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LISTENING: INTRODUCE ME!

1 . Choose a word from the list to complete the
sentences. Work with a partner.(10 min)
client travel agent tourist guide
singer
a. Every summer we travel to another country, so we go
to a travel agency and the ________________ gave me all
the information.
b. Juan Luis Guerra? Yes! He is my favorite
_____________.
c. I got lost in the park because the ______________
followed the right path and I took a different one. I
shouldnt have done that.
d. The supermarket was full of ____________ when the fire
started.

2. Do you know someone famous? What questions
can you ask a famous person? Discuss with a partner.
Check the example below: (5 min)
Example: What do you do in your free time?

3. Check with your classmate the following expressions;
do you understand/use them? (10 min)
WHATS YOUR NAME?
SECTION
INSTRUCTIONS

B. 1. Have students work in pairs
and look up these words in a
dictionary and complete the
sentences below. Explain these
words will also appear in the
listening activity later on. After
students have completed the
task, check answers.
C. B. 2. Have students work in
groups and discuss the
questions below. After they
finish, they report to the class.
D. 3. In the same groups, students
check the meaning of these
expressions. Have them discuss
in groups and clarify any doubts
they may have.
4.4 Read the questions in 3 with
the class before they listen.
Explain they will listen to a group
of people, and that they need to
pay attention to the questions and
answers that are given. Suggest
they can make notes and take
some time later to fill in the chart.


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WHATS YOUR PHONE NUMBER?
WHAT IS YOUR ADDRESS?
WHERE ARE YOU FROM?
4.You will watch a conversation among a group of people.
Listen and complete the gaps with a suitable word or
phrase. (10 min)

5. You will watch Giorgio Moretti and Marie again. As you
watch, complete the client file. (10 min)






Georgio
Moretti

Marie
Sheryl
Bob
Paul

Name: ___________________________
Occupation: ________________________________
Nationality: ______________________________
Age: ___________________
Marital Status: ___________________
Phone Number: ______________________________

VIDEO
COMPREHENSION
4.4. After the students complete
the chart, survey the class to see
how many students got the
answers correct. Play the
recording one or more times if
necessary.
4.5. Once all the students have
completed the chart, ask them
about the questions that the
people made in the audio, and
write them down on the board.
Now tell the students they will
listen to another interview, this
time between Giorgio and Marie,
and that they need to complete
the file. Play the recording one or
more times. After they have
finished, have them check their
answers in pairs.


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Read the following text and practice the questions with your
partner:
My profile
Hi, my name is Roberto Palacios. I am 25 years old and I am
originally from Mexico City but now I live In New York. I study
medicine at Columbia University here in the United States. I
like practicing different sports such as football, basketball
and tennis, but I prefer going to the gym. I also like music,
my favorite is pop. I am a friendly and easygoing person. I
don't like when people are rude to others. In the future, I
want to be the best doctor in the world and save peoples
lives. My mother says I am on the way to achieve my perfect
dream. She helps me and supports me all the time. I only live
with my mother who is a nurse. My father lives in Mexico. I
also have two more brothers who live with my father. They
are younger than me and they study secondary level. My
father and my brothers visit us once a year but we all are in
contact every day.
Answer the following questions about Robertos information
1. Where is Roberto from? He is from Mexico.
2. Where does he live now? New York.
3. What career does he study at the university? Medicine.
4. What is his favorite interest in sports? The gym.
5. What does he hate about people in general? When
they are rude to others.
6. What does Roberto want to be in the future? The best
doctor in the world.
7. Does Roberto receive support from anybody? His
mother.
8. Does he have brothers? How many brothers does he have? Yes, two brothers.
9. Are his brothers younger or older than Roberto? They are younger.
10. What is Robertos occupation now? He is a student.





POST- LISTENING TASK (15 MIN)
a. Explain students the rules for the
grammar point and have them
do the exercises. If there is time,
you can have them work on their
grammar appendix.
b. Background information: Explain
what a profile is and the kind of
information that is included in
these kinds of texts. Ask students
to read the first two sentences
and predict what they think the
text will tell about. Point out the
main information, such as
nationality, hobbies, age,
occupation, etc. Have students
answer the questions with you.

B. Extension Activity:
Have students get together with a partner and talk about their background.
Suggest they can use the format of the interview they have just listened to. (10 min)

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Reading: Talk about your hometowntown

Learning objectives: read and discuss some information about someones description of
his hometown; develop skills in reading for specific information.
Warming:
Focus students attention on the two questions and encourage them to give their
answers. Take five minutes to get learners present their information.
Encourage learners to predict what the information will talk about by using the previous
questions and the headline. Check their guesses.
1. Get learners to read the information about someones hometown and answer the
questions below. They can work in pairs.


READING
TALK ABOUT YOUR HOMETOWN
What is your hometown like? Would you live in a
different place? Why?
I was born in a small sea-side town in Malaysia called Mersing. It
is situated in the south-east of Malaysia, near the South China
Sea. It is a small town with a population of about fifty thousand people. It is a peaceful and beautiful town.The main
occupation of the people there is fishing. The sea is their livelihood. Besides fishing, tourism has also become quite
popular. Tourists stop over at Mersing on their way to the islands off Mersing. The most popular island is Pulau Tioman. The
population here is made up of Malays, Chinese and Indians. The majority of the people are Malays. There are either
fishermen or farmers. The Chinese are mostly shopkeepers and restaurant and hotel owners. The Indians who are the
minority are either civil servants or rubber tappers. The town consists of three streets of shops. There are three schools, a
Chinese, a Malay and an English medium schools. There is a hospital and a few private clinics, a cinema hall, library and
a big wet market by the sea. There are a number of hotels to accommodate tourists who flock to Mersing to visit the
Islands. The people in my hometown live in peace and harmony. I love the peace and quiet of my little hometown.


I. Scan the text and answer the questions:
TIP: to help Ss focus on the task, tell
them not to worry about words they
dont understand. Encourage them to
keep reading and understand the
new words from context.

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What is the population of Mersing made of?
What are the main occupations in Mersing?
II. Write true or false for these statements. Justify your
answers. Discuss your answers with a partner.
1. Mersing is a big city in the south east of Malasya.
________________________________
2. Tourism is one of the most popular occupations in
Mersing. _______________________
3. Chinese living in Mersing are mainly farmers and
fishermen. ______________________
4. Mersing is a peaceful place to live in.
__________________________________________
III. Read the text again. Underline the word that means:
1. near the sea (paragraph 1)
2. occupation or employment (paragraph 2)
3. a fresh food market (paragraph 4)
4. to go in large numbers (paragraph 4)
IV. DISCUSSION BOX: Work in pairs or small groups and
discuss these questions together.
1. Is your hometown similar to Mersing or different?
2. Would you like to live in Mersing? Why?



READING
INSTRUCTIONS

I. Have students scan the text
and answer the questions stated
in the exercise.
2. Read the text aloud for learners
as a model and then ask some of
them to re-read it to check
pronunciation.
3. Ask learners to read the text
once more to find and underline
the words in the text which mean
the same as the expressions
numbered below. Give learners
some clues to help them where to
find the words.
4. Get learners to work in pairs
and discuss the following
questions. Tell them to compare
the information in the reading
with their own one and share the
results with the whole class.


EXTENSION ACTIVITY: WRITING: (PRODUCTION)
5. Finally, ask learners to write a short paragraph similar to the one presented
in the task in which they describe what their hometown is like.
V. Production: what is your hometown like? Write a paragraph and tell all the
information you know about it.

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Speaking Activity:
Introduce your classmate
Teachers guide.

Goal: Students will be able to use appropriate vocabulary and structures to
introduce a classmate to the whole group.


INSTRUCTIONS

1. Students are asked to work in pairs and interview
his/her partner about personal information using the
preview vocabulary. Students are going to take notes
in order to share with their classmates.
You are going to work with a partner to interview
him/ her. Ask personal information questions, and take
notes on that information.

2. T: Explain students that in the interview they should try
to find as much as possible about each other
regarding the template. Teachers can encourage
students to ask for any vocabulary they need. Refer
students to the Learners profile vocabulary as well as
to the grammar points: present simple and verb to be section I.

Then you will switch roles and your classmate will record the information you give.
3. T: Remind them to switch roles to ask the questions and record, as students speak note down
errors to focus at the end of the task . Do not correct at this stage unless absolutely
necessary.(5 minutes)

INSTRUCTIONS
In this section you must pay
attention to the pronunciation of
the students and try to get them to
practice as much as possible.
You can model for them with one
volunteer. Have the rest of the class
help you complete a chart on the
board.
Students may feel more
comfortable if they write down their
questions using the template. (5
minutes)


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Decide on the most significant information and tell your class about your partner.
T: Give students few minutes to prepare how they will report back to the class .
As each pair reports back to the class, ask the other students to listen and take note of
errors or feedback (5 minutes)

Use the following template as a guide to take notes.












My classmate

Family

Education

Hobbies

Projects

Other


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EXPLORE WRITING
MY HOMETOWN
GRAMMAR FOCUS: SIMPLE PRESENT TENSE.
WRITING LEVEL: ELEMENTARY.

In this section, students will create a paragraph with 10-12
sentences describing their hometown and a place or places
they know well. They must use the vocabulary seen in this unit
about places to visit, their personal likes and important
information about the places they mention.
Students are expected to use simple and compound
sentences using coordinating conjunctions BECAUSE/AND/SO
to express and complement their ideas.

PREPARATION FOR THE TASK:
Before giving out the task to students, select a series of words
you know will help them write down about their hometown.
Review places around a town/city e.g. [restaurant, city center,
downtown, library, town square, monument, etc.] discuss with
students important places around the city and ask them to give
examples of WHY they are important. Introduce word BECAUSE.
Have students give 3-4 examples and check for correct spelling.
[7-15 MINS]
Hand out the task to students. Explain this is an individual task,
but they will have a chance to work together during steps of the
way to check and share each others work.
STEP ONE: BRAINSTORMING. Expected time [10-20 mins]
Students consider ideas from the questions in the exercise. Tell
them to write down a list of all of their ideas, including examples
and supporting information. Tell them that they can brainstorm
alone, with a partner, or in a group (no more than 3 members).
Their notes should be in simple form; they shouldnt worry about
grammar, spelling, or using complete sentences during this stage.

Outcomes:
I. Use Simple Present
structure to describe
their hometown.
II. Use simple and
compound sentences
to give information
about places in town.
III. Create a descriptive
paragraph using
vocabulary and
expressions given in
class.

ATTENTION!
Before you begin this task,
you must check for previous
knowledge of sentence
structure and paragraph
structure.
If students are introduced for
the first time to writing, use
one hour of the scheduled
time to prepare them for the
task. You can use attachment
one [sentence structures] for
this purpose.


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Check for comprehension of instructions before letting them
organize and start.
They may use dictionaries during this step, but check with them for
correct usage of words and meanings to avoid confusion.
ACTIVE WRITING STAGE
STEP TWO: ADDING INFORMATION Expected time:
[20-30 min]
Guide students to choose the best ideas, the most helpful or
interesting examples, and the strongest supporting information. Tell
them to think about the order of their ideas. For this, you can ask
the class:
Which idea are you going to write about first, second, third, etc.?
When students answer, help them give out more information
including the words AND/SO. Have them practice and check with
you 5 sentences. Emphasize that it is important to organize their
ideas before they begin to write their paragraph.

STEP THREE: TOPIC SENTENCE Expected time: [20-30
min]
In this stage, students give a topic sentence to their paragraph. To
explain this open the following link:
https://www.youtube.com/watch?v=l2nOzN6DllY
Or you can practice with the following explanation of a paragraph
structure:
http://www2.actden.com/writ_den/tips/paragrap/topic.htm
Have students try to do three sentences to practice and choose
the best one for their paragraph. Here they will check their
classmates work.
Have them spot the following things for a topic sentence:
1. Does it include the topic and a main point?


ATTENTION!!
Pay special attention to any
questions students may have
during this stage. Emphasize
on what a descriptive
paragraph is and the use of
FIRST; SECOND; THIRD;
FINALLY to structure and
organize their ideas or details
by importance.
Remind students to develop
their ideas and NOT repeat
themselves. Every sentence
should be connected to the
previous information.


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2. Is it clear/ Can you understand it?
3. Does it have correct spelling-punctuation?
STEP FOUR: THE RUBRIC AND EVALUATION. Expected
time: [10-20 min]
Make sure each student has a copy of the instruction sheet and the
rubric. You must explain to them how they will be evaluated; do so
by dividing the rubric into the different points. Take time to carefully
explain what you are looking for.
Tell them to get in groups of 3 or 4 students and have them check
each others work to this stage with the rubric. Have them go point
by point and make changes if necessary. They may use dictionaries
in this stage as well to help with production.
STEP FIVE: FIRST DRAFT. Expected time: [1 hour]
Students write the first draft of their paragraph. It must include 10-12
sentences, and it should include simple present structure, adjectives,
AND/SO to connect sentences and BECAUSE to explain their ideas.
Ask them to please double-space the assignment. You must make sure
they write the paragraph in class. Students will not be allowed to finish
it at home, and they cannot use notes from outside of the class.
The expected time for this part of the task is one hour, however; if you
feel students may need more time, you may arrange 30 minutes extra.
Two hours is too long for just one paragraph.
Remind the students to have in mind the rubric when writing their
paragraphs. Also, tell them they should do it in pencil, they get the
opportunity to change whatever they choose to without damaging
their work.
Once they have finished, they MUST submit their work to you. Assign a
number to each work to control the exchange for later.


ATTENTION!!
You can give them examples
of what is good and bad
according to the rubric. To
make this more challenging,
have them analyze the
examples and decide what
score they would give to
them.

During step five, students
may not have extra notes,
use their cellphones or
computers. They can use
their handouts only, and the
material from class (book).
Tell them any copy-paste will
deduct points from their
work, so they better not take
the risk.


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STEP SIX: PEER EDITING. Expected time [20-30 min]
Once you have all their assignments in your possession, and each
has a number assigned to it; exchange them between students. Tell
them to write their name on the bottom of the page like so:

EDITED BY: ____Carla Gutierrez________
Once they do this, they must check each others work. Ask them to
get together with the person they are editing. They are going to help
their partner by editing their assignment.
Explain to the students they should look at the grading rubric again.
With your help, make a list of some things that they are going to look
for when they edit their partners paper. Once you have modeled
and checked for comprehension, students start editing. Tell your
students to talk to their partner if they find a mistake or have a
suggestion for their work.
STEP SEVEN: FINAL DRAFT. Expected time [1 hour]
Students have one hour to make necessary corrections, and rewrite
their paragraph. Your must collect their brainstorming notes, first
draft, and final assignment. Use this information to give them a
grade. Remind students that they will only have a full grade if they
have completed EACH of the steps in the task.
They have one hour to complete the full final version of their
paragraph. No extra notes, cellphones or book is allowed. Only
dictionaries given by the teacher. If they have a question they must
approach you in the way you institute as if this were a true exam.
Have a list of words you think they might need to write if necessary.
Remember they are doing this in paper, but this time they have the
option to do it by pencil or pen. Extra corrections, smudges,
crossings, misspellings or any damages to the paper will cause
deductions to their final work. Clear this with them before they finish
the peer editing section.
At this point of the unit, students should practice how to deliver a


ATTENTION!!
Pay special attention to any
questions students may have
during this stage. Emphasize
on what the length is and the
use of FIRST; SECOND; THIRD;
FINALLY to structure and
organize their ideas or details
by importance. Tell them
they should develop their
ideas completely before
changing to a new one.
Remind students to develop
their ideas and NOT repeat
themselves. Every sentence
should be connected to the
previous information.


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FINAL ORAL TASK
At this point of the unit students should practice how to give
a brief presentation about information that is familiar to
them.
The final task consists in an individual oral presentation in
which you will talk about yourself and your hometown. You
will use information from the Speaking Lesson of the unit, as
well as information from the Writing activity.
Since you may be part of an exchange program in the
future where you will interact with people from different
cultures, it is useful to practice how to deliver an individual
presentation in which you will share information about:
Yourself
Family
Education
Hobbies
Projects
Your hometown
You should design visual aids including key phrases about
the information you will present. For the presentation you will
have 3 minutes to provide good and appealing
information, including introduction body and conclusion.
Your teacher will use the following rubric to evaluate your
work:

USEFUL TIPS
Use vocabulary from the unit.
Design slides with few key word
phrases and lots of images.
Practice your presentation.
Dont read from the slides.
INSTRUCTIONS
Refer students to the Speaking
Lesson to review personal
information when introducing a
person; then refer students to
the Writing Task about their
hometown.
The information gathered in
those activities is useful for
getting ready for the individual
presentation.
Instruct students about the
need of practicing their
presentation beforehand, so
they can check the time and
become more confident. Tell
students about presenting
information in an organized
way that is, having clear
introduction, body and
conclusion.
It would be useful to show a
video with an example of a
good presentation and a bad
presentation, and then
encourage them to identify
what was appropriate and
what should be improved.
Suggest students the use of
well-designed visual aids; if
possible show models of visual
aids with the purpose of
learning about using images
instead of too many words.
Show and discuss with the class
the rubric that will be used to
evaluate their work.



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