YES ( ) PARTLY ( ) NO ( )
Did I provide clear, supportive and accurate feedback to students on their performance indicating what they needed to do to improve? YES ( ) NO ( )
Did my method(s) of assessment measure what I wanted? YES ( ) NO ( )
Were my class’ objectives achieved? YES ( ) NO ( )
