Language and Literature Department

Weekly Lesson Plan

Teacher: Course: Level 3 Date: April 02nd – April. 09th Time: 18 hours

Methodology: Communicative approach, cooperative learning, group discussion.

Day Topic Competencies Activities Time Resources Evaluation

Mon. UNIT 7A To be able to talk about WARM UP

April Extraordinary possible future
02nd School for Boys situations and their Students are divided in groups of four and the 30 min. Students Go around the
consequences. teacher hands out a worksheet to each team. class, monitoring
Grammar: Teacher their progress
First To use a broad range of The teacher assigns three pairs of education- and guiding
Conditional and vocabulary related to related words to each group and they must Textbook students toward
Future Time education. write down the difference between each of reaching their
Clauses them. E.g. A score and a grade. Worksheet goals on time.
To pronounce the four
Pronunciation: different sounds of /u/ Students assign one or two members of their Markers Correct answers
The Letter u clearly. group to explain the difference between the on the worksheet.
words assigned to them.
Vocabulary: To be aware of Correct
Education pronunciation rules Students open their book on page 64 and try to 20 min. pronunciation on
and patterns as well as answer as many questions as they can on their oral
Speaking: word and sentence exercise 1. E.g. Who wrote The Great Gatsby? participation.
Your Education stress. What is water made of?
Questionnaire
To be able to relate The teacher gives the right answers and
phonetic symbols to students check how many questions they got
different sounds of /u/. right.
FOLLOW UP

Students match each of the previous questions 1 hour Go around the

to a school subject. class, monitoring
their progress
Students go to page 161 and practice the words and correcting
on the vocabulary bank. They also complete pronunciation or
the paragraphs about education in the US and any other type of
in the UK. mistakes.

Students choose a partner and form questions Students classify

with the prompts on page 64, exercise d. words correctly,
according to their
The teacher checks every question with the /u/ pronunciation.
whole class and corrects mistakes.

Once all the questions are ready, students

interview each other using them as a
questionnaire.

WRAP UP 30 min.

The teacher explains the four different

pronunciations of letter u and provides
examples for each of them.

Students classify words on the correct column

under the right pronunciation for each of them
on page 64, exercise 2.

Students read the article on page 65, exercise 3.

Tues.
April UNIT 7A To be able to talk about WARM UP
03rd Extraordinary possible future
School for Boys situations and their Guided reading of chapter eight and nine of 1 hour Students Monitor reading
consequences. “Number the Stars” by Louis Lowry. The comprehension
Grammar: teacher assigns a specific student to read a Teacher and check
First To use a broad range of paragraph and corrects pronunciation. Then, enunciation,
Conditional and vocabulary related to he assigns a different one. Textbook articulation, and
Future Time education. pronunciation
Clauses The teacher hands out a worksheet about the Worksheet while reading.
To pronounce the four two chapters and students answer it in pairs.
Listening: different sounds of /u/ Markers Collect the study
Gareth Malone’s clearly. FOLLOW UP guide with the
Extraordinary right answers of
School for Boys To be aware of Listen to conversation 4.8, which is the first 1 hour the book.
pronunciation rules part of a radio program about Gareth’s
Vocabulary: and patterns as well as experiment and answer questions 1, 2, and 3 Go around the
Education word and sentence on page 65. class, monitoring
stress. their progress
Reading: Listen to the conversation again and double- and guiding
Do you want to To be able to relate check their answers. students toward
practice for five phonetic symbols to reaching their
hours or six? different sounds of /u/. Focus on question 3: What three things did he goals on time.
believe were important? After students
To be able to role-play mention the three things, the teacher asks them
a conversation between to explain why he believed they were
two friends. important.

Students listen to part 2 of the radio program

and complete the chart.

Students compare with a partner and discuss

about how successful each activity was.
 EVALUATION

Students listen to part 3 now and take notes on 30 min.

how well Gareth did in the experiment.

The teacher guides a class discussion about

how much they think the boys’ reading
improved.

Wed. UNIT 7A To be able to talk about WARM UP Monitor reading

April Extraordinary possible future comprehension
04th School for Boys situations and their The teacher explains the structure of 25 min. Students and check
consequences. persuasive writing. He talks about organizing enunciation,
Grammar: one’s ideas, using transition words and Teacher articulation, and
First To use a broad range of concluding accordingly. pronunciation
Conditional and vocabulary related to Textbook while reading.
Future Time education. FOLLOW UP
Clauses + When, Worksheet Go around the
until, etc. To be aware of Students are divided in eight groups and the 1 hour class, monitoring
pronunciation rules teacher assigns a different topic (from the ones Markers their progress
Make and Let and patterns as well as on page 65) to every group. E.g. “Boys and and guiding
word and sentence girls both learn better in a single-sex school.” students toward
Vocabulary: stress. reaching their
Education Each group works on developing a point of goals on time.
To be able to relate view and then they present it to the rest of the
Reading: phonetic symbols to class, who ask questions about their position Correct
Debating different sounds of /u/. and why they took it. pronunciation on
Education: their oral
Were (are) your To be able to role-play Read the articles: participation.
Parents Strict? a conversation between What is a “tiger mother?”
two friends. Do you want to practice for five hours or six?

Students put phrases A-H on the right place

and discuss briefly.
 The teacher asks students about the meaning
of every word highlighted throughout the
articles.

WRAP UP

Students get in groups of three, focus on 50 min.

exercise d, on page 67, and read the three
responses that were posted after the article was
published.

Each student must choose one of the responses

and write a short paragraph explaining why he
or she agrees with it, and then they share
within their group and also the rest of the
class.

Within the same groups, students have a

discussion about Amy Chua’s system and how
their own parents were strict about their
education or not.

Thur. UNIT 7B To be able to talk about WARM UP Students Go around the

April Ideal Home hypothetical or class, monitoring
05th imaginary present and Students open their book on page 68 and 40 min. Teacher their progress
Grammar: future situations and observe the two pictures. They describe what and guiding
Second their consequences. they see in each picture and tell each other Textbook students toward
Conditional which one they would choose to live in. reaching their
To use a broad range of Worksheet goals on time.
Vocabulary: vocabulary related to They talk about the people they live with, their
Houses the parts of a house, relationship, and if they argue about anything. Markers Correct answers
furniture, and on the worksheet.
appliances.
Pronunciation: To be aware of They talk about the typical age in which Monitor reading
Sentence Stress pronunciation rules children leave their parents’ house in comprehension
and patterns as well as Honduras and compare it to other countries. and check
Reading: word and sentence enunciation,
Still Living at stress. FOLLOW UP articulation, and
Home? pronunciation
Students read the article “Still Living at Home” 1 hour while reading.
and the teacher corrects pronunciation,
enunciation, intonation, and the use of Correct
punctuation when reading aloud. pronunciation on
their oral
In pairs, students answer the questions on participation.
exercise c and d on page 68.

Students go to page 145 and answer the

Grammar Bank exercises a and b about the
second conditional.

The teacher explains the second conditional

and provides more examples on the board.

WRAP UP

Play the game “If you had to choose…” 40 min.

Students get in groups of four and they will be

given a worksheet with prompts about
hypothetical situations in which they have to
choose one and explain why they chose it.
E.g. “If you had to choose, would you prefer
to live in a house next to an airport or a house
next to a school?”
Every student will say what they would
choose and why.
 Fri. UNIT 7B To be able to talk about WARM UP . Go around the
April Ideal Home hypothetical or class, monitoring
06th imaginary present and The teacher models saying the sentences on 50 min. Students their progress
Grammar: future situations and exercise 2, on page 69. and guiding
Second their consequences. Teacher students toward
Conditional Students repeat the sentences, emphasizing the reaching their
To use a broad range of right word stress in each one of them in order Textbook goals on time.
Vocabulary: vocabulary related to to follow the right rhythm.
Houses the parts of a house, Worksheet Correct answers
furniture, and Students make sentences with the prompts on on the worksheet.
Pronunciation: appliances. exercise c, on page 69. Markers
Sentence Stress
To be aware of Students review parts of the house and classify
Speaking: pronunciation rules furniture in every room. Monitor reading
If I were… and patterns as well as comprehension
If I won… word and sentence FOLLOW UP and check
If I… stress. enunciation,
Students expand their vocabulary about 50 min. articulation, and
houses and neighborhoods by playing the pronunciation
game “What’s the difference between…?” while reading.
E.g. What’s the difference between a chimney
and a fireplace? A roof and a ceiling? Correct
pronunciation on
The teacher hands out a photocopy of two their oral
exercises about first and second conditional participation.
sentences.

WRAP UP

Students work in groups of three and come up 50 min.

with a conversation in which they talk about
hypothetical situations like winning the
lottery, being the President of their country,
becoming famous, etc., and the things they
would or would not do.
 Each group presents their short presentation
and the teacher corrects mistakes.

Mon.
April UNIT 7B To be able to talk about WARM UP Go around the
09th Ideal Home hypothetical or class, monitoring
imaginary present and The teacher hands out a photocopy of the song 40 min. Students their progress
Grammar: future situations and lyrics “If I Could Build my Whole World and guiding
Second their consequences. Around you” where every student will fill in Teacher students toward
Conditional the blanks with the missing verb after listening reaching their
To use a broad range of to the song. Textbook goals on time.
Vocabulary: vocabulary related to
Houses the parts of a house, Students will sing along and practice their Worksheet Correct answers
furniture, and pronunciation. on the worksheet.
Reading: appliances. Markers
Tchaikovsky’s Students will match words from the column on
House To be aware of the left with phrases from the column on the Laptop
pronunciation rules right. Monitor reading
Listening: and patterns as well as Speakers comprehension
Four word and sentence FOLLOW UP and check
Architecture stress. enunciation,
Students The teacher accesses prior knowledge through 50 min. articulation, and
Describe their a set of questions about Tchaikovsky’s pronunciation
Dream House nationality, personal information, occupation, while reading.
etc.
Correct
Students observe the three pictures on page 70 pronunciation on
and describe each room to their classmates their oral
around. participation.

They try to figure out which of the pictures Monitor their

was his favorite place, the place where he progress in the
composed, and where he wrote letters. writing exercise.
Students listen to an audio guide through the
house, read and modeled by the teacher.

Students read the article and talk about the

connection between the six things mentioned
in exercise d, on page 70 and Tchaikovsky’s
house.

Students look at the highlighted words and try

to figure out their meaning from context, then
they match them with definitions 1-8 in
exercise e, on page 70.

WRAP UP

Students listen to four architecture students 55 min.

describing their “dream house.”

They identify which speaker’s house matches

the characteristics of every house on exercise
5a

Students take notes of every architect’s house,

its location, and special features.

Students go to page 162 and use the

Vocabulary Bank there in order to write a short
paragraph describing their own dream house
or apartment, in as much detail as possible.