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Beginning Level English

Click on the lesson your students are studying.

1) Greetings       9) Sports
2) School 10) Shopping
3) People 11) Transportation     
4) Work 12) Health
5) Family 13) City
6) House 14) Animals
7) Food 15) Weather
8) Clothes 16) Future

Inglés Fundamental

Letras

Language Focus - names of letters in English

Classroom activities - Pair dictation - Have students work in pairs. One student spells a word and the other student writes in down, letter by letter.

Números

Language Focus - numbers in English

Classroom activities

Number bingo - Have students randomly write numbers 1-25 in blank spaces on a bingo card. (Click HERE to open the page with the blank bingo card.). Draw slips of papers with the numbers 1-25 written on them. Students mark the numbers that are called. When a student gets five in a row (vertically, horizontally, or diagonally) he/she yells "Bingo!"

Number dictation - In pairs, one student says a number and the other needs to write it out in words (e.g. "thirty seven").

Pronombres

Language Focus - Subject pronouns

Classroom activities - none

El verbo "to be"

Language Focus - the verb "to be"

Classroom activities - Sentences - Write one sentence with each subject pronoun and the correct form of the verb "to be." For example, "I am a student.", "You are a teacher."

Matching - Give students cards with subject pronouns and forms of the verb "to be." Students need to match each pronoun with its correct verb. (e.g. They need to match "I" with "am")

Preguntas

Language Focus - Question words

Classroom activities - Matching Memory Game - Write the question words on cards and the use (e.g. person, thing, place, etc.) on other cards. Flip the cards upside down, mix them up, and put them in rows. Play a concentration game where the students need to match the English question word with the use.

 

 

Lesson 1 - Greetings (Saludos)

Vocabulary (Vocabulario)

Language Focus - names of the lessons, possessive adjectives, phrases for greeting people

Classroom activities - (1) Have the students write the following sentence with all the pronouns.

I have my book.

They will write "He has his book." "You have your books." etc.

(2) Write the dialogue from the "Phrases" section of the vocabulary page in the correct order on the board. Have the students use the dialogue (substituting their names) to walk around the classroom and introduce themselves to the other students in the classroom.

Grammar (Gramática)

Language Focus - to have

Classroom activities - Have each student (or each student in a small group if you have a big class) say one thing that they have and one thing that they don't have.

I have a car, but I don't have a motorcycle.

After all the students (or all the students in the group) have said what they have and don't have, the other students have to write sentences trying to remember what their classmates have and don't have (without asking the student or looking at another student's paper!). After all of the students have written their sentences on their paper, they try to see who was able to remember what everyone has and doesn't have.  

Maria has a car, but she doesn't have a computer.

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Two English students introduce themselves and say where they are from.

Classroom activities -  Have the students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Describing yourself

Classroom activities - Have the students write a similar paragraph describing themselves.

Pronunciation (Pronunciación)

Language Focus - the i: and the I sound

Classroom activities - Pronunciation Bingo Game - Print out a blank bingo card and make enough copies for all of your students. (Click HERE to open the page with the blank bingo card.) Have the students write all twenty four pronunciation words in the spaces (Tell them to mix the words up. Don't write them in order.). The square in the center is a free space. The teacher calls out one of the pronunciation words and the students write an X on the square with that word (in pencil so they can erase it if it's not correct). The teacher needs to keep track of what words that he/she has said. I put a little mark on my list of words to remember that I read that word. When a student gets five in a row (vertically, horizontally, or diagonally) he/she yells "Bingo!" The teacher checks that student's card to make sure that they did in fact get a bingo (they may have marked a wrong word). You could have the students read the words instead of you. I write the words on strips of paper and have students take turns pulling a word out of a cup and reading it. Correct their pronunciation when they read their word if they mispronounce it. 

Dictation (Dictado)

Language Focus - listening & spelling

Classroom activities - Have the students write any words they misspelled from the dictation five times to practice spelling it.

Game (Juego)

Language Focus - review of vocabulary from the lesson

Classroom activities - none

 

 

Lesson 2 - School (La Escuela)

Vocabulary (Vocabulario)

Language Focus - classroom vocabulary, school subjects, titles,

Classroom activities - Tray memory game - Place about 10 classroom objects (from the vocabulary list) on a tray. Let the students look at the items for a few minutes. Then hide the items and have them try to write down as many of the objects that they can remember. Finally, show them the tray with the objects again and have them see what ones they forgot.

Grammar (Gramática)

Language Focus - a/an, plurals, time

Classroom activities - (1) Have the students write a big "a" on one side of an index card and "an" on the other side. The teacher reads a word aloud and the students show the "a" or the "an" side to indicate what the article should be for the word. (2) Have the students make five columns on a piece of paper. The headings of the columns are - Column 1-"Only s", Column 2-"es", Column 3-"Change y to ies", Column 4-"Change f or fe to ves", and Column 5-"Irregulars."  The teacher reads aloud a word in the singular form. The students write the singular and plural form (eg. pencil-pencils) in the correct column. (3) Bring in a toy clock and set it to different times. Have the students say the time. (In your local office supply store they probably sell "CLOSED We'll be back at . . ." signs which have a clock on them.) (4) Write the times on the board (e.g. 4:30) and have the students write the times in two different ways (It's four thirty./It's half past four.).

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Students discuss their class schedules.

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Reading a class schedule

Follow-up activities - Have students write out their class schedule.  In pairs students could ask and answer questions about their class schedules. (eg. What time do you have math? or What do you have at 2:00?)

Pronunciation (Pronunciación)

Language Focus - the e sound vs. the æ sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.)  Have the students write all 24 words in the spaces (Tell them to mix them up.  Don't write them in order.).  The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Hangman - spelling

Follow-up activities - Students could play hangman with other words.

 

 

Lesson 3 - People (La Gente)

Vocabulary (Vocabulario)

Language Focus - opposites, colors, words for describing people

Follow-up activities - (1) Write each of the opposites words on an index card.  Have students play concentration with the opposites words. (2) Students take turns saying the colors of an unidentified thing in the classroom. The other students need to guess what the thing is.  

Grammar (Gramática)

Language Focus - describing people

Follow-up activities - (1) Students write a description of an unidentified student in the classroom. The students take turns reading their description and guessing who it is. (I first tell them that certain words are off-limits such as "fat" and "lazy.")

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Two people describe their siblings.

Follow-up activities - (1) Have students read the dialogue in pairs and/or act it out. (2) Have students write a paragraph description of one of their siblings.

Reading (Lectura)

Language Focus - Two e-mails about a blind date

Follow-up activities - Students imagine that they saw an old friend from high school at a party. The friend is quite different from how they were in high school. Write an e-mail to another friend describing in what ways the friend is different now.

Pronunciation (Pronunciación)

Language Focus - the sh vs. the ch sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - opposites

Follow-up activities - none

 

 

Lesson 4 - Work (El Trabajo)

Vocabulary (Vocabulario)

Language Focus - jobs, ordinals, days, months, dates, verbs

Follow-up activities - (1) Pictionary - Students draw a picture on the board that represents one of the jobs. The other students guess what the job is. (2) Have the students physically get in order by birthday (not year!). Point to one end of the room and explain that January 1st starts there.  December 30th would be at the other end of the room. Once they've gotten themselves in order start with the beginning of the year and have them call out their birthdays one by one in order. If some students are not in order stop and have them rearrange themselves. Then have them say the ordinal number of their position in the line (first, second, third, etc.). (3) Play charades with the verbs from the vocabulary list.  A student acts out one of the words and the others guess what the verb is.

Grammar (Gramática)

Language Focus - present tense

Follow-up activities - none

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - A woman discusses her new job.

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Four people explain about their jobs.

Follow-up activities - Students interview one another (in small groups) to find out each other's jobs and what they do. Write a sentence (or more) about each student. (eg. Mario is an architect. He designs buildings.)

Pronunciation (Pronunciación)

Language Focus - t/d/th sounds

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.)  Have the students write all 24 words in the spaces (Tell them to mix them up.  Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Concentration card game practicing with jobs

Follow-up activities - none

 

 

Lesson 5 - Family (La Familia)

Vocabulary (Vocabulario)

Language Focus - family vocabulary

Follow-up activities - Students draw their family tree. Students could then describe their family tree to another student (eg. Pablo is my father.).

Grammar (Gramática)

Language Focus - 's for possessive, possessive adjectives, question formation (both yes/no questions and question word questions)

Follow-up activities - (1) The teacher walks around the room and takes something off several different students' desks. Hold up the items one by one and ask who they belong to. (Then, of course, you have to return the items to the students!) (2) Tell students that they are reporters. They need to think of five (or more?) interview questions that they will use to interview another student. In pairs students interview one another and then write their "newspaper article."

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Two people discuss family photos.

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - A man writes about his family.

Follow-up activities - Students write a similar paragraph about some members of their family.

Pronunciation (Pronunciación)

Language Focus - The I sound vs. the e sound.

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.)  Have the students write all 24 words in the spaces (Tell them to mix them up.  Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Students guess the family member that is being described.

Follow-up activities - Print the picture from the Game page onto a transparency so that you can see it in the classroom. Students write a similar description of one (or more) people in the family tree on the Game page. They read their description and other students guess who they're describing.

 

 

Lesson 6 - House (La Casa)

Vocabulary (Vocabulario)

Language Focus - Rooms of the house and furniture

Follow-up activities - Have students draw a floor plan of their house indicating rooms and where furniture is positioned. They can use the floor plan to describe their house to another student.

Grammar (Gramática)

Language Focus - There is/There are

Follow-up activities - Have students describe (or write) what is in their house.  For example, "There is a sofa in the living room." (Activity described in Más Práctica section on Grammar page)

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - A woman describes her new house to a friend.

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - The House of the Future

Follow-up activities - Students discuss their dream house.

Pronunciation (Pronunciación)

Language Focus - The v sound vs. the b sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Review of house vocabulary, there is & there are

Follow-up activities - none

 

 

Lesson 7 - Food (La Comida)

Vocabulary (Vocabulario)

Language Focus - food vocabulary

Follow-up activities - Have students make a menu. On their menu they will list the categories of food (appetizers, entrees, etc.) and put several foods that they like in each category. They can be foods from the lesson or any foods that they like.

Grammar (Gramática)

Language Focus - would like

Follow-up activities - Have students practice ordering (using "I'd like____") from the menu that they created in the follow-up activity from the Vocabulary page. 

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Restaurant dialogue

Follow-up activities - (1) Have students read the dialogue in pairs and/or act it out. (2) Have students make up their own restaurant dialogue (ordering from the menus that they created in the follow-up activity from the Vocabulary page).

Reading (Lectura)

Language Focus - Restaurant ad and menu

Follow-up activities - Have students make up an ad for an imaginary restaurant.

Pronunciation (Pronunciación)

Language Focus - The s sound vs. the z sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up.  Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Review of foods and menu categories

Follow-up activities - none

 

 

Lesson 8 - Clothes (La Ropa)

Vocabulary (Vocabulario)

Language Focus - Clothes, review of colors

Follow-up activities - The teacher can bring in a suitcase of clothes. Before class empty the suitcase and put all of the clothes next to the empty suitcase. Explain that you're going on a vacation and you need to pack your suitcase. Hold up the clothing items one by one and ask what it is (eg. blue dress) and then put it in the suitcase. When all of the items are in the suitcase close the suitcase and see if they remember what clothing was in it.

Grammar (Gramática)

Language Focus - Present continuous, gerund formation, the verb "wear"

Follow-up activities - (1) Have students sit back to back (don't explain the activity to them yet). Tell them to describe what their partner is wearing without turning around to look at them. In a small class you could just have all of the students close their eyes and try to remember what each student and the teacher is wearing. Of course don't tell them what they're going to have to do before they close their eyes. This is a test to see how observant they are. (2) Have students bring in a picture from a magazine and write a description of what the person is wearing. 

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Fashion show - describing what models are wearing.

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Clothing ad

Follow-up activities - none

Pronunciation (Pronunciación)

Language Focus - The j sound vs. the y sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up.  Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Match picture of person with description of their clothing

Follow-up activities - Have students write a description of what one student in the class is wearing. They need to guess which student is being described.

 

 

Lesson 9 - Sports (Deportes)

Vocabulary (Vocabulario)

Language Focus - Sports vocabulary

Follow-up activities - Sports charades - Write the names of the sports on little cards. In small groups the students take turns drawing a card and acting it out in front of their group.  The other students guess what the sport is.

Grammar (Gramática)

Language Focus - Present continuous review, the verb "like," the suffix "-er" 

Follow-up activities - "Like" Bingo - Print out the bingo card (click HERE to go to the page with the blank bingo card). Have each student write verbs in the -ing form in each of the squares of the Bingo card (eg. running, swimming, playing baseball, etc.). When the teacher says "Go!" the students walk around the room and ask other students if they like activities on their Bingo card (eg. Do you like swimming?). If the student says "Yes," they write that student's name on that square. When they get students' names on five squares in a row (horizontally, diagonally, or vertically) they yell "Bingo." When the first student finishes all of the students sit down and the teacher verifies the winner's answers by asking the students whose names are on the winner's card "Do you like _____?"

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - A sports commentator describes a triathlon

Follow-up activities - none

Reading (Lectura)

Language Focus - Sporting event schedule

Follow-up activities - none

Pronunciation (Pronunciación)

Language Focus - The ch sound vs. the j sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Sports concentration game

Follow-up activities - none

 

 

Lesson 10 - Shopping (Compras)

Vocabulary (Vocabulario)

Language Focus - Review of numbers, prices, shopping phrases and vocabulary

Follow-up activities - Have students use the phrases to write and act out a short shopping dialogue.

Grammar (Gramática)

Language Focus - demonstratives (this/that/these/those), asking for prices

Follow-up activities - (1) Point to different things in the classroom (some close and some far away). Have students identify which demonstrative word you would use to refer to that thing. (2) Have the students bring in store ads from the newspaper. Have them ask each other questions about the prices in pairs. (How much is the _____?)

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Shopping dialogue

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Read store ad

Follow-up activities - Bring in a real store ad from your local newspaper. Ask students questions about the ad. 

Pronunciation (Pronunciación)

Language Focus - The c sound vs. the g sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Match the description and the picture from a store ad

Follow-up activities - none

 

 

Lesson 11 - Transportation (Transporte)

Vocabulary (Vocabulario)

Language Focus - Transportation vocabulary

Follow-up activities - Charades - Have students act out one of the forms of transportation and the other students guess what it is.

Grammar (Gramática)

Language Focus - Have/has review, in/on/at with time expressions

Follow-up activities - Give students five index cards each. They need to write one time expression on each card (without the preposition). For example, they could write "the morning", "Tuesday", or "6:00 PM". Have the students get in small groups (four people?).  Students take turns drawing cards and guessing the correct preposition. The other students determine if that is the correct answer. If they get the correct answer they get to keep the card. The student who has the most cards at the end wins (you may have a lot of ties). After the game they could swap card stacks with another group and play again.

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Buying plane tickets

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Presidential Travel 

Follow-up activities - The students can write about their vehicles (See examples in the Más Práctica section on the Reading page).

Pronunciation (Pronunciación)

Language Focus - The e sound vs. the eI sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!"  The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Scrambled Words (vocabulary review)

Follow-up activities - none

 

 

Lesson 12 - Health (Salud)

Vocabulary (Vocabulario)

Language Focus - Body parts and health problems

Follow-up activities - (1) Play Simon Says.  ej. "Simon says, 'Touch your ear.'"  (2) Play charades with health problems.

Grammar (Gramática)

Language Focus - should, have to

Follow-up activities - Write some imaginary letters from people with problems (ej. Person wants to lose weight, person wants to learn English, person wants to marry a millionaire, etc.) and have the students write letters back to them giving them advice.

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Dialogue of a doctor giving a patient advice

Follow-up activities - (1) Have students read the dialogue in pairs and/or act it out. (2) Have students make up dialogs of doctors giving advice to patients with other health problems.

Reading (Lectura)

Language Focus - Article on "Tips for Losing Weight" 

Follow-up activities - Have students make a list of tips on some other topic ("Tips for Learning English", "Tips for Stopping Smoking", etc.)

Pronunciation (Pronunciación)

Language Focus - The ɔ sound vs. the o: sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.)  Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free.   The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!"  The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Match health problems with advice

Follow-up activities - None

 

 

Lesson 13 - City (La Ciudad)

Vocabulary (Vocabulario)

Language Focus - buildings found in a city

Follow-up activities - Password Game - Students take turns in small groups describing one of the buildings. The other students guess what building is being described. (eg. "It's a place where you buy bread and cake."

Grammar (Gramática)

Language Focus - prepositions of location, words and expressions used for giving directions

Follow-up activities - Have students draw a map and describe in pairs how to get to their house from school.

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Giving directions

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Giving directions

Follow-up activities - Have students make an invitation to an imaginary party at their house. On the invitation they should describe how to get to their house from the school.

Pronunciation (Pronunciación)

Language Focus - The æ sound vs. the ^ sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Read directions and identify the places on the map.

Follow-up activities - none

 

 

Lesson 14 - Animals (Animales)

Vocabulary (Vocabulario)

Language Focus - animals

Follow-up activities - Students take turns describing an animal. The other students guess what animal is being described. (eg. "It's a large gray animal.")

Grammar (Gramática)

Language Focus - going to

Follow-up activities - Interview - Students interview each other about what they are going to do tonight, tomorrow, this weekend, next week, etc.

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Two children discuss what pets they are going to get.

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Animals of North America

Follow-up activities - Have students write a paragraph describing an animal from their country or region.

Pronunciation (Pronunciación)

Language Focus - The ^ sound vs. the a sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!"  The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Concentration game with animals

Follow-up activities - none

 

 

Lesson 15 - Weather (El Tiempo)

Vocabulary (Vocabulario)

Language Focus - weather vocabulary, seasons

Follow-up activities - Pictionary - Students draw a picture on the board that represents one of the weather words. The other students guess what the word is.

Grammar (Gramática)

Language Focus - the pronoun "it", too

Follow-up activities - none

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - A man plans his vacation based on the weather.

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - The Windy City - A description of the weather in Chicago in the different seasons

Follow-up activities - Have students write a description of the weather in their country or region in different seasons.

Pronunciation (Pronunciación)

Language Focus - The ^ sound vs. the ɔ sound

Follow-up activities - Pronunciation Bingo - Print out a blank bingo card and make copies for all of your students. (Click HERE to go to the page with the blank bingo card.) Have the students write all 24 words in the spaces (Tell them to mix them up. Don't write them in order.). The square in the center is free. The teacher calls out one of the words and the students put an X on the square with that word (in pencil so they can erase it if it's wrong). The teacher needs to somehow keep track of what words he or she has said. I put a little mark on my list of words to indicate that I read that word. When the students get five in a row (vertically, horizontally, or diagonally) they yell "Bingo!" The teacher checks that student's card to make sure they did in fact get a bingo (they may have marked the wrong word). You could, alternatively, have the students read the words instead of you. I like to write the words on strips of paper and have the students take turns pulling a word out of a cup and reading it. You could correct their pronunciation if they mispronounce it.  

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Scrambled weather vocabulary

Follow-up activities - None

 

 

Lesson 16 - Future (El Futuro)

Vocabulary (Vocabulario)

Language Focus - Miscellaneous vocabulary

Follow-up activities - none

Grammar (Gramática)

Language Focus - will

Follow-up activities - Write the following interview questions on the board and have students discuss them in pairs.

1. What will you do tonight?
2. What will you do tomorrow?
3. What will you do this weekend?
4. What will you do next month?
5. What will you do next year?

Listening/Dialogue (Comprensión Oral/Diálogo)

Language Focus - Discussion of what the future will be like

Follow-up activities - Have students read the dialogue in pairs and/or act it out.

Reading (Lectura)

Language Focus - Robots

Follow-up activities - Have students discuss or write about what they think the future will be like.

Pronunciation (Pronunciación)

Language Focus - Review

Follow-up activities - none

Dictation (Dictado)

Language Focus - spelling

Follow-up activities - Have students write any words they misspelled in the dictation in their notebook five times to practice spelling it.

Game (Juego)

Language Focus - Fortune Telling Game

Follow-up activities - The Fortune Cookie Game - Explain to students what fortune cookies are. Tell students that they need to write fortunes to go inside cookies. Give students a small slip of paper and have them write a fortune on it (eg. You will be rich.). Have them fold it up and put it in a bowl. When everyone has written their fortunes, mix them up and have students draw a fortune out of the bowl. You could (if you don't mind cookie crumbs in your classroom) have them put the fortunes inside Oreo cookies so that they are really fortune "cookies". Just make sure the students wash their hands before opening the Oreos that they will be giving to another student!

 

 

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