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Lesson Plans Levels 2A and 2B

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 1, Day 1

(133 m)

Slide 2: Objectives (3 m)
1. Write the objectives on the board.
Slide 3: Warm up activity (10 m)
1. In this unit we are going to talk about what we do during the weekend. (Click on the slide)
What’s your weekend like? (Tell students: On Friday I usually go to bed early, on Saturdays I
go to the gym in the morning then I eat lunch with my friends. On Sunday I stay home and
relax.) (Ask different students each question.) What do you do on Fridays? What do you do on
Saturday? What do you do on Sunday? What do you do on Sunday afternoon? (You may want
to write on the board morning, afternoon and night for student reference.)
2. Now get into trios. Each member of the team has to say what their weekend is like. Make sure
you answer the questions on the slide.
For example: (Look at the slide for the example.)
Slides 4-8: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Usage (teacher) Usage (student)
get takeout When you go to a restaurant and take the food to your house I can get takeout from
you say “get takeout.” What restaurants to you like to get XXX. I can get XXX
takeout from? What kind of food can you get there? there.
go for a When you leave your house and walk for pleasure or to relax, My XXX goes for a
walk you go for a walk. Do you know anyone who goes for a walk walk. He / She walks in
every day? How long does he/she walk for? Where does he XXX.
walk?
go out for (When you present these concepts before you do step 1 present I go to …
dinner, go ―go‖. After that present each concept using the three steps.)
to the When you leave your house to go somewhere you say go out.
beach, go You can go out for dinner (Point to the picture and do the 3
to the gym, steps.) go to the beach, go to the gym, go to the movies.
go to the Where do you go on weekends?
movies
sleep late When you are tired and you sleep till 11:00 in the morning you I sleep late on weekends.
sleep late. Who sleeps late on weekends? Till what time? I sleep till XXX.
stay home When you don’t go out you stay home. Who stayed home this I stayed home this past
past weekend? What did you do? weekend. I XXX…

Slides 9: Getting Started (30 m)

1. Look at the pictures on page 2 and 3 in your book. What are the people in picture A doing?
(Elicit as many details as possible.) Excellent! (Repeat the process for pictures B and C.)
2. Now, open your books to page 2, exercise 2. Complete the sentences with the verb phrases in
the boxes. For example: I love Sundays. I… (Elicit from students the answer.) Excellent!
(Click on the slide.) I love Sundays. I go to the beach on Sunday mornings. Now complete the
rest. (Give students a few minutes to do this. Monitor students and help them when needed.)
Now, get into pairs and compare your answers. Let’s check your answers. (Click on the slide to
show the correct answers.)

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Lesson Plans Levels 2A and 2B

(Before class prepare papers for a raffle with the verb phrases on page 2, exercise 2.)
3. SC Activity: Game – verb phrases.
Introduction: What are you doing?
Procedure: We are going to make three teams. (Divide the class. Draw three 3x3 grids for
bingo on the board.) Each team will come up to the board and write down a verb phrase from
page 2 exercise 2 in random order. This will be your team’s bingo card.
Now, I will pick a verb phrase. In order to get it marked your team must give me a complete
sentence using the verb phrase. The first team to complete bingo (across or up and down)
wins.
For example:
Team 1
Go for Work Go to
a walk late the
beach
Stay Get Go to
home takeout the
gym
Watch Go to Sleep
TV the late
movies

T: (Draws out a paper.) Go for a walk!

T1: We go for a walk in the park. (Team 1 can put an x on the verb phrase.)
T2: Tomás go for a walk in the park. (No point for team 2.)
T3: (Team 3 did not put go for a walk on their grid, no point for team 3.)
T: (Picks another paper and the process is repeated.)
Slide 10: Listening (15 m)
1. Open your book to page 3, exercise 4. You are going to listen to a radio host talk about two
people. Match the photos on pages 2 and 3 with the speakers Yuka and Marcelo. (Play the
audio. If necessary, play it a second time.) Now, let’s check your answers. (Click on the slide to
check the answers.)
2. Let’s look at exercise 5. Please read the sentences. (Give them a minute to read.) Now, listen to
the audio again but this time I want you to underline the correct verb phrase you hear. (Play
the audio. If necessary, play it a second time.) Now, get into pairs and compare your answers.
Let’s check your answers. (Click on the slide to check the answers.)
Slide 11: Pronunciation (10 m)
1. You are going to listen to some sentences in English. (Play the audio once.) (Repeat the
sentences and highlight the rhythm by tapping out the strong beats.) In English, we stress
words in sentences. The words in red in these sentences are stressed. Some words are
pronounced longer than others. What kinds of words are stressed in these sentences?
(Adverbs, verbs, nouns, and WH questions.)
2. (Play the audio, pausing after each sentence and having students repeat. Check their
pronunciation and correct any mistakes. You can ask for individual repetition also.)
3. Pairs students and have them practice in pairs.
Slide 12: Grammar Focus (10 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as she/he writes it/them
on the board.
2. (Teacher labels the sentence(s) with students’ participation. Click on the slide to show the
labels.)
3. Point out certain patterns to students:
a. We use How often? to ask about frequency.
b. Use adverbs of frequency (never, sometimes, usually, often, always) with present tense
to say how often something happens.
c. Adverbs of frequency go after the verb be, but before all other verbs.
d. The adverb sometimes can also go at the beginning of a sentence.

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Lesson Plans Levels 2A and 2B

Slide 13: Grammar practice (10 m)

1. Open your books to page 4, exercise 1. (Read the adverbs of frequency aloud and have
students do choral and individual repetition.) Write each adverb that corresponds to the
percentage of time on the scale. (If students need help cue them by asking: What word means that
you do an activity all the time? (always) (Click on the slide and have students check their answers.)
2. Have students open their books to page 4 and have them do exercise 3. (Click on the slide to
check their answers.)
Slide 14: Grammar practice (15 m)
1. Have students do exercise 2 in pairs. (Give them time to do this. Monitor the group and help
them with any questions they may have. When they finish, click on the slide to check their
answers.)
2. Now, get into pairs and practice the conversation. Once you finish, switch roles. (Monitor your
students and correct any mistakes you hear.)
Slides 15-16: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Oral Activity: (10 m)
1. SC Activity: Stimulus-Response-Simple present, frequency adverbs
Introduction: Let’s find out what our classmates do on different days.
Procedure: I say a time expression and an adverb of frequency, and you say a sentence that is
true for you using the information I give you.
For example:
T: never / on Sundays
S3: I never go to the university on Sundays.
T: What about you S7? never / on Sundays
S7: I never get up early on Sundays.
Cues: (Cue any combination of the days of the week and the adverbs of frequency.)
always on Mondays
never on Tuesdays
often on Wednesdays
sometimes on Thursdays
usually on Fridays
on Saturdays
on Sundays
Slide 17: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 1, exercises 4, 5 and 6 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 1, Day 2

(126-129 m)

Slide 19: Homework (5 m)

Slide 20: Objectives (3 m)
1. Write the objectives on the board.
Slide 21: Warm up activity (15 m)
1. SC Activity: Find someone who… Review adverbs of frequency
Introduction: Find someone who…
Procedure: Copy the ―find someone who‖ chart in your notebooks. You have to go around
the room asking people ―How often do you…?‖ You have to find people that actually do the
action in the same frequency as you. Make sure you write their names.
For example: (See slide for example.)
Oral Activity: (30 m) Please note: you need copies for this activity.
1. SC: Information Gap-Simple present and adverbs of frequency
Introduction: A celebrity’s weekend…
Procedure:
1. (You need to prepare a copy of worksheet A and B for each student.)
2. What celebrities do you know? (Brainstorm names of celebrities-singers, movie stars, or
sports personalities-and write them on the board.)
3. What do you think XXX usually does on weekends? (Repeat questions with other
celebrities and adverbs of frequency. Write the ideas on the board.)
4. Let’s divide the class in two teams. Half of the class is TEAM A you are the celebrities, and
the other is TEAM B you are the journalists.)
5. Team A is going to be interviewed by Team B about how they spend their weekend. You
will get a copy of the interview questions to help you prepare. (Hand out the copies.)
6. (Ask a student from team A to choose a celebrity to role-play with you. Have them read
the question cues on worksheet A and imagine possible answers to questions from the
journalist.)
For example:
T: (Team A) What do you do on Friday night?
S: (Team B) I usually go out for dinner on Friday night.
T: (Team A) How often do you go to the movies?
S: (Team B) I sometimes go to the movies.

7. (Ask Team B to use the cues on worksheet B to write their interview questions. While
students are working, walk around the classroom monitoring your students and helping
when needed.)
8. Ready? Get into pairs. One person from Team A gets together with a person from Team
B. (While students are doing their interviews walk around the class doing appropriate
correction.)
9. (Once they finish have a couple of pairs come up to the front and present their interviews.)
10. (Now have students switch roles and repeat the process.)
Slide 22: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.

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Lesson Plans Levels 2A and 2B

Oral activity (15 m)

1. FP Activity: Presentation – vocabulary, adverbs of frequency
Introduction: Let’s talk about our families.
Procedure:
1. Make a drawing of your immediate family. Make sure you write their names. (Give them a
few minutes to do this.) Now think of two things each member does and what frequency
they do it.
2. Now, get into trios and present your family to your team members. Make notes because
you will need them later. (Monitor your students and take notes of mistakes so you can do
correction later.)
For example:
T: This is my mother Juana. She usually goes to the market in the morning. She never
sleeps late. She always makes a delicious dinner for the family. This is my brother
Paco. He always gets up late in the morning and he never makes his bed. This is
my father. His name is Jorge. He always works very hard during the week. He
sometimes goes to the office, but other times he visits clients. This is my sister
Paulina. She studies high school. She always gets up early and she never arrives late
to class. She usually visits her friends on the weekend or she sometimes goes to
parties.
3. Change teams so that none of your previous team members are with you. Tell them about
some of the family members of your previous team.
For example:
S1: Efrain’s mother is Juana. Juana usually goes to the market in the morning. She
never sleeps late. Etc.
Slide 23: Writing activity (10-15 m)
1. What is a perfect weekend like for you? What do you usually do on your perfect weekend?
(Elicit from students some ideas and write them on the board. Make sure student use adverbs
of frequency in their sentences.)
2. Now, look at the slide. You are going to write a paragraph about your perfect weekend using
adverbs of frequency and vocabulary from this unit.
For example: (Show students the slide. Turn their ideas on the board into a paragraph.)
3. Now get into pairs and present your writings to your partner.
Oral Activity: (35 m)
1. SC/FP Activity: Presentation-Simple present and adverbs of frequency (20 m)
Introduction: How often do you do different things? Let’s find out.
Procedure:
1. Open your books to page 5, exercise 6. Individually, write 5 sentences in your notebooks
about your weekend. Make sure you include an adverb of frequency.
For example: (Look at the book to see the example.)
Procedure:
2. Now, get into pairs and share your sentences with your partner. (Ask some students to
share some sentences with the class.)
3. (Divide the class into groups of three.) Each member of the team will add an activity to the
survey on page 5, exercise 7.
4. (Have students continue working with the same group.) You will take turns talking about
your weekend activities. You must include an adverb of frequency to specify how often
you do the activity; Make sure you add extra sentences with more information. The rest of
the team members will check their survey under the correct frequency of the activity. (Use
one color for one student and a different for the other.)
5. Copy the survey from the book on the board. Ask two volunteers to come up to the board
to model the example from the book.
6. Encourage students to ask their partners questions to find out more about their activities.

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Lesson Plans Levels 2A and 2B

For example:
S1: I usually go to the movies on Saturdays. I sometimes go out to dinner on
Saturdays.
S2: What is your favorite restaurant?
S1: Tacos Pepe. I always watch TV on Sundays.
S3: What’s your favorite TV program?
S1: My favorite program is…
(Make sure you walk around and monitor your students; take note of any mistakes so you can
do group correction at the end.)
7. After they’re done, as a wrap-up call on a few students to tell you about some of their
classmates’ weekends.
2. FP Activity: Presentation-Simple present and adverbs of frequency (15 m)
Introduction: Do famous people do different activities than we do? What things do they do?
Procedure: Imagine you are now a famous person. Think about who you are and what your
normal activities are. (Give them a minute to do this.) Now, work in groups of 3-4 students
and tell your classmates about your life. Remember to use adverbs of frequency. When you
finish, your classmates can ask you questions.
For example:
T: I am Bill Gates. I have a very important company called Microsoft. Every day I get
up early and I usually do exercise. I sometimes go swimming or sometimes I run in
the gym. I usually travel 2 or 3 times a week to different places for business. I
always have meetings every week with the people that help run my company.
When I have free time, I usually travel to a beach; somewhere warm like the
Bahamas or Mexico. I never stay home on vacation. I also spend a lot of time on
my charity work. I usually travel once a week to talk to different people about the
organization so that we can get more money for our charity.
Slide 24: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 1, exercises 4, 5 and 6 from your workbook.

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Lesson Plans Levels 2A and 2B

WORKSHEET A

Interview questions about weekend

routines
Friday:
What / do / on Friday night?
How often?

Saturday:
What / do / Saturday afternoon?
On Saturday night?

Sunday:
What / do / on Sunday afternoon?
On Saturday night?

WORKSHEET B

What / do / on / Friday night?

Q.
A.
How often?
Q.
A.
What /do / on / Saturday afternoon?
Q.
A.
On Saturday night?
Q.
A.
What /do / on Sunday afternoon?
Q.
A.
On Sunday night?
Q.
A.

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Lesson Plans Levels 2A and 2B

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 2, Day 1

(138 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Warm up activity (10 m)
1. SC Activity: Chain drill – Vocabulary review
Introduction: Let’s play a game.
Procedure: We are going to play a game. The last letter of the word your classmate says must
be the first letter of the next word that you say. You can say any vocabulary word you know.
(You will need a ball, but a screwed up piece of paper is fine.) I will start the game by throwing
the ball to a student. (The teacher throws the ball to one student and says a word, such as
―dog.‖ The student must reply with a word starting with ―G,‖ such as ―girl.‖ When answered,
the ball is thrown back to the teacher and it is then thrown to the next student, who continues.
For example: girl, look, king, go, octopus, student ... and so on. You can have the students
throwing to each other.)
For example: T: ―Cat‖ (Throw to student 1.)
S1 ―Today‖ (Throw to student 3.)
S3 ―Yes‖ etc.
Slides 5-9: Vocabulary (20 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Usage (teacher) Usage (student)
head (Touch your head.) This is my head. Point to your (Students point to their
classmate’s head. classmate’s head.)
eye (Point to your eyes.) These are my eyes. What color are your My eyes are XXX.
eyes?
ear (Touch your ears.) These are my ears. Who has earrings in his XXX has earrings in
or her ears? What color are they? his/her ears. They are
XXX.
nose (Touch your nose.) This is my nose. Point to your classmate’s (Students point to their
nose. classmate’s nose.)
mouth (Touch your mouth.) This is my mouth. Point to your (Students point to their
classmate’s mouth. classmate’s mouth.)
throat (Touch your throat.) This is my throat. Point to your (Students point to their
classmate’s throat. classmate’s throat.)
hand (Show your hand.) This is my hand. Hold your classmate’s (Students hold their
hand. classmate’s hand.)
arm (Touch your arm.) This is my arm. Touch your classmate’s (Students touch their
throat. classmate’s hand.)
stomach (Touch your stomach.) This is my stomach. Touch your (Students touch their
stomach. stomach.)
leg (Touch your legs.) These are my legs. Touch your legs. (Students touch their
legs.)
foot (Hold your foot in the air and point to it.) This is my foot. (Students hold one foot
Hold your foot up in the air. up in the air.)

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Lesson Plans Levels 2A and 2B

a fever When you are sick, you can have a fever. A fever is when your I take XXX for a fever.
temperature is higher than 37°C. What medicine do you take
for a fever?
a cold When you have a runny nose, you are sneezing you have a I take XXX for a cold.
cold. What medicine do you take for a cold?
sore throat When you swallow (mimic this) and it hurts, you have a sore I take XXX for a sore
throat. What medicine do you take for a sore throat? throat.
headache When your head hurts you have a headache. What medicine I take XXX for a
do you take for a headache? headache.
stomachache When your stomach hurts, you have a stomachache. What I take XXX for a
medicine do you take for a stomachache? stomachache.

Vocabulary Game: (15 m)

1. SC Activity: Game – Vocabulary review
Introduction: Let’s play a game called Simon Says.
Procedure: I say a command and you have to do the command, but only if I say ―Simon Says‖
first. If I don’t say ―Simon Says‖ first, then you don’t do the command. If you do the
command and I didn’t say ―Simon Says,‖ then you have to sit down. (For those not familiar
with the game, it’s very easy to understand and very easy to teach, even if you can’t explain the
rules to them verbally (due to language barriers). It’s just a simple game of mimicry: Simon tells
them what to do, and they’ve got to do it correctly, or they’ve got to take a seat.)
For example:
T: ―Simon says touch your nose.‖
Ss: (Touch their noses.)
T: ―Simon says touch your feet.‖
Ss: (Touch their feet.)
T: ―Touch your eyes.‖
Ss: (Any student that touches his/her eyes, must sit down.)
Further practice: Get into groups of 7 or 8 students. Choose one student to be Simon.
(Monitor your students and correct any mistakes you hear.)
Slides 10-11: Getting Started (15 m)
1. Now, open your books to page 6, exercise 1. Use the words in the box to label the parts of the
body.
2. Now listen to the audio and check your answers. (Click on the slide to show the answers.)
3. (Play the audio again and have students repeat after it.)
4. Open your books to page 6, exercise 3. Read the sentences. Any questions? Now label each
sentence according to the person who is making the complaint.
5. Let’s check your answers. (Click on the slide to show the correct answers.)
Slide 12: Listening (10 m)
1. Open your book to page 7, exercise 5. You are going to listen to Tony. He works for Roger.
Tony is the young guy. Can you point to him? (Check that students are pointing to the guy
next to the pool.) Roger is the older guy wearing a tie. Point to Roger. Let’s see what
happens… According to what you hear put his excuses in the correct order. (Play the audio. If
necessary, play it a second time.) Now, let’s check your answers. (Click on the slide to check
the answers.)
2. Let’s look at exercise 6. Please read the apology and the sympathetic response. (Give them a
minute to read.) Do you have any questions? Now, listen to the audio again but this time I
want you to match Tony’s apologies with Roger’s responses. (Play the audio. If necessary, play
it a second time.) Now, get into pairs and compare your answers. Let’s check your answers.
(Click on the slide to check the answers.)

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Lesson Plans Levels 2A and 2B

Oral Activity: (10 m)

1. SC Activity: Information exchange – linking words, vocabulary
Introduction: I’m sorry…I can’t because…Let’s make apologies or excuses with the new vocabulary.
Procedure:
1. Can you think of situations where you would have to apologize or make excuses? For
example if you can’t go to the movies because you don’t have money. (Write some of the
ideas on the board.)
2. You are going to take turns apologizing and making excuses.
3. Remember there are three parts to the sentence.
a. A phrase of apology.
b. An explanation.
c. An excuse.
4. (Get into pairs, and model the example with a student.)
For example: (Look at the book page 7, exercise 7 for the example.)
T: I’m sorry, but I can’t come to work today. I have a fever.
S1: That’s OK. Hope you feel better. Now let’s switch. (Use an example from the
board.)
Slide 13: Grammar Focus (10 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as she/he writes it/them
on the board.
2. (Teacher labels the sentence(s) with students’ participation. Click on the slide to show the
labels.)
3. Point out certain patterns to students:
a. We use AND to connect similar ideas.
b. We use BUT to connect different ideas.
c. We use SO to show a result or consequence.
Slide 14-15: Grammar practice (15 m)
1. Open your books to page 8, exercise 2. (Once students complete it click on the slide to check
their answers.)
2. Have students do exercise 3 in pairs. (Give them time to do this. Monitor the group and help
them with any questions they may have. When they finish, click on the slide to check their
answers.)
Slides 16-17: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.

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Lesson Plans Levels 2A and 2B

Slide 18: Oral Activity (15 m):

1. FP Activity: Role Play – Review grammar
Introduction: If you are a teenager and you want to go on vacation, do you need to ask for
permission?
Procedure:
1. (Divide the class in two. One half is parents, and the other half is sons and daughters.)
2. (Tell the sons and daughters side.) Imagine you want to go on vacation for the first time
alone. You need to ask your parents for permission. You will have to tell them who is
going, where you are going, who is paying, etc.
3. (Tell the parent side.) Imagine you are these teenager’s parents. They are going to ask for
permission to go on vacation ALONE. You need to ask where they are going, with whom,
and persuade them not to go. They are still too young.
4. Look at the slide. Read your role-play card. Think about what you are going to say. Make
notes if necessary. (Give them a few minutes to do this. Help them if needed.)
5. (Have a student come up to the front and model an example with you.)
6. (Assign partners parent-child.) Good, let’s get started. (Monitor your students, do error
correction at the end.)
For example:
T: Mom Can I go camping with my friends?
S1: Who is going?
T: My friends Carlos, Tania and Josué.
S1: Where are you going?
T: We are going to Veracruz, to the beach.
S1: You are too young and irresponsible. Remember the last time you went out. You
ended in jail.
T: But mother, I am a year older so I am responsible now. Etc.
Slide 19: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 2, exercises 1, 2 and 3 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 2, Day 2

(131 m)

Slides 21-22: Homework (5 m)

Slide 23: Objectives (3 m)
1. Write the objectives on the board.
Warm up activity (15 m) Please note: you need to prepare material for this activity.
1. SC Activity: Charade game… Review vocabulary
Introduction: Word prompts… Let’s play charades about the vocabulary we learnt.
Procedure: Divide the class in two teams. Each team must choose a team ACTOR. Your team
must guess the words on your list. Your actor will act out the words one by one. When you
guess it your actor writes the word on the board. There is one golden rule. Your actor can not
say anything. The first team to guess all the words on their list wins. (Before class write the
words on a piece of paper for each team. Make sure you model the example before students
start playing.)
For example:
T: (Teacher points to his / her foot.)
Ss: Foot!
T: (Writes FOOT on the board.
Cues for papers:
TEAM 1: stomachache, sore throat, mouth, backache, head, cough, a cold, a fever, headache,
leg.
TEAM 2: arm, headache, back, cough, stomachache, a fever, a cold, backache, sore throat, ears.
Slide 24: Pronunciation (10 m)
1. You are going to listen to some sentences in English. (Play the audio once.) Explain that the
part of the sentence that is red is the most important word in that part of the sentence. Listen
to the audio notice how the voice goes up in the words in red and then down. (Play the audio
as it plays, move your hand up and down to show how the intonation goes up and then falls.
Your hand should drop lower at the end.)
2. (Play the audio, pausing after each sentence and having students repeat. Check their
pronunciation and correct any mistakes. You can ask for individual repetition also.)
3. Pairs students and have them practice in pairs.
Slide 25: Do you remember? Oral activity: (15 m)
1. FP Activity: Presentation – review vocabulary, comparatives and superlatives
Introduction: Do you remember the comparative and superlative forms of adjectives? Now,
who is the best artist in class? Let’s compare how we draw.
Procedure:
1. (Ask students to take out a piece of paper. Tell them you are going to say 10 things and
that they have to draw them. Tell them to make some big other small, old, new, cheap,
expensive, etc. The only rule is that all 10 have to fit in one page.)
2. Ok, let’s start. Pen, foot, an apartment building, a tree, a car, a ruler, a woman, cheap food,
old t-shirt, perfume, bicycle.
3. What are some adjectives you know? (Elicit from students adjectives learned in level 1 and
write them on the board.)
4. Get into trios, and put all three papers in front of the team. Each member of the team has
to say a sentence comparing the drawings. If you say it correct you get a point. The first
person to reach ten points wins.
For example: (Look at the slide for the example. Have two students go up to the front
and model the example with you.)

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Lesson Plans Levels 2A and 2B

Slide 26: Model Conversation (10 m)

1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 27: Oral activity (15 m)
1. FP Activity: Information Gap – vocabulary, linking words.
Introduction: Over the phone you can also give excuses and apologies for not doing things,
let’s try it.
Procedure:
1. What do people usually say when they answer the phone? (Hello, Hi, Is XXX there?, May
I speak with XXX please?)
2. Get into pairs. (Assign who will be A and who will be B.) You are going to practice phone
conversations in which the caller apologizes and the other person expresses sympathy.
3. Student A must turn to page 136 and student B to page 138. Don’t let your classmate see
your page. Read the information (Give students time to read.) Any questions? (Have a
student come up to the front and model an example with you.)
For example: (Look at the slide for the example.)
Slide 28: Writing Activity (10 m)
1. Imagine you are feeling sick; you are going to reply to these emails. In your note you should
apologize, say what they can’t do, and give a reason or an excuse.
2. Read the emails. (Give students a few minutes to do this.) Any questions? Now what are some
reasons or excuses you might give for not being able to do these things. (Write the ideas on the
board.)
For example: (Look at the slide for the example.)
Slide 29: Oral Activity: (15 m)
1. FP Activity: Role play – vocabulary, linking words
Introduction: Let’s call a friend to apologize or excuse yourself for an email you received.
Procedure:
1. Write and email to a classmate inviting him to do something. (Give students 5 min. to do
this. Monitor your students and help them if needed.)
2. Get into pairs and exchange your email with your classmate.
3. Now student 1 is going to call student 2 and apologize or give an excuse of why he / she
can’t do the activity.
4. (Have a student come up to the front and model the activity with you. Tell them ―I
received this email from him / her. I am going to call her.‖)
For example: (See the slide for the example.)

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Lesson Plans Levels 2A and 2B

Oral Activity: (30 m) Please note: you need to prepare 1 copy of the worksheet for every 4 Ss.
1. FP Activity: Game-Vocabulary, linking words
Introduction: Let’s practices giving excuses, you have to guess if it is a lie or the truth.
Procedure:
1. What are common illnesses and injuries? (Mime their symptoms and once they guess the
illness write them on the board. For example: sneeze, hold your head, cough, limp,
pretend your arm is broken, etc.
2. Get into groups of 3 or 4. You are going to play a game in which you will give excuses for
missing an event because of an illness or injury. Choose a token. (pen cap, ring, etc.) You
also need a coin. Toss the coin. If you get ―aguila‖ you move 1 space. If you get ―sol‖ you
move two spaces.
3. Put the cards face down on ―The truth or a lie?‖ square in the middle of the board. Put
your tokens on START. Flip the coin and move the spaces. When you land on a square,
you take a card and make an excuse. For example: T: I have a cold, so I can’t go to the
movies.
4. The other students have to decide if the excuse you gave is the truth or a lie. If the
students guess correctly, the student who said the sentence goes back one space. If the
students don’t guess, the player moves forward one space. When a student lands on a
―you’re lying…‖ square, he or she moves back or forward two spaces. Then the next
player flips the coin. The game ends when the first student reaches the finish line. (If all
the picture cards are used before there is a winner, tell students to shuffle the cards and use
them again.)
5. (Demonstrate the game with one group of students. Monitor students as they play, and
make a list of common mistakes. When they finish do error correction.)
Slide 30: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 2, exercises 4. 5 and 6 in your workbook.

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Lesson Plans Levels 2A and 2B

18
Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 3

(125 m)

Slide 2: Homework (5 m)
Slide 3: Objectives (3 m)
1. Write the objectives on the board.
Slide 4: Warm up activity (7 m)
1. SC Activity: Information Gap – review
Introduction: Describe the picture you see.
Procedure: As you can see there are several pictures on the screen. Choose one and be ready
to describe it to a classmate. Get into pairs. Student A describes a picture from the slide.
Student B has to guess what picture it is. Please give your classmate as many details as you can
and use complete sentences. .
For example:
Teacher: There are two boys. They are swimming. They look happy. They like the water.
Class: Picture 2
Slides 5-13: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
be born The day you come out of your mother is the day you are I was born in XXX
born. I was born in (1995). When were you born?
find a job After you look for a job in the newspaper and get it you say I found my first job in
―I found a job‖ Who works here? Was it easy to find a job? XXX.
Where did you find your first job?
get Women usually get married in a white dress. The bride and I can get married in a
married groom exchange rings, arras, etc. Where can you get church.
married?
give When we give money to ―El Teleton‖ in December, this is We can give money to
money to to give money to charity. What charity can you give (Movimiento Azteca).
charity money to in this city?
go to You go to school here at Aliat Universidades. Where did I went to school in (XXX) .
school you go to school when you were little?
graduate After 3 years in high school you graduated and came here I will graduate from school
from to Aliat Universidades. What year will you graduate from in XXX.
school school?
grow up First you are a baby. Then, as you get older you grow up. I grew up in XXX.
(from baby to adult) I grew up in Monterrey. Where did you
grow up?
have When you have children they are your sons and daughters. I want to have children
children At what age do you want to have children? Do you want a when I am XXX. I want a
girl or a boy? XXX.
work hard To get a good grade in English you need to work hard. People work hard to buy
Why do people work hard? things.

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Lesson Plans Levels 2A and 2B

Slide 14: Getting Started (10 m)

1. Now, open your books to page 10, exercise 1. Look at the words in the box and number the
life events in the order that you think they should occur.
2. Get into pairs and compare your answers. Come to an agreement. (Click on the slide and have
students check their answers.)
Slide 14-15: Oral Activity: (15 m)
1. FP Activity: Presentation – Simple past, vocabulary (10 m)
Introduction: Tell your partners about your life.
Procedure:
1. Remember the vocabulary we learned? Good! You have 5 minutes to prepare a
presentation on yourself. . Think of your life events from when you were born up to now.
You can make notes to help you out, but do not write everything (Give students some time
to prepare.)
2. (Ask students if they are ready) OK, now work in groups of 3-4 and share your
presentation with your classmates.
For example: (Look at the slide for the example.)
Further practice: Have some students share what they have found out about their classmates.
For example: Pedro was born in Veracruz. Susana graduated from high school in 1997.
Slide 16: Reading Activity (15 m)
1. Do you know what a talk show is? What talk shows do you know? Who is the host on that
show? (Cristina Saralegui, Laura Bozo, Don Francisco, etc.) Do you know who Oprah Winfrey
is? (She is a famous talk show host in the U.S.A.)
2. Open your book to page 10, exercise 3. Get into pairs and look at the pictures of Oprah
Winfrey. Write a check next to the sentences you think are true.
For example:
T: Let’s look at number 1. Who thinks Oprah Winfrey was born in the USA? OK , so if you
think this is true, write a check next to this sentence. (Give students some time to check the
statements.)
3. Open your books to page 10. You are going to read about Oprah Winfrey. Underline the
information that gives information about her life. (Give them time to do this. Answer any
questions they might have.) How many of your guesses from exercise 3 were correct?
4. Look at the time line on pages 10 and 11, exercise 5. Read the article again and complete the
time line with your partner. (Give them time to do this. Answer any questions they might
have.).
5. Who can give me the answers to number 1? (Continue 2 to 7 clicking on the slide each time.)

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Lesson Plans Levels 2A and 2B

Slide 17-18: Grammar Focus (15 m)

1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. We use the simple past to talk about completed actions in the past often with specific
time reference. (Yesterday, last year, etc.)
b. In affirmative sentences, we use the verb in the past tense form.
c. Add ―d‖ or ―ed‖ to regular verbs to form simple past; the past tense form of irregular
verbs takes different forms.
d. We use the auxiliary ―did‖ for negative and interrogative sentences for all persons
e. When we use the auxiliary ―did‖ the verb is always in the BVF
f. The auxiliary ―did‖ goes after the subject in negative statements and before the subject
in questions.
g. When asking and information question, we add the question word before the auxiliary
(QW+Aux +S+BFV).
h. For short answers in negative, we use No + Subject+ didn’t.
i. For short answers in affirmative, we use Yes + Subject+ did.
4. Have students open their books to page 12 and have them do exercise 2 and 3 in pairs. (Give
them time to do this. Monitor the group and help them with any questions they may have.
When they finish, click on the slide to check their answers.)
Slides 19-20: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 21: Pronunciation (10 m)
1. You are going to listen to the pronunciation of the ―ED‖ ending in the simple past.
2. 2. (Play the audio and stop after the first sentence. Say ―LIVED.‖) Did you hear an extra
syllable? (no) (Write the word on the board and cross-out the letter ―E‖.) How many syllables
does lived have? (1)
3. 3. (Repeat the procedure with the second sentence.) How many syllables does ―WANTED‖
have? (2) (Write it on the board and draw a line between the T and the E.)
4. 4. Listen to the rest of the sentences and put a checkmark next to the verbs that have ―ed-
endings‖ that are pronounced as an extra syllable. (Click on the slide to check their answers.)
5. Complete the rule. (Click on the slide.)
6. . Now, listen again and repeat.
Slide 22: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.

21
Lesson Plans Levels 2A and 2B

Slide 23: Oral Activity (15 m):

1. FP Activity: Question-Answer – Simple past
Introduction: Tell me about important dates in your life.
Procedure: Open your book to page 13, exercise 7. Look at the time line. There are 6 spaces.
Can you see them? Fine, I want you to write the year of 6 important events t in your life in
those spaces.
For example: Who celebrated their 15th birthday (Quinceaños) with a big party? Was that an
important event in your life? (Yes.) What year was that event? (Student says the year.) Good so
you would write XXX year on your time line. (Give students 3 minutes to complete the task.)
Procedure: Get into pairs. You are going to ask your partner what happened in the years
he/she wrote down. Take turns asking and answering questions. You can try to guess some
answers.
For example: (Look at the slide for the example. Model it with a student.)
Further practice: (Have some students share things they found out about their classmates) .)
For example: Fabiola was born in 1987. Agustin graduated from high school in 1997.
Slide 24: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 3, exercises 1, 2 and 3 in your workbooks.

22
Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 4

(131 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Warm up activity (10 m)
1. SC Activity: presentation – simple past review
Introduction: Let’s talk about your past vacations.
Procedure: Make two circles. One inside the other, the inner circle faces out the outer circle
faces in. When I say go you will find a partner and for 3 minutes you will tell each other about
your past vacations. Tell them where you have gone, with whom and the best memory from
that vacation. When I say ―CHANGE‖ the inner circle will move counter clockwise one spot.
Guess what? You have a new partner. So you need to talk with that partner about a different
vacation. (Repeat the process several times. Model the example within the circles with a
student.)
For example:
T: My vacation 3 years ago was to Cancun. I went with my sister. My best memory is
when we went snorkeling in the Gulf of Mexico.
S1: My vacation last summer was to Chiapas. I went with my family. My best memory
was when we went to El Cañón del Sumidero.
Slides 5-9: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
North (After having students repeat each continent name you say:) The United States is in
America, These are continents. In what continent is the United States? North America.
Asia, Name a country in Europe. XX is in Europe.
Europe, Name a country in Asia. YY is in Asia.
Australia, Name a country in Africa. ZZ is in Africa.
Africa What famous animal is from Australia? The kangaroo is from
Australia.
coast This is the coast line. It is where the sea ends and the land XX is on the coast
starts. Acapulco is a city on the coast. What is another city
that is on the coast of Mexico?
countryside When you leave the city and see lots of grass and cows that is I can see (fruit trees,
the countryside. In Jalisco you can see many cactus plants in rivers, lakes, etc.) in the
the countryside. What other things can you see in the countryside.
countryside?
market Portobello market has many different things. What market At the market I find
do you visit? What things do you find there? XXX.
mountains The Alps and Cordillera de Los Andes are mountains. Can XXX are mountains.
you tell me the name of other mountains in the world?
monuments Monuments are built to honor different people and events. XXX is a Mexican
Can you tell me the name of a Mexican monument? monument.
safari When you go on to Africa you can go on a safari to see On a safari you can see
animals. What animals can you see on a safari? XXX.

23
Lesson Plans Levels 2A and 2B

Slide 10: Getting Started (10 m)

1. Open your books to page 14, exercise 1. Write the countries under the correct continent. Once
you finish add two more countries that you can find in those continents.
Slide 11: Pronunciation (10 m)
1. Open your books to page 14, exercise 2. The circles represent the number of syllables. The
larger circles represent the syllable with the main stress.
2. How many syllables does the word SAFARI have? (3) (You can use claps to help students out.)
Where is the main stress of the word SAFARI? (Second syllable.) So where do we write
SAFARI? (In the third column.)
3. You are going to listen to names of countries. Count the number of syllables and notice where
the main stress is. Write it under the correct column. (Play the audio. Play it again if necessary.)
4. (Click on the slide to check their answers.)
5. Now, listen again and repeat.
6. Let’s see if you remember… Get into pairs. One student will say the name of the country and
the other guesses the continent it is in.
For example: (Look at the book for the example.)
Slides 12-13: Reading Activity (15 m)
1. Open your books to page 14, exercise 5. Do you remember the vocabulary we learned? Look at
the pictures and write the name of the country next to the correct word.
For example: What country has a coast? (Australia)
2. Now, open your books to page 15. Read the article and underline the information that tells you
what you can do in each place. (Give them time to do this. Answer any questions they might
have.)
3. Now, get into pairs. Read the article again and complete the chart from exercise 6 using the
information in the article. (Give them time to do this. Answer any questions they might have.).
4. Who can give me the answers to number 1? (Continue 2 to 7 clicking on the slide each time.)
Slide 14-15 Grammar Focus (10 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit from students and have them discover important elements and patterns.
a. We use “going to” to talk about future plans.
b. For questions, the verb to be goes before the subject; in affirmative or negative, it goes
after the subject.
c. After the expression “going to” we always use the BVF.
d. You can use WH words to ask questions about future plans.
4. Have students open their books to page 16 and have them do exercise 2 and 3 and in pairs.
(Give them time to do this. Monitor the group and help them with any questions they may
have. When they finish, click on the slide to check their answers.)

24
Lesson Plans Levels 2A and 2B

Slide 16: Oral Activity: (15 m)

1. FP Activity: Presentation – Simple past, present and going to
Introduction: Are your activities the same now as they were when you were 12? Do you think
they will be the same when you are 30 or 40?
Procedure:
1. (Draw three columns on the board. The titles are 12, now and 30.) What were some
things you did when you were 12? (Elicit from students some examples and write
them on the board.) What are some things you do now? (Elicit from students some
examples and write them on the board.) What are some things you are going to do
when you are 30? (Elicit from students some examples and write them on the board.)
2. Make a chart in your notebook like the one on the slide. Write two things you did and
two things you didn’t do in the past, two things you do now and two things you don’t
do, and then two things you are going to do and two that you aren’t going to do.
(Show students the slide for the example.)
3. Get into pairs. Tell your classmate about the information you wrote down.
For example:
T: When I was 12, I played with dolls and I didn’t drive I car. Now I have a boyfriend
and I go to college. When I am 30 I am going to get married. I am not going to go
to school, etc.
Slide 17: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Writing Activity: (10 m)
1. Write a short letter to a friend. Tell him or her about a trip you are planning. Tell him/her
where you are going to go, when you plan to go and what you plan to do. Encourage him to go
take the trip with you.
Oral Activity: (15 m)
1. FP Activity: Discussion – going to
Introduction: Let’s plan a group vacation.
Procedure:
1. You are going to plan a group vacation. Individually choose three English speaking
countries from the reading on page 15.
2. Open your books to page 17, exercise 5. Look at the questions. Think about where you
want to go, when you want to go and why, and what you want to see. Complete the chart.
(Give students time to complete this. Help them if needed.)
3. Get into groups of 3 or 4. Take turns telling each other about where you want to go and
why you think you should all go there.
4. The group must decide what three places you are going to visit, each person has to defend
their point of view, but you must come to an agreement. (Walk around the class; encourage
discussion and the use of English. Help them if needed. Take note of mistakes and correct
them after the activity.)
5. Ask each group where they are going to go, when they are going to go, and what they are
going to see and do. Make sure everyone says something.
For example:
T: I want to go to Ireland in the summer because everything is green and beautiful.

25
Lesson Plans Levels 2A and 2B

Slide 18: Wrap up & Homework (3 m)

1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do exercise 4 on page 16 in the student book and do exercises 1 and 4 in your
workbook.

26
Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 5, Day 1

(133-148 m)

Slides 2-4: Homework (5 m)

Slide 5: Objectives (3 m)
1. Write the objectives on the board.
Slide 6: Warm up Activity (10 m)
1. FP Activity: Discussion-Comparatives, simple present
Introduction: Let’s talk about your education.
Procedure: Look at the questions on the slide. Do you have any questions? Get into trios and
talk about each one. Give your opinion and come to an agreement on each one. (Monitor
students and help them with any words they might need.)
For example:
T: I think English teachers at this university are the best. They are easier than in high
school.
S1: English is easier to understand here than in my high school.
S2: I agree.
Cues: (See the slide.)
Slides 7-14: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
arrive on If the party starts at 3:00 and you arrive at three you arrived I usually arrive on time
time on time. Where do you usually arrive on time? to XXX (the doctor’s
appointment.)
bow (Act out bow.) This is to bow. People from what country People from XXX
(bow rhymes usually bow? usually bow.
with cow)
kiss This is to kiss. I kiss my family when I greet them. Who do I kiss my XXX.
you usually kiss?
give a gift When you go to a birthday party you give a gift to the person I gave a gift to XXX. I
who is celebrating his/her birthday. Did you give a gift to gave him / her a XXX.
someone recently? What did you give them?
shake hands This is to shake hands. Shake hands with the person next to (Students shake hands.)
you. What are you doing? We are shaking hands.
take your This is to take your shoes off. Everybody take your shoes I take my shoes off
shoes off off! When do you usually take your shoes off? (before I go to bed
/when I get home.)
use first My first name is XXX. What’s your first name? Hello XXX. I My first name is XXX.
names used your first name. What’s Antonio Banderas’ first name? His first name is
Antonio.
wear a suit This is a suit. Businessmen wear business suits. In what I wear a suit at a
other events do you wear a suit? (wedding,graduation,
etc.).

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Lesson Plans Levels 2A and 2B

Slide 15: Getting Started (5 m)

1. Open your books to page 22, exercise 1. Match the pictures to the words and phrases. Some
pictures illustrate more than one action. (Go over the example if necessary.) Look at exercise 2.
Get into pairs. Look at the pictures and the phrases in exercise 1. Decide which one of these
things we do and don’t do in Mexico. Justify your answer buy saying why? Or Why not?
2. (As a wrap up call on different students to give examples of things they do, and don’t do, in
Mexico. Encourage them to say when or why they do certain things.)
Oral Activity: (15 m)
1. FP Activity: discussion – Vocabulary, adverbs of frequency.
Introduction: What do we usually do in our country or hometown?
Procedure: Get into groups of 3 or 4. Look at the pictures and the words and phrases in
exercise 1 and use those ideas to discuss behaviors that are typical in our country or city.
For example: (Start the discussion as a whole class by asking:)
Do people here in Mexico shake hands when they meet for the first time?
(Get some students to answer and give their opinion. Encourage them to make the difference
between how they shake hands as young adults and the way older people shake hands.)
(Continue the process with the following questions:)
1. When do people in Mexico use first names? (Encourage them to say what the
difference is in formal settings and among friends.)
2. Do people in Mexico take their shoes off when visiting someone’s home?
3. How do people feel if you arrive somewhere you don’t shake hands? (Question them
about feeling, if the person is considered rude, etc.)
4. Is kissing an important thing in Mexico? What are the different settings people kiss?
(Meeting people for the first time, couples, arriving to a party, etc.)
5. When do people in Mexico wear suits? (Funerals, business settings, weddings, etc.)
6. Do we bow in Mexico? What would people say if we bowed when greeting someone?
7. Do people in Mexico usually arrive on time to places?
8. What would happen if someone arrives to a party on time? Would everything be
ready?
Follow up:
1. Take out 3 sheets of paper. Write ALWAYS on the first piece, SOMETIMES on
the second and NEVER on the third.
2. I will say a statement and show me the paper that reflects how often you do these
things.
Cues: (After each cue ask a student to explain why.)
 I arrive on time for parties.
 I arrive on time for business meetings.
 I take off my shoes before entering other people’s houses.
 I give gifts when I go to someone’s home.
 I kiss to say hello and goodbye.
 I wear suits to business meetings.
 I wear suits to school.
 I bow when meeting someone new.
 I use first names with people I work or go to school with.
For example:
T: I arrive on time for parties. (Students show the frequency of this action.)
T: Why do you sometimes arrive on time to parties?
S3: I sometimes arrive on time to parties because …

28
Lesson Plans Levels 2A and 2B

Slide 16-17: Listening (10 m)

1. Open your book to page 23, exercise 3. Read the instructions to exercise 3. What’s the meaning
of the word ―advice‖? (ADVICE: an opinion you give someone about what he or she should
do.) Who usually gives you advice? (Parents, teachers, etc.) You are going to listen to a woman
giving advice to some businessmen from another country. Listen to the topics and number
them in the order in which you hear them on the audio. (Play the audio. If necessary, play it a
second time.) Now, let’s check your answers. (Click on the slide to check the answers.)
2. Let’s look at exercise 4. Please read the sentences. (Give them a minute to read.) Do you have
any questions? Now, listen to the audio again but this time I want you to complete the
sentences. (Play the audio. If necessary, play it a second time.) Now, get into pairs and compare
your answers. Let’s check your answers. (Click on the slide to check the answers.)
Slide 18-20: Grammar Focus (10 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit from students and have them discover important elements and patterns. :
a. We use “should and shouldn’t” to give advice.
b. After should or shouldn’t we always use the BFV.
c. For questions, should goes before the subject.
4. Have students open their books to page 24 and have them do exercise 2 and 3 alone. (Give
them time to do this. Monitor the group and help them with any questions they may have.
When they finish, click on the slide to check their answers.)
5. Now, get into trios and answer the quiz. (Tell them to check their answers at the bottom of the
quiz.)
Slides 21-22: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Oral Activity (10 m)
1. SC Activity: Stimulus-Response-Should, shouldn’t
Introduction: Are there certain things you should do in certain circumstances?
Procedure: I will tell you a situation, and you have to say what you should or shouldn’t do in
that situation.
For example:
T: My friend has a terrible cold.
S1: He should visit the doctor.
S3: He should stay in bed.
S5: He shouldn’t go to school or work.
S9: He shouldn’t drink anything cold.
Etc.
Cues: (You can use the same cue for various students. Remember to try to get both
affirmative and negative responses.)
I need money to buy a car.
My sister thinks her boyfriend is seeing another woman.
My father is very stressed out.
My friend needs to lose weight.
Some friends are having problems in their marriage.
A friend is having problems in school with her teacher.

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Lesson Plans Levels 2A and 2B

Slide 23: Oral Activity (15 m)

1. FP Activity: Role-Play-Should, shouldn’t
Introduction: Do teenagers always agree with their parents? What are some things you
disagree about? (Write their ideas on the board: include some of the following:)
friends curfew (time to be home at night) what to study
boy/girlfriend habits (smoking, drinking) Etc.
Procedure: You will work in pairs. One is a parent and the other is the son/daughter. You are
having a discussion about one of the topics on the board. Parents will tell their children what
they should and shouldn’t do. Children will say why they agree or disagree. When you finish
you switch roles and choose another topic.
For example: (See the slide for the example.)
Slide 24-26: Video Activity (25 m) Please note: you need copies for this activity.
Around the world on a dollar
Step 1: Segment Introduction
1. We are going to go on a trip around the world. Do you remember what we have
learned in units 1 to 4? (Both the Student Book unit and the video segment are about
traveling to countries where English is spoken.)
2. This video is about a travel program. (Provide a short explanation, if necessary.)
Step 2: Viewing: Sound Off
3. (Hand out the Video Activity Worksheet.)
4. (Play the video without the sound and ask students to get into trios and answer the
three questions on the Video Activity Worksheet. Monitor your students; DON’T help
them with the answers. Encourage them to speak English at all times.)
5. (Call on different teams to answer the questions. Remember that your objective at this
point is to encourage participation, curiosity and speaking English. For this reason, tell
students you will not say if their guesses are right or wrong. Accept all answers. You
may want to write the students’ ideas on the board.)
Step 3: Viewing: Sound On
6. (Show the video segment again but with the sound on. Have students work in pairs to
compare their predictions with what they saw in the video and then share them as a
whole class.)
7. (Have the class come to a consensus about the answers to the four questions.)
8. (Play the video again and have students answer activity 2 of the video activity sheet in
trios.)
9. (Click on the slide to check answers.)
Optional Oral Activity: (if time) (Play the video again if necessary)
1. FP Activity: Discussion – Vocabulary, adverbs of frequency (15 m)
Introduction: What was the most impressive thing about the video?
Procedure:
1. Get into trios. Make a summary of what you saw on the video. Take notes.
2. Talk about one strong impression from each of the three countries shown in the
video.
3. Now, discuss with your group 2 things you should and shouldn’t do in each country.
(Monitor you students and help them with any vocabulary they might need.)
4. Call on a few volunteers to share their impressions and suggestions with the class.
Slide 27: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 5, exercises 1, 2 and 3 in your workbook.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 5, Day 2

(136-141 m)

Slides 29-30: Homework (5 m)

Slide 31: Objectives (3 m)
1. Write the objectives on the board.
Slide 32-33: Warm up Activity (15 m) Please note: you need copies for this activity.
1. SC Activity: Information exchange – nationalities, occupations, description
Introduction: Let’s identify all the people from this picture.
Procedure:
1. Get into pairs. Look at the picture. Each of you knows four people in this picture.
(Give each pair of students an A and B card.)
2. One student is A, and the other student is B. Ask each other questions about the
people you don’t have identified. Describe them and find out their names, their
nationalities and their job.
For example: (Model the example with a student that has a B card.)
T: Who’s the man on the left of the girl who is wearing a yellow sweater? She is also
wearing a red hat.
S1: The one hugging her?
T: Yes. What’s her name?
S1: Her name is Sophia Andretti.
T: Where is she from?
S1: She is from Italy. She is Italian.
T: What does she do?
S1: She is a film producer.
T: Now, complete the chart.
Slide 34: Pronunciation (10 m)
1. Open your books to page 25, exercise 5. You are going to hear different pronunciations of
should and shouldn’t.
2. (Play the audio, stopping after each expression to highlight the weak and strong
pronunciations.) Notice where the different weak and strong pronunciations are used.
3. Listen again, but this time repeat after the audio.
4. Look at exercise 7. Listen again and underline the correct words. (Click on the slide to check
their answers.)
Slide 35: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.

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Lesson Plans Levels 2A and 2B

Oral Activity: (30-35 m)

1. FP Activity: Opinion gap tasks – Should and shouldn’t (15 m)
Introduction: Some friends are coming to town. Give them advice.
Procedure:
1. Open your books to page 25, exercise 8. Complete the chart with things your friends
should and shouldn’t do while visiting. (Explain each category if necessary.)
2. Get into groups of 4. Compare the advice you listed with the advice your classmates have
given. Mark with a (+) advice that is the same as another team member. Mark with a (-) the
advice that is different.
3. Now make a general list of DO’S and DON’TS for your group. You must all agree on the
information you write.
For example:
S1: Our friends should go to the Zócalo.
S3: They shouldn’t go to the Zócalo. It’s too dangerous.
S4: They should go to the Zócalo. They shouldn’t go to the Ciudadela.
S1, 2, 3: I agree. (They write under DO’S - Zócalo under DON’TS Ciudadela.)
2. FP Activity: Information Gap – Should and shouldn’t (15-20 m)
Introduction: Is it easy to plan a party? What things do you have to take into consideration?
Procedure: You will work in groups of 4-5. My parents are going to celebrate their 30th
wedding anniversary and I need you to help me with your recommendations for the party. I
want it to be very special, but we don’t have a lot of money. Work with your group and decide
where the party should be, how many people we should invite, what we should do at the party,
what you we should, etc. When you finish, you will present your plan to the group and the best
planned party wins.
For example:
T: We should rent a place to have the party. There is a nice place near my house and
it’s not expensive.
S1: Okay, that’s a good idea. Should we have a mass before the party?
S3: That would be nice. They can say their wedding vows again.
S4: Yeah. Who should we invite?
Etc.
Procedure: Now, each group will present their plan.
For example:
S2: We think you should rent a place and you should have a mass before the party so
your parents can say their wedding vows again. Etc.
Oral activity: (30 m) Please note: you need copies for this activity.
1. FP Activity: Interview–Should and shouldn’t
Introduction: I need help. Let’s find advice for different problems.
Procedure:
1. (Write the following problem on the board: I’m very shy. I have no friends, and I’m
lonely.) What should I do? (Call on volunteers to offer advice. Remind them to use should
to give advice.)
2. You will read some problems and some advice. (Give a card to each student. If there is an
odd number of students in the class, take a card for yourself and participate in the activity.)
3. Read your cards and ask questions about any words or phrases you don’t understand.
(Explain, or elicit, the meanings of these words and phrases.)
4. On each card there is a problem and some advice, but that the problem and the advice
don’t match. You have to go around the room and look for the classmate whose card has
the correct advice to match your problem.
5. When you find the person with the right advice, write the advice in your notebook.
6. When everyone has the advice that matches his or her problem, you can sit down.
7. Now, read your problem and the advice that you got to the group.

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Lesson Plans Levels 2A and 2B

For example: (Model the activity with a student. Explain that we use the question ―What’s
wrong?‖ to ask if someone has a problem.)
T: What’s wrong?
S: I’m very shy. I have no friends, and I’m lonely.
T: My card says you should cut your hair. I’m sorry that’s the wrong advice. You should
ask another person.
Answer key:
Problem 1 with Advice d Problem 7 with Advice j
Problem 2 with Advice e Problem 8 with Advice k
Problem 3 with Advice f Problem 9 with Advice l
Problem 4 with Advice a Problem 10 with Advice g
Problem 5 with Advice b Problem 11 with Advice h
Problem 6 with Advice c Problem 12 with Advice i
Writing Activity: (10 m)
1. Write an email to a friend that is coming to Mexico. Give him advice about what he/she
should / shouldn’t do during his / her visit.
Oral Activity: (20 m) Please note: you need copies for this activity.
1. FP Activity: Opinion Gap Task–Should and shouldn’t
Introduction: I need help. Let’s find the advice for different problems.
Procedure:
1. (Review giving advice. Write on the board: ―I can’t read the small letters in this book.‖
Elicit from students some advices for this problem.)
2. You will each get a problem stuck to your back. You will not know what the problem is.
3. You must walk around the classroom listening to the advice each of your classmates gives
you.
4. While listening to the advice people give you, you must also give advice.
5. Eventually, you will guess what your problem is.
6. (Give each student a card and tell them to stick it with tape on a classmate’s back. Stress
that they must not tell the other person what the problem is.)
7. (Monitor your students and help them with any vocabulary they don’t know.)
8. (After about 10 m tell students to form groups of 3 or 4. They should tell each other what
they think their problem is. The funniest advice / guess can be reported in open class.)
For example:
Student problem: (I can’t stand my hair!)
T: You should go to the hairdresser.
S1: You should shave your head.
Slide 36: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 5, exercises 4, 5, 6 and 7 in your workbook.

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Lesson Plans Levels 2A and 2B

Video Activity Sheet

Activity 1
1. What countries did you see?

2. Are the countries similar? How?

3. What do you think this show is about?

Activity 2
Match the places and things on the left with the countries on the right.

exotic plants and animals England

Mount Victoria
River Thames
sheep
Jama Masjid Mosque
Houses of Parliament
a powhiri (Maori welcoming ceremony) New Zealand
whales and seals
Buckingham Palace
monuments, forts, and temples
Red Fort
peaks, fjords, and geysers
double-decker buses India
Big Ben
holy cows and holy men
Kaikoura Canyon
Taj Mahal

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Lesson Plans Levels 2A and 2B

Student A Student B
Name Nationality Job Name Nationality Job
Javier Espinosa Spanish Tennis player
Julie Christmas British Teacher
Carmen García Argentinian Soccer player
Mario Mendes Brazilian Actor
Betsy Duncan Australian Swimmer
Rolf Braun German Singer
Carlos Costa Fashion designer
Sophia Andretti Italian Film producer

Student A Student B
Name Nationality Job Name Nationality Job
Javier Espinosa Spanish Tennis player
Julie Christmas British Teacher
Carmen García Argentinian Soccer player
Mario Mendes Brazilian Actor
Betsy Duncan Australian Swimmer
Rolf Braun German Singer
Carlos Costa Fashion designer
Sophia Andretti Italian Film producer

Student A Student B
Name Nationality Job Name Nationality Job
Javier Espinosa Spanish Tennis player
Julie Christmas British Teacher
Carmen García Argentinian Soccer player
Mario Mendes Brazilian Actor
Betsy Duncan Australian Swimmer
Rolf Braun German Singer
Carlos Costa Fashion designer
Sophia Andretti Italian Film producer

Student A Student B
Name Nationality Job Name Nationality Job
Javier Espinosa Spanish Tennis player
Julie Christmas British Teacher
Carmen García Argentinian Soccer player
Mario Mendes Brazilian Actor
Betsy Duncan Australian Swimmer
Rolf Braun German Singer
Carlos Costa Fashion designer
Sophia Andretti Italian Film producer

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Lesson Plans Levels 2A and 2B

I need help!
I’ve got too much homework
I can’t stand my hair!
to do.
I don’t know what to do this
I want to buy some stamps.
weekend.
I don’t have any nice
I’m lost.
clothes.
I want to buy a hamburger, My parents are always mad
but I don’t have any money. at me.
I don’t know what to do this
I’m really tired all the time.
weekend.
I’ve lost my new camera
I’m very thirsty.
phone.

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Lesson Plans Levels 2A and 2B

37
Lesson Plans Levels 2A and 2B

38
Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 6, Day 1

(125-128 m)

Slide 2: Homework (5 m)
Slide 3: Objectives (3 m)
1. Write the objectives on the board.
Slide 4: Warm up Activity (15 m)
1. SC Activity: Information Gap – Prepositions of place
Introduction: Let’s draw a map of the city.
Procedure:
1. Student A will look at the slide, and Student B will look at Student A. (Don’t let Student B
see the slide.) Student A will make a drawing of the city. Label the places you have on your
map.
2. Switch places and Student B has to do the same thing.
3. Now, (click on the slide) Student A asks Student B where the places in the box are and
label the missing buildings on your map. (Click on the slide.) Once you finish switch
places.
4. (Once you finish click on the slide and check your answers.)
For example:
T: Where is the cinema?
S1: The cinema is next to the hotel.
Slides 5-7: Vocabulary (5 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
a birthday You celebrate your birthday on the day you are born. Some I usually have a
party people have birthday parties. You eat cake and sing ―Las birthday party. We eat
mañanitas‖ Who usually has a birthday party? What do you XXX.
eat?
a costume Halloween is October 31st. You wear a costume and you go I wore a XXX to my last
party and ask for candies. You can also go to a costume party. costume party.
Have you been to a costume party? What did you wear?
a going- When someone is going on a trip or is going to live The going away party I
away party somewhere else friends and family throw you a going away went to was for XXX.
party. Have you ever attended a going away party? Who was
it for?

Getting Started (15 m)

Open your books to page 26, exercise 1. Match the pictures to the phrases. (Give students a
minute to do this, then check the answers orally.)

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Lesson Plans Levels 2A and 2B

Oral Activity (7-10 m)

1. FP Activity: Discussion–Vocabulary
Introduction: Let’s talk about parties.
Procedure:
1. Open your books to page 26, exercise 2. Get into pairs. Look at the questions and discuss
the answers to each question. Make notes; these will help you later on. (Give students time
to do the activity. Monitor students and help them if necessary.)
2. Now, change partners and report your answers. (Give students time to do the activity,
Monitor students and help them if necessary.)
3. (As a wrap up, call on some students to report their answers.)
For example:
T: Do you like parties?
S1: I love parties, my favorite kind are birthday parties.
T: I love parties too; my favorite parties are family parties.
Slide 8: Vocabulary Practice (10 m)
1. Open your books to page 27, exercise 3. Look at the verbs in the box. What are we usually
talking about when we use these verbs? (Money.)
2. Individually complete the activity. You will use each word twice. (Give students time to
complete the task.)
3. Get into pairs and compare your answers. (Click on the slide to check their answers.)
Oral Activity: (10 m)
1. SC Activity: Game – Vocabulary
Introduction: Let’s practice the vocabulary.
Procedure: (Make a big paper ball.) I will toss the ball and say one of the verbs we just worked
with. If you receive the ball you must make a sentence with that verb.
For example:
T: Afford! (Tosses the ball to a student.)
S3: I can’t afford lunch today.
(Please note if your group is big you can have two teams working simultaneously.)
Slide 9: Listening (10 m)
1. Open your book to page 27, exercise 5. Look at the picture. Who do you think these people
are? What are they doing? Read the instructions to exercise 5. Any questions? Good! You are
going to listen to a party planner and his client planning a party. Put a check next to the things
they talk about. (Play the audio. If necessary, play it a second time.) Now, let’s check your
answers. (Click on the slide to check the answers.)
2. Let’s look at exercise 6. Please read the sentences. (Give them a minute to read.) Do you have
any questions? Now, listen to the audio again underline the correct answer. (Play the audio. If
necessary, play it a second time.) Now, get into pairs and compare your answers. Let’s check
your answers. (Click on the slide to check the answers.)
Slide 10-12: Grammar Focus (15 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit from students and have them discover important elements and patterns. :
a. We use “why don’t, let’s (not), maybe… could, and how about” to make
suggestions.
4. Have students open their books to page 28 and have them do exercise 2 and 3 alone. (Give
them time to do this. Monitor the group and help them with any questions they may have.)
5. Get into pairs, compare your answers. (When they finish, click on the slide to check their
answers.)

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Lesson Plans Levels 2A and 2B

Slides 13-14: Repeat/Complete (7 m)

1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Oral Activity (20 m)
1. FP Activity – Problem solving – going to
Introduction: Let’s plan a graduation party.
Procedure: Get into groups of 5. You are going to have a graduation party after you finish
your studies. You have a budget of only $5000. You want to invite your family, but you also
want to invite friends. You have to consider: food, drinks, music, who to invite, and the
amount of money you have. When you are ready, you will present your plan to the class and
tell us how much you will spend in each thing. The group with the best plan wins.
For example:
T (Group 1): We are going to have a party at the garden at Monica’s house so we don’t
have to spend money on a place. We are going to buy beer so they are going to give
us the chairs and tables for free. Then we are going to ask Doña Mari to make the
food. She is going to make chicken and it’s going to cost $2000. We are going to
hire a DJ for $1200, because it is cheaper than a band. Etc.
Slide 15: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 6, exercises 1, 2 and 3 in your workbook.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 6, Day 2

(126 m)

Slide 17: Homework (5 m)

Slide 18: Objectives (3 m)
1. Write the objectives on the board.
Warm up Activity (20 m) Please note: you need copies for this activity.
1. SC Activity: Information Exchange – There is /Is there?, pres. cont.; prep. of place
Introduction: Let’s find the differences in the pictures.
Procedure:
1. You both are going to have the same picture except that there are nine differences between
them. You have to talk to each other, and ask questions to find out what these differences
are. You must not show each other your pictures.
2. (Divide the class into two groups, student A and student B. Student A works with picture
A, Student B works with picture B.)
3. (Students should work first with someone with the same picture for a few minutes to
discuss vocabulary, possible questions, etc.)
4. Get into pairs so that each pair has an A and B student. Make sure you sit in front of each
other. The first pair to find the nine differences wins.
5. (After time is up students can look at each other’s pictures and compare them to see if they
were right.)
6. (Get feedback on the differences, and use this opportunity to do any remedial work on
pronunciation, grammar or vocabulary.)
For example:
T: Is there a girl feeding the horse?
S1: No there isn’t. There is a girl feeding carrots to the horse.
KEY:
1. Picture A: three ducks in the water
Picture B: three ducks on land
2. Picture A: two cows eating grass
Picture B: two cows looking up
3. Picture A: little girl feeding apple
Picture B: little girl feeding carrots
4. Picture A: squirrel in tree
Picture B: squirrel on ground
5. Picture A: squirrel without nut
Picture B: squirrel with nut
6. Picture A: girl on horse
Picture B: man walking dog
7. Picture A: family with three children
Picture B: family with two children
8. Picture A: man in shorts
Picture B: man in pants
9. Picture A: sun is shining
Picture B: it’s cloudy
Slide 19: Pronunciation (10 m)
1. Open your books to page 29, exercise 4. You are going to hear a conversation. Notice how the
most important word or focus word in each sentence stands out.
2. (Play the audio).
3. Listen again, but this time repeat after the audio. (Use gestures to show how the intonation
goes up on the focus word then goes down.)

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Lesson Plans Levels 2A and 2B

Oral Activity: (20 m)

1. FP Activity: Opinion Gap–Should and shouldn’t
Introduction: You are going to plan a party.
Procedure:
1. Open your books to page 29, exercise 6. Get into groups of four. You are going to plan a
party.
2. As a group you must choose the purpose of your party and decide how to spend the $500
budget.
3. Look at the cost of things on page 140 of your student book. You have 10 m to complete
your planning.
4. (After time is up call on each group to tell the class what they planned.)
For example:
S1: Our party is a costume party.
S3: It’s going to be in school.
S4: We are going to have a DJ.
Etc.
Slide 20: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Oral Activity: (30 m) Please note: you need copies for this activity.
1. FP Activity: Discussion–Making Suggestions
Introduction: Let’s help Mike and Georgia plan their wedding.
Procedure:
1. What kinds of things have to be planned for a wedding? (Elicit from students responses
such as the places for the wedding ceremony and the wedding reception, food, clothes,
invitations, flowers, the honeymoon, etc.) You are going to plan a wedding on a budget
(explain if necessary).
2. You are going to work in groups of 4. (Give a copy of the worksheet to each group.)
3. Now, read about Mike and Georgia. (Check for comprehension by asking questions such
as, What kind of wedding does Georgia want? (She wants a romantic wedding.) How much money
do they have? (Six thousand dollars.) What problems do Mike and Georgia have? (They can’t agree
on their wedding plans.)
4. Read about Georgia and Mike’s wedding options. (Clarify as necessary. For example, you
might explain that a wedding ceremony may be performed in a courthouse, and that this is
called a civil ceremony as opposed to a religious ceremony performed in a house of
worship.)
5. You are wedding planners, and Mike and Georgia have hired them to plan their wedding.
As wedding planners, they should consider Mike and Georgia’s budget and their various
options. You should discuss the options as a group and make suggestions.
6. (Write some expressions on the board for making suggestions, such as Let’s…How
about…Why don’t… I think…Maybe…could to help start the discussion. Remind students
that they should choose the options that best suits Mike and Georgia’s wishes but that they
must stay within the couple’s budget.)
For example:
T: I think they should have their wedding ceremony in the courthouse. It’s cheaper
than the house of worship.
S3: Let’s have roses they are very romantic. Etc.

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Lesson Plans Levels 2A and 2B

Writing Activity: (10 m)

1. Open your books to page 29, exercise 8. You are going to reply to the emails on page 136.
Give advice according to the problems they present to you.
Oral Activity: (15 m)
1. FP Activity: Interview Game–Past
Introduction: The last Word. Let’s interview each other about things you did in the past.
Procedure:
1. Get into groups of 5. Choose one player to answer questions.
2. The other players take turns asking questions. All the questions must be about the past. If
you can’t think of a question within five seconds when it’s your turn, you’re ―out.‖ The last
player in the game is the winner and becomes the interviewee.
For example:
T: Did you do your homework last night?
Interviewee: Yes, I did.
S2: What was your homework?
Interviewee: English and Math.
Etc.
Slide 21: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 6, exercises 4, 5 and 6 from the workbook.

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Lesson Plans Levels 2A and 2B

Picture A

Picture B

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 7, Day 1

(125 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up Activity (10-15 m)
1. FP Activity: Presentation – Past tense
Introduction: (Go back to the first slide.) Look at the title of the unit. What does ―first
impression‖ mean? Look at the people in the pictures. What kind of first impression does each
of them give? (The way you perceive someone the first time you see them. This can be a good
or bad perception.)
Procedure: (Go to slide 5.) Work in groups of 3 or 4 and talk about someone that made a
good first impression on you or that made a bad first impression on you. Tell your classmates
about the person and your first impression of him/her. Also if you remember someone that
made a bad first impression on you and then you changed your mind about him/her later, talk
about that.
For example:
T: In the university, I met a woman who was very difficult. She criticized everyone all
the time. She acted like she thought she was better than everyone else. Later, when
I got to know her better, I realized that she was very nice. She was a bit difficult,
but had a good heart and she was very funny.
Slides 6-10: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
height Your height is how tall (mimic) you are. We ask: ―What’s I’m ____ m.
your height?‖ But, when we answer, we just say how tall we
are in meters or centimeters. ―I’m 1.75m.‖ S1 ask S2
―What’s your height?‖
short If you are an adult and you are 1.45 m you are short. Tell (My sister) is short. S/he is
me the name of someone who is short. How tall is he/she? (1.5 m).
average If you are an adult male and you are 1.65 you are average (My father) is average
height height. Tell me the name of someone who is average height. S/he is (1.68 m).
height. How tall is he/she?
tall If you are like Michael Jordan, you are tall. Tell me the name (My best friend) is tall. S/he
of someone who is tall. How tall is he/she? is (1.98 m).
weight Your weight is the number of kilos you have on you. My My weight is XX kilos.
weight is (58) kilos. What’s your weight?
slim When you don’t weigh many kilos you are slim. Models are (My mother) is slim.
usually very slim. Tell me the name of someone that is slim.
average When you weight what you should according to your height, (Paulina) is average weight.
weight we say you are average weight. Tell me the name of
someone that is average weight.
heavy When you weigh more kilos than you should, you are heavy. (XX) is heavy.
Sumo wrestlers are heavy. Who is someone on TV that is
heavy?

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Lesson Plans Levels 2A and 2B

young When you are not old, you are young. An adult that is 22 is (Juan) is the youngest
young. Who is the youngest person in the class? person in class.
middle When you are between 40 and 60, you are middle aged. (XX) is middle aged.
aged Tell me the name of a middle aged actor or actress.
elderly When you are over 70 years old, you are elderly. Who is My grandmother is elderly.
your family is elderly? How old is he/she? She’s 76.
straight When your hair is like this woman’s, it’s straight. Who is (Karla) has straight hair.
class has straight hair?
curly When your hair is like this woman’s, it’s curly. Who is class (David) has curly hair.
has curly hair?
bald When you don’t have hair, you are bald. Michael Jordan is (My uncle) is bald.
bald. Who do you know that’s bald?
moustache Facial hair that is above a man’s lip (mimic) is a moustache. (My father) has a
Pepe Aguilar has a moustache. Tell me someone that you moustache.
know that has a moustache.
beard Facial hair that covers a man’s chin (mimic) is a beard. (My uncle) has a beard.
Santa Claus has a white beard. Tell me someone that you
know that has a beard.
side burns Facial hair that is on the sides of your face are side burns. (XXX) has/had side burns.
Elvis Presley was famous for his side burns. Side burns
were common in the 1970’s. Do you know someone that
has side burns or that had side burns in the past? Who?

Getting Started (10 m)

1. Now, open your books to page 30, exercise 1. Work in pairs. Look at the words in the box and
match them to the words for the word webs.
2. Get into pairs and look at the photos in your books. Take turns using the words from exercise
1 to describe someone in the pictures. Your partner will guess which person you are talking
about. Look at the example in your book. (Let students practice, help them self correct if they
make a mistake.)
Slide 11: Oral Activity: (10 m)
1. CP Activity: Recognition- Vocabulary
Introduction: Let’s see if you remember the vocabulary.
Procedure: I will click on the slide and you write as many words as you can to describe the
person’s appearance.
For example:
T: Look at the first picture. What words can I write?
Ss: elderly, curly hair, white or grey hair, slim or average weight, etc.
Procedure: Click on the slides and as you do pictures will appear. Change the picture when
you see they have stopped writing. When you finish, go back to the beginning of the slide and
ask different students tell you what they wrote.
For example:
T: What words do you have for the second picture? (When there are two people in the
picture, ask first about one, and then the other.)
S1: elderly
S5: straight hair
S4: side burns
S7: white hair
S9: heavy
Etc.

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Lesson Plans Levels 2A and 2B

Slide 12: Listening (10-12 m)

1. Open your books to page 31. Look at the pictures of Maurice and Julia. You will listen to the
audio and decide which picture corresponds to Maurice and which one corresponds to Julia.
(Play the audio and let them answer. When they finish, check their answers. Maurice is b and
Julia is a.)
2. Now, look at the questions in exercise 4 on page 31. Read over the questions first. (Give them
a minute to do this.) Now, listen to the audio and answer the questions. (Play the audio and
when they finish, click on the slide to check their answers.)
Slide 13-14: Grammar Focus (15 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. We use be to talk about a person’s age, height and weight.
b. We use have to talk about a person’s eyes hair or facial hair.
c. We use be with bald. Example: He’s bald.
4. Have students open their books to page 32 and have them do exercise 2. Check their answers.
5. Have students work in pairs and do exercise 3. (Give them time to do this. Monitor the group
and help them with any questions they may have. When they finish, click on the slide to check
their answers.)
Slides 15-16: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Oral Activity (20 m):
1. SC Activity: Stimulus-Response–Descriptions (10 m)
Introduction: Can you describe your classmates?
Procedure: I say a student’s name, and you say one thing about the person using the verb be
and one thing using the verb have. Remember to be nice!
For example:
T: Juan
S3: Juan has brown eyes. He is slim.
Cues: Cue different student’s names.
2. SC Activity: Stimulus-Response–Descriptions (10 m)
Introduction: Do you know some famous people? Can you describe them?
Procedure: I say word that describes a person, and you say the name of a person that it
describes.
For example:
T: short
S3: My mother is short.
S8: Ma. Antonieta de las Nieves (La Chilindrina) is short.
Cues: (You can use the same cue for more than one student.)
average height average weight straight hair curly hair
elderly slim beard short
sideburns bald mustache young
heavy middle-aged tall

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Lesson Plans Levels 2A and 2B

Slide 17: Oral Activity (15 m):

1. FP Activity: Presentation–Descriptions
Introduction: Can you describe the people in your family?
Procedure:
1. Draw a picture of the people in your family. Put in as much detail as possible. (Give them
time to do this.)
2. Now, work in groups of 3-4 and show your classmates the picture of family and describe
your family to them. (Click on the slide to show the example.)
For example: (See the slide for the example.)
Slide 18: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 7, exercises 1, 2 and 3 in your workbook.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 7, Day 2

(126-131 m)

Slides 20-21: Homework (5 m)

Slide 22: Objectives (3 m)
1. Write the objectives on the board.
Slide 23: Oral Activity (10 m):
1. FP Activity: Description/Question & Answer – Descriptions
Introduction: Can you describe people well now? Let’s check.
Procedure: Work in pairs. One of you will describe a person on the slide using the vocabulary
we saw yesterday, and the other has to guess which person is being described. The person
guessing can also ask questions. When you finish, switch roles.
For example:
T: This man has a beard and moustache. He’s tall and slim. He has brown hair.
S2: Is he using a camera?
T: No, he isn’t. He’s wearing glasses.
S2: Is this the man?
T: Yes, it is.
Slide 24: Pronunciation (10 m)
1. In English, words like and and or usually have a very weak pronunciation. Often when we say
and in a sentence, you only hear “an” or sometimes only “n.” When we say or in a sentence it
sounds like ―er.‖
2. Listen to the pronunciation of and and or in these sentences; notice how the sound is weak.
(Play the audio.)
3. Now, I’ll play the audio again, and you repeat after the speaker.
Slide 25: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 26: Oral Activities (25 m)
1. SC Activity: Find Someone Whose…–Description (15 m)
Introduction: Do you look like your parents? What do your brothers and sisters look like?
Procedure: Look at the sentences on the slide. In your notebooks, I want to you write
numbers 1 to 6. In a minute you will stand up and ask your classmates questions to find
someone who matches the characteristics. When you find someone, you need to write their
name next to the number in your notebook. The first person to have a name for each number
is the winner.
For example:
T: What is the question you are going to ask you classmates for the first one?
S1: Does your father have a beard and moustache?
S3: No, my father doesn’t have a beard and moustache.
T: So, you have to ask another classmate. How do you ask the question for the second
one?
S4: Is your mother short and slim?
S5: Yes, she is.
T: So, in this case you can write S5’s name in your notebook
Follow up: Now, tell the group what you found out. (Have some of the students report what
they found out.)
For example:
T: Daniela’s father has a beard and moustache. Raúl’s mother is short and slim. Etc.

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Lesson Plans Levels 2A and 2B

2. FP Activity: Question-Answer – Description, simple present, simple past (10 m)

Introduction: Are you the same now as you were in the past?
Procedure: Work in groups of 3-4 and tell your classmates about your appearance when you
were 10 and how you are different now. You can also tell them about things you did in the past
that you don’t do now. If your classmates have questions, they can ask you.
For example:
T: When I was 10, I was very short. I had short curly hair and I was a little heavy.
Now, I’m tall and have long straight hair. I am thin because I do a lot of exercise
every day. In the past, I didn’t do exercise and I ate a lot of candy and ice cream.
Do you have any questions?
S4: Did you have brown hair in the past?
T: Yes, I did.
Slide 27: Speaking (15 m):
1. Do you sometimes have to pick someone up at the airport? Imagine that a friend asked you to
pick up some people at the airport. Open your books to page 33, exercise 6. Student A will
look at page 137 and Student B will look at this page. (Pair students up.) Student A will
describe these people to Student B. Student B can also ask questions to confirm information.
2. (Show the example on the slide and go over it with students.)
3. (Let them work in pairs; walk around and take note of any mistakes you hear so you can
correct them after the activity.)
4. Now, switch. Student A will look at this page and Student B will look at page 139.
5. (Let them work in pairs; walk around and take note of any mistakes you hear so you can
correct them after the activity.)
6. (Do correction.)
Slide 28: Oral Activities (15 m):
1. SC Activity: Description Game-Descriptions
Introduction: Can you describe people well now? Let’s see.
Procedure:
1. You are going to work in pairs. Look at the pictures. Student A is going to choose one of
the people in the pictures, but don’t say who you picked. Student B has to ask questions to
figure out who the person is.
2. Each time Student B asks a question, Student A needs to write a mark in his/her
notebook; you need to keep track of the number of questions your partner asks to guess
the person because the person with the fewest questions in the end, wins. (Explain how
they will tally up the questions; the easiest way is with slash marks: ││││
3. After Student B guesses the correct person, then he/she chooses a person and Student A
has to guess the person.
For example: (As you do the example with a student, tally the questions he/she asks, to show
students how you do that.)
T: I chose one picture. Ask questions to guess who?
S3: Is it a man or woman?
T: A man.
S3: Does he have a beard?
T: No.
S3: Is he thin?
T: Yes.
S3: Is he young?
T: No, he isn’t.
S3: Does he have grey hair?
T: Yes, he does.
S3: Is it Bob?
T: Yes.

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Lesson Plans Levels 2A and 2B

Slide 29: Oral Activity (30-35 m):

1. FP Activity: Description Game-Descriptions (20 m)
Introduction: Can you describe people well? Let’s see.
Procedure:
1. Imagine that you saw a crime and the police are now asking you to describe the person.
Work in trios. One of you saw the criminal; you are the witness, one is the police man who
is asking about the criminal and the third is an artist that is going to draw a picture of the
criminal.
2. First, all the witnesses need to look at the screen, and the police men and artists need to
have their backs to the screen.
3. I will show you the picture, but you will only see it for 10 seconds. (Make sure you ONLY
show the picture for 10 seconds.) After that, you need to describe the picture to the police
man and the artist.
4. When you finish, you will change and someone else can be the witness.
For example:
T: Was it a man or woman?
S3: A man.
T: Can you describe him?
S3: He was tall and thin. He had black hair and brown eyes. His hair was long and
straight.
T: How tall was he?
S3: About 1.90.
T: No, he isn’t.
S3: Does he have grey hair?
T: What was he wearing?
S3: He was wearing jeans and a t-shirt. The t-shirt was green I think.
T: Okay, what else can you tell me?
Etc.
2. FP Activity: Presentations-Descriptions (10-15 m)
Introduction: For you what does the perfect woman or man look like?
Procedure: Work in trios and describe your perfect mate to your classmates. What does
he/she look like? What other information can you give us about him/her? When you finish,
your classmates can ask you questions.
For example:
T: For me the perfect man is tall and average weight. He has dark brown eyes and
brown or black hair. He has a very nice smile and his eyes always look friendly. He is in
his 20’s and he is ambitious. He is a person that likes to have fun, but he also works
hard.
S7: Does he have a car?
T: Probably, but that’s not important.
Etc.
Slide 30: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 7, exercises 4, 5 and 6 in your workbook.

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Lesson Plans Levels 2A and 2B

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Midterm Review

(146-186 m)

Slide 2: Homework: (5 m)
Slide 3: Objectives: (3 m)
Slide 4: Grammar Practice (10 m)
1. (Click on the slide.) Look at the sentences. Copy them in your notebooks.
2. Now, read each sentence and circle the mistake; it’s one of the underlined words or phrases.
Then, write the correction in your notebooks. (Give students time to complete the task.
Monitor them and help them if needed. Once they finish click on the slide to check their
answers. Go over any questions they might have.)
Slide 5: Oral Practice (15 m)
1. SC Activity: Question - Answer – Linking words and, but, and so
Introduction: Let’s play a game.
Procedure:
1. Open your books to page 18. Exercise 4. Listen to the conversation. (Play the audio. Play it
again if necessary.) What are the speakers doing? (Playing a board game.) Who are they
role-playing? (An employee and a boss.) In the model conversation, what excuses do the
employees give for not coming to work? (I have a sore throat. And I hurt my arm.) What
are two responses from the boss? (That’s OK. And I’m sorry. I hope you feel better.)
2. Look at exercise 5. Read the instructions. (Remember they already played a similar game in
unit 2. So let them read the instructions and explain what they have to do.)
3. Get into pairs. Now join another pair to form groups of 4.
4. Each group must have a coin, and each pair a different token as markers.
5. When you land on a space, look at the picture. You are going to role-play a conversation
between a boss and an employee. The boss should try to find out as much information as
possible.
For example: (Have a student come up to the front to model the activity with you.)
T: (Toss a coin and move the correct spaces.)
T: I am sorry I can’t come to work today.
S1: What happened? / What’s wrong?
T: I hurt my arm.
S1: I’m sorry. How did you hurt your arm?
T: I fell in the bathroom.
S1: Are you coming to work tomorrow?
T: Yes, I think so.
Slide 6: Oral Practice (15 m)
1. FP Activity: Discussion – Going to
Introduction: Let’s discuss what you should pack for a vacation.
Procedure:
1. (Tell the students the situation.) You are packing to go to the U.S. in the summer to take a
language course. You’ve packed essential clothes and belongings in a suitcase, and have
room for only four extra items.
2. You are going to work in groups of three on four. You need to discuss what you think you
should and shouldn’t take, and make suggestions. (Put key phrases for making suggestions
on the board if necessary, Ex. maybe we should…/ What about…? The students should
agree on which four things to take.)
3. When you finish deciding, you are going to tell the group what you are going to take and
why.

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Lesson Plans Levels 2A and 2B

For example:
T: We are going to take sunglasses because it is always sunny in New York. We are also
going to take an umbrella because it rains in the summer. We’re going to take an
iPod because we like to listen to music and we’re taking a camera to take pictures.
Slide 7: Oral Activity (15 m)
1. FP Activity: Presentation-simple past, simple present, description
Introduction: Do you have a best friend? What’s he or she like?
Procedure: First, draw a picture of your best friend. Now, work in groups of 3-4 and tell your
classmates about your best friend. First, describe your best friend, then tell them how, where
and when you met him/her. Also talk about what your best friend’s normal activities.
For example: (Look at the slide for the example.)
Slide 8: Oral Activities (30 m)
1. SC Activity: Information Gap-going to (15 m)
Introduction: We are going to go on a trip.
Procedure:
1. Open your books to page 19, exercise 9. Imagine you are going to go on a trip. Where are
you going? What are you going to do there? (Elicit some answers from students.)
2. You are going to listen to a conversation that models what we are going to do. (Play the
audio. Play the audio again if necessary.)
3. Get into groups of three. You are each going to have a copy of Dario’s travel schedule, but
each of you will be missing different pieces of information on the schedule. You are going
to ask each other questions to complete your charts.
4. (Assign in each team A, B, and C roles.) According to your role, turn to the correct page
A-look at page 136, B-look at page 138, C-look at page 142.
5. (Give students time to complete the task. Monitor students and do appropriate correction.)
6. (When they finish have them compare their charts.)
For example: (Have a team come up to the front to model the activity.)
T: (A role) Where’s he going to go on Saturday?
SB: Saturday? Hmm. He is going to fly into the city. But what’s he going to do there?
SA: He is going to go visit a museum.
SB: Okay, but what about Sunday? Etc.
2. FP Activity: Guessing game – should and shouldn’t for giving (15 m)
Introduction: What should we do or shouldn’t we do in different situations?
Procedure:
1. Open your books to page 38, exercise 1. Read the situations. (Give students time to read.)
I am going to read each situation. Raise your hand if you have experienced the situation
you hear.
2. Choose a situation from exercise 1. Keep it a secret!
3. On a piece of paper write three clues for the situation. Make sure you use should and
shouldn’t in your clues.
4. Get into groups of 4. Each student will read their clues and the rest of the team must guess
which situation is being described. (While students are working, walk around the room
helping as needed.)
For example: (After you finish the example tell students not to choose ―go to a friend’s home
for dinner‖ since you used that one for the example.)
T: When you do this you shouldn’t be late.
S1: When you go to a job interview?
T: No, here is the second clue. You should take a small gift.
S1: When you go to a surprise birthday party?
T: No, here is another clue. You should say that the food is delicious.
S1: I know! You should do all those things when you go to a friend’s home for dinner!
T: Yes, that’s right.

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Lesson Plans Levels 2A and 2B

Slide 9: Oral Activities (45 m)

1. SC Activity: Information Gap - be and have for description (15 m)
Introduction: Let’s describe some people and see if you can identify them.
Procedure:
1. What physical characteristics can we use to describe people? (Height, weight, length and
type of hair, and age.)
2. Listen to people describe pictures of two women. Please identify what thing both women
have in common. (They are both middle-aged.)
3. (Play the audio. Play the audio again if necessary. Elicit the answer to the question from
students.)
4. Get into pairs. Student A will look at page 137 and student B will look at page 139 in your
books. Look at the photographs of the people. Take turns describing each person. For
each photo you will decide if both of you are looking at the same person or if you are
looking at a different person.
5. (Assign A and B roles within the pairs.)
6. Student A must describe a physical feature of the person in the first photo. Student B
responds by saying whether the person in his/her photo also has that characteristic. Then
it’s student B’s turn to say a physical feature of the person in his or her photo. Student A
responds whether the person in his / her photo also has that characteristic. (Have students
repeat the process with all the photos.)
7. (Give students time to complete the task. Monitor your students. Remember this is a SC
activity so do appropriate error correction.)
8. Compare your photos and find the differences.
For example: (Look at the slide.)
2. FP Activity: Role Play – should/shouldn’t, simple present, simple past (15 m)
Introduction: Do you always agree with your parents? Do parents sometimes not understand
their teenagers or young adult children? What are some things parents and children argue
about? (On the board write the things students say: include things like friends, staying out
late, smoking or drinking, not helping at home, girl/boyfriend, etc.)
Procedure: Work in pairs. One of you is a parent and the other is a teenager or young adult.
The parent is telling his/her son or daughter what he/she should and shouldn’t do. The child is
telling the parent what he/she thinks.
For example:
T: Can I talk to you?
S3: Sure, what’s the problem?
T: You arrived home very late last night. You shouldn’t stay out so late.
S3: Yes, but Mom/Dad, I’m 21 years old. I can take care of myself.
T: I know, but I worry about you. What if something happened to you?
S3: You shouldn’t worry. I am always very careful.
T: Maybe, but there are a lot of bad people out there. What if you are in an accident or
someone hurts you?
S3: I always go out with friends; I never go out alone, so they take care of me and I
take care of them.
T: I still don’t want you to arrive home so late. And if you are going to arrive late, you
should call me and tell me.
S3: I planned to call, but I ran out of credit. I couldn’t call.
Etc.

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Lesson Plans Levels 2A and 2B

3. FP Activity: Role Play – should/shouldn’t, description (15 m)

Introduction: Do you know about some places on the Internet where you can find a partner?
For example amorenlinea.com? What would your ideal mate be like?
Procedure: Work in pairs. One of you is a works for an agency that finds partners for men
and women and the other is the customer who is looking for a partner. The person from the
agency is going to ask questions to find out what the customer wants. The customer will
describe his/her perfect mate.
For example:
T: So, what kind of person are you looking for?
S3: Well, the ideal woman for me is tall, thin and attractive.
T: What color hair and eyes should she have?
S3: I prefer someone with brown hair and eyes, but it’s not really that important for
me.
T: Okay and should she have a university degree?
S3: Definitely. She should be someone who has university studies and she should be a
person who is looking for a better future. She should be hard-working and she
shouldn’t smoke. I hate people who smoke.
T: Should she have any other qualities?
S3: Not really. She should be very nice, of course and she should love children.
T: All right, let me check our data base and see if I can find someone for you.
S3: Thanks.
Slides 10-11: Optional Video Activity: (20 m) The Human Family
Step 1: Segment Introduction
1. Introduce the topic to the students. You may want to share some of the background
information with them, or draw their attention to how this topic relates to the theme of
Student Book 2 Unit 7. (Both the Student Book unit and the video segment are about
describing people.)
2. Tell students what the topic is (a commercial for a public television program) and provide a
short explanation, if necessary.
Step 2: Previewing: Sound Off
1. Hand out the Video Activity Worksheet.
2. Play the video without the sound and ask students to answer the three questions on the Video
Activity Worksheet.
3. Have students work in pairs to compare answers.
4. Call on students to answer the questions. Remember that your objective at this point is to
encourage participation and curiosity. For this reason, tell students you will not say if their
guesses are right or wrong. Accept all answers. You may want to write the students’ ideas on
the board.
Step 3: Viewing: Sound On
1. Show the video segment again but with the sound on. Have students work in pairs to compare
their predictions with what they saw in the video and then share them as a whole class.
2. Have the class come to a consensus about the answers to the three questions.
3. Play the video again and have students answer the comprehension questions on the Video
Activity Sheet.
4. Click on the slide to check answers.
Oral Activity: (10 m)
Introduction: Let’s see how much you remember.
Procedure: Work in pairs. Each pair will write down as many visual details about the video
clip as they can remember. When you finish, you will get together with a pair and compare your
lists. The teams with the most visual details correct wins.
For example:
T: I remember seeing a crowded metro, the market, a boy playing in the snow, Etc.

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Lesson Plans Levels 2A and 2B

Slide 12: Wrap up & Homework (3 m)

1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, study for the exam.

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Lesson Plans Levels 2A and 2B

Video Activity Sheet

The Human Family
1. Answer the questions below. You can guess if you’re not sure.

1. What different cultures do you see in the video?

2. What do you think this show is about?

3. Which statement do you think the narrator will say?

a. The world is so big—we can never understand it!
b. It’s a very big world and its people are very different!
c. It’s not such a big world—but it is a big family!

2. Were your answers correct?

3. Read the statements below. Then watch the video segment again and circle T for True or F
for False. Correct the false statements.

1. The new program, The Human Family, will be on Saturdays. T F

2. The new program will show how people eat in different parts of the world. T F

3. The Human Family will only be about people in Asia and Africa. T F

4. The program will only be about adults. T F

5. The Human Family shows that people around the world are similar. T F

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 8, Day 1

(118-136 m)

Slide 2: Objectives (3 m)
1. Write the objectives on the board.
Slide 3: Warm up Activity (10 m)
1. FP activity: Question /Answer-Talking about movies.
Introduction: Do you like movies? Is there a movie you really liked? What made that movie so
special? What was your favorite scene? (Teacher tries to elicit: story, characters, scenery, the
actors, special effects, etc.)
Procedure: Ask students to:
1. Think of a movie that you really liked and write the name of the movie on a piece of paper.
2. Walk around the room and try to guess 3 different classmate’s movies. One student tries to
guess what movie his/her classmate thought about. The student answering can give clues.
For example:
T: I am thinking about a movie. Can you guess the movie? I will give you a clue. It is
about a Cuban immigrant. Ask questions.
S: Is the movie with Robert De Nero?
T: No, it isn’t with De Nero. It’s with Al Pacino.
S: Is it about a drug dealer?
T: Yes, it is about a drug dealer.
S: Is it Scarface?
T: Yes, it is.
Now walk around the room. When you guess 3 movies, raise your hand.
Slides 4-11: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
black and Old Pedro Infante movies are usually black and white. Tell me XXX is a black and
white the name of another black and white movie? white movie.
science Some people consider Star Wars to be the best science fiction No, it isn’t a science
fiction movie ever. Is Fast and Furious a science fiction movie? Tell fiction movie.
me the name of another famous science fiction movie. Avatar is a science
fiction movie.
comedy A comedy is a movie that is funny and makes you laugh. The XXX is a comedy
Folkers is a comedy. What’s the name of another comedy movie.
movie?
special Science fiction movies usually have a lot of special effects, for XXX is famous for its
effects example when Terminator changes into different people; that’s special effects.
a special effect. What movie is famous for its special effects?
costumes Did you see Robin Hood? The clothes and dresses that the XX has beautiful
actors and actresses wore are costumes. What movie has costumes.
beautiful costumes?
movie The place where you watch a movie and eat popcorn is a movie The XX movie theaters
theater theater. My favorite movie theater is Cinemex. Which movie are very expensive.
theaters are very expensive?

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Lesson Plans Levels 2A and 2B

amazing When something is fantastic and it makes you say ―Wow,‖ it’s XX is amazing.
amazing. Cañón del Sumidero is amazing. Tell me something
that is amazing for you.
slow Slow is the opposite of fast or rapid. A turtle is a slow animal. A XXX is slow.
What other animal is slow

Slides 12-13: Reading (15 m)

1. Are there any memorable moments in movies that you remember? For example, in the movie
Twilight, do you remember when Edward saves Bella from the car accident?
2. (Have one or two students share their memorable movie moments.)
3. (Have students open their books to page 35; ask them to look at the questions for exercise 4.
Then, have them read the section on memorable moments and answer exercise 4.)
4. (Go on to slide 13 and check answers. As you click on the slide the answers will appear.)
Slide 14: Reading (7-10 m)
1. (Ask students to go to exercise 5. Have them read the article again if necessary and fill in the
chart. Give them 5 minutes to do this.)
2. (Check answers by clicking on the slide.)
Slides 15-16: Grammar Focus: Said (5-10 m)
1. Show slide 15 where you have exactly what Reiko and Mariana said. Then go on to the next
slide and put the grammar focus on the board.
2. Teacher shows the slide; says the sentence(s) and has students repeat as she/he writes it/them
on the board.
3. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
4. Point out certain patterns to students:
a. The first sentence is directly taken from the article they just read
b. Said is used to talk about other people’s opinions or statements.
c. After said we use past. Can changes to could.
d. When we use said, we don’t need to say who is receiving the information.
e. When reporting someone’s opinion we need to be careful with the change of pronouns
(I changes to he.) and possessives.
f. There is no need to use “that” after said.
Slides 17-19: Controlled Practice: Repeat/Complete/Change (25 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: Have students change direct quotes into reports with said. Do all of the chorally and
then individually, make sure every student does one.
Oral Practice (10-15 m)
1. CP Activity: Change-Reported statements
Introduction: Is it sometimes necessary to report what someone said. When do we need to do
this? (Get students opinions.) Listen to what some people and newspapers said about some
movies.
Procedure: I will give you someone’s exact words and you will report it to the class. I will give
you the name of the person who said it.
For example:
T: Betty. ―I have a lot of black and white movies.‖
S1: Betty said she had a lot of black and white movies.

(Cues on the next page.)

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Lesson Plans Levels 2A and 2B

Cues:
1. Henry: ―The Da Vinci Code is really amazing.‖
2. Justine and Jane: ―The Prince of Persia has great special effects, but the story is not good.‖
3. Ted: ―I really don’t like action movies that are so unrealistic.‖
4. Diego: ―Abel isn’t spectacular, but it really makes you think. It’s a great movie.‖
5. Movie director: ―This is my best movie. I spent all my money, but I am very happy.‖
6. The Film Chronicle: ―John Trovolta doesn’t get older.‖
7. A director: ―Travolta can still make fantastic action movies.‖
8. Kate: ―Sherlock Holmes has a lot of action, but the story doesn’t go anywhere.‖
9. The Jacksons: ―Moonwalker is Michael’s best creation. It has energy and imagination.‖
10. National Films: ―Avatar is an expensive movie, but it can recuperate money very quickly.‖
11. Movie Journal: ―Alfred Hitchcock is the master of special effects.‖
12. John Trovolta: ―I want to be a vampire in a movie.‖
13. Jennifer López: ―Love stories are fun, but I like terror movies too.‖
14. Gael García: ―My new movie explains the political situation in Mexico.‖
15. Barbara Mori: ―I don’t want people to consider me as a sex symbol.‖
16. Eugenio Derbez: ―Laughing helps people escape from real life.‖
17. Reporters: ―Jiménez Cacho is wonderful in Arrancame la vida.”
18. Ana Claudia Talancón: ―Working with Jiménez Cacho is an experience.‖
19. González Iñárritu: ―Amores Perros reflects Mexico today.‖
20. Brad Pitt: ―Troya doesn’t tell the real story.‖
Slide 20: Oral Activity (15-20 m)
1. SC/FP Activity: Question Answer/Presentations-Reported statements
Introduction: Do you know what a soul mate is? (Write the word on the board and explain
that soul mates are 2 people that have a strong affinity.) Do you know your classmates well?
How much do you know about their likes and dislikes?
Procedure: Look at the slide. There are six questions on people’s opinions. Your job is to ask
these questions to at least 3 people and find 2 people with similar likes and dislikes. Be
prepared to report on what you found
For example:
T: What kind of music do you prefer?
S3: I prefer Brit Pop.
T: What do you hate about people?
S5: I hate people that lie.
Etc.
Procedure: Now, report what your classmates said to the class.
For example:
I think that Juan and Julia are soul mates: Juan said he hated people that lied and Julia
said she hated people who were not sincere. Julia said she loved Brit Pop and Juan said
he loved Oasis and Coldplay. Juan said he enjoyed the countryside and the forest and
Julia said she enjoyed walking in the park.

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Lesson Plans Levels 2A and 2B

Slides 21-22: Oral Activity (15 m)

1. SC/FP Problem Solving Activity
Introduction: Famous people sometimes say important, interesting or dumb things. These are
called quotes. Do you know any famous quotes? For example: ―I will defend the peso like a
dog.‖ López Portillo.
Procedure:
1. Look at the slide and with the person next to you. Share what you know about the people
there. Who were/are they? Why were/are they famous? (Give students 5 minutes to do
this.)
2. Look at this next slide. What do you see? Right, these are famous quotes. Your job is to say
who said these famous quotes and why?
For example:
T: Let’s look at the first quote. Who said ―Life is like a box of chocolates‖?
S1: Forrest Gump’s mother said life was like a box of chocolates.
T: And why did she say that’
S2: She said that because we never know what our life is going to be like.
T: Good.
(Give students 10 minutes to relate the quotes with the people).
Follow Up: Now you are going to give a presentation on who you think said the quoted and
why.
For example: We think Martin Luther King Jr. said he was a black American and that he was
proud of his race. He said this because he was a defender of black people’s rights.
Slide 23: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 8, exercises 1, 2 and 5 in your workbook.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 8, Day 2

(134-146 m)

Slides 25-26: Homework (5 m)

Slide 27: Objectives (3 m)
1. Write the objectives on the board.
Slide 28: Warm up Activity (10 m)
1. FP activity: Question/Answer-Nationalities, professions, simple present
Introduction: Please look at the slide. Do you know who these people are? Do you know why
they are famous?
Procedure: Please get into pairs and work together to identify the people on the slide and
think of why they are famous. Be prepared to share your information with the group.
For example:
The first one is Alejandro Sanz. He is a famous singer. He is from Spain and one of his best
songs is Corazón Partido.
(Give students 5 minutes to identify and come up with their presentation for each image. Have
different groups/pairs give different presentations.)
Slides 29-33: Vocabulary (8-10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
role Actors play different roles in movies. In Hancock, Will Smith He plays the role of a
plays the role of a superhero. What role does Rob Pattinson vampire.
play is New Moon?
dumb Dumb is with no intelligence. It is an adjective. Hermilinda XXX is a dumb movie.
Linda is a dumb movie. What other movie is dumb?
unoriginal When something is a copy of another movie, we say it’s XXX is unoriginal. It’s
unoriginal. Betty la Fea is unoriginal What other movie or a copy of XXX.
program is unoriginal? Why?
confusing When something is not clear or difficult to understand; it’s XXX is confusing for
confusing. For me manuals are sometimes confusing. What’s me.
confusing for you?
awful Another way of saying horrible or terrible is awful. Violence is XXX is awful for me.
awful. Murder is awful. What is awful for you?

Slides 34: Grammar Focus: Told (5-10 m)

1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Point out certain patterns to students:
a. We use said and told to report conversations and opinions.
b. We use told when we want to mention who received the comment or opinion
(listener).
c. After told we use past. Can changes to could.
d. We use different pronouns for the person who gives the opinion and the person who
receives (listener) the opinion or comment.
e. It’s not necessary to use ―that‖ after told.

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Lesson Plans Levels 2A and 2B

Slides 35-37: Controlled Practice: Repeat/Complete/Change (25 m)

1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: Have students substitute the complete statements and use subject and object
pronouns. Do all of the chorally and then individually, make sure every student does one.
For example:
T: Pete ―Al Pacino is a great actor.‖
S1: Pete said Al Pacino was a great actor.
Slides 38-40: Guided Practice (10 m)
1. (Have students go to page 36 in their student book.)
2. (Have students answer exercises 3 and 4.)
3. (Give them 5 minutes to answer the exercises and check their answers with the slides.)
Slide 41-49: Oral Practice-Game (25-30 m)
1. SC/FP Activity: Stimulus Response-Simple present, demonstratives
Part 1
Introduction: Let’s play a game. (Divide the group into 2 teams.)
Procedure:
1. In a moment you will see a slide. The first team to identify all the people or bands on the
screen gets a point. Work together to do this. Ready? 1, 2, 3.
2. Raise your hand when you are finished. (Show students the screen and once a team has
raised their hand, check the answers by clicking on the screen. Give winning team a point.)
For example:
T: Number 5 is Cerati, but who is the singer in number 10.
S2: I think that’s Rihanna.
T: No, I don’t think so.
Etc.
Part 2
Introduction: Now comes the second part of the game, where you have to report quotes and
add information.
Procedure: In a moment you will see another slide. The slide contains a quote, who said it and
the listener. Your job is to report the quote using told. Something important, if you want an
extra point you have to add another complete idea to the quote.
For example:
Let’s do the first one together. (Show the slide 42.) ―Imagination is more important
than knowledge.‖Albert Einstein)
T: So, looking at that slide, who can give me the quote?
S1: Albert Einstein told the Science Magazine that imagination was more important
than knowledge.
T: Great! Now if you want an extra point add another complete idea to this quote.
(Write connectors and, but and so on the board) Use these connectors.
Something like: Albert Einstein told the Science Magazine imagination was more
important than knowledge and he said that his work was to help the world.
Remember that for your team to get the point the report must be correct. (Show
the next slide and have teams raise their hands if they think they can give you the
quote. Make sure to encourage teams to go for the extra point.)
Note: if sentences are not correct try semi controlled error correction. If they self
correct give out half a point. Also, make sure different students participate.

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Lesson Plans Levels 2A and 2B

Slide 50: Pronunciation (10 m)

1. Have students go to page 37 in their books. Play the audio and have students first listen to the
different clusters.
2. Ask if the number of consonant sounds and consonant letters is always the same? Direct them
to the words interesting and liked. See if they can come up with the difference, if not point it
out. We do not say intéresting, but intresting.
3. Have student listen and repeat.
Slide 51: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Have them do it again substituting their own information. They can practice this various times
and switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as above.
Slide 52: Free Practice activity (20 m)
1. FP Activity: Interviews-Simple present, simple past, future
Introduction: Is a reporter’s job nice? Do you like to interview people? Let’s imagine that we
are reporters.
Part 1:
Procedure: Please get into pairs. In a moment you will see a slide. Together choose one of the
people from the slide to interview. Together design the interview; think of five questions to ask
that person.
For example:
T: What questions can we ask Alejandro Fernández?
S1: Do you like Ranchero more that Pop?
S2: Who is you girlfriend now?
S3: Is Pedrito Fernández your friend?
T: Ok, good questions. Go ahead and do it in pairs.
(Give them 8 minutes to do this.)
Part 2:
Introduction:
Procedure: Does everybody have the questions they want to ask? Let’s interview people now.
In the same pairs, one student asks the questions and the other imagines he/she is the famous
person and answers the questions. When you finish, switch roles.
For example:
T: Do you like ranchero music more that pop music?
S1: Yes/No, …
S3: Is Pedrito Fernández your friend?
T: Yes/No, …
(Give them some minutes to do this.)
Follow up: Now report to the class about what the famous person said or told you.
For example:
T: Alejandro Fernandez told me he liked pop music more than ranchero music, but
that he made more money with ranchero. He said that Pedrito was not his friend,
but that that they were not enemies.
Note: this is free practice, so correction is done at the end, anonymously and by the
group.
Slide 53: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
For homework, do Unit 8, exercises 4, 5, and 6 in your workbooks.

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Lesson Plans Levels 2A and 2B

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 9

(118- 135 m)

Slide 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up Activity (10 m)
1. FP Activity: Question/Answer-Talking about restaurants.
Introduction: Do you like to go to restaurants? What kind of restaurants do you like?
Procedure: Ask students to:
3. Get into teams of three.
4. Together, think of at least 4 restaurants in the area.
5. Rank the restaurants in terms of quality, cost and service and be prepared to present your
ideas to the group. (Have students look at slide 5 in order to get some ideas. Give them
some time to do the activity and then have a couple of teams present.)
For example:
T: I am going to talk about 4 restaurants: El Matador, La Ribiera, El comenzal, and Buho’s
place. All of these restaurants are formal. We gave El matador a 1 in the ranking
because the food is delicious; the service is good and the place is very pretty. Buho’s
place is number 2 because the food is more expensive. Etc.
Slides 6-15: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
customer When you eat at a restaurant. You are a customer. Are Yes, some customers
customers sometimes difficult? What do customers usually are difficult. Customers
want? want …
waiter The person that takes your order and brings you your food at a Yes, waiters should be
restaurant is a waiter. Should waiters be friendly? Are all friendly. No, not all
waiters fast? waiters are fast.
menu When you want to order at a restaurant, you look at the menu. XXX is/are on the
The menu tells you what food the restaurant has. What other menu.
information is on the menu?
appetizer What do you usually eat before a steak or fish? So, what you eat Salad or soup. My
before the main or most important dish is called appetizer. favorite appetizer is
What is your favorite appetizer? My favorite appetizer is XXX
salad.
entrée Another way to say main dish is entrée. The entrée is the most You eat the appetizer
important or main dish like mole or albondigas. What do you eat first and then the entrée.
first the appetizer or the entrée?
dessert The last part of a meal is usually sweet and is called dessert. Ice My favorite dessert is
cream, flans and jell-o are typical desserts. What is your XXX
favorite dessert?

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Lesson Plans Levels 2A and 2B

check Once you finished your meal and are ready to go; you need to Yes, there are sometimes
pay. The waiter brings you the check: the check tells you what mistakes on the check. I
you ate and how much you have to pay. Are there ever mistakes … if there is a mistake
on the check? What do you do if there is a mistake on the on the check.
check?
tip If the service is good, the customer leaves money for the waiter. The usual tip is XX.
This money is called tip. In The United State the tip is usually
15% of the check. What is the usual tip in México?
salt Look, this is salt (point to the picture). I put salt on pepinos. I put salt on XX.
What do you put salt on?
pepper Look, this is pepper (point to the picture). I like steaks with a I like XXX with pepper
lot of pepper. What do you like pepper on/in?
glass This is a glass (point to the picture). Do you drink coffee in a No, you don’t drink
glass? What do you drink in a glass? coffee in a glass. You
drink XXX in a glass
napkin This is a napkin (point to the picture). What do we use We use napkins to XXX
napkins for?
fork This is a fork (point to the picture). Can you eat soup with a No you can’t eat soup
fork? with a fork.
knife We us a knife to cut meat. That is a knife (point to the picture). We can cut XXX with a
What other food can we cut with a knife? knife.
spoon That’s a spoon (point to the picture). What do we eat with a We eat XXX with a
spoon? spoon.

Slide 16: Vocabulary Check (5 m)

1. Please open your books to page 41. What do we have here? Right a menu. Do you recognize
some words? Which ones? (Have students do exercise 2, page 41. Check answers by clicking
on slide.)
Slide 17: Listening (7-10 m)
1. Ask students to go to page 41, exercise 4.
2. Ask students to listen to the conversation between 2 people eating at The Shrimp Boat. Have
them write M for meals ordered by men and W for meals ordered by women.
3. Once listening is over, check the answers by clicking on slide.
Slide 18: Listening (5-10 m)
1. Tell students that they will be listening again. Ask them to look at exercise 5 and match the
dishes with the description.
2. Give students a minute to look at the dishes and description before playing the listen.
3. Play the listening and check answers by clicking on screen.
Slides 19: Grammar Focus: Would you like/would you prefer (5-10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Point out certain patterns to students:
a. Would plus like and would plus prefer refers to your choice or preference when
ordering at a restaurant or demanding a service.
b. The verbs like and prefer without would refer to general preferences or likes.
c. Like and would like are not interchangeable; you cannot say ―I like a cheeseburger with
fries” to answer the question “Are you ready to order?”.
d. I’d is the contracted form of I would.

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Lesson Plans Levels 2A and 2B

Slides 20-21: Controlled Practice: Repeat/Complete (15 m)

1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually. Since sentences are in a dialog form, divide the group in 2 and have side
one ask the questions and side two answer the questions for choral. Switch for
individual and have individual students from side 2 ask questions and individual
students from side 1 answer the questions.
Introduction: Now, we are going to practice ordering and taking orders.
Procedure: Let’s divide the group. Side A will repeat the question and side B will repeat the
answer.
Example:
T: Side A repeat ―Would you prefer rice or pasta?‖
Side A: ―Would you prefer rice or pasta?‖
T: ―I’d prefer rice.‖
Side B: ―I’d prefer rice.‖
T: S1 (from side A) repeat ―Would you prefer rice or pasta?‖
S1 (from side A): ―Would you prefer rice or pasta?‖
T: S2 (from side B) repeat ―I’d prefer rice.‖
S2 (from side B): ―I’d prefer rice.‖
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually. Since cues are in a dialog form, do 1, 2, 3 and 4 chorally: Divide
the group in 2; have side 2 ask questions chorally and side 1 answer the questions
chorally. Next, do 5, 6, 7 and 8 individually. Switch side and have individual students
from side 1 ask the questions and individual students from side 2 answer the questions.
Introduction: Now, you complete de sentences on slide.
Procedure: Let’s divide the group. Side A will complete the question and side B will complete
the answer.
Example:
T: Side A, complete the question.
Side A: ―Would you prefer rice or pasta?‖
T: Side B, complete the answer.
Side B: ―I’d prefer rice.‖
(Do the first 4 in this fashion and the rest with individual students)
T: S1 (from side A), complete the question.
S1 (from side A): ―What would you like?‖
T: S2 (from side B), complete the answer.
S2 (from side B): ―I would like the Shrimp Savoy.‖

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Slides 22-23: Controlled Oral Practice (7-10 m)

1. CP Mixed dialogs-Would like, prefer
Introduction: Do you like solving problems? Let’s look at the slide and untangle the
conversations.
Procedure: Look at the slide. On this slide there are 2 conversations. Your job is to see which
questions and answers match in order to form the 2 logical conversations.
For example:
T: Who can tell me the first question?
S1: Are you ready to order?
T: Right now look at the answers. Do both answers seem logical?
S2: Yes, they do.
T: Now look at the next 2 questions. If the answer is: Yes, I’d like the Pasta Bambino,
please, (Click on slide.) what is the next logical question? Would you like something
to drink? Or Are you ready to order now?
S3: Would you like something to drink? (Click on slide.)
T: Right. This is what you have to do to find the 2 logical conversations.
(Have students work in pairs and give them 5 minutes to untangle the conversations.
(Click to go to the next slide for answers.)
Follow up: Now, stand up and practice the 2 different conversations with different classmates.
Remember to switch roles.
Slide 24: Pronunciation (5 m)
1. Have students go to page 43 in their books. Play the recording and have students first listen to
the different clusters.
2. Write would you on the board and ask students if you alone sounds the same as when you
add would before it.
3. Have students listen to the audio again and ask them if they can distinguish the sound, say it
for them wouldja.
4. Have student listen and repeat.
Slide 25: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Have them do it again substituting their own information. They can practice this various times
and switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as above.
Slide 26: Oral activity (10 m)
1. SC Activity: Guided Conversation-Would like, prefer
Introduction: Okay, now let’s practice being waiters and customers.
Procedure:
3. Get into pairs and look at the slide. Here you have 2 in complete conversations between a
customer and a waiter.
4. One of you is going to be the waiter and one of you is going to be the customer; use the
information on the slide, one of you will order and the other will take the order. When you
finish, switch roles.
For example:
T: Let’s do part of the first one together. S1 you are the waiter.
S1: Would you like to order?
T: Yes, I’d like the shrimp fountain.
S1: Would you like an appetizer?
T: No, thank you.
Etc.
Follow up: Who would like to come to the front and perform the conversations?

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Slide 27: Oral activity/Speaking (15-20 m)

1. FP Activity: Role Plays-Would like, prefer
Introduction: Now let’s practice taking orders and ordering, but without any help.
Procedure:
1. Get into teams of three. (Ask students to say A, B and C and to remember what letter they
are.)
2. All letters A will be waiters at Rosie’s Restaurant. All As please look at page 43.
3. All letters B and C will be customers. Look at page 142.
4. Letters A take the order and Letters B and C order something from the menu on page
142.
For example:
T: Welcome to Rosie’s Restaurant? Would you like to order something to drink?
S1: I would like a very cold glass of beer.
T: And you sir? Would you like a drink before dinner?
S2: Yes, I’d like beer, too.
T: What would you like as an appetizer? I really recommend the soup of the day.
S1: I’d prefer tomato soup.
Etc.
Follow Up: Now, Students 10, 11 and 12. Come to the front of the room and perform your
role play.
Slide 28: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 9, exercises 1, 2, 3 and 4 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 10

(136 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up activity (10 m)
1. FP Activity: Presentation – Past tense
Introduction: Is Mexico the same now as in the past? What things are different?
Procedure:
1. (Click on the slide once.) Look at the picture. What was México like in the past? (Let them
say whatever they want about what it was like.)
2. (Click on the slide again.) What is Mexico like today? What are some differences with the
past? (Let them say whatever they want about the differences.)
3. (Click on the slide again.) What is Mexico going to be like in 100 years? Work in groups of
3-4 and come up with three things that you think will be different in the future. (Give
them time to come up with their ideas.) When you finish, you can share your ideas with the
class.
For example:
T: I think that in the future there won’t be any pollution and most people will live in
the county. People will travel to the moon on vacation.
Slides 6-12: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
economy The economy is how your city or country uses the The economy in Mexico
resources and money that it has. The economy in world is…
is not very strong right now. How is the economy in
Mexico?
transportation Transportation is movement of people or things from The transportation system
one place to another. The public transportation system is (good, bad, insufficient,
in New York City consists of busses, trains, taxis, cars etc.) because…
and the subway. What is the transportation system like
in your city? Why?
space If you go beyond the earth, you are in space. In space, Rodolfo was the first
there is no oxygen to breathe. Who was the first Mexican to travel in space.
Mexican to travel in space?
politics People that the citizens of a country elect, work in I like/don’t like to discuss
politics. It’s not a good idea to discuss politics because politics because…
people can get angry. Do you like to discuss politics?
Why (not)?
population The population of a city or country is the number of The population of my
people who live in that city or country. The population city/country is…
of China is 1.3 billion people. What’s the population of
your city or country?

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communication Communication is when you exchange ideas or I have good

thoughts with another person. I have good communication with…
communication with my boss. Who is someone you
have good communication with?
climate The climate is what the weather is like; is it hot, cold, I think the climate is/isn’t
raining, snowing, etc. They say the climate in the world changing because…
is changing. Do you think the climate in the world is
changing? Why (not)?

Slide 13: Getting Started (5 m)

1. Now, open your books to page 44, exercise 1. Match the words on the left with the examples
on the right. When you finish, check your answers with a classmate. (Go over the answers;
click on the slide to show the answers.)
Slide 14: Pronunciation (15 m)
1. Open your books to page 44, exercise 2. Look at the words. Now, listen to the audio and see if
you can hear the syllable that is stressed in each word. Underline or circle the stressed syllable.
(Play the audio once or twice for students to notice the stressed syllables.)
2. Let’s go over the words. Tell me which syllable is stressed in transportation? (Let students tell
you, then click on the slide to check the answer. Do the same for each of the words.)
3. Let’s listen again and repeat the words after the audio. (Play the audio again, make sure
students are stressing the words correctly.)
4. What do you notice about words that end in –ion? (The stress is always on the syllable before
the –ion.)
5. Now, look at the pictures on page 44. Work in pairs and say which photo matches each topic.
For example, which topic matches picture A? (Politics.)
6. (When they finish, go over the answers orally. A-politics, B-space, C-communication, D-
population, E-climate, F-economy, G-transportation.)
Slides 15-17: Reading (15 m)
1. Look at the slide. This is a picture of Arthur C. Clarke. He was a scientist and in the past he
made some predictions about the future. Read the predictions that Arthur C. Clarke made in
the reading on page 45. (Give them time to do this.)
2. Look at number 6. Work in pairs and check off the predictions that have come true. (Give
them time to do this. When the finish, ask which predictions they have checked.)
3. Look at exercise 7. Work in pairs and complete the predictions from the reading with words
from the box. (Give them time to do this.)
4. Now, let’s check your answers. (Click on the slide to check their answers.)
Slide 18: Grammar Focus (10 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. We use will to make a prediction in the future in affirmative.
b. We use won’t to prediction in the future in negative.
c. We always use the BFV after will or won’t.
d. When we want to express an opinion, we use the expression I think or I don’t think
+ affirmative sentence. We don’t make the sentence negative!
4. Have students open their books to page 46 and have them do exercise 2. Check their answers.

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Slides 19-20: Repeat/Complete: Will for Predicting (5 m)

1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 21-22: Repeat/Complete: Think/Don’t think (5 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Oral Activity (10 m):
1. SC Activity: Stimulus-Response–Will for predictions
Introduction: Do you know what your classmates will do in the future?
Procedure: I say a student’s name and a time expression and you make a prediction about that
student in the future.
For example:
T: Juan / next year
S3: Juan will finish his studies at the university next year.
Cues: (Cue different student’s names and the time expressions below. You can use
each time expression more than once.)
next weekend in 3 weeks next year
in 2015 in 2025 in one year
in three years next September in 2020
next month in 6 months next Christmas
in 10 years next weekend in 4 months
Slide 23: Oral Activity (15 m):
1. FP Activity: Presentation–Will for predictions and think/don’t think
Introduction: What will your future be like?
Procedure: Work in groups of 3-4 students. Tell your classmates about what you think your
life will be like in the future.
For example:
T: In the future, I won’t work at this university. I think that I will open my own school
and I will teach children English because I really love children. Right now I’m not
married, but in the future I will get married and I think I’ll probably have 2 children.
Now, I’m living in Mexico City, but in the future I will move to a small city in the
province; I think I’ll probably move to Tula or Pachuca.
Slides 24: Model Conversation (10 m)
1. Look at the slide. What is the woman in the middle doing? (She’s predicting the future.) She’s a
fortune teller. What do fortune tellers tell the people that consult them? (Let students say what
they want.) Imagine you are visiting a fortune teller. Let’s practice this conversation. (Advance
to the next slide.)
2. Have students practice the conversation in pairs.
3. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
4. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.

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Slide 25: Speaking (15 m):

1. FP Activity: Speaking-Predictions
Introduction: What are your predictions for the future?
Procedure: Look at the slide. Work in groups of 3 and make your predictions for the topics
on the slide (or in your books on page 47).
For example:
T: In 2001, I think people will only work 30 hours a week and no one will work on
Saturday or Sunday.
Follow up: Change groups and discuss your predictions. Are any of your predictions the
same?
Slide 26: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 10, exercises 2, 3, 4 and 5.

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World View: Book 2A, Unit 11, Day 1

(133 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Warm up activity (15 m) Please note; you need copies for this activity.
1. SC Activity: Question - Answer
Introduction: Let’s talk about the things you do.
Procedure:
a. Get into groups of 4 or 5.
b. Put the cards face down in a pile on the table.
c. When it is your turn, pick up a card. Ask the other students in the group a question
about the activity on the card. Do you … (go jogging)? For Yes answers, ask more
questions. Begin When …? Where …? What …? How often …? Who … with? What kind of
…? What time …?
For example:
T: Do you go jogging?
S2: Yes
T: How often do you go jogging?
S2: I go jogging twice a week.
S2: (His / her turn to ask.)
Slides 5-13: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
arrange In an office when all the bosses want to meet they have a A XXX can also
meetings meeting. A secretary calls them and tells them what time they arrange a meeting.
will meet. She arranges the meeting. Who else can arrange
a meeting in an office?
give When a person presents his work to a group of people he I gave a presentation
presentations gives a presentation. Last week I gave a presentation at on XXX.
work. Have you given a presentation in school? What was it
about?
make Bosses in a company make decisions on what is the best I made a decision to
decisions thing for the office. When I was 18, I made the decision to XXX.
be a teacher. Did you ever make a difficult decision? About
what?
make money When you work hard you make money. People always want I make money XXX…
to make more money. How do you make money?
meet with People that sell things meet with clients so they buy their Medical representatives,
clients products. My husband meets with clients every day. What salespeople, etc… meet
job requires you to meet with clients? with clients.
type letters When you rent a house you sign a contract. That contract is I type letters to XXX.
and typed. Secretaries type letters and contracts on their
contracts computer. Do you type letters on your computer? To whom?

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wait on When someone takes care of you in a restaurant or store, we (Sales people) wait on
customers say that those people wait on customers. In a restaurant a customers.
waiter waits on customers. What other job involves waiting
on customers?
work as a So that the Mexican soccer team can win they need to work At school /work my co-
team as a team. In my job, the other teachers and I work as a workers /classmates and
team. Mention a time you worked as part of a team at I worked as a team on
school or work. Who did you work with? What did you do? XXX.
work long When you work more than 8 hours a day, we say you work XXX work long hours.
hours long hours. Doctors work long hours; they are in the
hospital 24 hrs. What other job requires that people work
long hours?

Slides 14-15: Getting Started (10 m)

1. Now, open your books to page 48, exercise 1. Look at the words in the box and complete each
paragraph individually.
2. Get into pairs and compare your answers. Come to an agreement. (Click on the slide and have
students check their answers.)
Slide 16: Reading Activity (15 m)
1. Open your books to page 49, exercise 3. Look at the photo. What’s the man’s job? (He’s a
pizza delivery person.) Write on the lines of exercise 3 two things this delivery man has to do
in his job. (Do not click on the slide.) Compare your answers with a partner. (Give them 1
minute to complete the task.) (As a whole class ask:) What are some things this delivery man
has to do? (Write some ideas on the board.)
2. Read the article and let’s see if your predictions were correct. (Give students time to complete
the task.) (Go down the list you wrote on the board and check the correct answers and cross
out the incorrect ones.) These are the answers I have. (Click on the slide to check there
answers.)
3. Now read the article again and complete exercise 5. (Give students time to complete the task.)
Get into pairs and compare your answers. (Click on the slide to check their answers.)
Slide 17-18: Grammar Focus (15 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. Use have to to say that something is necessary.
b. After have to, we always use BFV.
c. Use “has to” for he, she and it in affirmative.
d. We use the auxiliaries do/does + have to+BFV for questions.
e. In negative, we use don’t and doesn’t +have to+BFV.
f. Use “do / does” in short answers.
4. Have students open their books to page 50 and have them do exercise 2 and 3 in pairs. (Give
them time to do this. Monitor the group and help them with any questions they may have.
When they finish, click on the slide to check their answers.)
Slides 19-20: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.

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Slide 21: Oral activity (15 m)

1. SC Activity: Question – Answer / Role play – Going to, have to / don’t have to
Introduction: You are going to go play sports… What do you need?
Procedure:
1. What sports do you like? (Elicit from students different sports and write them on the
board.) What do you need to do these sports? (For example: To play football you need
shoulder pads.)
2. (Click on the slide) Imagine you are going to go play some sports. Get into pairs.
Student A is going to ask student B what s/he has to wear or use to play that sport.
For example: (See the slide.)
Oral Activity: (15 m)
1. FP Activity: Question – Answer – have to / don’t have to
Introduction: Let’s talk about what you have to and don’t have to do in different jobs.
Procedure: Get into pairs. Student A has to think of a job and answer student’s B’s questions
with short answers. Student B has to ask yes / no questions and guess your partner’s job.
When you finish switch roles.
For example:
(T)Student B: Do you have to work at night?
(S1) Student A: Yes, I do.
(T)Student B: Do you have to wear a uniform?
(S1) Student A: Yes, I do.
(T)Student B: Are you a nurse?
(S1) Student A: Yes, I am.
Follow up: In your same pairs now ask questions about the jobs of family members.
For example:
A: What’s your father’s job?
B: He’s a dentist.
A: What does he have to do?
B: He has to fix his patients’ teeth.
Slide 22: Oral Activity (15 m)
1. FP Activity: Presentation – have to / don’t have to
Introduction: Let’s talk about what you have to and don’t have to do to prepare for these
events.
Procedure:
a. Look at the slide. Do you know what these different events are? (Elicit the answers
from students.)
b. Choose one of the events on the slide or think of your own event, and think about 5
things you have to do and 5 things you don’t have to do to prepare for these events.
Make notes because you will need them later. (Give students time to complete the
task. Walk around and help them with any vocabulary words they might need.)
c. Get into groups of 4. Each student will present the information previously prepared
about the event. Make sure you don’t say what event you are talking about. The rest of
the group has to guess what event you are talking about.
For example:
T: When you know the answer, say it: To prepare this event you have to wear a cap
and gown, you have to study a lot so you can get to this moment. You have to buy
flowers and the people you invite have to buy you a gift. You don’t have to buy
food, you don’t have to make phone calls, Etc. (A graduation.)

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Slide 23: Wrap up & Homework (3 m)

1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 11, exercises 1, 2 and 3 in your workbooks.

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World View: Book 2A, Unit 11, Day 2

(131-136 m)

Slides 25-26: Homework (5 m)

Slide 27: Objectives (3 m)
1. Write the objectives on the board.
Slide 28: Warm up activity (15 m)
1. FP Activity: Description – be and have for descriptions
Introduction: Let’s talk about some famous people.
Procedure:
1. Copy the slide in your notebook.
2. Think of three famous people everyone knows.
3. Now, complete the chart in your notebooks. Follow the example.
4. Get into pairs. Read your description of each famous person without telling your
partner what the person is famous for. Can they guess who it is? If not, give them a
clue!
5. Once you finish guessing each other’s descriptions, Student A gives his / her
description to student B and student B gives his / her description to student A.
6. Underline all the adjectives you partner used and check that the spelling is correct
For example: (Have a student come up to the front and model the example with you.)
T. She is American, She is slim. She has black hair. Her skin is white. She is average-
height. She is 45 years old. She is famous for the movies The Blind Side and Miss
Congeniality. Who is she?
S1: Sandra Bullock!
T: Correct your turn now.
S1: He is British…Etc.
Slide 29: Pronunciation (15 m)
1. You are going to listen to the audio notice how the words have to and has to are blended
together.
2. (Play the audio. Play the audio again if necessary.) Did you hear how the words are blended?
You should hear ―hafta‖ and ―hasta.‖
3. Now, listen again and repeat.
4. Practice the conversation from page 50 exercise 3. Make sure you pronounce the words
correctly.
Oral Activity (25 m) Please note you need copies for this activity.
1. FP Activity: Presentation – have to / don’t have to
Introduction: Let’s talk about different professions and what they have and don’t have to do.
Procedure:
1. (Hand out worksheets.) First you have to match the twelve pictures to the job titles.
You can work alone or in pairs.
2. Let’s check your work. (Check to make sure that students have correctly completed
this portion of the worksheet.)
3. (Select one job title as an example and ask,) ―What does a doctor have to do?‖ (Write
students’ ideas on the board.)
4. You will each be assigned one of the jobs listed on the worksheet. (There aren’t
enough cards so you may have jobs repeated.) Keep your job a secret. (Hand out the
job slips.) Think about your job description. You can take notes if you want. When
you present your job description you must use has / have to and doesn’t / don’t have
to.
5. (When all students have finished preparing their descriptions:) Work in groups of 3 or
4. Each of you will describe what you do and don’t have to do in that job and your
classmates have to guess your job.

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For example:
T: I work on a farm. I have to take care of cows. I have to work long hours. I don’t
have to meet with clients because the farm runs itself.
Answer key:
1. architect 5. farmer 9. doctor
2. pilot 6. nurse 10. computer programmer
3. flight attendant 7. police officer 11. administrative assistant
4. graphic designer 8. mechanic 12. childcare provider
Slide 30: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Oral Activity (25 m):
1. FP Activity: Opinion Gap task – have to / has to
Introduction: Let’s talk about different jobs and what we have to do in them.
Procedure:
1. Open your books to page 51, exercise 7. Look at the list of jobs in the chart. Do you
know all the jobs? (Answer any questions they might have.)
2. Think of one more job and add it to the list at the bottom. Complete the chart. In the
middle column you will write what that person has to do in that job. In the last
column you have to write the activities that person doesn’t have to do. (Give students
time to complete the task. Monitor your students and help them if needed.)
3. (When time is up, elicit some examples from students.)
4. Now, rank the six jobs in the order of your preference.
5. Get into trios. Take turns telling each other your opinions about the best and the
worst job. Give your reasons. Remember to use have to / don’t have to.
For example:
T: I ranked administrative assistant as number 6. They have to type letters. They don’t
have to meet with clients.
S1: I put doctor as number 1. It’s an important job and they can make a lot of money
if they are good.
Writing Activity: (10 m)
1. Imagine you work at your ideal job. Write an article describing your typical day. Describe the
activities you have to and don’t have to do.

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Oral activity: (20–25 m) Please note; you need copies for this activity.
1. SC Activity: Information Gap – have to / has to
Introduction: We are going to study abroad. Let’s see what we have to do.
Procedure:
2. (Divide the class into two groups. A and B. Explain the situation:) You are going to study
abroad. The students in group A will have the information about student accommodation
for the first part of their trip, and the students in group B will have information about a
vacation apartment they want to rent after the study program. You are going to ask each
other questions, and make notes of the information.
3. (Give Worksheet A to the students in Group A, and Worksheet B to the students in
group B.)
4. First, work with someone from the same group as you and complete the questions on
your sheet with either Can we…?, Do we have to …? You don’t have to … (You want to
practice the hafta, hasta pronunciation.)
5. Now, find a pair from the other group (A + B) Ask each other the questions you
completed. Put a tick or a cross next to each question.
6. The activity ends when students have found out all the information. Carry out a whole
class plenary to check the answers, and go over any difficulties the students may have with
the language.
Slide 31: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 11, exercises 4, 5, 6 and 7 in your workbooks.

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Day 1 copies
use the
watch TV go shopping internet watch videos

read a play go out in the listen to the

newspaper computer evening radio
games
play a go out on
go jogging do exercise musical weekends
instrument
invite friends listen to go to the
home music go dancing cinema

help with
visit friends housework cook food play a sport

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Day 2 copies
Worksheet A
Information about student house Questions about vacation apartment
____ No towels provided _________________________ park in front of the
____ Please leave room free for cleaning house?
11 a.m. _________________________ pay anything extra?
____ Share bathroom with other students _________________________ smoke in the
____ You travel 20 minutes to school apartment?
____ No charge during vacations _________________________ feed the pets?
____ No cooking in rooms; use the kitchen _________________________ bring our hairdryers?
_________________________ use the telephone?

Worksheet B
Information about vacation apartment Questions about student house
____ No extra charge for hot water or _________________________ share a bathroom with
heating other students?
____ Please leave money if you use _________________________ clean the room
telephone ourselves?
____ Don’t park in front of the neighbor’s _________________________ travel to the school?
house _________________________ pay for the room
____ Feed the cat twice a day during vacation?
____ No smoking in bedrooms _________________________ bring our own towels?
____ Hairdryer in bathroom _________________________ prepare food in our
rooms?

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Lesson Plans Levels 2A and 2B

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 12, Day 1

(120-124 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up Activity (10 m)
1. FP Activity: Presentation – Present, likes and dislikes
Introduction: Do you like to watch TV? What kinds of programs do you like?
Procedure:
1. Look at the slide. Let’s read the questions. (Click on the slide and go over the questions.)
2. Who likes reality shows? Who doesn’t like them? Who likes soap operas (explain if
necessary that these are ―comedias‖ in Spanish). What other programs do you like or dislike?
3. Work in groups of 3-4 and tell your classmates about the programs you like and don’t like
and why.
For example:
T: I don’t like reality shows; I think they are stupid. I don’t like soap operas either. I
think they are a waste of time. The only programs I watch on TV are sports or
news.
Getting Started (5 m)
1. Open your books to page 52, exercise 1. Look at the picture. This is a picture of an island
called Mulkinney Island. Would you like to live on an island for a year? (Let students answer.)
What if there was nothing on the island; no houses, no hospitals, no stores, nothing? Would
you still like to live on the island? Why (not)? (Let students answer.)
Slide 6: Vocabulary (5-7 m)
1. Look at the slide. What verbs can you see? Now, look at the nouns. Work in pairs and decide
which verbs go with which nouns. (Give them a few minutes to do this.)
2. Let’s check your answers. (Click on the slide to show the answers.)
Slide 7: Getting Started (10 m)
1. Open your books to page 52, exercise 2. Read the advertisement for a new TV show called
Adventure Island. Complete the sentences with the verbs in the box.
2. Compare your answers with a classmate.
3. Let’s check your answers. (Click on the slide to show the answers.)
4. So, what things should the people who are going to be on the island, know how to do? What
abilities will be useful? Look at exercise 4 on page 53. For these people, will it be important to
use a computer? (Get students’ answers.)
5. Now, fill in the chart with what you think are useful abilities for someone who will be on an
island for a year. (Give them a few minutes to do this.)
6. Let’s check your answers. What did you write for ―start a business?‖ (Let students give you
their answers for each. Don’t spend a lot of time on this.)
Reading (10-12 m)
1. Open your books to page 53, exercise 6. Andrew Ho wants to be on Adventure Island. Read his
application form. Then check Yes or No to each question. (Give students time to read.)
2. What did you answer for number 1? 2? 3? And 4? (Yes, No, No, Yes)
3. So, do you think Andrew is a good person to go to the island? Why (not)? What are some of
his abilities?

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Lesson Plans Levels 2A and 2B

Slides 8-9: Grammar Focus (20 m)

1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. We use the present perfect to talk about things that happened in at an indefinite or
unspecified time in the past.
b. We use the auxiliary have or has + verb in past participle to form the present
perfect.
c. To form questions, we put the subject between the auxiliary and the VPP.
d. When we use ever in a question, it’s for emphasis. When we ask ―have you ever…?‖,
it means ―have you sometime in your life done XYZ?‖
e. To emphasize that we haven’t done an action, we use never in negative. It goes after
the auxiliary.
f. The VPP is the same as the simple past form for regular verbs. For irregular verbs,
you need to memorize them.
4. Have students open their books to page 54 and have them do exercise 3. Check their answers.
5. Have student to exercise 4 in pairs. When they finish, click on the slide to check their answers.
Slides 10-11: Repeat/Complete: Verbs in PP (5 m)
1. Repeat: Have students repeat the verbs in base form and past participle after you. Do each
example first chorally and then individually.
2. Complete: Show students the verbs in base form and have them say the past participle; do
some chorally and some individually.
Slides 12-13: Repeat/Complete: Present Perfect in affirmative (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 14-16: Repeat/Complete/Change: Present Perfect in negative (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: Have students change the sentences from negative with have+not to negative with
have never; do some chorally and some individually.
For example:
On the slide it says: I haven’t used a computer for work.
Students say: I’ve never used a computer for work.
Slides 17-18: Repeat/Complete: Present Perfect in interrogative (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.

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Lesson Plans Levels 2A and 2B

Slide 19: Oral Activity (10 m)

1. SC Activity: Question/Answer-Present perfect
Introduction: Have you done some of these activities in the past?
Procedure: Work in pairs. One student will ask the questions and the other will answer in
affirmative or negative depending on his/her experience. When you finish, switch so that both
have an opportunity to ask and answer.
For example:
T: Have you ever used a computer for work?
S2: Yes, I’ve used a computer for work.
Slide 20: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 21: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 12, exercises 1, 2 and 3 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 12, Day 2

(113-118 m)

Slides 23-24: Homework (5 m)

Slide 25: Objectives (3 m)
1. Write the objectives on the board.
Slide 26: Warm up activity (15 m)
1. SC Activity: Find someone who… – Present perfect
Introduction: Have you done many things in your life? Let’s find out
Procedure:
1. Look at the slide. In a minute, you are going to stand up and ask your classmates questions
to find classmates who have done these things.
2. In your notebooks, write 6 spaces for the names of your classmates.
3. What’s the first question? (Have you ever lived …?) Right, and a possible answer?
(Yes/No, I’ve [never] lived… ) If your classmate answers affirmatively, ask for more
information.
4. The first student to have 6 names, is the winner.
For example:
T: Have you ever lived in another country?
S3: No, I haven’t.
T: Have you ever lived in another country?
S7: Yes, I have.
T: Where did you live?
S7: I lived in the US.
Etc.
Slides 27-29: Recognition (review) /Repeat/Complete (new): Verbs in PP (10 m)
1. Recognition: Have students tell you the past participle of the verbs they learned last class. As
you click, each verb will appear in its base form. Have students tell you the past participle. Do
all of them as a group, then do them again individually.
2. New Verbs-Repeat: Have students repeat the verbs in base form and past participle after you.
Do each example first chorally and then individually.
3. New Verbs-Complete: Show students the verbs in base form and have them say the past
participle; do some chorally and some individually.
Slides 30: Recognition in pairs (5 m)
Procedure:
1. Work in pairs. One student looks at the slide and the other has his/her back to the slide.
The student who can see the slide says the verb in base form, and your classmate says the
past participle.
2. When you know all the verbs, switch places and do the same activity again.
For example:
T: S1 says: ―write‖ and S2 says: ―written.‖
Slide 31: Pronunciation (7 m)
1. Open your books to page 5, exercise 5. Listen to the expressions and sentences. Notice how
the vowel sound at the end of a word links to the vowel sound at the beginning of the next
word. (Play the audio for students to notice the linking.)
2. Let’s listen again and repeat the after the audio. (Play the audio again, make sure students are
linking the words correctly.)

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Lesson Plans Levels 2A and 2B

Slide 32: Oral Activity (15 m):

1. SC Activity: Question & Answer–Present perfect
Introduction: Have you done some interesting things in your life? For example?
Procedure:
1. Work in groups of 3-4. You are going to write 5 questions that you are going to ask
different students in the other groups. You can use the slide for some ideas, or you can
write your own questions.
2. Let’s look at the ideas on the slide. (Go over the vocabulary and ideas on the slide and
explain any that they don’t understand. Note the pronunciation of UFO is YOU-EFF-OH;
you need to say each letter individually. Give them time to write their questions and help
them if necessary.)
3. Now, you are going to stand up and ask different classmates your questions. Write down
their answers because after the activity, you will tell us the most interesting information
you found out. Find out what happened and when it happened.
For example:
T: Have you ever touched a snake?
S6: Yes, I have.
T: And have you ever eaten snake?
S6: No, I haven’t.
Follow up: Tell the group the most interesting thing you found out.
For example:
T: I found out that Juan Manuel has seen a UFO. He says he saw a UFO one night
when he was driving from Querétaro to Mexico City.
Slide 33: Oral Activity (15 m):
1. FP Activity: Role Play–Present perfect, simple past, future
Introduction: Do famous people have interesting lives? Do they have different experiences
than you or I do?
Procedure:
1. Imagine you are a famous person. You can be an actor, a musician, a singer, a politician, an
athlete, whoever you want to be.
2. Now, get into groups of 3-4 students. The people in your group are going to interview the
famous person to find out what he/she has done. You can also ask questions about what
the person will do in the future. You can be creative with your answers.
For example: (See the slide for the example. Do it with various students; take the part
of Carlos Slim.)
Slide 34: Speaking (15 m)
1. FP Activity: Speaking-Present perfect
Introduction: What are some things you’ve done? What about your classmates?
Procedure:
1. Open your books to page 55, exercise 5. First, check the activities that you have done by
putting a check in the spaces in the chart in the book and add two more activities to the
list.
2. Now, stand up and interview another two students to find out what they have done in the
past. Remember to write your classmates’ names in the spaces provided.
For example:
T: Have you ever grown vegetables?
S2: No, I haven’t. Have you ever traveled overseas?
T: Yes, I have.
S3: Where did you go?
T: I went to Canada in 2009. Have you ever gone surfing?
S3: No, I haven’t, but I have gone swimming in the ocean.
Follow up: Now, each person can share something interesting they found out.

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Lesson Plans Levels 2A and 2B

Slide 35: Speaking (15-20 m)

1. FP Activity: Presentations-Present perfect, simple past
Introduction: Have you ever done something that later you regret (arrepentir)?
Procedure:
1. Look at the slide. You are going to work in groups of 3-4. You will choose one of the
three topics on the slide (1, 2 or 3) and you will give a presentation on it. You need to tell
your classmates what happened and how you solved the problem. When you finish each of
your classmates has to ask at least ONE question.
2. Let’s look at the information on the slide. Please read the three situations and let me know
if you have any questions about any of the vocabulary. (Give them a minute to do this;
answer any questions they may have.)
3. Now, prepare your ideas; don’t write complete sentences, just ideas that you want to
mention. (Give them ONLY about 1-2 minutes maximum to do this.)
For example:
T: I chose number 1. I had a problem with a friend at work. She was very rude and she
always criticized my work. I talked to my boss, but that didn’t help. I tried to be
nice, but she continued with the same attitude. We shared an office and she moved
her desk so that I was looking at her back; she didn’t want to see me. Later she
began to have problems with all of the other people at work, too, so my boss finally
talked to her. Things were better, but she was never very nice. Now, do you want
to ask me some questions?
S2: Why was she like that?
T: I think she had some problems at home, so she acted like that at work.
S3: How long did you work with her?
T: I worked with her for about 6 years.
Etc.
Slide 36: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 12, exercises 4, 5 and 6 in your workbook.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 13, Day 1

(138-141 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Warm up Activity (20 m)
1. SC Activity: Chain Drill-Possessive adjectives, demonstratives
Introduction: Let’s talk about our things.
Procedure: Get into a circle. Take out anything you have with you and put in on your desk.
Say what you have then what your classmates’ have. (This is a chain activity where the first
student will say what his/her thing is and, then describe his/her classmates’ things. Don’t let
the chain go beyond 8-10 people because it gets too long; at that point, you should start
another chain.)
For example:
T: This is my cell phone.
S1: That is her cell phone. These are my keys.
S2: That is her cell phone, those are his keys, this is my sweater. Etc.
2. FP Activity: Presentation–Possessions
Introduction: Let’s talk about possessions, or things we own.
Procedure:
1. ―Keepsakes‖ refers to a special kind of possession. Think of something you have with
you or at home that is special for you and that you can say something interesting about
it.
2. Get into groups of 3. Tell each other about that one special possession and why it is so
special. Try to give as many details as possible.
3. As a wrap up, call on a few students to tell the whole class about their special
possession.
For example: (Take a few personal items from your bag. Tell /invent a story about one of the
items as an example.)
T: This is a picture of my sister. She’s a few years younger than me. We weren’t friends
when we were younger but now she is my best friend.
Slides 5-14: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
doll This is a doll. Did you play with dolls when you were little? My favorite doll was
What was your favorite doll? XXX.
jewelry box This is a jewelry box. Women keep earrings and rings in a I have XXX in my
jewelry box. Do you have a jewelry box? What do you have jewelry box.
in your jewelry box?
pin A pin is a piece of jewelry you can wear on your clothes. My XXX has a pin. It’s
Grandmothers’ usually wear pins on their clothes. Do you or XXX…
a relative have a pin? Describe it.
fall apart If something falls apart it breaks into pieces because it is old My XXX is falling
or badly made. This house is falling apart. Can you show me apart.
something that is falling apart?

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Lesson Plans Levels 2A and 2B

fall out If something such as your hair or a tooth falls out, it stops XXX fell out of the bag.
being attached to your body. (Take a bag and drop something
out of it.) What happened?
give away When you give something away, you give it to someone I gave XXX away to
without asking for payment. Have you given old clothes my XXX.
away? To whom?
pass on When you pass something on, you give someone something My XXX passed on
that someone else gave you. Grandparents pass on jewelry to XXX to me.
their children. Has anyone passed on something to you?
What?
put away When you put something away, you put it in a place where I put them away in my
you usually keep it when you are not using it. (Do the action.) XXX.
I put away my book. Where do you put away your clothes?
throw away When you throw something away, you get rid of it because I threw a paper away.
you no longer want it. You do this by putting it in the trash
can. Can you throw this paper away? (Have student to the
action.) What did you do?
take out To take out is to remove something from a pocket, bag or I took my wallet out of
container. (Do the action.) I take my book out of the bag. my XXX.
Can you take your wallet out of your pocket or purse? (Have
the student do the action.) What did you do?
try on To try on is to put on a piece of clothing in order to see how I tried on XXX
it looks and whether it fits. Have you been shopping lately?
What did you try on?

Slides 15: Getting Started (10 m)

1. Open your books to page 60, exercise 1.
2. Class discussion: What do you think ―keepsakes‖ means? What do all the things in the
picture have in common? (They’re old.) Why do people save things like these? (Because they
were a gift from someone special or because they are reminders of a special time or event.)
3. (After the discussion.) What do you think ―keepsakes‖ means? (A keepsake is an object that
reminds us of someone or something special.)
4. Look at activity 2. Match the words with the photos by writing the letter of each photo next to
the correct word or phrase in the box.
5. Listen to the audio to check your answers. (Play the audio). (Click on the slide to check their
answers.) Now, listen again and repeat each word after the audio.
Oral Activity (15 m)
1. FP Activity: Discussion – Vocabulary
Introduction: Let’s talk about your keepsakes.
Procedure: Open your books to page 60, exercise 4. Think about a very special keepsake for
you; a picture, a piece of jewelry, etc. Get into pairs and tell your partner about your keepsake.
For example: T: I have a collection of spoons. Everywhere I visit, I buy a spoon for my
collection. When I look at my collection of spoons, I remember the places I
visited. I have about 40 spoons now, which means I have traveled a lot.
Follow up:
1. Get into groups of three. (Make sure they aren’t with the person they worked before
with.) On a piece of paper write a brief description of a keepsake without saying what
the object is.
2. Take turns reading your descriptions and your classmates will guess the keepsake.
For example: T: This is something I had when I was a child. I used to play with it all the time.
I loved to dress her up.) (A doll.)

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Lesson Plans Levels 2A and 2B

Slide 16: Vocabulary Activity (7-10 m)

1. Open your book to page 61, exercise 5. Look at the list of verbs in the left column. These are
phrasal verbs like the ones we saw before in the vocabulary. Individually match the phrasal
verb with the correct definition. (Give them time to complete the task.)
2. Get into pairs and compare your answers. (Click on the slide to check their answers.)
Slide 17: Grammar Focus: Phrasal Verbs (15 m)
1. In English we have many verbs that are made up of a verb + preposition. We have two basic
types: separable and inseparable.
2. With separable phrasal verbs, we can separate the verb from the preposition. Let’s look at the
examples in the first column. (Click on the slide to show the verbs that can be separable.)
3. When we use these verbs we have 3 ways to say the same thing. (Click on the slide to show the
examples.) Let’s look at the last sentence. (Click on the slide.) We CAN’T use the pronoun
after the preposition; if we use a pronoun, it must be between the verb and the preposition.
4. With inseparable phrasal verbs, you cannot separate the verb from the preposition. (Click on
the slide to show the 2 verbs.) These verbs always use the preposition immediately after the
verb. (Click on the slide to show the examples.)
5. SC Activity: Stimulus & Response – Vocabulary
Introduction: Look at the verbs on the slide. Did you ever do any of these actions?
Procedure: I will say a verb and you tell me the last time you did that action or the last time
that action happened to you.
For example:
T: fall apart
S1: The tennis shoes I use for school fell apart last month.
T: try on
S5: I tried on a sweater at the mall last weekend.
Cues: (Use each cue more than once; make sure each student says something.)
give away put away
try on pass on
take out throw away
fall apart fall out
Slides 18-19: Listening (15 m)
1. Read the instructions and sentences in exercise 6. Any questions? Good! What do you think
the answers are to the questions? (Elicit some answers from students.) Let’s listen to the audio
and check your predictions. (Play the audio. If necessary, play it a second time.) Now, let’s
check your answers. (Click on the slide to check the answers.)
2. Let’s look at exercise 7. Please read the sentences. (Give them a minute to read.) Do you have
any questions? Now, you are going to listen to the conversation again. Please match the things
in the trunk to the person it belongs or belonged to. (Play the audio. If necessary, play it a
second time. Click on the slide to check the answers.)
Slide 20: Pronunciation (10 m)
1. Open your books to page 61, exercise 8. You are going to listen to the pronunciation of some
phrasal verbs.
2. (Play the audio).
3. What is stressed more the verb or the particle. (Point out that the main stress in these phrasal
verbs is in the particle.)
4. I am going to play the audio again. This time I want you to repeat. Make sure you link the
words smoothly. For example: (write on the board.) takeitout, thowitaway. (Point out that each
phrase is pronounced as though each were a single word.)

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Lesson Plans Levels 2A and 2B

Slide 21: Oral Activity (10 m)

1. SC Activity: Question/Answer–Phrasal verbs
Introduction: When you don’t need something anymore, what do you do?
Procedure:
a. Open your books to page 61, exercise 10. Get into pairs. Look at the questions.
(Explain the questions if needed.) Ask each other the questions on the slide. Make
notes because you will need them later. (Give students time to complete the task.
Monitor students and help them with any words they don’t know.)
b. Change partners and tell your new partner the information you got before.
For example: (Have two students come up to the front.)
T. What kinds of things do you throw away?
S1: I throw away old books.
T: (To student 2) Juan throws away old books.
Slide 22: Oral Activity (15 m)
1. SC Activity: Question/Answer–Possessive adjectives
Introduction: Let’s see whose stuff this is.
Procedure:
1. Let’s divide the class into two teams. Each team needs to get into a circle and in the
middle you must each put 2 of your personal belongings.
2. Look at the slide. The first person is going to ask. Whose XXX is this? The person to
his / her immediate right will answer. That XXX is Tere’s book or that’s Juan’s cell
phone, etc., and point to that person.
3. If the answer is NOT correct, the real owner of the item needs to say: No. It’s mine!
(Continue until you run out of stuff.)
For example:
T: (Stands in one of the circles and models the activity.) Whose pencil is this?
S1: (Student next to the teacher answers.) It’s Manuel’s pencil. (Points to the student.)
Owner of the item: No. It’s mine!
(DO NOT FORMALLY TEACH the possessive pronoun; that is for next class.)
Follow up: (Have each person write on a piece of paper “Whose writing is this?”
They fold the paper and half. Collect all papers and mix them. Hand them out again. Each
student holds up their paper and asks the group “Whose writing is this?” They all try to
guess as many “writers” as possible.
For example:
T: Whose writing is this?
S3: It’s Tom’s
S5: It’s Kathy’s
Kathy: Yes. It’s mine. (It’s S5 turn to ask.)
Slide 23: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 13, exercises 1, 2 and 3 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2A, Unit 13, Day 2

(123 m)

Slides 25-26: Homework (5 m)

Slide 27: Objectives (3 m)
1. Write the objectives on the board.
Slide 28: Warm up Activity (10 m)
1. You are going to listen again to the conversation between Mr. Freeman and Lisa we heard last
class. Look at the slide. These are some incomplete possessive phrases from the listening. Copy
them in your notebook. (Give students time to complete the task.)
2. Listen to the audio and complete them. (Play the audio. Play the audio again if necessary. Click
on the slide to check answers.)
3. Listen again and let’s see if you can recognize any more possessive phrases. (Play the audio.
Play the audio again if necessary.)
4. (Click on the slide.) What other possessive forms did you recognize? (Elicit from students
answers and write them on the board.
Slides 29-32: Grammar Focus: Possessive’s (20 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation.
3. Click to show students the labels.
4. Point out certain patterns to students:
a. We use an apostrophe + “s” ( ’s ) after a name to make the possessive form of the
name. If the name ends in ―s‖ or if it’s plural, we simply add an apostrophe ( ’ )
b. We use possessive adjectives (my, your, his, her, its, our, their) plus a noun to
show possession.
c. We use possessive pronouns (mine, yours, his, hers, ours, theirs) to replace a
possessive adjective and the noun.
d. Use the verb “belong to” to talk about things a person has or owns.
e. After “belong to”, we use an object pronoun (me, you, him, her, it, our, their).
5. Have students open their books to page 62 and have them do exercise 2 and 3 individually.
(Click on the slide to check their answers. Answer any questions they might have.)
6. Get into pairs and do exercise 4. (Click on the slide and check their answers.)
Slides 33-34: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 35: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.

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Oral Activity: (25 m)

1. FP Activity: Opinion Task – Possessives
Introduction: Let’s talk about your classmates’ keepsakes.
Procedure:
1. Open your books to page 63, exercise 5. Imagine you are filling a trunk with keepsakes.
Each keepsake will be a reminder of one person in the class. (Give each student in the class
the name of a classmate and tell them to choose one thing that reminds them of that
person.)
2. (Choose a student in the class.) Does XXX wear something a lot? Is there something XXX
always has? (Elicit some answers from students.) When you decide you write in your book.
(Give them two minutes to complete the task.)
3. Get into groups of 4. You are going to talk about the keepsakes you have chosen. You
need to discuss and come to an agreement as to what is the best keepsake that identifies
each of your classmates. Make sure you give reasons for your choices. (Give students time
to complete the task. Encourage them to give reasons for their choices by asking some
students Why?)
For example:
T: I think that the thing that reminds me of Karina is her key chain with Hello Kitty.
She always has it with her, so I think she really likes it. When she’s nervous, she
plays with it.
S3: I agree. She always has it with her.
Follow up:
1. A representative of each group will come to the board and write a list of the keepsakes
they chose. Make sure you don’t write the name of the person.
2. Each team will try to guess who is represented by each keepsake. Each correct answer is
worth 1 point. The team with the most points wins. (Repeat with each team.)
For example:
S3: The first thing is a Hello Kitty key chain.
S2: I think it belongs to Mariana. She loves Hello Kitty things.
S7: No, I disagree. I think it’s yours. You always have it with you and you play with it
when you are nervous.
S9: You’re right. It’s mine.
Slide 36: Oral Activity: (15 m)
1. FP Activity: Presentation – Simple present / Daily routine
Introduction: Can you imagine what different people’s lives are like? What activities do they
do every day?
Procedure:
1. Look at the slide; you can see different people with different professions. Select a
photo and describe the daily routine of that that person. Give him or her a name. Use
the time line to help you out. (Give students time to prepare their description of what
that person’s daily routine is like.)
2. Get into pairs. Each student will describe the daily life of the person they have chosen.
(For more practice, create new pairs.)
For example:
T: This is José. He is a doctor. He gets up at 6:30 a.m. He takes a shower at 7:00 a.m.
and then goes to the hospital. At 8:30, he sees his first patient. After that, he usually
has a cup of coffee before he visits his other patients. Etc.

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Oral Activity: (25 m) Please note; you need copies for this activity.
1. FP Activity: Information Gap – Simple present, possessives
Introduction: Let’s find out the names of the people in the picture by asking questions.
Procedure:
1. Let’s divide into groups of four. I will give each of you a set of the sixteen object cards.
2. You will work together to name the objects.
3. Now, here are four biography cards. You will take turns reading each card and
summarizing the important facts, and the likes and dislikes of each character on a separate
piece of paper, when you have finished reading all the biography cards, put the four cards
in a line on the desk.
4. (With the whole class, conduct comprehension checks; for example, what type of person is
Mike? What does Mary enjoy? Etc.) Now, each group needs to mix up the object cards and
you will divide the cards among the group members. (Each member should get four cards.)
5. Next, take turns placing each of their object cards under the biography card of the person
you think it belongs to and explain why.
For example:
T: I think this is Mike’s tie or this tie belongs to Mike because he works in an office.
Do you agree with me or not?
S5: I disagree. I think that’s John’s tie because…
(When students have placed all of the object cards under the biography cards, tell them
that there should be four objects for each person, and that they should try to agree on
which objects belongs to whom. Have groups compare how they divided the possessions
and explain why.)
Answer Key
These are suggested answers. If any of the groups have other answers, invite them to
share their explanations with the class.
John: tie, dictionary (works in foreign exchange department), cell phone (spends a lot
of time speaking to friends), soccer ball (likes team sports)
Mary: magazine (goes to a lot of concerts/films), briefcase (takes work home with
her), CD (likes music), laptop (works at home)
Mike: guitar (wants to be in a band), TV (likes relaxing at home), athletic shoes (likes
exercising), frying pan (loves to cook for his friends)
Janet: watch (loves water sports), radio (listens to the news wherever she goes), novel
(loves to read), coffee mug (likes coffee)
Slide 37: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 13, exercises 4, 5, 6, 7 and 8 in you workbooks.

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World View: Book 2A, Unit 14, Day 1

(118-132 m)

Slide 2: Homework (5 m)
Slide 3: Objectives (3 m)
1. Write the objectives on the board.
Slide 4: Warm up Activity (15 m)
1. SC Activity: Matching – Present, past
Introduction: What stories did you like to read or watch on TV when you were children?
Procedure:
1. Look at the slide. What stories are the pictures from? (Let students say whatever they can
about the pictures.)
2. (Click on the slide to show the names of the stories.) Work in pairs and match the name of
the story to the picture. (Explain that tortoise is a turtle and hare is a rabbit, and that a
duckling is a small duck if necessary.) (Have students say which story goes with which
picture. 1st is The Ugly Duckling, 2nd is The Tortoise and the Hare, 3rd is Pinocchio.)
3. Do these stories have a message or moral (moraleja)? What is the message of Pinocchio?
What does it teach children? (Not to lie, and that you have to work hard in life to get
ahead.)
4. (Click on the slide.) Look at these morals or messages. Match each one to the story it goes
with. (Have students say which story goes with which picture. 1st is that people can change,
2nd is that if you are consistent you will go far, 3rd is that you shouldn’t lie.)
5. Now, work in pairs and tell your classmate about a story that you liked when you were a
child. It can be a story you read or one that you watched on TV or in a movie. If the story
had a moral, say what the moral of the story was.
For example:
T: When I was a child, my favorite story was about a boy that always shouted that
there was a wolf, so that all the people in the town would come and help him, but
when the people arrived, the boy was laughing because there wasn’t a wolf or any
danger. He did it so many times, that when a wolf did show up one day and he
shouted for help, no one came. The moral is that you shouldn’t lie to people,
because later when you want to tell the truth, they won’t believe you.
Slides 5-13: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
upset When you are upset, you experience emotional or mental I get upset when…
distress. When you are upset, you can feel angry, disappointed, XXX because…
sad, etc. We use upset for almost any negative emotion that
causes emotional suffering. I get upset when my boyfriend
doesn’t call me. When do you get upset? Why?
embarrassed When something happens and your face gets red and you want I was embarrassed
to hide, you are embarrassed. Last week, I was walking down when… XXX
the street and I fell. It was really embarrassing. When was the because…
last time you were embarrassed? Why?
calm When you are calm, you are tranquil. Many people meditate to I XXX to keep calm in
keep calm. What do you do to keep calm in traffic? traffic.

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suspicious When you doubt someone you are suspicious of that person; I’ll be suspicious of
you don’t trust him or her. The police are suspicious of John, XXX because she’s
they think he stole the money. If someone takes your cell always looking at my cell
phone, who will you be suspicious of? Why? phone.
proud When you feel happy and pleased with yourself or with I’m proud of XXX.
someone, you are proud. I was very proud of myself when I
graduated from the university because I was the first women in
my family to do that. What is something you are proud of?
polite When you are courteous and have good manners, you are Polite people shake
polite. A polite person always says hello and good bye to hands / greet the
people. What do polite people do in Mexico when they meet person…
someone new?
rude The opposite of polite is rude. It’s rude to talk on your cell People who do XXX are
phone in a movie theater. What is something else that people rude.
do that is rude?
absent- When you forget things or are distracted, you are absent- XXX is absent-minded
minded minded. I always forget my friends’ birthdays; I’m very because…
absent-minded. Tell me someone you know who is absent-
minded? Why?
loud When something is loud, it makes a lot of noise. When there is XXX was very loud.
a party, people play the music very loud. When was the last
time you heard something loud?

Slide 14: Getting Started (15 m)

1. Today we are going to look at some stories about a man, Nasreddin Hodja, who was from
Turkey, many years ago. In his country he is still very famous for his stories because they
always had a moral to them.
2. Open your books to page 64, exercise 1. Look at the vocabulary. Choose the correct synonym
for each adjective. (Give students time to do this, then check their answers by clicking on the
slide.)
3. Look at the pictures in exercise 3. The man in the yellow hat is Nasreddin Hodja. Let’s look at
picture A. Using the adjectives in exercise 1 or any other adjectives you know, how would you
describe the people in the picture? (Let students say whatever they think.)
4. Now, work in pairs and describe the people in the other three pictures using the adjectives we
just learned or any other adjective you know. (Let students describe the people in the pictures.)
Reading (10-15 m)
1. Do most children’s stories have a moral? Why do you think so?
2. Look at page 65, exercise 5. Read the stories and then match the paragraphs to the pictures on
page 64. (Give students time to do this.)
3. Let’s check your answers. What pictures go with the first story? (B and D) Which pictures ar
for the second story? (A and C).
4. Now, look at exercise 6. What is the lesson or moral of each story? Read the questions and
answer them. (Give them a minute to do this, then check their answers orally: 1. b; 2. c.)

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Slide 15: Grammar Focus (7 m)

1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. We use adjectives to describe people, places and things.
b. We often use the verb ―be‖ with adjectives.
c. Adverbs of manner describe how we do something.
d. Adverbs of manner usually end in –ly.
e. We add an –ly to an adjective to make an adverb in most cases.
f. If the adjective ends en “y” we change the “y” to “i” before adding the –ly.
g. (Click on the slide.) Some exceptions are: hard, fast and early. These don’t change.
h. The adjective good changes to well. (Write ―goodwell‖ on the board).
Oral Practice (5-7 m)
1. CP Activity: Recognition-Adjectives and adverbs
Introduction: Let’s practice adverbs.
Procedure: I say an adjective and you tell me the adverb.
For example:
T: intelligent
S2: intelligently
Cues:
Adjective Adverb Adjective Adverb
happy happily calm calmly
polite politely proud proudly
angry angrily nice nicely
quiet quietly noisy noisily
suspicious suspiciously hard hard
fast fast rude rudely
early early loud loudly
quick quickly absent-minded absent-mindedly
comfortable comfortably beautiful beautifully
Slides 16-19: Repeat/Complete/Change: Adverbs (15 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: Do each of these individually. On the slide you will see a sentence with an
adjective; you need to change it to make a similar sentence with an adverb.
For example: The exam was hard. I worked hard to answer it. (work)

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Oral Practice (10-12 m)

1. SC Activity: Stimulus-Response-Adverbs
Introduction: What are some adverbs we know? (Write the ones students mention on the
board in one column.) What are some verbs we know? (Write the ones students mention on
the board in another column.)
Procedure: I say an adverb and a verb and you tell me about someone you know that does
that action using the adverb.
For example:
T: speak / fast
S2: My English teacher speaks very fast.
S5: My friend Carlos always speaks very fast.
Cues: (You can use the same cue for more than one student.)
work / happily speak / calmly drive / fast
act / politely answer / nicely play / happily
answer / angrily work / noisily work / hard
work / quietly study / hard speak / intelligently
run / fast act / rudely talk / quietly
arrive / early sing / loudly speak / politely
eat / quickly dance / beautifully
Slide 20: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Oral Practice (10-15 m)
1. FP Activity: Presentation-Adjectives and adverbs, simple past
Introduction: Have you ever been rude to someone? Has anyone ever been rude to you?
Procedure: Work in groups of 3-4 and tell your classmates about a time that you were rude to
someone or a time someone was rude to you. Explain what happened. You must use at least 2
adjectives and 2 adverbs in your presentation.
For example:
T: One time I was riding on the bus. I was looking out of the window very absent-
mindedly when I realized that I had to get off the bus at the next stop. I stood up very
quickly and when I did, I dropped my bag on the foot of a woman who was standing.
The bag wasn’t very heavy; it only had my sweater in it, but the woman started
shouting at me saying that I should be more careful and that I shouldn’t drop things
because I can hurt someone. She called me some names, but I ignored her and got off
the bus. I think she was very rude and maybe a little crazy.
Slide 21: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 14, exercises 1, 2 and 3 in your workbooks.

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World View: Book 2A, Unit 14, Day 2

(131-153 m)

Slide 23: Homework (5 m)

Slide 24: Objectives (3 m)
1. Write the objectives on the board.
Slide 25: Warm up Activity (10 m)
1. SC Activity: Stimulus-Response – Adverbs, simple present
Introduction: Are there things you like to do quickly, but others you like to do slowly and take
your time?
Procedure: Look at the slide. Work in pairs and tell your partner something that you do using
these adverbs.
For example: (See the slide for the example.)
Slides 26-28: Grammar Focus (15 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. When we compare two actions, we use the comparative form of adverbs.
b. To compare adverbs we use more + adverb + than.
c. The adverbs that are exceptions have different forms.
4. Open your books to page 66, exercise 2. Circle the correct words to complete the chart. (Give
them a minute to do this. Go over the answers orally: how; actions, adjective, “i.”)
5. Now, look at exercise 3. Complete the sentences using the adverbs. (Give them time to do
this.) Check your answers with a classmate. (When they’ve finished checking, click on the slide
to show the answers.)
6. Next, look at exercise 4. Work in pairs and use the comparative form of the adverbs to
complete the sentences. (Give them time to do this. When they finish, click on the slide to
check their answers.)
Slides 29-30: Repeat/Complete: Comparative form of adverbs (5 m)
1. Repeat: Have students repeat the verbs in base form and past participle after you. Do each
example first chorally and then individually.
2. Complete: Show students the verbs in base form and have them say the past participle; do
some chorally and some individually.
Oral Activities (30-35 m)
1. SC Activity: Stimulus-Response-Adverbs (15 m)
Introduction: What are some adverbs we know? (Write the ones students mention on the
board in one column.) What are some verbs we know? (Write the ones students mention on
the board in another column.)
Procedure: I say an adverb and a verb and you compare yourself to someone you know ( a
classmate, a family member or a friend) using comparative adverbs.
For example:
T: speak / fast
S2: My friend Carl speaks faster than I do.
S5: I think that Diana speaks faster than all of the other students in class.

(Cues on the next page.) 

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Cues: (You can use the same cue for more than one student.)
work / hard speak / calmly drive / fast
work / quietly answer / nicely drive / carefully
act / politely work / noisily play / happily
run / fast study / hard speak / intelligently
eat / fast sing / loudly talk / quietly
arrive / early dance / well speak / politely
speak / quickly sing / well read / fast
2. FP Activity: Presentation-Adjectives and adverbs, simple past (15-20 m)
Introduction: Does everyone study the same way? Do some people like to study with music?
Do some people like to have absolute quiet?
Procedure: Let’s talk about our study habits. Work in groups of 3-4 and tell your classmates
about how, when and where you like to study. Use adverbs in your presentation. Your
classmates will take notes, because at the end you will compare your study habits.
For example:
T: When I study, I like to have quite. I don’t like it when there are a lot of people
around me. I like to listen to music when I study, but I don’t like to listen to the radio
because the commercials and people taking distract me; I get distracted easily when I
study. I prefer to study at night and for me the best place to study is in my bedroom
where I have a small table and my computer. When I have an exam, I study by writing
all of the information on cards, and I use my cards to study.
Follow up: Now, tell the group about one of your study habits and compare that to the study
habits of a classmate.
For example:
T: When I study, I get distracted more easily than Francisco. He says that he can study
anywhere anytime, even if it’s noisy.
Slides 31-33: Pronunciation (10-12 m)
1. When you say a word in Spanish, do you say every single consonant and vowel? (Yes.) What
about in English, do we say every single consonant and vowel? (No.) For example, what about
the words thought, designer or height? So, many words in English have consonants and
vowels that we don’t pronounce or we don’t pronounce clearly. Part of the rhythm of English
depends on the vowel sounds that are strong or stressed. We stress some vowel sounds in a
word, but then the other vowel sounds are reduced to an /Ə/ (the vowel sound in the or but).
Let’s listen to some words.
2. Open your books to page 67, exercise 5. First listen to the audio and notice the strong sound in
each word. (Play the audio.)
3. Now, listen again and notice how some of the vowel sounds are reduced. (Play the audio
again.)
4. This time, listen and repeat the words. (Play the audio again.)
5. Next, listen to the words in exercise 7 and draw a circle over the strong or stressed syllables
and underline the vowels that are short or reduced. (Play the audio.)
6. Listen again, and repeat. Check your answers. (Play the audio again and click on the slide to
show the answers.)
Oral Activity (25-30 m):
1. SC Activity: Charades–Adverbs Please note; you need copies for this activity.
Introduction: Are you good at acting? Let’s see.
Procedure: I have 20 cards here and each card has a verb and an adverb. I’m going to mix
them up, and you will take a card and you have to act out the action and adverb. We are going
to work in two teams. The first team to guess the correct action and adverb gets a point. If
your team can make a complete, correct sentence, you can get another point for your team.

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For example:
T: (Imagine your card says ―walk angrily.‖ You need to act this out and let students
guess it, when they do, ask them for a complete sentence.)
S6: walk fast
T: No.
S6: walk quickly
T: No.
S9: walk angrily
T: Correct. Now, give me a sentence.
S9: You were walking angrily to the classroom.
T: Perfect, you get another point.
Follow up: Now, let’s divide the group into 4 teams of about 5 students each. I will give each
team 5 cards and as a team, you have to create a story using the verbs and adverbs.
For example:
T: Yesterday Martín was walking happily down the street when he saw Carlos. He
greeted him politely and they talked calmly for a few minutes. Then he continued
walking and he saw Sara, she was talking nervously to a friend. Her friend was
laughing loudly.
Slide 33: Speaking (15-20 m):
1. FP Activity: Speaking-Adjectives, adverbs, simple past
Introduction: What is a story you remember from your childhood? Let’s share some stories.
Procedure:
1. Open your books to page 67, exercise 9. You are going to work in groups of 4. First you
need to fill in the information about your story in exercise 9. (Click on the slide to show
the example.)
2. Now, tell your story to the class. Does your story have a lesson or moral? What is it?
For example:
T: In the story about Cinderella, I don’t think that there is a moral really, but I think
that it tells people that if they have a dream, they should go after it. Just because the
situation is difficult, you can still achieve your dreams.
Slide 34: Speaking (10-15 m)
1. FP Activity: Chain Story- Adjectives, adverbs, simple past
Introduction: Let’s tell our own story about someone in class.
Procedure: You are going to tell a story about your teacher. Each student will say one
sentence to continue the story. Try to use adverbs in your sentences. Each sentence has to be
logical in the story. (Each student will successively add on a sentence to the story; if it gets too
strange at any point, you can stop it and start a new story.)
For example:
T: Once upon a time, there was a wonderful English teacher called (say your own
name). S/he always came to class happily because s/he has wonderful students.
S1: One day, the teacher was walking to class absent-mindedly when s/he fell.
S2: I saw what happened, so I ran quickly to help.
Etc.
Slide 35: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 14, exercises 4, 5, 6, 7 and 8 in your workbooks.

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walk greet walk talk

happily politely quickly calmly

look show talk answer

suspiciously proudly nervously rudely
walk
relax eat laugh absent-
comfortably hurriedly loudly mindedly

shout smile read read

angrily shyly slowly excitedly

sing loudly dance run slowly speak

badly quickly

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World View: Book 2A Final Review

(136 m)

Slide 2: Homework: (5 m)
Slide 3: Objectives (3 m)
1. Write the objectives on the board.
Slide 4: Grammar Practice (10 m)
1. (Click on the slide.) Look at the sentences. Copy them in your notebooks.
2. Now, read each sentence and circle the mistake; it’s one of the underlined words or phrases.
Then, write the correction in your notebooks. (Give students time to complete the task.
Monitor them and help them if needed. Once they finish click on the slide to check their
answers. Go over any questions they might have.)
Slide 5: Oral Practice (15 m)
1. SC Activity: Question - Answer – Say and tell
Introduction: Let’s do a survey.
Procedure:
1. Open your books to page 39. Exercise 9. You are going to listen to a conversation of
people conducting a survey. Listen for the kind of information asked for in the survey
regarding movies. (Play the audio. Play it again if necessary.)
2. Look at exercise 10. You will use this chart to record the results of your survey.
3. First, what different kinds of movies do you know? (Elicit some ideas from students and
write them on the board. For example: science fiction, comedy, action, drama, romantic,
etc.)
4. Now, stand up and ask five people the questions on your survey. When you finish, you will
report what your classmates said.
For example: (Have a student come up to the front to model the activity with you.)
T: What’s your name?
S1: My name is George.
T. What’s your favorite kind of movie?
S1: My favorite kind of movie is science fiction.
T: What’s your favorite science fiction movie?
S1: My favorite science fiction movies are the Star Wars movies.
T: Why do you like them?
S1: Because the special effects are great!
Follow up: Report what you found out about the movies that your classmates like.
For example:
T: Carlos loves action movies. He says that his favorite action movies are all of the
Matrix movies. He says they are the best. Etc.

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Slide 6: Oral Activity: (15 m)

1. SC Activity: Role-Play – would like /like, would prefer / prefer
Introduction: If you had a restaurant, what would you put on the menu? Let’s make a menu
for your restaurant.
Procedure:
1. (Books closed.) Imagine you have a restaurant. What is your restaurant’s specialty? (Give
students two minutes to think about this.)
2. You are going to listen to a conversation between a server and a customer at a restaurant.
Listen to what the customer orders. (Soup.)
3. Open your books to page 56, exercise 2. Get into pairs. You are going to write a menu for
your restaurant. Make sure you can explain each dish and describe what’s in it. (Give
students time to complete the task. Walk around and help them if needed.)
4. Next, look for a different pair. Each waiter has to explain the dishes to the customer. The
customer can ask questions in reference to the dishes. DO NOT ORDER YET.
5. Now, look for a different pair. This time Student A will be the waiter and student B the
customer. The waiter gives the menu to the customer, explains the dishes, then the
customers orders. Once you finish switch roles.
For example:
T: Would you like the menu?
S1: Yes, please.
T: Are you ready to order?
S1: Yes. What does the nacho appetizer have?
T: It’s tortilla chips with meat, cheddar cheese and jalapeños.
S1: Mmm, that sounds good. I’d like the nachos for an appetizer.
(Continue with the rest of the menu.)
Slide 7-8: Oral Practice (20 m)
1. FP Activity: Opinion Gap– will for predicting
Introduction: Let’s make some predictions about your partner.
Procedure:
1. Get into pairs. Look at your partner. Now, look at the slide. You are going to make some
predictions about your partner. Write numbers 1 to 13 in your notebook. Now, write your
own predictions about your partner for numbers 11, 12 and 13. Now, write ―yes‖ or ―no‖
next to each number according to your prediction for your partner.
2. Now, Student A will start but telling his/her partner his first prediction. Student B will ask
―Why do you think so?‖ Student A will give the reasons, and at the end, Student B will say
if the prediction is right or wrong.
For example: (Click on the slide to see the example. Have a student come up to the
front and model the example with you.)
T: I don’t think you’ll be famous one day.
S4: Why not?
T: Because you are studying to be a nutritionist. There aren’t many famous
nutritionists.
S4: You’re probably right. Now, I think that you’ll buy a motorcycle next year.
T: Really? Why?
S4: Because….

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Slide 9: Oral Practice (20 m)

1. SC Activity: Presentation – have to / don’t have to
Introduction: Let’s talk about some jobs.
Procedure:
1. Look at the slide. Choose one of the jobs and make note of the things you have to and
don’t have to do in that job. (Give students time to complete the task.)
2. (Click on the slide again.) Now, get into pairs and present your job to your partner. He has
to guess what job you are talking about.
For example:
T: In my job I have to arrange meeting, I don’t have to travel, etc.
S1: Are you an assistant?
T: Yes, I am. (Now it’s S1 turn to present.)
Follow up:
Choose a profession and using the example on the slide write 3 things you have to do in that
job and three things you don’t have to do. Once you finish get into pairs and repeat the activity
as before but this time with your chosen profession.
Slide 10: Oral Practice (15 m)
1. FP Activity: Question – Answer – ever / never with the present perfect
Introduction: Let’s take a survey and see the things you have done.
Procedure:
1. (Books closed. Conduct an informal survey in class using the present perfect. This is to
activate students’ schemata of what they will do later.) As the following questions:
 Who has read a novel in English?
 Who has met triplets?
 Who has drunk mezcal?
 Who has eaten jumiles?
 Who has danced a Mexican folkdance?
 Who has forgotten their homework?
2. Open your books to page 57, exercise 12. Look at the pictures in the chart. Imagine you
have done six of the activities in the pictures. Choose them and put a check mark next to
the six activities in the chart you have done.
3. You will survey your classmates to find out which activities they have done. When you find
a classmate that has done that activity, you put their name on the line.
4. (Briefly review the questions form that students will use: Have you ever + PPV)
5. There is one rule: You must always answer in complete sentences.
For example:
T: Have you ever worked on a farm?
S1. No, I have never worked on a farm.
T: Have you ever gone camping?
S1: Yes, I have gone camping.
T: (Writes S1 name on the line under camping.)

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Slide 11: Oral Practice (15 m)

1. FP Activity: Presentation – possessive’s adjective, possessive’s pronouns and belong to
Introduction: Let’s talk about your family keepsakes.
Procedure:
1. (Click on the slide.) Can you think of an important family keepsake? (Elicit some answers
from students.) (Click on the slide.) This is my family keepsake, it is an armchair.
2. (Click on the slide again.) Read these questions. Do you have any questions? Good! Now
get into pairs. Student A will talk about their family keepsake and student B will listen.
Once student A finishes, it will be student B’s turn to present. Make sure you answer all
the questions on the slide in your presentation.
For example:
T: This is my family keepsake. It is an armchair. This armchair is from Spain. It
belonged to my grandfather. It is very old; it is 60 years old. It is a big armchair and
the cloth is green and gold silk. The wooden part is painted gold also. It is special
to my family because he used to sit there and tell us great stories.
Follow up: Have them change partners two more times and repeat the previous process.
Slide 12: Oral Practice (15 m)
1. FP Activity: Chain story – adverbs of manner
Introduction: Let’s create a group story.
Procedure:
1. You are going to listen to people talking. They are using adverbs in their conversation.
Please identify the adverbs and write them down. (Play the audio once. Play it again if
necessary.)
2. Did you identify them? (Happily, absent-mindedly, calmly, quickly.) Excellent!
3. Get into groups of 4. Now, open your books to page 76, exercise 7. As a group, write each
of the adverbs on a small piece of paper. Then fold each of the papers and put them in the
middle of the group, and mix them up.
4. In your groups, you are going to create a story using the adverbs and your imagination.
5. When it is your turn you will choose one of the slips of paper from the middle. You will
need to say two sentences. You have to use the adverb in at least one of the two sentences.
When you finish, the next person takes a paper and says continues the story by saying two
more sentences. Try to be creative in your stories. (Give students 7-10 m to complete the
task. Walk around the classroom helping as needed.)
For example: (Look at the slide.)
Follow up: If time permits have some of the groups present their stories.
Slide 13: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, study for the exam.

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Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 15, Day 1

(118-128 m)

Slide 2: Objectives (3 m)
1. Write the objectives on the board.
Slide 3: Warm up activity (15 m)
1. SC Activity: Find someone who… ?: Integration of tenses, sports
Introduction: Do you like sports? Do you do exercise?
Procedure:
1. Look at the slide. In a minute you are going to stand up and ask your classmates questions
to find people who do the activities on the slide.
2. In your notebooks, write numbers 1 to 6, so that when you find a person who does the
activity on the slide, you can write his/her name in your notebook.
3. Let’s look at the questions.
For example:
T: What’s the question for the first one?
Ss: Do you love to play soccer?
T: Right. And if your classmate answers yes, can you write his/her name in your
notebook?
Ss: Yes.
T: Good. What’s the question for the second one?
Ss: Do you do exercise?
T: And if your classmate answers yes, can you write his/her name in your notebook?
Ss: No.
T: Right, because for this question you are looking for someone who NEVER does
exercise. What’s the question for the third one? (Go over all the questions.) Now
stand up and find classmates who do these activities. The first one to have a name
for each number, wins.
Follow up:
T: What did you find out that was interesting about your classmates?
S2: That José hates to play soccer. I always thought he liked to play soccer.
Slides 4-15: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
aerobics Aerobics are exercises that help make your heart and lungs They usually do
stronger. In the 1980’s aerobics were very popular. Where do aerobics in a gym or at
people usually do aerobics? home.
karate Karate is a Japanese sport that teaches you to defend yourself. I took karate classes at
My cousins take karate classes every day. Who took karate XXX.
classes when you were a child? Where did you take classes?
basketball Basketball is a sport that is played inside. Most basketball (Kobe Bryant) is a
players are very tall. Who is a famous basketball player? famous basketball
player.

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Lesson Plans Levels 2A and 2B

skiing When you go skiing, you put long pieces of wood on your You can go water skiing
feet (skis). You can ski on water on in the snow. Skiing is a in…
very popular sport in Europe. Where can people go skiing in
Mexico?
biking Biking is an exercise where you ride your bike for many You can go biking …
kilometers. The Tour de France is the most famous biking XXX.
race in the world. Where can people go biking in Mexico?
soccer Soccer is a game that people play all over the world. My My favorite soccer
favorite soccer team is (XXX). What’s your favorite soccer player / team is…
team? Who’s your favorite soccer player?
golf Golf is a sport that you can play at any age. Lorena Ochoa There is a golf course
is/was a famous Mexican golf player. Where is there a golf in…
course in Mexico?
swimming You can go swimming in a swimming pool or in the ocean. I I went swimming (8
went swimming last weekend in Cuernavaca. When was the months ago) in…
last time you went swimming? Where did you go?
hockey Hockey is a sport that people play on ice. Canadians are I saw a hockey game on
famous for their hockey players and teams. Have you ever TV many years ago. It
seen a hockey game on TV? What did you think of it? was confusing for me.
tennis Tennis is a sport that you play with a ball and a tennis racket. XXX is a famous tennis
Wimbledon is one of the most famous places you can play player. You can play
tennis. Who is a famous tennis player? Where can you play tennis …
tennis here?
jogging When you run for exercise, we say you go jogging. When you I go jogging every day
go jogging you run at a slow, steady pace. Does anyone here in XXX park.
go jogging every day? Where do you go jogging?
volleyball To play volleyball you need the ball and the net. I played I have played volleyball.
volleyball in high school. Who has played volleyball before? I played volleyball in
When and where did you play? ….

Slide 16: Getting Started (15 m)

1. Open your books to page 68, exercise 1. First, match the pictures to the sports. (Give them a
minute.) Let’s check your answers. (Check answers orally: 1. A, 2. C, 3. F, 4. B, 5. D, 6. E)
2. Let’s look at exercise 2. You are going to work in pairs and write the sport next to the correct
verb. For example, we say ―do aerobics‖ and ―play soccer,‖ and ―go biking‖ (Click on slide.)
Now, do the rest of them. When you finish we’ll check your answers. (Give them a few
minutes to do the activity. When they finish play the audio for them to check their answers.
Finally, click on the slide to show the answers.)

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Lesson Plans Levels 2A and 2B

Slide 17: Oral Activity (10-15 m)

1. SC Activity: Information Gap-Simple present, sports
Introduction: What sports do you like to play? Which ones do you like to watch?
Procedure:
1. Look at the slide. In your notebooks, write down your 3 favorite sports to watch and your
3 favorite sports to play. (Give them a few minutes to do this. Help them with any
vocabulary they may need.) (Click on the slide to show ―your‖ favorites.)
2. Now, stand up and find the classmate that is most similar to you and the classmate that is
the most different from you by asking questions about the sports he/she likes to watch
and play.
For example:
T: What’s your favorite sport to watch?
S1: Soccer. What’s your favorite sport to watch?
T: American football. What’s your least favorite sport to watch?
S1: Golf.
T: I agree; golf is the most boring sport.
Etc.
Slides 18-19: Listening (15 m)
1. Open your books to page 69, exercise 5. You are going to listen to a TV report about sports in
Canada. They will talk about 6 different sports, and the percentage of people that do them.
Write the correct sport in each of the blanks. (Play the audio, if necessary, play it a second
time.)
2. Work with a partner to check your answers. (Once students have checked with their
classmates, click on the slide to show the correct answers.)
3. Now, look at exercise 6. You are going to listen to the rest of the interview and check who
likes to play each sport. (Play the audio, if necessary, play it a second time.)
4. Work with a partner to check your answers. (Once students have checked with their
classmates, click on the slide to show the correct answers.)
5. Look at exercise 7. Work in pairs and discuss the questions. (Give them about 3-4 minutes to
do this.)
6. Now, what conclusions did you come to? Who likes team sports more, men or women? Who
likes individual sports more, men or women?
Slide 20: Grammar Focus (7-10 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. After these verbs, we can use a gerund, a noun or an infinitive.
b. A gerund in English is a noun; it’s formed by adding ing to a verb: swimming,
jogging, running, etc.
4. Open your books to page 70, exercise 1. Put the verbs in order. (Give them a minute to do
this, then check answers. hate, don’t like, like, love.)
Slides 21-23: Repeat/Complete/Change: Gerunds, infinitives (15 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: On the slide you will see a sentence with a gerund or an infinitive. If the sentence has
a gerund, change it to use an infinitive; if it has an infinitive, change it to a gerund.
For example: She likes to play basketball.  She likes playing basketball.
They love watching soccer.  They love to watch soccer.

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Oral Practice (10-12 m)

1. SC Activity: Stimulus-Response-Gerunds and infinitives
Introduction: What are some things you hate to do at home? Are there things you like to do?
Procedure: I say an activity and you say if you like, love, hate, or don’t like to do that activity.
For example:
T: eat ice cream
S2: I love to eat ice cream.
S5: I don’t like eating ice cream; it makes you fat!
Cues: (You can use the same cue for more than one student.)
do homework use the Internet dance at parties drive in the city
eat pizza wash clothes sing go on vacation
clean your room go to parties drink water study for exams
play video games send email attend classes make your bed
Slide 24: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 25: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 15, exercises 1, 2 and 3 in your workbooks.

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World View: Book 2B, Unit 15, Day 1

(128-150 m)

Slide 27: Homework (5 m)

Slide 28: Objectives (3 m)
1. Write the objectives on the board.
Slide 29: Warm up Activity (10 m)
1. SC Activity: Question & Answer-Gerunds and infinitives
Introduction: Are there things you love to do? Are there things you hate to do?
Procedure:
1. Look at the slide. In your notebook, write one thing you like, one you don’t like, one you
love and one you hate. (Give students a minute to do this.) (DON’T click on the slide until
after you have done the example.)
2. Now, work in groups of 3-4 and you are going to ask your classmates questions to find out
what they like, don’t like, love and hate. You can only ask questions that your classmates
can answer yes or no. If after 3-4 guesses you don’t get the answer, you can ask a question
with a question word.
For example:
T: Ask me questions.
S6: Do you like to play tennis?
T: No, I don’t.
S6: Do you like going on vacation?
T: Hmm, yes, but that’s not what I wrote on my paper.
S9: Do you like to play video games?
T: No, I don’t. Ask me a question with ―what.‖
S9: What do you like to do?
T: I like to get up late on Saturday. (Click on the slide to show your sentences.)
Slides 30-31: Grammar Focus (15-20 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. We can use a lot to emphasize a sentence with like; it goes at the end of the
sentence.
b. We can use really to emphasize sentences with like, love or hate; the adverb goes
before the verb (really like, really hate, or really love).
c. To make a sentence sound less negative, we can use really with don’t like; really
goes before the verb, or we can use very much at the end of a sentence with don’t
like to make it sound less negative.
4. Open your books to page 70, exercise 3. Complete the rules in the chart. (Give them a minute
to do this.) Let’s check your answers. (Check the answers orally: 1. like; 2. really; 3. very much;
really.)
5. Look at exercise 4. Work in pairs and complete the conversations with the correct form of the
words in parentheses. (Give them time to do this. When they finish, click on the slide for them
to check their answers.)
Slides 32-33: Repeat/Complete: Adverbs of degree (7 m)
1. Repeat: Have students repeat the verbs in base form and past participle after you. Do each
example first chorally and then individually.
2. Complete: Show students the verbs in base form and have them say the past participle; do
some chorally and some individually.

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Lesson Plans Levels 2A and 2B

Slide 34: Oral Practice (10-15 m)

1. FP Activity: Role-Play-Adverbs of degree, gerunds, infinitives
Introduction: Are there some TV programs you like? Are there some you don’t like much?
Are there certain actors or actresses you like or dislike?
Procedure: Work in pairs and talk about the TV programs you like, don’t like much, really
love or hate. You can also talk about the actors and actresses you like or don’t like. Ask each
other questions to get as much information as possible because at the end you will tell the
group something you found out about your partner.
For example: (See the slide for the example.)
Slides 35: Pronunciation (10-12 m)
1. Open your books to page 71, exercise 5. We are going to practice pronunciation. In English,
the most important stress in a sentence is on the last noun, verb or adjective in the sentence,
but when new information is added, the most important stress is on the new information.
Look at the stressed parts of the sentences.
2. Now, listen to the audio and notice how stress is used to contrast or compare ideas. (Play the
audio.)
3. Now, listen again and notice how some of the vowel sounds are reduced. (Play the audio
again.)
4. This time, listen and repeat. (Play the audio again.)
5. Now, practice the conversations from exercise 4. Use the correct stress.
Slide 36: Oral Practice (20 m)
1. FP Activity: Information Gap-Gerunds, infinitives, simple present, simple past
Introduction: Do you know what a matchmaker is? It’s a person that tries to help people find
a partner; a boyfriend or girlfriend.
Procedure:
1. Imagine that all of you are matchmakers. You are going to try to find a boy/girlfriend for
one of your friends.
2. Look at the slide. In your notebooks, write the information about a friend of yours;
someone who is looking for a girlfriend or boyfriend. This half of the group (indicate
about 50% of the students) will fill in the information for a female friend, and this half of
the group will fill in the information for a male friend. (Click on the slide to show your
example.) (Give them time to do this. Make sure they are writing information about a
friend, male or female, depending on your instructions.)
3. Now, you are going to stand up and ask your classmates about their friend to see if you can
find a match for your friend.
4. When you think you have found a good match, sit down.

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Lesson Plans Levels 2A and 2B

For example:
T: I’m looking for a match for my friend Karina.
S2: Can you describe her?
T: She’s short and pretty, and she’s very friendly. She’s a student at the university.
S2: Okay, and what are some of her likes and dislikes.
T: Well, she likes to go dancing and she likes to go to the movies. She also likes to visit
friends. What about your friend? What’s he like?
S2: Well, my friend is tall and thin. He’s a little shy.
T: Okay. And does he work?
S2: Yes, he does. He’s an accountant. He finished his studies last semester.
T: Great. And what does he like?
S2: He likes…
Etc.
Follow up: Did anyone find a good match? Tell the class about the person you found for your
friend.
For example:
T: Daniel’s friend sounds perfect for Karina. He loves to go dancing and he’s also a
very friendly person. He likes animals and he has a rock group; he loves music and
likes to sing.
Slide 37: Oral Activities (30-35 m)
1. SC Activity: Guessing Game- Gerunds, infinitives, simple present (15 m)
Introduction: Do we all like the same thing? Let’s find out about our likes and dislikes.
Procedure:
1. Take out a sheet of paper. Cut the paper into 4 sections. In each section write one thing
you like, one you hate, one you don’t like and one you love. (Click on the slide to show the
example.)
2. Now, let’s divide the class into two teams. One student from the first team will have to say
what he/she thinks that someone from the other team wrote on his/her papers. If the
student guesses correctly, he/she gets points for his/her team.
3. (Students from each team will take turns saying what they think that someone from the
other team wrote on their papers. Every time someone guesses an activity correctly, he gets
a point for his/her team for every paper that has that activity. For example if a student
from team 1 says: ―Someone on that team likes rock music.‖ Then any student on the
other team that wrote ―like rock music‖ on his/her card, has to raise his/her hand. The
teacher will collect those cards and team 1 gets a point for each correct activity; it might be
only one card, but it could be 3 or 4.)
For example:
T: Someone on that team loves getting up early.
S2 on Team 1: Yes, I love getting up early.
T: Great, I get one point. Does anyone else have that they love getting up early?
Team 1: No, you only get one point.

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Lesson Plans Levels 2A and 2B

2. FP Activity: Presentation- Gerunds, infinitives, simple present (15 m)

Introduction: Do your friends like the same things as you? Let’s find out.
Procedure: Work in groups of 3-4 students. You are going to tell your classmates about what
you like and compare yourself to your best friend. Your classmates can ask you questions when
you finish.
For example:
T: I love to read and watch TV, and my best friend loves to watch TV, but she doesn’t
like to read very much. I don’t like to do exercise, but my best friend loves doing
exercise. She always eats very healthy food, but I usually eat a lot of junk food. I
love eating ice cream, pizza, candy, cake and hamburgers. My best friend is a
vegetarian and she hates meat. One thing we agree on is that we both love to listen
to music and we like the same kind of music and we also both love to go shopping;
we go shopping whenever we have a chance.
Slide 38: Speaking (15-20 m):
1. FP Activity: Speaking- Gerunds, infinitives, simple present (15 m)
Introduction: What are some sports we talked about in this unit? What sports do you like?
Procedure:
1. Open your books to page 71, exercise 8. First, look at the chart. You are going to add in 5
more sports on the chart. (Give students time to do this. When they finish, you can click
on the chart to show ―your‖ sports.)
2. Now, you are going to ask 6 classmates how they like each of the sports. Give one for each
person who likes the sport, and 2 points for each person who loves the sport. If a student
says he/she doesn’t like the sport, don’t give any points. (Click on the slide to show the
example. Give them time to do this.)
3. Look at your complete charts. Let’s discuss these questions: (Ask the questions to the
group and make sure that a few people give their opinion on each of the questions.)
 What the most popular sport?
 What’s the least popular sport?
 What sport do women like more?
 What sport do men like the most?
 Do men and women like the same sports? Why or why not?
 What’s a sport you have never tried, but want to?
 What’s a sport you would never do? Why?



Slide 39: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 15, exercises 4, 5 and 6 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 16

(113 to 116 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slides 5-6: Warm up Activity (10 m)
1. FP activity: Predicting (2 m)
Introduction: (Click on slide 5.) Please look at this expression. What do you think ―Food for
thought‖ is?
Procedure: (Ask students to tell you what this expression means; then show (Click on slide.)
them the definition and clear it up)
For example:
T: I think that food for thought is food that makes your brain work better
2. FP Activity: Discussion (8 m)
Introduction: Fine, now that we know what ―food for thought‖ is, let me give you some
examples.
Procedure: (Click on slide and 3 statements will appear.) Please look at these facts. What is
your opinion on these facts? Try to get a discussion going.
For example:
T: Is this a serious problem for Mexico? Why?
Ss: XXX
T: Is the government doing anything about this? Do you agree?
Ss: XXX
T: Who is responsible for this problem?
Ss: XXX
T: What should we do about this?
Ss: XXX
Slides 7-10: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
beef Beef is meat that we get from cows. We eat beef when we eat a No we can’t eat beef at
hamburger. Can we eat beef at Kentucky Fried Chicken? Where Kentucky. We can eat
can we eat beef? beef at XXX
pork Food products that come from pigs are called pork products. I prefer beef because it is
We eat pork when we eat carnitas. Do you prefer pork or beef? healthier than pork.
Why? What other Mexican dishes contain pork? Pork with verdolagas.
poultry We eat poultry when we eat chicken or turkey. People say Poultry is better. Mole
poultry is better than pork. What do you think? What Mexican has poultry.
dishes have poultry?
dairy Cheese, cream, milk and butter are dairy products. These XXX is important for its
products products come from cows. What place in México is important dairy products. XX is a
for its dairy products? Can you give some brand names of brand name for dairy
dairy products? products.

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Lesson Plans Levels 2A and 2B

Slide 11: Grammar Focus 1: Quantifiers for count and non-count nouns (10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Point out certain patterns to students:
a. A little and a few mean a small quantity.
b. A little is used for non-count nouns.
c. A few is used for count nouns.
d. Some is used for non-count and count nouns and it means medium sized quantity
e. A lot of is used for non-count and count nouns and it means a big quantity.
f. We use much for non-count nouns.
g. We use many for count nouns.
h. Much and many is used in questions to ask about a big quantity.
i. Any in questions means at least one or at least a little.
j. Any in negative sentences means zero.
Note: At the end your complete
Grammar Focus should look
like this, but it will be done in
two parts. The two questions in
the white box will not be
included in this first Grammar
Focus, so be sure to leave some
space for them.

Slides 12-13: Controlled Practice: Repeat/Complete and answer (10 m)

1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete and answer: Have students fill in the blanks chorally and ask the complete
questions. Then individually have student A ask the question and student b answers the
question with whatever he/she thinks is correct judging from the images.
For example:
T: Does he eat any fruit?
S1: Yes he eats a little fruit.
S2: Do they visit many interesting places?
S3: Yes they visit many interesting places.

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Slides 14: Oral Activity (15 m)

1. SC Activity: Prove or Disprove It-Quantity expressions
Introduction: Please look at the slide. There are seven sentences there. Our job is to see if
these sentences are correct or not. We need to prove or disprove the statements.
Procedure: Go around the classroom and ask as many people as necessary to see if these
sentences are true. In a minute you will stand up and ask as many people as necessary to prove
or disprove each statement. Once you are finished, raise your hand.
For example:
T: Let’s look at the first statement. What is the question?
S1: Do you eat a lot of vegetables?
T: Yes, I eat a lot of vegetables. If the answer is affirmative, you can write the person’s
name next to that item. If you find 4 people that answer affirmatively, you will prove
the theory. If not, then the theory is incorrect. Now, what is the second question?
S2: Do you do any exercise?
T: No, I don’t do any exercise. What about the third question?
(Go over all the questions with students, so that they know what they will be asking.)
Follow up: So, what did you find out? Were the theories correct or not? (Get some of the
students to tell you what they found out; which theories are correct.)
Slide 15: Pre listening (7 m)
1. Look at the image on page on page 72. (Direct them to the image about WVUE Radio.)
What do you think this listening will be about? (Have students speculate.)
2. Now look at the chart on page 73. Before we listen to the news report, look at the chart
and compete the chart where it says your opinion and why.
For example:
T: If I think chocolate is good for you I will write good and the reason: it gives you
energy. (Show the example on slide.) Good….it gives us energy.
Now, share your information with the person next to you.
Slide 16: Listening (7-10 m)
1. Listen to the news report and fill in the second column with the host’s opinion.
2. Now listen again and fill in the third column with the host’s reason for each opinion.
For example:
T: He says that chocolate is good because it makes us live longer. So in the first column
we write ―good‖ and in the third column we write ―It makes us live longer.‖
(Play the listening twice and to check answers click on the slide.)
Slide 17: Grammar Focus 2: quantifiers for count and non-count nouns (8 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Point out certain patterns to students:
a. We use much for non-count nouns.
b. We use many for count nouns.
c. Questions How much and How many are used to ask for the quantity.
Slides 18-19: Controlled Practice: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.

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Slide 20: Oral Activity (15 m)

1. SC/FP Activity: Question & Answer/Presentation-Simple pres., quantity expressions
Introduction: Do we live healthy lives? What do we need to do to live healthy lives? Let’s find
out about our classmates life styles and eating habits.
Procedure: Look at the slide; and with the ideas that are on the slide, ask the person next to
you about his/her eating habits and life style. Ask with the questions: How much? How many?
How often? Remember to add some ideas of your own.
For example:
T: Let’s look at the example. How often do you do exercise?
S1: I do exercise every day.
T: How much salt do you put in your food?
S1: I put a little salt in my food.
T: How many kilometers do you walk every day?
S1: I walk a lot of kilometers every day.
(Give students some minutes to interview each other.)
Follow up:
Now you are going to give a presentation about the classmate you interviewed and tell us if you
think your classmate has a healthy lifestyle or not.
For example:
T: I think Juan has a healthy lifestyle because he walks a lot and he doesn’t put a lot of
salt in his food. He also does exercise regularly.
Slide 21: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 16, exercises 1, 2, 3 and 4 in your workbooks.

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Worldview: Book 2B, Unit 17, Day 1

(138 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Warm up Activity (15 m)
1. FP Activity: Opinion Gap - should, shouldn’t
Introduction: Do you sometimes have problems? What are some problems you have?
(Brainstorm, and write students’ ideas on the board.) Now, let’s give each other advice to help
solve these problems.
Procedure:
1. (Divide the class into groups of 4 or 5 students depending on the number of students.)
Let’s play the advice game. Take out a piece of paper. Write a problem on the piece of
paper. (Help them with ideas if they can’t think of any.)
2. Now, you are going to take turns asking the others in your group for advice. Every student
in your group must give you one piece of advice, but…they can’t repeat the same idea
someone said. The student who asked for advice then gives his strip of paper to the team
member who they think has given you the best advice. The winner is the student in the
group with the most strips of paper at the end.
For example:
T: (My mother won’t give me permission to go to a party.)
S1: You should tell her your friends will bring you home safely.
S2: You shouldn’t tell her and go anyway.
S3: You should be nice to your mom so she gives you permission.
T: Thanks S3. Your advice is the best. (T. gives S3 her strip of paper.)
Slide 5: Oral Activity: (15 m)
1. FP Activity: Class Discussion – should, shouldn’t
Introduction: What type of clothes should you wear to work? To school? To a party?
Procedure:
1. In this unit we are going to talk about office practice. One of the topics is dress code or
what people should wear to work. (Explain dress code if needed.)
2. Look at the slide. What do people usually wear to these places or events? Get into trios
and discuss what people wear to these places. Take notes because you will need them later.
(Give students time to complete the task. Walk around the classroom helping if needed.)
3. Now, change trios. Now tell your new team what your previous team thought people wear
to these different places and events. Compare your answers and come to an agreement.
For example: (Do the “at work” column as the example.)
(Write the ideas on the board.)
T: What should people usually wear to work?
S1: A suit and tie.
S2: Dress pants and a sweater.
T: A shirt. Great!
(Now, have two different students come up to the front now.)
T: My team thinks people should wear a suit and tie, dress pants, a sweater and a shirt.
What do you think?
S1: A suit and tie, yes, but not dress pants and a sweater.
S2: We think that they should wear jeans and a shirt.
S2: No, that’s too informal.
T: What is our final decision?
S1: They should wear a suit, tie and a shirt.

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Slides 6-15: Vocabulary (10 m)

1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
break A break is time to take to rest from work or study; sometimes I eat XXX during my
you eat something during a break. When I’m hungry I eat a break.
sandwich on my break. What do you usually eat during your
break here at the university?
casual When people don’t wear a suit and tie to work they dress I can wear casual
casual. At the university, students can wear casual clothes. clothes to …
What other places can you wear casual clothes?
formal When people wear a suit and tie to work they dress formal. XXX has a formal dress
When I go to a wedding, I dress formal. What company do code.
you know that has a formal dress code?
commute The process of travelling between the place of residence and a People here commute
place of work is to commute. I live close to here, so my in XXX.
commute is only 15 minutes each way. What kind of
transportation do people in this city use to commute?
downsize When you reduce size of a building or employees in a They downsize because
company you say that you downsize. Last year, many XXX.
companies downsized their workforce because of the
economic crisis. Why do companies downsize?
flextime Flextime means flexible time or flexible schedule; it means XXX can have flextime.
that an employee can select the hours he or she will work.
Employees on a flexible schedule may work a condensed work
week or may work a regular work week. Those working a
condensed week may work four ten hour days, rather than five
eight hour days. Those who work a five day week may work
hours other than the typical ―nine to five.‖ In my previous
job, I worked flextime; my schedule was from 6:30 a.m. to
3:00 p.m. In what jobs can people work flextime?
full-time When you work 40-45 hours a week you have a full-time job. My (father) works full-
Full-time jobs are 8 hours a day, Monday to Friday or time. His schedule is
Saturday. Who do you know that works full-time? What’s from…
his/her schedule?
part-time When you work less than 40 hours a week you have a part- I have a part-time job. I
time job. I work about 20 hours a week; I work part-time. work at XXX.
Who has a part-time job here? Where do you work?
supervisor The person who is in charge of a particular department in a A supervisor XXX.
store or office is a supervisor. My direct supervisor is (Juan).
What do you think are some things a supervisor does in his
job?
telecommute When you telecommute, you generally work from home or XXX job can be done
another location rather than work from the office. You don’t through
have to be in the office because you can communicate via telecommuting.
phone or internet rather than in person. A friend of mine is a
writer and he telecommutes 3-4 days a week. What kind of
jobs can be done through telecommuting?

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Slide 16: Getting Started (15 m)

1. Open your books to page 78, exercise 1.
2. Class discussion: Where do you think these people are? (They are at work / in an office / in a
conference room.)
3. Get into pairs and take turns describing what each of the people in the picture is wearing.
4. (After they are done call on different students to describe each of the people in the picture.)
5. Look at activity 3. Complete the sentences using the words in the box. (Go over the example in
the book. Have students work individually. Give students time to complete the task. Help
students if needed.)
6. Get into pairs and compare your answers. (Click on the slide to check their answers.) What
kind of dress code do the people in the picture have? (Call on a few students to describe the
office dress code in the photo.)
Oral Activity (10 m)
1. FP Activity: Discussion – Vocabulary
Introduction: Let’s talk about some office practices in this country.
Procedure:
1. Open your books to page 79, exercise 5. Get into pairs and answer the questions. Make
note to remember your answers. (Give students time to complete the task. Help them if
needed.)
2. Get together with another pair and compare your answers. Decide which answers are the
best. (To conclude the activity, call on some groups so that they can share their answers.)
For example: (Have a student come up to the front and model the activity with you.)
T: How do people dress in offices in your country? I think the dress formal.
S1: They can also dress very casual.
T: What companies or businesses have a formal dress code?
Slides 17-18: Listening (15 m)
1. Open your books to page 79, exercise 6. Read the instructions. Any questions? You are going
to listen to an interview with a businessman. Check the topics that the interviewer asks him
about. (Play the audio. If necessary, play it a second time.) Now, let’s check your answers.
(Click on the slide to check the answers.)
2. Let’s look at exercise 7. Please read the sentences. (Give them a minute to read.) Do you have
any questions? Now, you are going to listen to the interview again. Please write T is the
sentence is true and F if the sentence is false. (Play the audio. If necessary, play it a second
time. Click on the slide to check the answers.)
Slides 19-20: Grammar Focus: Have to / had to (5 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation.
3. Elicit certain patterns from students:
a. We use have to / has to / had to to talk about obligations, or things that are /were
necessary in present and past.
IN PRESENT
b. To ask if something is necessary, we use an auxiliary (do /does) + have to + BVF.
c. We use don’t/doesn’t have to + BFV for the negative. (It isn’t required.)
d. We use have to / has to + BFV to say something is necessary or required in the
present. (You have to do it; there is no choice.)
IN PAST
a. To ask if something was necessary in the past, we use an auxiliary (did) + have to +
BVF.
b. We use didn’t have to + BFV for negative in the past. (It wasn’t required. )
c. We use had to + BFV to say that something was necessary in the past. (It was
required. I didn’t have a choice.)

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Slide 21: Grammar Practice (10 m)

1. Have students open their books to page 80 and have them do exercise 2 and 3 individually.
2. Get into pairs and compare your answers. (Click on the slide to check their answers. Answer
any questions they might have.)
Slides 22-24: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Oral Activities: (25 m)
1. SC Activity: Question & Answer-“Had to” in affirmative, neg. and interrogative (15 m)
Introduction: Let’s ask each other about our obligations in the past.
Procedure: I say a verb and time expression and you ask a classmate if he/she had to do that
action in the past. If the answer is yes, they have to give you more information about the
action.
For example:
T: walk to school / today
S5: Did you have to walk to school today?
S1: No, I didn’t have to walk to school today, but I had to walk to school yesterday.
Or
S9: Did you have to walk to school today?
S3: Yes, I had to walk to school today. I have to walk to school every day.
Cues: (You can use the same cue for more than one student.)
make your bed / this morning take a bus to school / today work / last night
study for an exam / yesterday visit a relative / last weekend get up early / yesterday
give a presentation / last week buy a new phone / last year work late / last week
do homework / last weekend help your mother / yesterday prepare dinner / yesterday
go to school / last Sunday use a computer / yesterday find a job / last year
make your breakfast / today visit the doctor / last month pay for school / last week
do exercise / yesterday write an article / last month send email / last week
2. FP Activity: Discussion – have to / had to (10 m)
Introduction: What was life like in the past? And now?
Procedure:
1. (Click on the slide.) What do you know about life in the eighteenth century? What are the
best things about life in the twenty-first century? (Elicit some answers from students.)
2. Get into groups of 4. Look at the slide and compare life now to life in the 18th century; you
can use the ideas on the slide to help you. (Give students time to complete the task.
Monitor them and give help if needed. Make sure you encourage the use of have to / had to
in all forms.)
3. (Ask each team to tell you something they mentioned in their groups.)
For example:
T: In the eighteenth century women had to wear long skirts.
S1: In the 21st century people don’t have to be married to live together. Etc.
Slide 25: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 17, exercises 1, 2 and 3 in your workbooks.

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Lesson Plans Levels 2A and 2B

Worldview: Book 2B, Unit 17, Day 1

(126-151 m)

Slides 27-28: Homework (5 m)

Slide 29: Objectives (3 m)
1. Write the objectives on the board.
Slide 30: Warm up Activity (15-20 m)
1. FP Activity: Question – Answer / presentation – have to, don’t have to.
Introduction: What do you have to do this afternoon?
Procedure: I am going to show you a chart on the slide. In your notebooks, I want you to
write copy it. In a minute I want you to stand up and ask two of your classmates what they
have and don’t have to do this afternoon. In the first column you will write their name. In the
second column two things they have to do and in the third column write two things they don’t
have to do this afternoon.
For example
T: What do you have to do this afternoon?
S1: I have to go to work and I have to buy a phone card.
T: Tell me two things you don’t have to do this afternoon.
S1: I don’t have to do any homework and I don’t have to cook lunch.
Follow up: Find a different partner and tell him / her what your previous partner has to and
doesn’t have to do this afternoon.
For example: José Luis has to work this afternoon. He also has to buy a phone card. He
doesn’t have to do homework and he doesn’t have to cook dinner.
Slide 31: Pronunciation (10 m)
1. Open your books to page 81, exercise 4. You are going to listen to the audio. Make sure you
notice the weak pronunciation of to in blue and the strong to in red.
2. (Play the audio).
3. (Remind students of the pronunciation of ―hafta‖ ―hasta‖
4. I am going to play the audio again. This time I want you to repeat. Make sure you stress each
word correctly. (Play the audio. Play the audio again if necessary.)
Slide 32: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 33: Oral Activity (10 m)
1. SC Activity: Stimulus-Response–have to, should (10 m)
Introduction: Is it easy to be healthy? Are there things you should or have to do?
Procedure: I will say an action and you say if it’s something you should, shouldn’t, have to or
don’t have to do in order to be healthy.
For example
T: eat potato chips
S5: You shouldn’t eat potato chips.
T: play soccer
S3: You don’t have to play soccer, but you should do some exercise. Etc.
Cues:
eat fruit drive everywhere drink beer eat salads
drink coke walk every day relax run every day
do exercise drink coffee play tennis do meditation
smoke cigarettes eat hamburgers sleep 8 hours a night ride a bicycle
drink water eat fish drink milk visit your doctor

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Oral Activity: (20-25 m)

1. SC Activity: Question-Answer–had to (15 m)
Introduction: Do you know what your classmates had to do last weekend? Let’s see.
Procedure: Work in groups of 3-4. Each student is going to think of 2-3 things he/she had to
do last weekend, and his/her classmates will ask questions to guess what that student did. If
after 3-4 questions you can’t guess, you can ask a question with ―what.‖
For example
T: Ask me questions to guess what I had to do last weekend.
S5: Did you have to prepare your classes?
T: No, I didn’t have to prepare my classes.
S3: Did you have to wash your clothes?
T: No, I didn’t.
S9: Did you have to go to the dentist?
T: No, I didn’t.
S1: What did you have to do last weekend?
T: I had to clean my house.
2. FP Activity: Presentation– have to / had to (10-15 m)
Introduction: Did you have to do some things before you were able to start studying at the
university? What did you have to do?
Procedure: Work in trios and tell your classmates about the things you had to do before you
were able to start at the university. Your classmates can ask questions if they want.
For example
T: Before I could start at the university, I had to finish high school. I had to take a lot
of exams and I had to get good grades. I had to work for a year to save money
before I could start. I had to register at the university and I had to give them all of
my documents.
S2: Do you have to work now?
T: Yes, I have to work now, so I can pay for my studies.
Etc.
Oral Activity: (15 m)
1. FP Activity: discussion – have to / had to
Introduction: Let’s talk about life in school.
Procedure:
1. Open your books to page 81, exercise 6. Think about what is required or not required at
your school or work. You will compare what is true now with what was true in the past.
Take notes using the ideas in your book.
2. Get into pairs and discuss your ideas with your partner.
3. Get together with another pair and read your list of ideas. Ask each other questions about
the things on your list. Do you all agree? (Give students time to complete the task. Walk
around and help them if needed. Make sure you encourage the use of English at all times. )
4. After 10 minutes call on a few students to share their ideas about one of the topics.
For example
T: At work now, I have to prepare my classes using the computer and projector. In the
past, people didn’t have computers. They had to use posters or write everything on
the board. I have to work every day, but in the past, most women didn’t work; only
men worked.
S2: In the past, did students call their teachers by their first names?
T: No. They had to call their teachers by their last names and use Mr. or Mrs.
Etc.

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Slide 34: Oral Activity (10-15 m)

1. FP Activity: Description – Review vocabulary and grammar
Introduction: Was life different 150 years ago? What things were different?
Procedure: Look at the pictures. In trios, make a list of things that people had to do in the
past, that they don’t have to do now and of things that they didn’t have to do in the past, but
that they have to do now. When you are ready, each group will say 1-2 things that you have on
your list.
For example:
T: In the past, women had to sew all the clothes for the family, and now they don’t
have to. Now, most women have to work outside the home, but in the past they
didn’t have to.
Slides 35-56: Oral Activity (20-30 m)
1. SC Activity: Jeopardy – have to / had to and other grammar structures
Introduction: Who wants to win millions?
Procedure: (Divide the group in two teams.) Now, team 1 chooses a question. If you get the
question right, you get to play again. If you get an incorrect answer the other team can answer
the question and continue playing. (You must keep track of each team’s score.) The team that
has the most money at the end wins.
For example:
Team 1: Category: Giving advice Question (Click on the correct box.) Problem: I like
this girl and I want to go out with her.
Team 1 answers: You should invite her to dinner and ask her to be your girlfriend. (If
the answer is correct, click on the symbol at the bottom of the slide to return
to the game board.)
Slide 57: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 17, exercises 4, 5, 6 and 7 in your workbooks.

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134
Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 18, Day 1

(129-136 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up Activity (15 m)
1. FP Activity: Presentations-Simple Past Tense
Introduction: Do you know what a mystery is?
Procedure:
1. Work in pairs and come up with a definition for mystery.
2. Now, each of you think of a mystery that you know about or have heard about.
3. Next, walk around the room and share your mystery stories with your classmates.
For example:
T: Once I was studying with a friend when I heard someone open the door and go up
the stairs. I asked my friend who it was, and she said it was her brother. I knew that
her brother died in a car accident 3 years before. So I went to the door and looked
up the stairs and no one was there.
Follow up: Now, can someone please share one of the mysteries they heard?
Slides 6-10: Vocabulary (10-12 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
intruder When a person is in your house without your permission, Yes, once an intruder …
he/she is an intruder. Two years ago, coming home from a
party, I found an intruder in my house. A neighbor called the
police and they caught him. Have you ever had an intruder in
your house? What happened?
robber A robber is a person that takes your things using force. He Yes. I have. The robber
sometimes points a gun at you or uses a knife. There are many …
robbers in Mexico City; now it’s a big problem Have you ever
had an experience with a robber? What happened?
thief A thief is a person that steals, but probably doesn’t use force. Yes, I saw a thief (on the
He takes your car, when you are not there, or he takes your pesero), but I didn’t do
things when you are distracted. A thief took my suitcase at the anything.
airport once. Have you ever seen a thief on the pesero or metro? No, it isn’t easy to catch
What did you do? Is it easy to catch a thief? Why? a thief because …
burglar A burglar is a person that takes things from your house when Yes. The burglar took…
you are asleep or not there. I prefer burglars to robbers
because they try to not use violence. Has a burglar ever gone
into your house? What did the burglar take?
suspect When there is a crime and the police think that a certain person XXX is another suspect.
is responsible. This person is called the suspect. The mother is YYY is another suspect.
a suspect in the Paulina murder case. Who is another suspect?

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witness When there is a crime and someone was there and saw what Yes/No, I have (never)
happened, this person is a witness. I have been a witness to a been a witness.
robbery; I was there when it happened Have you ever been a I was a witness …
witness to a crime? Who has been a witness here?
accused Once the police have all the evidence, the suspect is taken to No, not all accused are
court and he becomes the accused. Paula Dorantes was the put in jail because…
accused in Paco Stanley’s death. When you are accused of a XXX was accused of a
crime, will you go to jail for sure? Who has been accused of a crime.
crime recently?
criminal Criminals are people who do things that are not legal. A drug XXX are criminals.
dealer is a criminal. What other people are criminals?
get To get arrested is when the police catch you and take you to XXX got arrested last
arrested jail. Are all criminals in jail? No some criminals never get week.
arrested. Has anyone here ever gotten arrested? Has any
public figure gotten arrested recently?
security Security vans are special vehicles with special policemen that No, security vans are
van take money from businesses to the bank. Cometra is the name not easy to open
of a company that has security vans. Is a security van easy to because…
open? Why not?

Slide 11: Vocabulary Activity (5 m)

1. Look at the slide. What do you see?
2. Do all the words in each of the boxes have the same idea? Let’s look at the first box. What
word doesn’t belong in the group of words?
3. Cross out the word that does not belong there (victim).
4. Now, work in pairs and cross out the words that don’t belong in each box. (Give them 4
minutes to do this. Check their answers by clicking on the slide. Clear up any questions they
might have.)
Slide 12: Grammar Focus: Past Continuous (5-10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out certain patterns to students:
a. The past continuous is used to talk about actions in progress in the past.
b. In these statements, there are 2 clauses or parts: one is the action in progress (past
continuous) and the other is an action that interrupts (simple past tense).
c. The past continuous is formed with the verb be in the past and the main verb +ing.
d. Be goes after the subject in affirmative and negative sentences.
e. Be goes before the subject in interrogative sentences.
Slides 13-15: Controlled Practice Affirmative: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete:
Have students look at slide 15 for 20 seconds and try to memorize people’s activities.
Have students say the complete sentence with the correct answer; do some chorally
and some individually.

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Slides 16-17: Controlled Practice interrogative: Repeat/Complete Question & Answer (10 m)
1. Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
2. Complete and answer:
Divide the students into 2 groups.
Have students in group 1complete the question.
Have students in group 2 answer the question.
Have students in group 2 complete the next question.
Have students in group 1 answer the question.
Do first 5 chorally and second 5 individually.
(Note: the answer to the question is right next to the cue on slide.)
Example:
T: Side 1, complete the question.
Side 1: ―Was Andy looking at clothes when the robbery happened?
T: Side 2, answer the question.
Side 2: ―No, he wasn’t looking at clothes when the robbery happened.‖
T: Side 2, complete the next question.
Side 2: ―Was Sally riding her bike when the robbery happened?
T: Side 1, answer the question.
Side 1: ―Yes, she was riding her bike when the robbery happened.‖
(Do the first 5 in this fashion and the rest with individual students.)
T: S1, complete the question.
S1: ―Was Kent packing her things when the robbery happened?‖
T: S2, complete the answer.
S2: ―No, he wasn’t packing her things when the robbery happened.‖
T: S3, complete question.
S3: ―Was Ted chasing the dog when the robbery happened?‖
T: S4, complete the answer.
S4: ―No, he wasn’t chasing the dog when the robbery happened.‖
(Make sure all students ask and answer.)
Slide 18: Controlled Practice interrogative/QW What?: Repeat (5 m)
1. Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
Slides 19-21: Controlled Practice interrogative /What? and Answer: Game (10 m)
1. Have students look at slide 19. Tell them they have 30 seconds to memorize the different
activities people were doing when the robbery took place. (The names have been changed.)
2. Divide the group into 2 and have them give their team a name.
3. Go to slide 20.
4. A student from team 1 asks the question. If the question is correct, the team gets a point.
5. A student from team 2 answers the question. If the answer is correct, the team gets a point.
6. Switch roles. Team 2 asks, and team 1 answers. Make sure different students participate.
7. Once the game is finished, count the points and nominate the winner.
For you reference:

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Oral Activity (10 m)

1. SC Activity: Chain Drill-Past Continuous
Introduction: What were you doing last Saturday at 9 p.m.?
Procedure: I am going to tell you what I was doing last Saturday at 9p.m.; then (pointing to
the student next to you) you repeat my activity and add yours. Then, (pointing to the student
next to the student you had pointed to before) you repeat my activity, your classmates activity
and add yours.
For example:
T: I was having some coffee at VIPs.
S1: You were having some coffee at VIPs and I was talking to a friend.
S3: You were having some coffee at VIPs and she was talking to a friend and I was
playing soccer.
(Note: Start the activity over every 8-10 students.)
Slide 21: Oral Activity (10 m)
1. SC Activity: Accusation Game-Past Continuous
Introduction: In a minute we will play a game. On the slide you will have different verbs. We
will be making accusations and giving logical excuses.
Procedure Team 1’s job is to use these verbs to make accusations. Team 2 needs to give
logical excuses. Then we will switch. In order for you to get a point, you need to make a
correct accusation and give a logical and correct excuse.
For example:
T: Why were you playing game boy in class?
S1: I wasn’t playing game boy.
T: Then what were you doing?
S1: I was recording the class on my phone because it was interesting.
Slides 22-24: Reading Activity 1 (8 m)
1. Please look at slide 22. What do you think the reading is going to be about? (Get some answers
from students.)
2. (Click on next slide) Here you have 6 questions. Please read them in silence. Look for the
answers in the reading.
3. Open your books to page 82 and read the news cut outs. Answer exercise 4.
4. Let’s check your answers. (Click on next slide.) Are there any questions?

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Slides 25-27: Reading Activity 2/Information Gap (10 m)

1. Please get into pairs.
2. Look at slide 25. What questions should we ask to complete the information? (Gets students to
give you some of the questions.)
3. Student A, please look at the table on page 83 and turn your back to the slide. You will be
asking the questions to complete the table.
4. Students B, look at the slide in order to answer the questions.
5. (Give them 5 minutes to complete the activity.) Now let’s check your answers. (Click on the
next slide.) Are there any questions?
Slide 28: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Have them do it again substituting their own information. They can practice this various times
and switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as above.
Slide 29: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 18, exercises 4, 5 and 6.

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World View: Book 2B, Unit 18, Day 2

(111 125 m)

Slides 31-32: Homework (5 m)

Slide 33: Objectives (3 m)
1. Write the objectives on the board.
Slides 34-35: Warm up Activity (15-20 m)
1. FP: Problem Solving-Past Continuous
Introduction: Are you good detectives? Are you good at interrogating people? Do you know
what an Alibi is? (Pronounced AL uh bye.) An alibi is an excuse or justification to explain
where you were or what you were doing so that the police can’t accuse you of a crime.
For example, if the police ask me where I was at 8:00 yesterday morning, I can say that I was
giving class and all my students saw me; that’s my alibi. In a few minutes the police will ask you
questions about your activities at different times of the day yesterday.
Procedure:
1. Look at the slide. Read about the ―Lunchtime Robbery‖ (Give them 5 minutes.)
2. Can you tell me what happened? (Have students tell you what they understood.)
3. Get into teams of 5. (Give them numbers from 1 to 5.)
4. (Go to next slide.) Numbers 1 and 2 will work together. You are suspects of the bank
robbery and your job is to prepare your alibi. Prepare your alibi and make sure to work out
details.
For example:
S1: So, what were we doing at 9 a.m.?
S2: We were having breakfast. I ate ham and eggs and you ate pancakes.
S1: And at 10, what were we doing at 10?
S2: We were visiting a client.
S1: Where was this visit?
(Give students 5 minutes to prepare their alibi.)
Procedure: Students 3, 4 and 5 will be detectives. Prepare your questions to try to destroy their
alibi. Remember to ask about details. Details can help you discover if they are telling the truth
or not.
For example:
T: So, you said you were visiting a client. What was the name of the client? (Ask students
to come up with another question.)
S1: What was the client wearing?
(Give students 5 minutes to prepare questions.)
Procedure: Now, the detectives will ask the suspects questions. Let’s find out who is guilty
and who is not. (Run the activity and walk around the room to monitor mistakes.)
For example:
S3: Where were you yesterday at 10:00 a.m.?
S2: I was visiting a client.
S4: What was the name of the client?
S2: John Smith.
S5: Did anyone else see you in the office?
S1: Yes, his secretary was there. She can tell you.
S3: We will check that out. Now, where were you at 1:00 p.m.?
Etc.
Slide 36: Pronunciation (5 m)
1. Have students go to page 85 in their books. Play the recording and have students first listen to
the weak pronunciation of was and were.
2. Have student listen and repeat.

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Slides 37-42: Vocabulary (10 m)

1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
suddenly When something happens and you do not expect it, when it I…suddenly
surprises you, we say this happened suddenly. I was walking
when suddenly a car splashed water on me. What has
happened to you suddenly?
nightmare A nightmare is a bad dream about something terrible or scary. In my last nightmare
In my last nightmare a man was killing me? What was your last XXX.
nightmare about?
be (Ask a female student.) Do you like rats? Why not? Girls are I am frightened of
frightened usually frightened of rats. (Teacher makes a frightened face.) I XXX.
of am frightened of spiders. What are you frightened of?
chase To chase is to run after someone. If a thief takes your wallet, Yes. I chase them
what do you do? Right, you run after him. You chase him. Do because XXX.
you ever chase your brothers or friends? Why do you chase
them?
symbol What does that mean? (Point to the slide.) Right that symbol That symbol means
means no smoking. A symbol is a figure, image or icon that ―peace and love‖.
represents something. (Teacher makes a ―peace and love‖
symbol with his hand) What does this symbol mean?
wonder Do you ever speculate or think about your future? Okay, so you I wonder …
wonder about your future. To wonder is to think about with
curiosity. I wonder what comes after life. What do you
wonder?

Slides 43: Sentence Ordering Activity (10 m)

Introduction: Are you good at telling stories?
Procedure:
Look at the sentences and put them in order. They should tell a logical story. (Have students
work in teams and give them a few minutes to order the sentences.) Can you please give me the
order? (Check the answers by clicking on the slide.)
For example:
T: I think the first sentence is ―we were eating our popcorn and enjoying the movie.‖
What do you think?
S1: No I think the first sentence is…
Slide 44: Grammar Focus: Past Continuous (5-10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out certain patterns to students:
a. The past continuous along with the simple past is used to narrate events in the past.
b. The past continuous sentence and the simple past sentence are connected by
expressions such as when, suddenly, all of a sudden.
c. The simple past sentence goes after the expressions and stand for the surprising
element.

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Slides 45-46: Controlled Practice Affirmative: Repeat/Complete (10 m)

1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 47: Oral Activity (10 m)
1. SC: Stimulus Response/Story Building Game-Past Continuous
Introduction: Are you good at inventing stories? Now let’s use some of the sentences we have
been repeating as the beginning of our stories and continue them.
Procedure: Get into 2 teams. I give you the beginning of the story and members of each team
have to continue the story. The team that cannot continue the story loses the point.
For example:
T: We were listening to her class when she suddenly fell. Team 1, continue the story.
Team 1: We immediately ran to get the doctor.
T: Team 2, continue.
Team 2: But the doctor was not available; he was eating a torta.
(Go on until one team can’t continue, then start again with a new sentence.)
Slide 48: Oral Activity (10 m)
1. FP Activity: Joined Student Presentation-Simple present, simple past and can
Introduction: What do you know about dreams? Do dreams have messages for us?
Procedure: Look at the 4 questions on the slide and think about them. This is not a writing
exercise, but if you want, you can write down some words that will help you explain your ideas.
Work with a classmate and put your ideas together because in a few moments you will give a
presentation together. (Give students a few minutes to prepare their presentations.)
For example:
T: My answer to question 1 is that people dream because in their minds they have
pending things that they need to do. What´s you answer for question 1?
S1: I think people dream because they are worried.
T: So what can we say for our presentation?
S1: We can say we think people dream because….
Follow up:
Which team would like to give their presentation? (Listen to 2 presentations and then ask:)
Does any team have anything different? (If so listen to more presentations and at the end
do free practice group correction.)
(Click on slide so the reading appears.) Look at the paragraph. Were your presentations
similar to the ideas in the paragraph? (Get students input.)
Slide 49: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Have them do it again substituting their own information. They can practice this various times
and switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as above.

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Slides 50-52: Video Activity (15 m)

Introduction: Have you seen the movie New Moon? Did you like it? Do you remember the
characters?
Procedure:
Look at the slide and tell me the names of the characters and something about them. (Have
students relate the names with the pictures)
For example: T: The first person is Laurent. He is chasing after Bella to kill her.
Procedure:
1. In a minute, I will play some scenes from the movie. Please pay close attention to what was
happening in each scene. (Click on the DVD symbol on the right hand, bottom corner.)
2. (Once the video is over go to slide the next slide.) Now, your job is to put the 6 scenes in
order according to the video you just saw. Get into teams of 5-6 students. (Try to get 3
teams.)
3. Make sure you can say what happened before each scene and what is going to happen after.
(Give students a few minutes to put the scenes in order. Go around the room to make sure
students are following instructions and to supply them with any help they might need.)
For example:
T: I think scene number 3 is the first one. In that scene they were talking in front of
the house and Edward kissed Bella. Next, they are going to go to the party.
Follow up:
(Elicit order from students and make sure they are giving you full sentences and following
instructions) So team number 2, which is the second scene? Why? (Click on the slide to check
answers; once students have finished.)
Slide 53: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 18, exercises 4, 5 and 6.

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World View: Book 2B, Unit 19, Day 1

(118-127 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slides 5-6: Warm up Activity (15 m)
1. FP Activity: Discussion: Integration of tenses, vocabulary for shopping
Introduction: Do you like to go shopping? What do you like to buy?
Procedure:
1. Look at the slide. What do you think ―Bargain Hunters‖ means? (Let students speculate.
After they have, tell them that a bargain hunter is a shopper that looks for sales; someone
that is always looking for low prices.)
2. Let’s talk about shopping for a bit. Let’s look at the questions on the slide. (Ask each
question and have different students give their opinions about the question. Make sure that
you get all students to participate.)
For example:
T: What’s your favorite store to go shopping?
S3: My favorite store is (Suburbia) because they have nice clothes and the prices are
okay.
T: Does everyone else agree? What do you think S5? Right. And if your classmate
answers yes, can you write his/her name in your notebook?
S5: I disagree. I think that the prices in (Suburbia) are expensive. My favorite store is
Mix up because I love to look at CDs, but I don’t buy a lot of CDs there. I
download most of my music from the Internet.
T: Okay. What do the rest of you think? What’s your favorite store?
S9: My favorite store is Liverpool; I love to look at the clothes, but I don’t buy a lot
because most of the clothes there are too expensive.
Etc.
Slides 7-12: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
convenience A convenience store is a small store that has basic things like I went to a convenience
store milk, bread, etc. Oxxo and 7-Eleven are convenience stores. store …. and I
When was the last time you went to a convenience store? bought…XXX
What did you buy?
newsstand You can buy a newspaper or magazines at a newsstand. There The closest newsstand
is a newsstand on the corner of my street where I buy the is …
newspaper every day. Where is the closest newsstand to the
university?
drugstore A drugstore is a place where you can buy medicine, but you I went to a drugstore…
can also buy health and beauty care products. Last weekend I and I bought XXX.
bought shampoo and deodorant at the drugstore near my
house. When was the last time you went to a drugstore? What
did you buy?

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coffeehouse A coffeehouse is a place where they sell coffee and maybe XXX is a famous
some sandwiches and desserts. My favorite coffeehouse is the coffeehouse.
Italian Coffee Company. What is another famous coffeehouse
that you know?
hair salon A hair salon is a place that women go to have their hair cut I went to a hair salon…
and styled; they also can get a manicure or pedicure there. I and they …
went to the hair salon three weeks ago and had a manicure.
When was the last time you went to a hair salon? What did
they do to you on that visit?
clothing A clothing store is a store that sells only clothes; you can’t My favorite clothing
store buy food in these stores. Some clothing stores in Mexico are store is XXX because…
Suburbia, Liverpool, Fabricas de Francia, Palacio de Hierro, etc.
What’s your favorite clothing store? Why?

Getting Started (15 m)

1. Open your books to page 86, exercise 1. Work in pairs. Match the pictures to the place names.
(Give them a couple of minutes.) Let’s check your answers. (Check answers orally: 1. C, 2. A, 3.
F, 4. D, 5. B, 6. E, 7. G.)
2. Let’s look at exercise 2. You are going to work in pairs talk about the place you go to most
often and least often.
3. Work in pairs and look at exercise 3. What place can you find these things in? There might be
more than one answer for some. (Give students time to do this. When they have finished:)
What places do you have for a cup of coffee? What about a hair cut? And a candy bar? Etc.
(Go over their answers orally.)
Slides 13-14: Pronunciation (10-12 m)
1. (Click on the slide for compound nouns in English.) In English there are many words that are
made up of two words; these are called compound words/nouns. Sometimes the two words
are written together like classroom, briefcase, baseball and newspaper, and other times they are
written as two separate words, cell phone, fax machine, beach towel and credit card, but they
are always used to name one thing.
2. Open your books to page 87, exercise 5. (Click on the slide once.) First we are going to listen
to the stress in these compound nouns. Listen to where the stress falls. (Play the audio.)
3. Now, listen again and repeat. (Play the audio again.)
4. Now, look at the words in exercise 7. Work in pairs and mark where you think the main stress
will fall. (Click on the slide once to show the words. Give them a few minutes to do this.)
5. Let’s listen to the audio so you can check your answers. (Play the audio.) So were your answers
correct? Let’s check. (Click on the slide to show where the stress falls. It always falls on the
first word in the compound noun. If the noun has more than one syllable, the stress will fall on
the stressed syllable of the noun; for example con VEN ience.)
6. Now, listen again and repeat after the audio. (Play the audio again.)
Slide 15: Vocabulary Game (10-15 m)
1. SC Activity: Vocabulary Game: Compound nouns
Introduction: Do you know some compound nouns? Let’s see how many you know.
Procedure:
1. Look at the slide. What compound nouns can you think of that have ticket as part of the
noun? For example, bus ticket is one. What are some other ones? (Let students tell you as
many as they can think of. They don’t need to come up with all the ones that you will
show them on the slide; this is just to get them to start thinking about possible nouns.)
2. Let’s see the nouns I came up with. (Click on the slide to show the nouns there.)

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3. Now, you are going to work in trios and you will have exactly 5 minutes to come up with
as many compound nouns as possible for the words I’m going to show you. Let’s look at
the first list of words. (Click to eliminate ―ticket‖ nouns and bring up the nest part.) All the
compound nouns you are going to come up with will start with these words. (Click to
show second list.) All of the compound nouns you come up with for these words will end
with the word on the list.
4. Now, you have 5 minutes and the group that comes up with the most nouns that are
correct in that time, wins. (Give them 5 minutes, when the time is up, have each group
present their words. They get a point for each ―real‖ word that they have come up with. If
they say a word that doesn’t exist, they don’t get a point for that word.) (Walk around and
help them if they get stuck.)
For example:
T: What are some words that you can make with ―hair for example?
S3: hair color
T: Right. What else?
S6: hair brush
T: Good. What else?
S10: hair cut
T. Perfect. Now what about ―room?‖
S5: bedroom
Etc.
Possible Answers: (This list is not exhaustive, but is fairly complete.)
HAIR: hair color, hair brush, hair cut, hair style, hair stylist, hair care
HEAD: head gear, head lice, head injury, headache, head way
SWIMMING: swimming pool, swimming suit, swimming technique, swimming fitness,
swimming trunks
EYE: eye brow, eye lashes, eye make up, eye shadow, eye glasses, eye sight, eye ball
ROOM: bedroom, living room, dining room, bathroom, conference room, party room, family
room
BAG: handbag, plastic bag, garbage bag, air bag
BOARD: blackboard, whiteboard, Ouija board, cutting board, circuit board, chessboard,
surfboard
PLAYER: baseball player, soccer player, football player, hockey player, tennis player, media
player, flash player, guitar player, flute player, trumpet player, (almost any musical
instrument + player will work)
Slide 16: Listening (15 m)
1. Open your books to page 87, exercise 9. Work in groups of 3. Look at the advertisement for
the new TV game show Bargain Hunters on page 86 and discuss the questions. (Give them a
couple of minutes to do this.)
2. So, what’s a bargain hunter? Would you like to be on a show like this? Why or why not?
3. Now, Courtney was on this show. She is going to describe her shopping trip. Number the
places in the photos from exercise 1 in the order that she visited them. (Play the audio. If
necessary, play it a second time.)
4. Let’s check your answers. (Click on the slide for the answers.)
5. (Click on the slide.) Now, you are going listen again and write in the prices of the things that
she bought. (Play the audio again. If necessary, play it a second time.)
6. Let’s check your answers. (Click on the slide for the answers.)

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Slide 17: Grammar Focus (5 m)

1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. After because we use a complete clause: subject + verb + noun. The tense of the
first verb determines the tense of the second verb; they will always be the same.
b. After for we use a noun.
Slides 18-20: Repeat/Complete/Change: Because and for (15 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: On the slide you will see a sentence with because. Change the sentence to use for.
For example:
I went to the doctor because I needed a checkup.  I went to the doctor for a checkup.
Oral Practice (12-15 m)
1. SC Activity: Question & Answer-Because and for
Introduction: What are reasons we do different thing? Let’s find out.
Procedure: I give you some information and you ask a classmate a question with ―Why.‖
Then, your classmate answers with a reason. You can use your imagination.
For example:
T: Why / buy a new computer
S2: Why did you buy a new computer?
S5: I bought a new computer because my old one didn’t work.
T: Someone else?
S7: I bought a new computer because I wanted a laptop instead of my old desktop.
Cues: (You can use the same cue for more than one student.)
Why / not do your homework last night Why / study for your last exam
Why / go to a party last weekend Why / drink too much last weekend?
Why / not clean your room Why / play soccer yesterday
Why / play video games every day Why / go shopping last weekend
Why / buy new shoes Why / go to the grocery store yesterday
Why / do exercise every day Why / visit the doctor last week
Why / arrive late to class every day Why / get up late yesterday
Why / go to Cancun on vacation Why / not eat breakfast today
Why / take the bus to school Why / not watch TV last night
Why / drink coffee this morning Why / buy a new cell phone
Slide 21: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do exercises 1, 2 and 3 in unit 19.

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World View: Book 2B, Unit 19, Day 2

(126-136 m)

Slide 23-24: Homework (5 m)

Slide 25: Objectives (3 m)
1. Write the objectives on the board.
Slide 26: Warm up activity (15 m)
1. SC Activity: Information Gap-Because and for
Introduction: Why do people do certain things? Are there always good reasons?
Procedure:
1. (Click on the slide.) Look at the slide. In a minute, you are going to stand up and ask
different classmates their opinions about why they think that people do these different
things. Write your classmates’ answers because at the end, you will report what they said.
2. Let’s look at the words, are there any you don’t understand? (Explain any words that they
don’t know: lie is to not tell the truth, cheat is when you copy your classmate’s exam, etc.)
For example:
T: What is the first question?
S6: Why do people cry?
T: And a possible answer?
S3: They cry because someone died.
T: Another possibility?
S9: They cry because they have a problem.
Etc.
Follow up: So, what did you find out? Why do people cry? Lie? Cheat? Etc. (Let some of them
tell you what they found out from their classmates.
Slides 27-28: Grammar Focus: Infinitives of purpose (15 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. When we want to give a reason or the purpose of something we can use a verb in
infinitive or a verb in infinitive + noun.
4. Open your books to page 88, exercise 2. Complete the rules in the chart. (Give them a minute
to do this.) Let’s check your answers. (Check the answers orally: 1. for; 2. because; 3. an
infinitive of purpose.)
5. Look at exercise 4. Work in pairs and complete the sentences with for, because or to. (Give
them time to do this. When they finish, click on the slide for them to check their answers.)
Slides 29-31: Repeat/Complete/Change: Infinitives of purpose (15 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: On the slide you will see a sentence with because. Change the sentence to use for.
For example:
She went on vacation because she wanted to rest.  I went on vacation to rest.
Slide 32: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.

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Oral Activity (15 m)

1. SC Activity: Stimulus-Response/Chain Game- Because, for, infinitives of purpose
Introduction: Can you find many things at a shopping center? Can you find different kinds of
stores?
Procedure: I will say the name of a shopping center and you will say why you went there and
what you got. You have to use for, because or an infinitive in your answer. When you finish,
the next student has to say why you went to the shopping center and then add his/her
sentence. (This is a chain activity. Don’t let the chain go on for more than 8-10 students. Stop
it and start again if you have a large group.)
For example:
T: (Plaza Satélite) I went to Plaza Satelite to buy a sweater.
S1: The teacher went to PS to buy a sweater and I went there because I needed to go
to the bank.
S2: The teacher went to PS to buy a sweater and S1 went there because he needed to
go to the bank, and I went to PS to see a movie.
Etc.
Slide 33: Oral Practice (15 m) Please note; you need copies for this activity.
1. FP Activity: Role-Play-Because, for, infinitives of purpose
Introduction: What are you studying at the university? Why are you studying that? Did your
parents want you to study something else?
Procedure:
1. Work in pairs. I will give you each a card. You need to first find the other person with the
same number card as the one you have. (Each card has a number; the 1’s work together,
the 2’s work together, etc.)
2. One of you is going to be a parent and the other the son or daughter. The son or daughter
is talking to his/her mother or father about what you want to study at the university, but
your mother/father doesn’t agree. The children are going to try to convince the parents
that what they want to study is the best option, and the parents want to convince the
children to study something else.
3. When you finish, we’ll change cards, so that the students that were parents are now
children and the children are now parents. (Have them switch cards with another pair;
make sure both students in the pair have a chance to be the child and the parent. Walk
around and monitor the group; do correction with the complete group at the end.)
For example: (See the slide for the example.)
Slides 34-35: Speaking (15-20 m)
1. FP Activity: Information Gap-Because, for, infinitives of purpose
Introduction: Where do you go in a typical week?
Procedure:
1. Look at the slide. Open your books to page 89, exercise 5. Write a list of the places you go
and the reasons you go to each of those places. (Give them a few minutes to do this.)
2. Now, you are going to play a guessing game. Choose a place on your list and say a reason
you go there. Your classmate has to guess the place. If the guess isn’t correct, you have to
give another reason to go to that place and your classmate guesses again. Continue this way
until your classmate has correctly guesses the place. Each time your classmate guesses,
he/she gets one point, and the person with the fewest points at the end, wins.
For example: (See the slide for the example.)
Follow up: Who has the lowest total?

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Lesson Plans Levels 2A and 2B

Slide 36: Oral Activities (15-20 m)

1. FP Activity: Information Gap-Because, for, infinitives of purpose
Introduction: Do you have a favorite restaurant? What about a favorite store?
Procedure:
1. Look at the slide. On a piece of paper, I want you to write your favorite places, but don’t
write your name on the paper. (Click on the slide.)
2. Now, fold the paper up and give it to me. (Collect all the papers, and mix them up.) I’m
going to give each person a paper. You have to ask your classmates questions to first find
the person whose paper you have. Then you have to find out why those places are his/her
favorites. Please take notes, so you can share the information with the class later. (Give
them a few minutes to do this.)
For example:
T: What’s your favorite restaurant?
S6: Chili’s.
T: This isn’t your paper. Let me ask someone else. What’s your favorite restaurant?
S3: Italiannis.
T: Okay and what’s your favorite store?
S3: Liverpool.
T: Great. I have your paper. Now, why is Italiannis your favorite restaurant?
S3: Because the food is really good, they serve large portions and the prices aren’t very
expensive.
T: Why is Liverpool your favorite store?
S3: I like to go to Liverpool because I always find what I need.
T: Isn’t it expensive?
S3: Sometimes, but the quality is worth it.
Etc.
Slide 37: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 19, exercises 4, 5, 6 and 7.

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Lesson Plans Levels 2A and 2B

1. You want to study art; your 1. Your son/daughter wants to

parents want you to study study art; you want him/her to
accounting. study accounting.
2. You want to study psychology; 2. Your son/daughter wants to
your parents want you to study study psychology; you want
architecture. him/her to study architecture.
3. You want to study accounting; 3. Your son/daughter wants to
your parents want you to study study accounting; you want
medicine. him/her to study medicine.
4. You want to study business; 4. Your son/daughter wants to
your parents want you to study study business; you want
psychology. him/her to study psychology.
5. You want to study music; your 5. Your son/daughter wants to
parents want you to study study music; you want
economics. him/her to study economics.
6. You want to study computer 6. Your son/daughter wants to
science; your parents want you study computer science; you
to study law. want him/her to study law.
7. You want to study history; 7. Your son/daughter wants to
your parents want you to study study history; you want
business. him/her to study business.
8. You want to study literature; 8. Your son/daughter wants to
your parents want you to study study literature; you want
computer science. him/her to study computer
science.
9. You want to study acting; your 9. Your son/daughter wants to
parents want you to study study acting; you want
biology. him/her to study biology.
10. You want to study linguistics; 10. Your son/daughter wants to
your parents want you to study study linguistics; you want
physics. him/her to study physics.

152
Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 20

(131 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Warm up Activity (10 m)
1. FP Activity: Discussion – likes and dislikes
Introduction: Let’s talk about your perfect date.
Procedure:
1. In this unit we are going to talk about the theater. We use the expression ―a long run‖ to say
that a play, a movie, or TV has been shown or performed for a long time. Can you tell me a
TV show that is has had a long run in Mexico? (El Chavo del Ocho, Chabelo, etc.)
2. Imagine you are going out on the perfect date. What would you like to do and why?
3. Get into trios. Each student in the group must say what he or she would like to do on his or
her perfect date. Remember you must give a reason for each thing you say. Once you finish,
decide whose ―perfect date‖ is the best.
4. (Call on some groups and have them share what their perfect date is like and let the group
chose the one that they think is the best.)
For example:
T: On my perfect date, I would like to go to the theater to see a musical. I love
musicals because I think they are fun. I would also like to go out for dinner at an
Italian restaurant, because it’s my favorite food. I would order wine with dinner.
After dinner, I would like to go out dancing, because I love to dance.
Slides 5-13: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write it on the
board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
audience / The people who go to the theater to see a play is the audience. Each person in the
seats The audience sits in their assigned seats. What does each audience needs a ticket
person in the audience need in order to get a seat in the in order to get a seat.
theater?
theater The theater is where you go to see a play. My favorite theater is XXX is a theater in this
(Teatro Insurgentes). Can you tell me the name of a theater in city.
this city?
spectators A spectator is a person who goes and sees a game or event. I was a spectator at …
There were thousands of spectators watching the World Cup.
When was the last time you were a spectator? What were you
watching?
playwright A playwright, also known as a dramatist or dramaturge, is a XXX is a famous
person who writes dramatic literature or drama to be performed playwright.
by actors. Shakespeare was a famous English playwright. Do
you know any famous playwright?
composer A composer is a person that creates music. Andrew Lloyd XXX is a famous
Webber is a great composer. What other famous composer do composer.
you know?

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a play A play is a type of theatrical production where live actors XXX is a play.
perform the work of a playwright. My favorite play is (Our
Town). Do you know the name of any plays?
an opera Opera is an art form in which singer’s and musicians perform a XXX is an opera.
dramatic work combining text and music. Carmen is one of the
most famous operas in the world. What operas do you know?
a musical A musical is a theatrical production where there is a XXX is a musical.
combination of music, song, and spoken dialog. Actors also
dance sometimes. High School Musical is my niece’s favorite
musical. What musical plays do you know?
applaud When a play or event is over the audience applauds. It is I went to XXX and
primarily the expression of approval by the act of clapping, or applaud.
striking the palms of the hands together. Audiences are usually
expected to applaud after a performance, such as a musical
concert, speech, or play. What event have you gone to lately
where you applauded?

Slide 14: Getting Started (10 m)

1. Now, open your books to page 90, exercise 1. Read the sentences. Do you have any questions?
Underline the correct words to complete the sentences.
2. Get into pairs and compare your answers. Come to an agreement. (Click on the slide and have
students check their answers.)
Oral Activity: (10 m)
1. FP Activity: Discussion – vocabulary
Introduction: Let’s see what you know about language arts.
Procedure:
1. Open your books to page 90, exercise 2. Get into pairs. Read the questions. Do you have
any questions? (Answer any questions they might have.) Discuss each question with your
partner. Each student should give their point of view. (Give students time to complete the
task. Walk around encourage the use of use at all times. Help them if needed.)
2. (Once they finish, call on some students to share their ideas.)
For example:
T: I prefer to see musicals because they are so much fun. Also, watching live actors is
the best.
S1: I disagree. I prefer a good movie. When you can see the special effects and all that
is involved; I think it’s better. Etc.
Slide 15: Reading Activity (15 m)
1. Open your book to page 91, exercise 3. Do you know anything about these two plays? Which
one do you think is a musical? Which one do you think is a mystery? (Elicit some answers from
students.)
2. Open your book to page 91, exercise 4. Look at the chart. What kind of information do you
need to complete the chart? (Elicit some answers from students.) Read the article individually,
as you read underline the information you need to complete the chart. (Give students time to
complete the task. Walk around and help them if needed.)
3. Get into pairs and compare your answers. (Click on the slide to check their answers.)

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Lesson Plans Levels 2A and 2B

Slide 16-18: Grammar Focus (15 m)

1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation.
3. Point out certain patterns to students:
a. Use “a / an” the first time you talk about something.
b. Use “the” to talk about the same thing again.
c. Use “the” when there is only one example of something.
d. Use “the” with superlative adjectives.
e. Use “the” to talk about something specific.
f. Don’t use “the” to talk about things in general.
4. Have students open their books to page 92 and have them do exercises 2 and 3 individually.
(Give them time to do this. Monitor the group and help them with any questions they may
have. When they finish, have then get into pairs and compare their answers.) (Click on the slide
to check their answers.)
Slides 19-20: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 21: Pronunciation (10 m)
1. You are going to listen to some sentences. Notice the short weak pronunciation of the words a
/ an, and the. (Play the audio.)
2. Now, listen again and repeat.
Slide 22: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Oral Activity: (15 m)
1. FP Activity: Guessing game – a / an, and the
Introduction: Let’s talk about movies you know.
Procedure:
1. Open your books to page 93, exercise 6. Read the questions. Any questions? I want you to
think of an interesting movie or play you have seen. Think of answers to each of the
questions. You may take notes if necessary.
2. Get into trios. Each member of the team will take turns describing the play or movie. Make
sure you don’t say the name. The other team members have to guess what it is.
3. (After the activity is over call on some student to share their descriptions.)
For example:
T: This is a famous movie. It happens on a ship. It is a love story. Towards the end the
ship sinks. He dies and she is saved. Later on when she is old, she goes back where
the ship sunk. What movie is it? (Titanic.)
Slide 23: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 20, exercises 1, 2, 3 and 4.

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Lesson Plans Levels 2A and 2B

156
Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 21, Day 1

(133 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up activity: Find someone who…? (10 m)
1. FP Activity: Find someone who…? Present perfect: ever
Introduction: Let’s find people in our class who have done different things.
Procedure: I am going to show you a chart on the slide. In your notebooks, I want you to
write 1 to 6 and the title in the second and third column. In a minute I want to you stand up
and ask your classmates who has done these activities. When you find someone, then you write
their name next to the number in your notebook and the when or where. The first person to
have a name for each number is the winner.
For example: (Click on the slide to show the example.)
Follow up:
T: Who has played tennis?
S4: Tere has played tennis. Etc.
Slides 6-11: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
a couple of When you talk about two of something you say “a In a couple of years it
months / days / couple”. I bought a couple of liters of milk at the story will be XXX.
weeks / years. yesterday. What year will it be in a couple of years?
ages When we use the expression “ages‖ it means a long I have … for ages.
time, or many years. Porfirio Diaz was Mexico’s
president for ages. Tell me something you have done for
ages.
noon When the morning ends and the afternoon starts its 12 My XXX class is at
o’clock noon. What class do you have at noon? noon.
New Year’s Eve The night of December 31st is New Year Eve’s. On On New Year’s Eve I
New Year’s Eve, I usually go to a party with my friends. usually XXX.
What do you usually do on New Year’s Eve?
over ten days / When you say that something lasted over 10 days / I have known my friend
weeks / months weeks / months / years, means it lasted more than 10 XXX for over 7 years.
/ years days, weeks, months or years. I have been an English
teacher for over 5 years. Tell me someone that you have
known for over 7 years.
the day before (Point to the slide.) The day before yesterday from the The day before
yesterday 20th is the 18th. If today were Sunday, the day before yesterday was XXX.
yesterday would be Friday. What day was the day
before yesterday?

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Lesson Plans Levels 2A and 2B

Slide 12: Getting Started (10 m)

1. Now, open your books to page 98, exercise 1. Look at the pictures. Get into pairs and discuss
the question. (Give students time to complete the task. Once they finish call on different
students to hear what they thought. For example: T: How old do you think the lady in the
first picture is? S7: She is more than 60 years old.)
2. Let’s look at exercise 2. Read the expressions. What do all the expressions have in common?
(They all relate to time.) Get into pairs. Match the expressions on the left with their synonyms
on the right. (Go over the example. Give students time to complete the task. Monitor students
and help them if needed.) Get into pairs and compare your answers. Come to an agreement.
(Click on the slide and have students check their answers.)
Slide 13: Pronunciation (15 m)
1. Open your books to page 98, exercise 3. The ―TH‖ in English has two pronunciations. You are
going to listen to the voiced ―TH‖ /ð/ and the voiceless ―TH‖ /Ɵ/. (Play the audio. Play the
audio again if necessary. The two sounds are identical, except that when you say the voiced
―TH‖ your vocal chords vibrate. Demonstrate the position of the tongue: the tip of the tongue
is between the top and bottom teeth and lightly touches the top teeth.)
2. Did you hear the difference of the voiced and voiceless? Look at the voiceless TH words in the
first row. (Say the words and have students them repeat them.) Now look at the voiced sound
TH words of the second row. (Say the words and have students them repeat them.)
3. Now, listen again and repeat. (Have them repeat chorally and individually.)
4. You are going to listen to a question and the various ways to answer the question. (Play the
audio. Play the audio again if necessary. Have students repeat chorally as well as individually.)
Slide 14-15: Reading Activity (15 m)
1. Open your books to page 99, and look at exercise 6. Read the names in the first column. Who
do you think is a singer? A model? A tennis player? Make your predictions of which woman
had or has which job.
2. Now, read the article and confirm if your predictions were correct. (Give students time to
complete the task. Help them with any vocabulary words they might need. Click on the slide to
check their answers.)
3. Let’s look at exercise 7. Read the sentences. Do you have any questions? (Answer any
vocabulary questions they might have.) Read the article again and complete the sentences with
the correct information. Get into pairs and compare your answers. (Click on the slide and have
them check their answers.)
Oral Activity: (10 m)
1. FP Activity: Presentation - Present perfect
Introduction: Let’s talk about someone you know that has done something for a long time.
Procedure:
1. Think about an older person you know that has done something well for a long time. Make
notes if you want.
2. Get into trios. Take turns telling each other about the person you thought about.
3. (Call on a few students to share their information with the group when they finish.)
For example:
T: My father has been a lawyer for 40 years. He got his law degree in 1970. He has
worked in many companies. Right now he works for ABC Corporation and he has
been there for more than 12 years. He loves sports and likes play tennis. He has played
for 10 years. He also likes to collect beer cans from other countries. He has collected
beer cans for over 15 years. He has some very unusual cans from different countries.

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Lesson Plans Levels 2A and 2B

Slide 16-19: Grammar Focus (15 m)

1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. Use the present perfect to talk about actions or states that started in the past and
continue into the present.
b. Use “How long” with the present perfect to ask about length of time.
c. Use “for” to talk about length of time.
d. Use “since” to say when the action started.
4. Have students open their books to page 100 and have them do exercise 1 in pairs. (Give them
time to do this. When they finish, click on the slide to check their answers.)
5. Have them do exercise 2. When they finish, click on the slide to check their answers.
6. Have them do exercise 3 in pairs. (Give them time to do this. When they finish, click on the
slide to check their answers.)
Slides 20-22: Repeat/Complete/Change (12 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: Have students change the sentences from ―for‖ to ―since‖ or vice versa. Do some
chorally and some individually.
For example:
The slide says: ―He has lived here for 10 years.‖
The Ss say: ―He has lived here since 1990.‖
Or vice versa.
The slide says: ―He has lived here since 1990.‖
The Ss say: ―He has lived here for 10 years.‖

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Lesson Plans Levels 2A and 2B

Slides 23-24: Repeat/Complete: Questions (10 m)

1. Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
2. Complete and answer:
Divide the students into 2 groups.
Have students in group 1complete the question.
Have students in group 2 answer the question.
Have students in group 2 complete the next question.
Have students in group 1 answer the question.
Do first 5 chorally and second 5 individually.
(Note: the answer to the question is right next to the cue on slide.)
Example:
T: Side 1, complete the question.
Side 1: ―How long has he lived here?
T: Side 2, answer the question.
Side 2: ―He has lived here for 10 years.‖
T: Side 2, complete the next question.
Side 2: ―How long have they studied English?
T: Side 1, answer the question.
Side 1: ―They’ve studied English since last year.‖
(Do the first 5 in this fashion and the rest with individual students.)
T: S1, complete the question.
S1: ―How long have you played tennis?‖
T: S2, complete the answer.
S2: ―I’ve played tennis for 6 months.‖
T: S3, complete question.
S3: ―How long have they been married?‖
T: S4, complete the answer.
S4: ―They’ve been married for 20 years.‖
(Make sure all students ask and answer.)

Slide 25: Oral Activity (15 m)

1. FP Activity: Find someone who…? For / since
Introduction: Let’s find people in our class who have done things for the same length of time
as you have.
Procedure: I am going to show you a chart on the slide. In your notebooks, I want you to
copy it. In a minute I want to you stand up and ask your classmates how long they have done
each of the things on the chart. When you find someone with the same information as you,
then you write their name in the correct column. Make sure you write the answers using for
and since.
For example: (Click on the slide to show the example.)
Follow up:
T: How long has (say the name of a student from the class) owed a cell phone?
S4: XXX has owned a cell phone for /since she / he was 16. Etc.
Slide 26: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 21, exercises 1, 2 and 3.

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Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 21, Day 2

(116 -126 m)

Slides 28-29: Homework (5 m)

Slide 30: Objectives (3 m)
1. Write the objectives on the board.
Slide 31: Warm up Activity (15 m)
1. FP Activity: Interview – for / since
Introduction: Let’s talk about your possessions.
Procedure:
1. What kind of information can you get about somebody by looking at their home or
possessions? (Give students a couple of minutes to think of the answer. Listen to their ideas
in open class and make a list on the board.)
2. Think about an important possession you have. (Give students time to think of a suitable
possession.) Imagine you are holding it in your hands. Walk around the class ―carrying‖
your treasured possession. Tell other students about what you have and why it is important.
Ask other students about their possessions.
For example: (See the slide for the example.)
Slide 32: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Speaking: (15 m)
1. FP Activity: Question - Answer – How long, for / since
Introduction: Have you done certain things for a long time? Let’s interview each other.
Procedure: Open your book to page 101, exercise 4. Look at the chart and complete the first
column with information about yourself. The question cues follow a pattern. One asks for
some information, the next is a follow-up question that asks how long that information has
been true. (Have them work individually. Give them time to complete the task. Monitor your
students and help them if needed.)
For example: T: Where do you live? How long have you lived there?
Procedure: Get into pairs. Use the question cues to interview a partner and complete the last
column of the chart. (Go over the example; ask two volunteers to read the questions and
answers.)
For example: (See the book for the example.)
(T)Student B: Where do you live?
(S1) Student A: In Mexico City.
(T)Student B: How long have you lived there?
(S1) Student A: Since 1998.
Follow up: Tell the class one interesting thing about your partner.
Slide 33: Oral Activity (15-20 m)
1. FP Activity: Question answer game – How long, for, since
Introduction: Let’s talk about how long you have done different things.
Procedure:
1. Each student is first going to say a letter: A, B, C, D, A, B, C, D, etc. until everyone has a
letter. (Go around the class and give each student a letter: A, B, C or D.)
2. Now, look at the slide. If you are letter A, you are going to ask your classmates questions 1
and 2. If you are letter B, you are going to ask your classmates questions 3 and 4. Student C
asks questions 5 and 6 and Student D asks questions 7 and 8.

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3. Now, you are going to stand up and ask your classmates your questions to find out if the
statements are true or false. You need to ask questions with ―How long?‖ Keep track of the
people that say yes and the ones that say no, so in the end you will know if the statement is
true or false.
For example:
T: How long have you lived in your house?
S7: I have lived in my house all my life.
T: So, now I have one yes. Let me ask someone else. How long have you lived in your
house?
S3: I have lived in my house three years.
T: So, that’s a no. I have to ask more people to see if I can find 5 people that have
lived in their house all their lives.
Slides 34-35: Oral Activity (30-35 m)
1. FP Activity: Role-Play – How long, for, since, simple past, simple present (15-20 m)
Introduction: Have you ever applied for a job? What questions do they ask you?
Procedure:
1. Look at the slide. On a piece of paper, write the information that is required for the job
application. If you haven’t worked before, invent the information. (Give them time to do
this. Help them if needed.)
2. Now, you are going to work in pairs. One student will be the person looking for a job, and
the other will be the employer. The employer is going to ask the prospect questions to see if
he/she is the person for the job. When you finish, you will switch roles. (Walk around and
take notes of mistakes and do group correction at the end.)
For example:
T: Hi, I’m Pat Jones. Nice to meet you.
S3: Nice to meet you, too.
T: Take a seat. Now, let me ask you some questions about your previous jobs and
experience.
S3: Of course.
T: I see you live near downtown. How long have you lived there?
S3: I’ve lived there for the last 10 years.
T: Where did you live before that?
S3: We lived in Chihuahua.
T: Okay. It says here that you are studying at the university right now, is that correct?
S3: Yes, it is. I’m finishing my studies in Accounting.
T: I see. And how long have you studied accounting?
S3: I’ve studied accounting for 3.5 years; I’m almost finished with my studies.
T: Great. It also says that you are working in an accounting firm now. How long have
you been there?
S3: I’ve been there for 6 months, but I’m looking for something closer to home
because this company is very far from where I live.
T: Okay. Tell me, do you have any hobbies? What do you like to do in your free time?
S3: I like to listen to music and I love to jog. I’ve been jogging for many years and have
participated in a couple of marathons.
T: Very interesting. Now, do you have any questions for me?
S3: Yes, I’d like to know…
2. FP Activity: Presentation – Present perfect, simple past, simple present, future (15 m)
Introduction: Do you know a lot about some famous people? Who do you know a lot about?
Procedure:
1. Think of a famous person that you know about. Don’t say the name of the person. Think
about the things that person has done, where the person has gone, etc.

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2. You are going to work in groups of 3-4. You will tell your classmates about the famous
person you are thinking of, but you won’t say the name of the person. Your classmates have
to guess who the person is.
For example:
T: This person is a man and he is a very famous singer. He has lived in many different
countries, but he was born in England. He has sung in groups and he’s sung by
himself. He’s been a musician for over 50 years! He has been married twice, but his
first wife died. His second wife divorced him a few years ago. In the future, he will
produce a new record and he’ll probably continue to tour and give concerts. He has
come to Mexico on tour a few times and he’s most famous because he was part of
the Beatles.
S7: Paul McCartney.
T: Right.
Slide 36: Video Activity: (30 m): Please note you need copies for this activity.
Segment 11: Lots to do!
Step 1: Segment Introduction
1. Introduce the topic to the students. Tell them it is about two girls that are roommates.
(Explain what roommates are if necessary.) They have a new roommate moving in. Both
girls have lots to do.
Step 2: Previewing: Freeze Frame
2. Hand out the Video Activity Worksheet.
3. Play the video and pause it just after the line, ―Oh, Ellen. Ana’s moving in here tomorrow!
We have to get this place ready!‖ Ask students to answer the four questions on the Video
Activity Worksheet.
4. Have students work in pairs to compare answers. (DO NOT CLICK ON THE SLIDE.)
5. Call on students to answer the questions. Remember that your objective at this point is to
encourage participation and curiosity. For this reason, tell students you will not say if their
guesses are right or wrong. Accept all answers. You may want to write the students’ ideas
on the board.
Slide 37: Step 3: Gist Viewing: Normal Viewing
6. Show the entire video segment. Have students work in pairs to compare their predictions
with what they saw in the video and then share them as a whole class.
7. Have the class come to a consensus about the answers to the four questions. (Click on the
slide to check their answers.)
Slide 38: Step 4: In-Depth Viewing
8. Play the video again and have students answer the comprehension questions on the Video
Activity Sheet.
9. Go over the answers with the class, or play the captioned version of the segment. (Click on
the slide to check their answers.)
Slide 39: Step 5: Captioned Viewing
10. Have them get into pairs. Play the video segment again and ask them to make a list of
things the girls have to do before Ana moves in. The pair with the most things wins.
11. Replay the video to check their answers.
Slide 40: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 21, exercises 4, 5 and 6.

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Video Activity Sheet

Lots to do!

I. Answer the questions below. You can guess if you’re not sure.

1. Who are the people?

2. Where are they?

3. How does each person feel? Why do you think so?

4. What is going to happen next?

II. Read the statements below. Then watch the video segment again and
circle the correct information to complete the statements.

1. Ellen and Betsy are having a friend/roommate come to their apartment

tomorrow/next week.

2. Ellen didn’t have time to buy the food/cleaning supplies.

3. Betsy is nervous/happy about Ana moving in.

4. Ellen is helpful/unhelpful with the chores.

III. What do they have to do?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

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World View: Book 2B, Midterm Review

(131 m)

Slides 2-3: Homework: (5 m)

Slide 4: Objectives: (3 m)
1. Write the objectives on the board.
Warm up Activity (20 m)
1. FP Activity: Information Gap-Infinitives of purpose, for and because
Introduction: Can you draw well? Let’s see.
Procedure:
1. (Draw a simple picture across the width of the board; a long road with a few buildings, a
zebra crossing (paso peatonal) and some trees. Make sure you include some stick people,
crossing the road, going into a building or walking down the street holding hands, etc.)
2. Now, I’m going to give each student the markers and you each have to add one or more
things to the picture.
3. (When the picture is finished:) You are going to make sentences about what was happening
in the picture. You can also imagine what happened before or after. Try to use because, for
and infinitives of purpose in your sentences.
4. Let’s do a few examples and then you are going to get into trios and you need to make 8
more sentences.
For example:
T: The man went into the drug store for some cold medicine. The boys were sitting
down because they were playing basketball and were tired. The car stopped at the
zebra crossing to let the man cross the street.
Slide 5: Grammar Practice (10 m)
1. (Click on the slide.) Look at the sentences. Copy them in your notebooks.
2. Now, read each sentence and circle the mistake; it’s one of the underlined words or phrases.
Then, write the correction in your notebooks. (Give students time to complete the task.
Monitor them and help them if needed. Once they finish click on the slide to check their
answers. Go over any questions they might have.)
Slide 6: Oral Practice (15 m)
1. FP Activity: Discussion – verbs for likes / dislikes + nouns or verb + ing.
Introduction: Let´s plan our vacations
Procedure:
1. What do you usually do during your vacation? (Elicit some answers from students.) What
do you consider when planning a vacation? (Elicit some answers from students.)
2. You are going to listen to a conversation between three people deciding which resort to
visit. Listen to the sports they say they love doing. (Play the audio. Play the audio again if
necessary.)
3. What sports do they love? (Skiing, aerobics, doing karate, playing golf.)
4. Open your books to page 77, exercise 11. Read the ads and discuss your likes and dislikes
in terms of sports. You have to decide as a group which resort you will visit.
5. Get into trios. Decide who will take role A, B and C. Read your role in the book. Based on
that discuss and come to an agreement.
6. (Once they finish, ask each group to share with the class where they will go and why.)
For example: (Click on the slide to see the example.)
T: Let’s go to the Blue Mountain Club; I really like skiing and climbing.
S2: I don’t like skiing so let’s go to Paradise Island Resort because I love swimming.
S4: I like swimming, but I also like sports. Let’s visit the Sport Plus Club.
Etc.

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Slide 7: Oral Activity (15 m)

1. FP Activity: Role-Play – Quantifiers with countable and non – countable nouns
Introduction: We need food! Let’s make a shopping list.
Procedure:
1. How much milk do you and your family drink each day? How much do you buy each week
at the store?
2. You are going to listen to a conversation between two roommates. They are talking about
what they need to shop for at the store. Listen to the amount of food they have. Make
notes if you want. (Play the audio. Play it again if necessary.)
3. What amount of food do they have? (They have a lot of oranges, a few strawberries, some
lettuce and tomatoes and a lot of onions. They don’t have any apples or bananas.)
4. Open your books to page 77, exercise 13. You are going to role-play two roommates
talking on the phone. One is at the supermarket, the other is at home telling the other what
foods to buy.
5. Get into pairs and decide who will be A and who will be B. Student A will ask student B
what to buy and will make a shopping list. Student B will look at page 142. Student B will
tell student A what things you have at home.
6. When you finish switch roles student A will look at page 142.
For example: (Click on the slide to see the example.)
T: Hi! I’m at the supermarket; what should I buy?
S1: Well, we have some cookies but, buy some more; everyone loves cookies.
T: Okay, cookies. Do we have bananas?
S1: No, we don’t have any bananas. We have a lot of yogurt so don’t buy any.
T: Should I buy milk?
S1: Yes, buy milk and tea. We only have a few bags of tea and we don’t have much
milk.
Etc.
Slide 8: Oral Practice (15 m)
1. FP Activity: Role-Play – verbs for likes/dislikes + noun/verb + ing
Introduction: If you have a job interview, do they ask you questions?
Procedure:
1. What are some questions an interviewer might ask you when you apply for a job? (Elicit
some answers from students.)
2. You are going to listen to a conversation between a job applicant and an interviewer.
Listen for the information the interviewer asks the job applicant. (Play the audio. Play it
again if necessary.) What information did the interviewer ask? (He / she wanted to know
about the applicant’s job experience.)
3. Open your book to page 94, exercise 2. Get into pairs. Look at the job advertisements and
decide which job you will talk about.
4. You are going to role-play an interview for one of the jobs in the ads. Decide who will be
A and who will be B. Remember that it is important that employees like their job. You
must ask and tell your likes and dislikes in a job interview.
For example: (Click on the slide to see the example.)
T: What’s your name?
S2: my name is Gaby.
T: What do you like about teaching English?
S2: I like working with children. I like to see how they learn.
T: Tell me what you don’t like about teaching.
S2: I don’t like the salary. I don’t like working with chalkboards.
T: Oh, well we don’t use chalk. We have whiteboards.
Etc.

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Lesson Plans Levels 2A and 2B

Slide 9: Oral Activity (15 m)

1. FP Activity: Memory Game – because, for, and infinitives of purpose
Introduction: Let’s practice explaining why we go to different places.
Procedure:
1. Why do you go to a newsstand? (Elicit from students some answers.) Great! (Repeat the
process with a convenience store, a drugstore, a coffeehouse, a restaurant, a hair salon, a
clothing store, and a department store.)
2. You are going to listen to a conversation that models the game you are going to play in a
minute. Listen to the audio and answer the following questions. (Play the audio. Play the
audio again if necessary. Click on the slide to check their answers.)
3. Open your books to page 95, exercise 10. Get into groups of 4. Decide who will be A, B, C
and D. You are going to play the memory game. Student A says a place in the picture and
gives a reason for going there. Student B repeats A’s information and then says a new place
and gives a new reason C and D continue. Go around the group two times but you can’t
repeat the places.
For example:
T: I am going to the house of coffee because I want a cup of coffee.
S2: She is going to the coffee house because she wants a cup of coffee. I am going to
the hair salon because I have a party tonight. Etc.
Slide 10: Oral Activities (30 m)
1. SC Activity: Stimulus – Response-A, an, and the (15 m)
Introduction: Let’s make a story with the pictures.
Procedure:
1. Open your books to page 95, exercise 12. Look at the pictures. What do you think is
happening in each one? (Elicit some answers from students.)
2. You are going to listen to a conversation that models what you are going to do in exercise
12. Listen and try to figure out which picture the speakers are talking about. (Play the audio
once. Play the audio again if necessary.) What picture did they talk about? (Picture 5.)
3. Get into trios. Work with your group and make up a story about the pictures in exercise
11. Use the vocabulary you learned in unit 20. You can use the pictures in any order. The
most creative story wins.
4. (Once they finish have each group present their story. Each member of the team must
speak. Have everyone vote on the most creative.)
For example:
T. Tom was very in love with Susan. He gave her a flower to show his love.
S1: That night Susan got a letter from Tom. Tom also said he loved her very much.
Etc.
2. FP Activity: Presentation – Present perfect: how long, for, and since (15 m)
Introduction: Let’s talk about activities you have already done.
Procedure:
1. How long have you been a student? (Elicit some answers from students.) How long have
you had a car? (Elicit some answers from students.)
2. Open your books to page 114, exercise 2. On a piece of paper write 6 sentences about
activities you have already done using the present perfect tense. You must include 2 or 3
sentences that are not true.
3. Now, let’s look at exercise 3. Get into trios. Each member of the team will take turns
reading their sentences. After each sentence the rest of the team must say if the sentence is
true or false. Each correct guess gets 1 point. The team member with the most points wins.
For example:
T: I had my first group of students when I was eighteen years old. (True sentence.)
S2: True! S3: False!
T: The sentence is true. S2 gets 1 point. Student 3 is wrong; he doesn’t get a point.

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Slide 11: Wrap up & Homework (3 m)

1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, study for the exam.

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Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 22, Day 1

(123-133 m)

Slide 2: Objectives (3 m)
1. Write the objectives on the board.
Slide 3: Warm up Activity (15 m)
1. FP Activity: Presentation: Integration of tenses, have to
Introduction: Are there many things to do in your house to keep it clean and nice? What are
some of the activities that you have to do at home? (Ask students to mention some and write
them on the board.)
Procedure:
1. Work in groups of 3-4 and tell your classmates about the things that you have to do at
home and the things other family members have to do. Are there tasks that you share? Or
does one person have to do everything?
For example: (See the slide for the example.)
Slides 4-13: Vocabulary (12 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
send (a fax, To send is to transmit to a destination. I send many email I send email to…
an email) messages every day. Who so you send email to? Why? because…
get (a fax, an To get a fax or email is to receive a fax or email. Yesterday, I I usually get email
email) got an email from my best friend. Who do you usually get from… every (week,
email from? How often? day, month, etc.)
leave (a In the picture, the man is taking a message; someone is If I call someone who
message) leaving a message. I called my sister yesterday, but she wasn’t isn’t home, I
home, so I left a message on her answering machine. When leave/don’t leave…
you call someone who’s not home, do you leave a message? If
not, why not?
do (the When you make copies in an office, we say you do the Yes/No, I have(n’t)
copying, the copying. I hate to do the copying in my office; it’s boring. done the copying. I
homework) Have you ever done the copying at work? What did you copy? copied…
sign (your To make many documents legal, you have to sign them with I signed my name (at
name, the your signature. I don’t like to sign my name; it’s very long. the bank, at the store,
document) When was the last time you signed your name? etc.)
have (a When you arrange for and participate in a meeting or a I had a conversation
meeting, a conversation, you have a meeting or conversation. Last week with my boyfriend /
conversation) we had a meeting with all of the English teachers. When was girlfriend / mother /etc.
the last time you had a meeting or conversation? What was it about…
about?
arrange (a When you make the preparations for a meeting, we say you XXX arranges
meeting, a arrange a meeting. The coordinator arranged the meeting meetings.
party) that we had last week. In offices, who usually arranges
meetings?

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Lesson Plans Levels 2A and 2B

make (a call, When you place a call or reserve a hotel or table at a I made a reservation /
a reservation restaurant, we say you make a call or make a reservation. Last call … I called /
[hotel, flight, year when I went to Houston, I made a reservation via reserved…
restaurant]) Internet. When was the last time you made a call or
reservation? Who did you call or what did you reserve?

Slide 14: Getting Started (15 m)

1. Open your books to page 102, exercise 1. Work in pairs and complete the sentences with the
verbs from the box. (Give them time to complete the task.) Let’s check your answers. (Chick
on slide to check student’s answers.)
2. Now, work in pairs and discuss the question in exercise 2.
3. So, tell the class the tasks you’ve done? Who wants to share? (Ask different students to share
the things they’ve done. Don’t spend more than 2-3 minutes on this.)
Slide 15: Reading: Job Share (15-20 m)
1. What do you think ―Job Share‖ means? (Let students speculate; accept anything they say.)
2. Look at exercise 4 on page 102. Read the ad and then answer the question. (Give students time
to do this. When they are ready, get their answers orally. (See the article for the answers.)
3. Now, look at exercise 5 on page 103. Work in pairs. Look at the photos. Which of these jobs
could two people share? Which would be difficult to share? Discuss these questions. (Give
them a few minutes to do this, when they have finished, ask some of them what they decided
and why. Try to get different people to participate with the opinions.)
Slides 16-18: Listening (15-20 m)
1. Look at the slide. What problems do you think there can be when two people share a job? (Let
students give their ideas. Write the words and phrases on the board. If they don’t mention
certain things like maybe one person does more work than the other, mention it yourself. If
they have a hard time relating to this, ask what kinds of problems there are when they have to
do projects at the university in teams. Do all team members contribute equally to the work, or
do some people do more than others?)
2. (Click on the slide.) Now, you are going to listen to a conversation between two people who
share a job. First, read the questions on page 103, exercise 7. (Play the audio. Play it a second
time if necessary.)
3. Now, answer the questions. (Give them a minute to do this. Click on the slide to check the
answers.)
4. Now, look at exercise 8 on page 103. Read the list of tasks. You are going to listen again and
check off the tasks that Marcy did. (Play the audio. Play it a second time if necessary. Click on
the slide to check the answers. )
Slide 19: Grammar Focus (5 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. Use can you or could you + BFV to make requests.
Slides 20-21: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.

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Oral Practice (10 m)

1. CP Activity: Stimulus-Response-Commands and Can and Could for requests
Introduction: Let’s ask our classmates to do things politely.
Procedure: One student will give a command, and the next student has to make the command
into a request.
For example:
T: the door
S6: Open the door.
S2: Could you open the door, please?
T to S2: A different command with ―door.‖
S2: Close the door.
S9: Could you close the door?
Cues: (You can use the same cue for more than one student. Only give a cue if the
students can’t think of any command to give.)
your pen your sweater Some verbs:
your notebook your book give open
your cell phone the window take close
some money the board lend erase
the homework the markers help do
Slide 22: Oral Activity: (20 m) Please note: you need copies for this activity.
1. FP Activity: Role-Play-Can and Could for requests, integration of tenses
Introduction: Are there times when it’s important to be polite? For example?
Procedure: You are going to work in pairs. You will each have a card that says where you are
and what you need to do. Act out the situation with your partner. Remember to be polite when
you ask for something. When you finish, you will get a new card, and you will switch roles.
For example:
T: Good morning. Can you help me?
S6: Of course. What are you looking for?
T: Well, I’m looking for an apartment that has one bedroom, but that isn’t very
expensive.
S6: Okay. Can you tell me what part of the city you want to live in?
T: Well, someplace nice; I want to find a place that isn’t dangerous. Oh, and I want a
place that’s near public transportation.
S6: All right. Could you give me an idea of the amount you can spend?
T: Well, I need to find an apartment that is less than 3,500 pesos a month.
S6: I have various apartments in that price range. For example, there is one…
Procedure: (Give out cards 1-5 to each student. The cards are repeated. One student takes
card A and the other card B. They act out the situation. When they finish, change cards with
another pair, so that each pair has a new number. Students do the role play again, but this time
the student that was A now takes card B and the student that had card B takes card A. During
the role play, walk around and take note of students’ mistakes to do group corrections later.)
Slide 23: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 22, exercises 1, 2 and 3 in your workbooks.

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World View: Book 2B, Unit 22, Day 2

(126-146 m)

Slide 25: Homework (5 m)

Slide 26: Objectives (3 m)
1. Write the objectives on the board.
Slide 27: Warm up Activity (10-15 m)
1. SC Activity: Information Gap-Because and for
Introduction: Do your classmates have some things that you don’t have? For example?
Procedure:
1. On a piece of paper, write 5 things that your classmates have in class with them today that
you would like to have. (Give them a few minutes to do this. Click on the slide to show
your list.)
2. In a minute, you will stand up and ask your classmates for the things on your list. You
have to ask politely using ―Can you…‖ or ―Could you…‖ If a classmate asks you for
something and doesn’t ask with ―Can you…‖ or ―Could you…‖ you have to say ―NO.‖
The first person to get all of the items on his/her list needs to come and tell me. I will
check the list and the items and if they are all there, that person wins.
For example: (See the slide for the example.)
Slides 28-29: Grammar Focus: Offers (15 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. We have three ways to make an offer. To make an offer, we can ask with would you
like me to + BFV.
b. Or, we can ask with should I + BFV.
c. When we also make an offer by saying I’ll+BFV.
4. Open your books to page 104, exercise 2. Complete the rules in the chart. (Give them a minute
to do this.) Let’s check your answers. (Check the answers orally: 1. Could or Can; 2. Would you
like me to or Should I; 3. I’ll.)
5. Look at exercise 3. Work in pairs and complete the conversations with requests or offers. (Give
them time to do this. When they finish, click on the slide for them to check their answers.)
Slides 30-31: Repeat/Complete: Offers (10-15 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 32: Pronunciation (10-15 m)
1. Open your books to page 105, exercise 4. Listen to the audio and notice the weak
pronunciation of can, could, should and would and the way these words are linked to the next
word. (Play the audio.)
2. Now, listen again and repeat. (Play the audio again.)
3. Now, in pairs, practice the conversations in exercise 3.
Slide 33: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.

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Lesson Plans Levels 2A and 2B

Slide 34: Oral Activity (15 m) Please note: you need copies for this activity.
1. SC Activity: Request and Offer Game-Requests and Offers
Introduction: Can you make requests and offers now? Let’s practice.
Procedure: I will give each student a card. On the card it says what you want help with and
what you can help someone with. In a minute you will stand up and ask your classmates
questions to find someone to help you. You also have to help someone else. When you have
helped someone else and have found someone to help you, you can sit down.
For example: (See the example on the slide.)
Slide 35: Speaking (15 m)
1. FP Activity: Role-Play-Because, for, infinitives of purpose
Introduction: Let’s practice making requests and offers some more.
Procedure: Work in pairs. One of you will look at page 140 in your books, and the other
student will look at page 141. You will take turns making requests and offers.
For example: (See the slide for the example.)
Slides 36-37: Oral Activity (20 m)
1. FP Activity: Role Play-Request, offers, integration of tenses
Introduction: Do you like parties? Is it sometimes difficult to plan a party? Why?
Procedure:
1. Let’s divide the group into 4 teams. (Divide them into four groups of 4-5 students each.
Give each team a number: 1, 2, 3 or 4. If you don’t have a large group, you can do it with 3
groups.)
2. Each group is going to plan a party; but each party is different. You have to decide what
you want to do and buy. You need to decide how many people to invite, where the party
will be, etc. You need to plan all the details and you have to find different people to help
you do things. Different people in the group will need to offer to do different things to
plan the party. You can only spend 20,000 pesos on the party. (Click on the slide.)
3. Now, look at the slide and see what kind of party you are going to plan. You have 10
minutes to plan the party and then you will present your plans to the group. The group
with the best plans wins. (Give them time to prepare, and help if needed. Go around and
take note of mistakes to do group correction at the end.)
For example: (Go to the next slide to see the example.)
Procedure: Now, each group will present their party plans and we will vote on the best party
at the end.
For example: T: We planned a quinceaños party for my sister. We will have the party in Miguel’s
house because he has a beautiful garden and a large house. That way we don’t
have to rent a place. We will have a DJ instead of a group. We will invite 60
people only. We…
Slide 38: Writing (10-15 m)
1. Open your books to page 105, exercise 8. You are going to choose a job. You can choose one
from the book or a different one.
2. Now, make a list of 5-6 things you have to do in that job. (Click on the slide to show the
example. Give them time to do this, help them if needed. )
3. Now, imagine that you share the job with someone, and you didn’t finish all your work. You
are going to write a note to your job share partner and ask him/her to do some things for you.
You can also offer to do some things for him/her. Give reasons why you need help. (Click on
the slide to show the example.)
Slide 39: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 22, exercises 4, 5 and 6.

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Lesson Plans Levels 2A and 2B

1. A: You are in a department store. You 1. B: You are a sales person. Your
want to find the perfect gift for your customer is looking for a gift, but
boy/girl friend because it’s his/her can’t decide what you buy for
birthday. You have a lot of questions his/her boy/girl friend. You make
and have difficulty deciding what to many suggestions to help him/her
buy. decide.
2. A: You are in a restaurant and are 2. B: You are a waiter/waitress. Your
going to order a meal. You want to customer wants to order a meal, but
know about all of the different wants to know about all of the
options on the menu. You want the options on the menu. You need to
waiter /waitress to give you explain each option and give him/her
suggestions. suggestions.
3. A: You are calling a travel agency 3. B: You are a travel agent and your
because you want to take a vacation. customer wants to take a vacation,
You aren’t sure where you want to but s/he doesn’t know where to go.
go, so you have a lot of questions S/he wants you to explain all the
about the various options. You want different options and suggest a place
the travel agent to explain all the for his/her vacation.
different trips to you.
4. A: You are calling a university 4. B: You work at a university. A
because you want to study, but you prospective student is calling to ask
don’t know anything about the you about the university. You need
school. You want to know what to tell him/her about the programs
programs they offer and about the offered at your university and talk
installations and teachers. You are about the installations and teachers.
asking a lot of questions in order to You want to convince the person to
decide where to study. study at your school.
5. A: You want to by a new computer, 5. B: You are a salesperson at a
but you have a lot of questions. You computer store. Your customer has a
want to know about the price, the lot of questions about buying a new
memory, the speed, and the computer. Try to answer all of
programs it has. You don’t know his/her questions and help him/her
which brand to buy and want the to decide which computer to buy.
sales person to help you decide.

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Lesson Plans Levels 2A and 2B

6. A: You are in a department store. You 6. B: You are a sales person. Your
want to find the perfect gift for your customer is looking for a gift, but
boy/girl friend because it’s his/her can’t decide what you buy for
birthday. You have a lot of questions his/her boy/girl friend. You make
and have difficulty deciding what to many suggestions to help him/her
buy. decide.
7. A: You are in a restaurant and are 7. B: You are a waiter/waitress. Your
going to order a meal. You want to customer wants to order a meal, but
know about all of the different wants to know about all of the
options on the menu. You want the options on the menu. You need to
waiter /waitress to give you explain each option and give him/her
suggestions. suggestions.
8. A: You are calling a travel agency 8. B: You are a travel agent and your
because you want to take a vacation. customer wants to take a vacation,
You aren’t sure where you want to but s/he doesn’t know where to go.
go, so you have a lot of questions S/he wants you to explain all the
about the various options. You want different options and suggest a place
the travel agent to explain all the for his/her vacation.
different trips to you.
9. A: You are calling a university 9. B: You work at a university. A
because you want to study, but you prospective student is calling to ask
don’t know anything about the you about the university. You need
school. You want to know what to tell him/her about the programs
programs they offer and about the offered at your university and talk
installations and teachers. You are about the installations and teachers.
asking a lot of questions in order to You want to convince the person to
decide where to study. study at your school.
10. A: You want to by a new computer, 10. B: You are a salesperson at a
but you have a lot of questions. You computer store. Your customer has a
want to know about the price, the lot of questions about buying a new
memory, the speed, and the computer. Try to answer all of
programs it has. You don’t know his/her questions and help him/her
which brand to buy and want the to decide which computer to buy.
sales person to help you decide.

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Lesson Plans Levels 2A and 2B

You want someone to arrange a meeting for You want someone to help you with your
you. homework.
You can help someone with the You can help someone with the copying.
homework.

You want someone to call the restaurant and You want someone to go to the bank for you.
make a reservation for you. You can help someone write an email.
You can help someone with their banking.

You want someone to do the copying for you. You want someone to take your clothes to the
You can help someone by taking their dry-cleaner.
clothes to the dry-cleaner. You can help someone make a reservation
to a restaurant.

You want someone to help you write an email. You want someone to finish the presentation
You can help someone with a for class tomorrow.
presentation. You can help someone with a report.

You want someone to take a message for you. You want someone to lend you 100 pesos.
You can help someone with 100 pesos You can help someone arrange a meeting.

You want someone to file the reports for you. You want someone to take you to the movies
You can help someone by taking them to next weekend.
the movies. You can help someone file the reports.

You want someone to take notes at the You want someone to give your dog a bath.
meeting. You can help someone get a taxi.
You can help someone give the dog a
bath.

You want someone to make a plane You want someone to prepare a cup of coffee
reservation for you. for you.
You can help someone by preparing a cup You can help someone by taking notes at
of coffee. the meeting.

You want someone to get a taxi for you. You want someone to take your dog for a
You can help someone by taking the dog walk.
for a walk. You can help someone by taking a
message.

You want someone to prepare the report for You want someone to lend you a cell phone.
you. You can help someone with a plane
You can help someone with a cell phone. reservation.

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Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 23

(111 to 120 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up Activity (5 m)
1. FP Activity: Talking about strange customs and traditions.
Introduction: Do you remember this incident? (Play the video and have students comment on
it.) Did you know that throwing shoes at people was not always considered to be aggressive?
(Click on slide and have students read and comments on the text that appears.)
Procedure: Ask students to share strange customs or traditions that they have heard about.
For example:
T: Well, in Jewish weddings, the families of the bride and groom sign a contract before
the marriage is held. Do you know any strange customs or traditions?
S: Well, in Oaxaca when ……
Follow up: T: Who would like to share a strange custom or tradition?
Slides 6-12: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
have In the States people have their main meal at around 5/6 p.m. I have dinner at…
dinner This is called dinner. I have dinner at 4. What time do you Yes/No, I have/don’t
have dinner? Do you have dinner with your family? have dinner with my
family.
do To do housework is to clean the house, to wash the clothes, to We do the
housework cut the grass, etc. I do the housework on Saturdays. How housework…
often do you do the housework at home? Who does the XXX does the
housework at your home? housework.
wear long When women have a formal party they usually wear long My mother wore a long
skirts skirts. (Pointing at the slide.) My wife/mother wore a long skirt…
skirt last Sunday; we went to a baptism ceremony. When was
the last time you or your mother wore a long skirt?
shop for To shop for food is when we go to the supermarket or market I shop for food at…
food to buy food. I shop for food at la Comer. Where do you shop
for food?
put on When you place your shoes on your feet, we say you put on I put on my pants and
your shoes your shoes. In the morning after I take a shower and get then I put on my shoes
dressed, I put on my shoes. (Pointing at slide.) What do you do because…
first, do you put on your pants or do you put on your shoes?
Why?

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Lesson Plans Levels 2A and 2B

slippers / Here are different types of shoes. Please repeat. (Pointing at They wear high heels…
high heels pertinent picture.) Slippers (3 times) I wear my slippers when I No, I don’t wear
/ tennis get home and I want to rest. High heels (3 times). My slippers to the office. I
shoes wife/mother also wore high heels to the baptism ceremony. wear slippers…
Tennis shoes (3 times). I wear my tennis shoes when I jog in I wear tennis shoes…
the park. When do women wear high heels? Do you wear
slippers to the office? Where? When do you wear tennis
shoes?
play games Turista, backgammon, escaleras y serpientes are games .I like to play Yes/No, I play/don’t
games with my friends and family on Saturday night. Do you play games with my
play games with your family? What games do you play with family. We play…
your family?

Slide 13: Getting Started (5 m)

1. Open your books to page 106, exercise 2. Complete the questions with the words from the
box.
2. (Click on the slide.) Let’s check the answers.
Slides 14-15: Reading (10 m)
1. (Go to slide 15, only the title will appear.) Look at the title of the reading on page 107. What do
you think the reading will be about?
2. (Click on slide, some images will appear) Look at the 5 images. What can you see in each
image? (Have students describe the images.)
3. Now, go to page 107 and read the article on shoes. Match the images with the paragraphs in
the article.
4. (Once students have finished, click on slide to check answers.)
5. (Go to slide 16) Look at the sentences for a moment.
6. Read the article again and write true or false after each statement according to what you find in
the article. You also have this exercise on page 107.
7. (Once students have finished, click on slide to check answers.)
Slide 16: Grammar Focus: Past tense questions (10 m)
4. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
5. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
6. Point out certain patterns to students:
a. We use the used to to talk about past habits or past situations that no longer exist in
the present.
b. Used to always refers to past habitual actions; there is no present form.
c. Use did +S+ use to in the base form for questions.
d. Use didn’t + use to in the base form for negative sentences.
e. Use the verb in the base form after use to or used to.
Slides 17-18: Controlled Practice affirmative and negative: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.

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Lesson Plans Levels 2A and 2B

Slides 19-20: Controlled Practice Interrogative: Repeat/Complete/Answer (10 m)

1. Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
2. Complete and answer:
 Divide the group in 2 groups.
 Have students in group 1complete the question.
 Have students in group 2 answer the question.
 Do first 5 chorally and second 8 individually.
Example:
T: Side 1, complete the question.
Side 1: ―Did families use to be more united?‖
T: Side 2, answer the question.
Side 2: ―Yes, they used to be more united.‖
(Do the first 5 in this fashion and the rest with individual students.)
T: S1 (from side 1), complete the question.
S1 (from side 1): ―Did men use to do housework?‖
T: S2 (from side 2), complete the answer.
S2 (from side 2): ―No, they didn’t use to do housework.‖
Slide 21: Guided Practice (5 m)
1. Go to page 108 in your books. Fill in the blanks with the verbs in the box and the correct form
of used to.
2. (Give students 4 minutes to do this and then click on the slide to check the answers.)
Slide 22: Pronunciation (5 m)
1. Have students go to page 109 in their books. Play the audio and have students first listen to the
sound of used to.
2. Ask if they can tell you what used to sounds like. (useta)
3. Have student listen again and repeat.

(Note: Next, there are 2 activities: Student Presentations and Find someone who. If there is
time for both fine, but if you are struggling for time, do one or the other. You decide what is
most suitable for your group)

Slide 23: Oral Activity (20 m)

1. SC Activity: Student Presentations-Used to (20 m)
Introduction: Do you remember when you were 10 years old? Do you remember the thing
you used to eat? Drink?
Procedure: Look at the slide. Please relate the things on the left with the verbs on the right.
For example:
T: What verb goes best with TV program?
S3: Watch
T: Now, match the rest.
(Click on slide to get answers.)
Procedure: Get into pairs. Your job now is to prepare a presentation about when you were 10
years old using the information on the slide.
For example:
When I was 10 years old I used to drink chaparritas el naranjo. I used to eat cajeta
sandwiches. I used to watch el auto incredible and I used to play soccer with my friends
after school. I used to have a lot of action figures; they were my favorite toys. My
favorite place to go was my grandfather’s ranch. We used to go there every vacation.
Give this presentation to your classmate.
(Give students time to prepare and give presentations as you walk around to help and
correct)

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Lesson Plans Levels 2A and 2B

2. SC Activity: Find someone who…?-Used to (15 m)

Introduction: Now, let’s see who can find someone who used to like the same things when
they were 10 years old.
Procedure: Look at the slide. And think of what questions you need to ask. There is an
example there for you. Now, you are going to stand up and ask your classmates the questions
to find someone who used to do similar things. Raise your hand when you’re finished.
Remember to use complete questions and complete answers.
For example:
T: What would the question be for similar games?
S3: What games did you used to play?
T: And for same toy?
S4: What toys did you used to have?
(Continue like this until all questions have been covered.)
Follow up: You finished first. Tell me what you found out. (Student reports what he/she
found out.)
Slides 24-28: Oral Activity (10 m)
1. FP Activity: Guessing Game-used to
Introduction: Do you believe it is possible to travel in time? What era would you like to travel
to?
Procedure:
1. Please make teams of 4. (Have students say 1, 2, 3 and 4 and remember their number.)
2. Look at the slide and look at the task. Imagine that you have done some time travel to a
different era. Your classmates will try to guess what era you travelled to by asking questions
with used to.
For example:
T: Look at the slide for the example. What other questions can you ask?
S1: What kind of music did people use to listen to?
Procedure:
3. Numbers 2s, 3s and 4s turn yours backs to the screen. Number 1s look at the screen to see
the era you traveled to. 2s, 3s and 4s ask questions to guess the era.
(Students perform the task.)
4. Numbers 1s, 3s and 4s turn yours backs to the screen. Number 2s look at the screen to see
the era you traveled to. 1s, 3s and 4s ask questions to guess the era.
(Students perform the task.)
5. Numbers 1s, 2s and 4s turn yours backs to the screen. Number 3s look at the screen to see
the era you traveled to. 1s, 2s and 4s ask questions to guess the era.
(Students perform the task.)
6. Numbers 1s, 2s and 3s turn yours backs to the screen. Number 4s look at the screen to see
the era you traveled to. 1s, 2s and 3s ask questions to guess the era.
(Students perform the task.)
Slide 29: Model Conversation (10 m) IF TIME PERMITS.
1. Have students practice the conversation in pairs.
2. Have them do it again substituting their own information. They can practice this various times
switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 30: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 23, exercises 2, 3, 4 and 5 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 24, Day 1

(126-128 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Slide 5: Warm up Activity (15 m)
1. SC Activity: Game: Sports vocabulary
Introduction: Do you know a lot about sports? Let’s see.
Procedure:
1. What does ―take a risk‖ mean? Do you have any ideas? When you take a risk, it means that
you do something that is probably dangerous, but you decide to do it anyway. For
example, do you think you would like to jump out of an airplane with a parachute? It may
be dangerous, but many people think that it’s a great sport and they love the risk involved.
Today we are going to talk about some sports that can be risky.
2. Look at the slide. You are going to work in groups of 4. Each team needs to make a list of
as many sports as you can think of. The more unusual the sport, the better. You will have
5 minutes to make your lists. (Give them time to do this.)
3. Now, each team will come to the board and write the sports they have on their list, on the
board. The team with the most sports that are NOT mentioned by the other teams, wins.
Slides 6-15: Vocabulary (12 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
rock climbing The sport where you climb cliffs with ropes is rock My friend / I have gone
climbing. In Mexico City you can go rock climbing in the rock climbing in…
Ajusco. Has anyone here ever gone rock climbing, or do
you know someone who has? Where did you or they go rock
climbing?
snowboarding Snowboarding is like skiing but you use only one wide People go
board. I watched the snowboarding competitions during the snowboarding in…
last Olympic games. Where is a place people go
snowboarding?
jet skiing A jet ski is like a small boat that kind of looks like a They go jet skiing in
motorcycle for the water. Jet skiing is a popular water sport. (Acapulco / Cancún /
I went jet skiing the last time I went to the beach. Where do etc.)
people usually go jet skiing in Mexico?
parasailing Parasailing is a sport where you have a parachute and a boat I have gone
pulls you along so that you fly. I went parasailing many parasailing. I went
years ago in Acapulco. It was great. Who has gone parasailing in ….
parasailing? When or where did you do that?
snowmobiling A snowmobile is looks like a jet ski, but for the snow. I would(n’t) like to go
Snowmobiling is very popular in places that are very cold in snowmobiling
the winter. I used to go snowmobiling when I lived in the because…
US. Do you think you’d like to go snowmobiling? Why
(not)?

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Lesson Plans Levels 2A and 2B

waterskiing When you go waterskiing, you use one or two long boards You can go
on your feet and a boat pulls you. I used to go waterskiing waterskiing in…
when I went on vacation to the beach. Where can you go
waterskiing in Mexico? Has anyone ever gone waterskiing?
scuba diving When you go into the water with tanks of oxygen on your People go scuba diving
back, that’s scuba diving. I tried scuba diving once in in …
Acapulco; it was really fun. Where do people go scuba
diving in Mexico?
snorkeling When you go to places like Xel-há, Cancún or Cozumel, you I have gone snorkeling.
use a mask and an air tube to go snorkeling. When you go I went snorkeling…
snorkeling, you can see the beautiful fish in the ocean. Has
anyone ever gone snorkeling? Where and When?
skateboarding Skateboarding is a sport you do on a board with wheels. I have tried
When I was a kid, I used to go skateboarding. Who here has skateboarding. The last
tried skateboarding? When was the last time you went time I went
skateboarding? skateboarding was…
windsurfing To go windsurfing, you need a small boat with a sail on it. (I /a friend) have/has
Many people go windsurfing at the beaches in Mexico. Has tried windsurfing. It’s
anyone ever tried windsurfing or do you know someone very difficult.
who has? Is it easy or difficult?

Slide 16: Getting Started (5 m)

1. Open your books to page 110, exercise 1. Work in pairs and match the words to the pictures.
(Give them time to complete the task.) Let’s check your answers. (Chick on slide to check
student’s answers.)
Slide 17: Pronunciation (18-20 m)
1. Open your books to page 110, exercise 2. Listen to the words from exercise 1, and notice the
number of syllables they each have and the stress. Put each word in the correct group. (Play the
audio; play it a second time if necessary.)
2. (Click on the slide.) Now, listen again and check your answers. (Play the audio again, then click
on the slide to show the answers.)
3. Let’s listen one more time; this time please repeat after the audio. (Play the audio again)
4. Now, look at exercise 4. Work in groups of 3 and discuss the questions. (Give students time to
do this. When they finish, ask the group about any of the sports that they have tried. Find out a
little about what sports they’ve tried and when. Don’t spend more than 5 minutes on this.)
Slides 18-19: Listening (15 m)
1. Open your books to page 111, exercise 5. You are going to listen to the interviews with Andy
and Paula. They have just arrived at Adventure Zone. First, read the two questions in exercise
5. Now, listen to the interviews. (Play the audio.)
2. Please answer the questions. (Give them a minute to do this.) Let’s check your answers. (Click
on the slide.)
3. Now, you are going to listen to the interview with Andy and check the sports he has tried in
second column the box on page 111, exercise 6. Then, in the next column, you will write Y if
he enjoyed the sport and N if he didn’t. (Play the audio. Play it a second time if necessary.)
4. Now, let’s check your answers. (Click on the slide to check the answers.)
Slides 20-21: Grammar Focus (20 m)
1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)

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Lesson Plans Levels 2A and 2B

3. Elicit the patterns from students:

a. We use the present perfect to talk about things that happened at an unspecified
time in the past; but we don’t know when they happened.
b. Use the auxiliary have/has + S+VPP to ask questions in present perfect.
c. Use the auxiliary have/has+not + VPP in negative or use have/has + never + VPP.
d. In affirmative, use have/has + VPP or the S + Aux for a short answer.
e. We use the simple past to talk about things that happened at a specific time in the
past; we usually have a specific time expression.
f. For simple past, we use the auxiliary did + S + BFV in questions. In negative we use
didn’t + BFV and in affirmative, we use the verb in past.
4. Open your books to page 112, exercise 2. Circle the correct words to complete the rules. (Give
them a minute to do this. Check their answers orally: 1. Simple past; 2. Present perfect.)
5. Now, work in pairs and complete the conversations in exercise 3. (Give them time to do this.
Then, click on the slide to show the answers.)
Slides 22-29: Repeat/Complete/Change (20 m)
1. Let’s look at the chart. These are the activities that Joe, Sandy, Bob and Ann have tried. Let’s
talk about them
2. Repeat Affirmative: Have students repeat the sentences after you. Do each example first
chorally and then individually.
3. Complete Affirmative: Have students say the complete sentence with the correct answer; do
some chorally and some individually.
4. Repeat Negative: Have students repeat the sentences after you. Do each example first
chorally and then individually.
5. Complete Negative: Have students say the complete sentence with the correct answer; do
some chorally and some individually.
6. Change: From Negative with “no” to negative with “never”: Have students change the
sentences from negative with ―no‖ to negative with ―never.‖ Do some chorally and some
individually. Joe hasn’t tried waterskiing.  Joe has never tried waterskiing.
7. Repeat Questions: Have students repeat the sentences after you. Do each example first
chorally and then individually.
8. Complete and answer:
 Divide the group in 2 groups.
 Have students in group 1complete the question.
 Have students in group 2 answer the question.
 Do first 6 chorally and second 6 individually.
Example:
If the answer is negative:
T: Side 1, complete the question.
Side 1: ―Has Joe ever gone waterskiing?‖
T: Side 2, answer the question.
Side 2: ―No, he hasn’t gone waterskiing.‖
If the answer is affirmative:
T: Side 2, complete the question.
Side 2: ―Has Joe ever tried parasailing?‖
T: Side 1, answer the question.
Side 1: ―Yes, he has tried parasailing. He went parasailing on his last vacation.‖
(Do the first 6 in this fashion and the rest with individual students.)
T: S1 (from side 1), complete the question.
S1 (from side 1): ―Have Bob and Ann ever gone rock climbing?‖
T: S2 (from side 2), complete the answer.
S2 (from side 2): ―No, they have never gone rock climbing.‖

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Lesson Plans Levels 2A and 2B

Oral Practice (10 m)

1. SC Activity: Stimulus-Response-Present perfect and simple past
Introduction: Let’s find out what activities our classmates have done.
Procedure: Work in pairs and ask each your partner if he/she has done these different sports.
If your partner says yes, then you ask when he/she did that activity. You can use the list in your
books on page 110.
For example:
T: Have you ever gone parasailing?
S6: No, I’ve never gone parasailing. Have you ever gone waterskiing?
T: Yes, I have.
S6: When did you go waterskiing?
T: I went waterskiing many years ago in Acapulco. Have you ever gone skateboarding?
Slide 30: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 24, exercises 1 and 3 in your workbooks.

184
Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 24, Day 2

(121-136 m)

Slide 32: Homework (5 m)

Slide 33: Objectives (3 m)
1. Write the objectives on the board.
Slide 34: Warm up Activity (15 m)
1. SC Activity: Find someone who-Present perfect, never
Introduction: Are there some things you’ve never done? For example?
Procedure:
1. Look at the slide. You are going to ask your classmates questions to find people that
haven’t done certain activities in their lives. In your notebooks write numbers 1-6.
2. In a minute you are going to stand up and ask your classmates questions to find people
who haven’t done these things. If you ask a question and your classmate answers ―yes‖ can
you write his/her name in your notebook? (No.) If you ask, and your classmate answers
―no‖ can you write that person’s name in your notebook? (Yes.)
For example: (Click on the slide to see the example.)
Slide 35: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 36: Oral Activity: (15-20 m) Please note: you need copies for this activity.
1. FP Activity: Presentation/Guessing Game-Present perfect, ever, never
Introduction: Do people in different professions do different activities? For example?
Procedure:
1. I’m going to give each of you a card with a profession on it. This is your new profession;
don’t show your card to anyone. (Give out cards. Let students read them and answer any
questions they have about the profession on the card.)
2. Think about the things that you have done in your new profession. You have to say three
things you have done one thing you haven’t done and one thing you did last week. (Give
them a few minutes to prepare; help them if necessary.)
3. Work in groups of 4-5 students. You will tell your classmates the things you done and
haven’t done and they will guess your profession. If they can’t guess the profession, they
can ask more questions to discover your profession.
For example: (Click on the slide to see the example.)

185
Lesson Plans Levels 2A and 2B

Slide 37: Oral Activity (20-25 m)

1. FP Activity: Information Gap/Role-Play-Present perfect, simple past
Introduction: Do you like to go on vacation? Where do you like to go? What do you like to
do?
Procedure:
1. Imagine you just went on an incredible vacation; the vacation of a lifetime. On this
vacation you visited the places you’ve always wanted to see and did all of the things you’ve
always wanted to do. On a piece of paper, write 3 places you visited and 3 unusual things
you did in each place. (Click on the slide for an example.)
2. Now, stand up and talk to other people about your vacation. Tell them about the places
you visited and ask them if they’ve visited those places, too. You need to talk to at least 3
people. (Walk around and take note of students’ mistakes so you can do group correction
at the end.)
For example: (Click on the slide for the example.)
Procedure: Now, tell the group about some of the people you talked to and where they went.
(Get some students to tell you a few of the things they found out.)
For example:
T: Martin went to France and he spent a week tasting wine and champagne. Carlos
went to Las Vegas and spent a week seeing the shows and playing poker.
Slides 38-39: Speaking (20 m)
1. FP Activity: Role-Play-Present perfect, simple past
Introduction: Let’s talk about adventure sports some more.
Procedure:
1. Open your books to page 113, exercise 5. Choose four adventure sports and write four
more questions beginning with ―Have you ever…‖
2. Now, look at exercise 6. You are going to stand up and interview three students using your
questions. You need to take notes so you can report later. You also need to find out the
information in exercise 6. (Go over the information with students.)
For example: (See the slide for the example.)
Procedure: Now, tell the class what you found out about one of your classmates’ experience
with sports.
For example:
T: I talked to Karina and she has gone waterskiing. She learned how to water ski when
she was 15. She really likes it, but can’t go very often.
Oral Activity (30-35 m) Please note: you need copies for this activity.
1. SC Activity: Have you ever game-Present perfect and simple past (20 m)
Introduction: Do you like games? Let’s play a game.
Procedure:
1. Let’s divide the group into teams of 5 people each. I will give each team a game board.
(You need to have enough copies of the game board so that there is one board for each
team of 5 people; maximum of 4 copies for a group of 20 students.)
2. Each student needs to choose a token. (Pen cap, ring, etc.) You also need a coin. Toss the
coin. If you get ―aguila‖ you move 1 space. If you get ―sol‖ you move two spaces.
3. When you land on a space, you have to ask the classmate whose turn is next, a question
with the information on the space. If the question is correct, you can stay in that space. If
the question is incorrect, you have to go back to where you were before. If your classmate
answers the question correctly, he/she gets to move forward one space. If his/her answer
is incorrect, he/she has to move back one space.
4. The person who gets to the ―Finish‖ line first, wins.
5. (Demonstrate the game with one group of students. Monitor students as they play, and
make a list of common mistakes. When they finish do error correction.)

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Lesson Plans Levels 2A and 2B

2. FP Activity: Discussion-Present perfect, simple past (10-15 m)

Introduction: Let’s talk about things you’ve done.
Procedure: Let’s discuss some of the things that people in this group have and haven’t done.
(Ask the questions to the group in general; get different students to respond to the questions
with their experience. Make sure that you get different people to talk about the questions; if
you see someone hasn’t said anything, ask him/her a specific question. You can add additional
questions if you want.)
Cues:
 What’s the most unusual thing you’ve ever done?
 Where the most unusual place you’ve ever gone?
 What’s something you have never done, but you want to someday?
 What’s something you would never do?
 Have you ever done something you thought would be fun, but it wasn’t?
 Have you ever eaten something you thought would be horrible, but it was good?
 What is something you would never eat? Why?
 Have you ever done something embarrassing in public? What was it?
 Have you ever lied to someone and they found out later? What happened?







Slide 40: Wrap up & Homework (3 m)

1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 24, exercises 4, 5, 6 and 7 in your workbooks.

187
Lesson Plans Levels 2A and 2B

sumo wrestler drug dealer

orthodontist hotel manager
limousine driver king/queen
nurse magician
race car driver priest/nun
astrologer police officer
biologist spy
carpenter referee
coach politician
dictator matador

188
Lesson Plans Levels 2A and 2B

189
Lesson Plans Levels 2A and 2B

BEGIN

buy a visit give win a
go to the
diamond Chichen someone trophy
ballet 
ring  Itzá  flowers  

eat sushi


go ice  go to  go
 break  study
skating the rock
a leg French
 theater climbing
drive a
truck

meet a ride a
be on TV see a sleep in a
celebrity horse
 ghost  cave 
 
win the
lottery

eat
 sing  have a  write  catch
insects
Karoke hangover a poem a fish


FINISH

190
Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 25, Day 1

(118 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board and have students repeat while doing so.
Slide 5: Warm up Activity (10 m)
1. FP Activity: For and Against (Women in Boxing)
Introduction: Do you like boxing? (Play the video and have students comment on it.) What
do you think? Is boxing a good sport for women? (Click on slide and have students read the 2
sentences above the video box.) So we are going to do a ―for and against‖ activity. (Divide the
group into 2 teams.)
Procedure:
1. Team one; you are in favor of women in boxing. Get together and share as many ideas as you
can to support this idea. You have 3 minutes to do this.
2. Team two; you are against (not in favor) women in boxing. Get together and share as many
ideas as you can to support this idea. You have 3 minutes to do this.
3. In a minute we will see which team defends its position better.
For example:
T: I really think that women should not box. Boxing is a sport for men and…
or Women should box; just because you are a girl doesn’t mean you can’t do sports
like boxing and …
Follow up: T: Okay, let’s flip a coin to see what side begins. (Lead and get a discussion/debate
going.)
Slides 6-11: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
boxer A boxer is an athlete that fights in a ring. Julio César Chavez XXX is/was a great
was a boxer. Mantequilla Nápoles was a great boxer. Who is or boxer for me
was a great boxer for you?
boxing Boxing is the name of the sport where two boxers fight. I like/don’t like boxing
Mexico has won some Olympic medals in boxing. Do you like because….
boxing? Why? /why not?
box Is Julio César’s son a good boxer? So he doesn’t box well. To Yes/no, I can/can’t box
box is the verb. I can’t box. Can you box? Who can box? well. XXX can box.
swimmer Who is Michael Phelps? Right he is a famous swimmer. ―El XXX is a famous
Tibio‖ Muñoz was a famous Mexican swimmer. Do you know swimmer.
any other famous swimmers?
runner A runner is the person that practices running. Asafa Powel is a XX is a runner.
runner. He is considered the fastest man in the world. Is
anyone here a runner?
skier A Skier is the person that practices skiing. There are many Yes/No, there are(n’t)
American skiers like Lindsey Vonn and Julia Mancusso. They any famous Mexican
are famous American skiers. Are there any famous Mexican skiers because…
skiers. Why (not)?

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Lesson Plans Levels 2A and 2B

ski To ski is the action. I have never skied. Have you ever skied? No/Yes, I have (never)
Where can people ski in Mexico? skied. People can ski in
…
diver This is a diver (pointing at picture). Fernando Platas is a famous Yes, XX is a famous
Mexican diver. He won a silver medal in the Olympic games in Mexican diver.
Sidney. Do you know any other famous Mexican divers?
diving Diving is the sport. Diving is a sport where many Mexicans Yes, I practice diving.
have won Olympic medals. Does anyone here do diving?
dive To dive is the action that divers do. I can dive from a 3 meter Yes/No, I can/can’t
platform. Can you dive from a 3 meter platform? dive from a 3 meter
platform.
skater This is Evgeni Plushenka. He is a famous skater from Russia. Yes/No, I am (not) a
He has won many medals. I am not a good skater. Are you a good skater.
good skater?
skate To skate is the action. I almost never skate, because I am not They can skate…
good at it. Where can people skate in México?

Slide 12: Getting Started (2 m)

1. Open your books to page 116, exercise 1. Complete the chart with the words.
2. Let’s check the answers. (Click on the slide.)
Slides 13-14: Reading (15 m)
1. (Go to slide 13.) Look at the two pictures and the two questions.
2. Now, go to page 117 and read the article.
3. Answer the questions on the slide.
4. (Once students have finished, click on slide to check answers.)
5. (Go to slide 14) Look at the different dates.
6. Look through the article to find the information to complete the task. Don’t read the article
again; only scan it to find the information you need. Then, write the different events that
occurred in Ali’s life under each date in your book. (Give them time to do this; monitor and
help them if needed. This is a scanning activity, so they shouldn’t read the complete article
again.)
7. So, what happened to him in 1954? Please give me complete sentences.
8. (Once students have finished giving the events for each date, click on slide to check the
answers.)
Slide 15: Read and Discuss (5 m)
1. Look at the slide. (Have students recognize unfamiliar words and clear them up.)
2. Read the poem that Ali wrote on page 116.
3. With a partner discuss what Ali meant and why he wrote this poem.
Slide 16: Grammar Focus: Could for past ability (10 m)
1. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out important patterns to students:
a. Could is used to express skills and abilities in the past.
b. Could goes before the subject in questions.
c. For negative sentences we use could plus not, and the contraction is couldn’t
d. In all cases, affirmative, negative and interrogative; we use the base form of the verb.
e. We use the adverbs of degree at the end of the sentence to express how much a
person had or didn’t have an ability or skill.
f. We have different degrees from not at all (zero ability) to really well (wow, a great
ability).

192
Lesson Plans Levels 2A and 2B

Slides 17-18: Controlled Practice affirmative and negative: Repeat/Complete (10 m)

1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slides 19-20: Controlled Practice Interrogative: Repeat/Complete/Answer (15 m)
1. Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
2. Complete and answer:
 Divide the group in 2 groups.
 Have students in group 1complete the question.
 Have students in group 2 answer the question. With a short answer and then with a
long answer using an adverb of degree.
 Do first 7 chorally and second 8 individually.
Example:
T: Side 1, complete the question.
Side 1: ―Could Martin Luther King Jr. give speeches?‖
T: Side 2, answer the question with a short answer and then with an adverb of degree.
Side 2: ―Yes, he could. He could give speeches really well.‖
(Do the first 5 in this fashion and the rest with individual students.)
T: S1 (from side 2), complete the question.
S1 (from side 2): ―Could José Alfredo compose beautiful songs?‖
T: S2 (from side 1), complete the answer.
S2 (from side 1): ―Yes he could. He could compose beautiful songs really well.‖
Slide 21: Pronunciation (5 m)
1. Have students go to page 118 in their books. Play the audio and have students first listen to the
sound of could and couldn’t.
2. Ask if they can identify the soft/strong sound of could and the strong sound of couldn’t.
3. Have student listen again and repeat.
Slide 22 Oral Activity (15 m)
1. SC Activity: Short Dialog Practice/Free answer-Could
Introduction: Look at the slide.
Procedure: Now let’s work in pairs and practice this short dialog. On the left side we have
different ages and on the left side we have different activities.
For example:
T: When you were 10, could you ride a bike?
T: S1, answer whatever is true for you.
S1: Yes, I could.
T: How well could you ride a bike?
T: Answer with a complete sentence and with an extra comment.
S1: I could ride my bike really well. I used to ride it every day.
T: Now S2, can you ask me the first question? Choose any age and activity you want.
S2: When you were four, could you read?
T: No, I couldn’t. I used to look at the pictures and try to understand.
Please notice I answered with a short negative sentence and gave an extra
comment. Do not limit yourselves to the activities on the slide think of others.

193
Lesson Plans Levels 2A and 2B

Slide 23: Oral Activity (10 m)

1. SC Activity: Problem Solving/Presentation-Could
Introduction: Do you know what a superhero is? Can you give me some names of
superheroes? Who was your favorite?
Procedure: Look at the slide. Do you recognize these superheroes? (Go over each one to
make sure they know the names: Spiderman, Batman, Hellboy, Wonder Woman, Superman,
Ironman.) Well our job is to rate them in order of importance. One is the most important
superhero, and six is the least important. We need to say who the superhero of the century is.
Work in teams of 3 to do this.
For example:
T: I think that Spiderman was a greatest superhero because he could capture
criminals with his web and not use violence. He should be number 1. What do you
think?
S1: No. I think Batman was better because…
(Once students have worked in trios and rated the superheroes, they should get together with
another trio and again they need to agree on the ranking. Then, have the whole group come
back together and agree on the greatest superhero.)
Slide 24: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 25, exercises 1, 2 and 3 in your workbooks.

194
Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 25, Day 2

(136 m)

Slides 26-27: Homework (5 m)

Slide 28: Objectives (3 m)
1. Write the objectives on the board and have students repeat while doing so.
Slide 29: Warm up Activity (10 m)
1. FP Activity: Discussion: Myth or Reality
Introduction: Do you know what a myth is? (Get students input.) A myth is a concept that
most people think is true, but that isn’t.
Procedure: Look at the slide. Work in pairs and decide if the statements on the slide are myths
or reality and why.
For example:
T: I really don’t think women are better at having conversations than men. I think
women talk more, but there is no content. What do you think?
S1: Well I think women do know how to communicate and men don’t.
Follow up: Okay, let’s all work together and decide what is a myth and what is reality. (Work
with the group as a whole and lead the discussion.)
Slides 30-34: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
make Is el compayito funny? He makes people laugh. Cantinflas’ XXX makes me laugh.
people movies make me laugh. Who or what makes you laugh?
laugh
encourage When someone or something motivates you to do something XXX encourages me to
we say it encourages you, it pushes you to do things. My family study English.
encourages me to do things. What encourages you to study
English?
attract When you want other people to look at you and you do Women do XXX to
attention something so they will look at you, you want to attract attract men’s attention.
attention. When I want to attract a waiter’s attention I raise Men do YYY to attract
my hand. What do women do to attract men’s attention? women’s attention.
What do men do to attract women’s attention?
deal with Is it easy to be famous? Is it easy to deal with the paparazzi and Yes /No, she is(n’t)
the media to give interviews? It is difficult to deal with the media. To good at dealing with
deal with the media is to deal with newspapers, radio, TV and the media.
magazines; the media. Obama is good at dealing with the
media. Is Paulina Rubio good at dealing with the media?
give a When an artist sings in an auditorium, he gives a concert. Paul XXX gave the concert.
concert McCartney gave a concert in June, 2010. When was the last
concert you went to? Who gave the concert?

195
Lesson Plans Levels 2A and 2B

Slides 35-37: Reading (10 m)

1. Look at the slide. There are 6 statements. Please read them in silence. In a minute you will
be seeing a reading on what some people said when Michael Jackson died. Write true or
false in the space according to what you read on the slide. (Click on the next slide for
reading to appear and give them some time to read.)
2. Okay, so now write T or F. (Click on the next slide for statements to appear.)
3. Let’s look at number one. Who has the answer? Who said this? Where? (And so on.)
Slide 38: Grammar Focus: Was good at for past ability (10 m)
1. Teacher says the sentence(s) and has students repeat as s/he writes it/them on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and point out important patterns to students:
a. The expression “be good at” is used to express skills and abilities in the past.
b. Be goes before the subject in questions.
c. For negative sentences we use be + not good at
d. In all cases, affirmative, negative and interrogative; we use the verb + ing after at.
e. We use the adjectives of degree to express how much a person had or didn’t have an
ability or skill.
f. We have different degrees from no good at (zero ability) to really good at (wow, a
great ability).
g. These adjectives of degree go before the verb + ing.
Slides 39-40: Controlled Practice affirmative and negative: Repeat/Complete (10 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 41: Semi Controlled Practice-affirmative and negative: Complete and Add (10 m)
1. Complete and Add: Ask students if they remember the connectors: but, and, because and so.
Have students say the complete sentence with the correct answer and add another comment
using the connectors that appear on the slide.
For example:
T: S1, please give me a number and a connector.
S1: ―5‖ and ―because.‖
T: Sinatra was not very good at giving interviews because he was insecure and he used
to insult reporters.
T: Now, S2, ―1‖ and ―so.‖
S2: Gandhi was really good at protesting without violence; so he defeated the British
government.
T: Now S2, you say who and choose the connector.

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Lesson Plans Levels 2A and 2B

Oral Activity (15 m)

1. SC Practice: Stimulus Response-Could and be good at
Introduction: Okay, so now let’s play a game. The objective is to create sentences with could
and was/were good at about people who have been important for the world.
Procedure: Please get into 2 teams. What are the names of the teams? Team number one will
choose a certain personality in history and team number 2 must create as many sentences with
could and be good at as possible. The number of correct sentences you give is the number of
points you get for your team. Different people from each team must give sentences. You will
have 3 minutes to get together and think of the different people from history.
For example:
T: Team X, can you give me a name?
Team 1: Napoleon.
T: Napoleon was very good at planning war strategies. He was also very good at
encouraging his soldiers. Can you help me?
S1: He could see the weak spots of the enemy.
T: So we had 3 correct sentences, we get 3 points.
(Play the game; make sure all students participate and nominate a winner.)
Slides 42: Controlled Practice Interrogative: Repeat (5 m)
Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
Slide 43: Oral Activity (15 m)
1. SC Activity: Question and Free Answer-Could and be good at
Introduction: Do you know some famous people from history? Let’s see.
Procedure: Look at the slide. You are going to work in pairs and practice asking questions
about some famous people’s abilities. There are some famous people and activities there, but
you can talk about other people and use other activities. Make sure to answer with a short
answer and add information to expand your answer
For example:
T: S1, ask me a question using a famous person and an activity.
S1: Was Elvis good at composing songs?
T: No, he wasn’t. He never composed a song, but he could sing really well.
Slide 44: Guided Practice (5 m)
1. Please open your books to page 118, exercise 3. You have 3 minutes to complete the sentences
with could or was/were good at. Look at the words in parenthesis. (Give them time to do this.)
2. Now, let’s check your answers. (Click on the slide to show the answers.)
Slide 45: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Have them do it again substituting their own information. They can practice this various times
and switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as above.

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Oral Activity (15 m)

1. FP Activity: Presentation-Could and be good at
Introduction: Do you know what your parents were like when they were younger? What
about your grandparents?
Procedure: Work in trios and tell your classmates about your grandfather, grandmother,
mother or father and the things that they were good at or what they could do when he/she was
young.
For example:
T: My grandfather was a carpenter and he was very good at making furniture. He could
also swim very well. He was an excellent water skier. My grandmother was good at
cooking. She used to make the most delicious desserts. She could also sew very well
and she used to help my mother make her own clothes. My father used to own a
Laundromat and he was very good at fixing washing machines. He wasn’t very good at
business; he never made a lot of money, but he enjoyed his work. When my mother
was younger, she could dance very well. She was never very good at driving, though.
She only drove the car times and had two accidents!
Slide 46: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 25, exercises 4, 5, 6 and 7 in your workbooks.

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World View: Book 2B, Unit 26

(133-143 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board.
Warm up Activity (10 m)
2. SC Activity: Chain drill
Introduction: Let’s talk about what you always take with you when you leave home.
Procedure: The name of this unit is ―On the go.‖ On the go is an expression that means you
are very busy or moving all the time. Get into a circle. We are always on the go. What are the
things you always take with you when you leave your home? Say what you always take with you
when you leave home and then what your classmates’ always take with them when they leave
home. (This is a chain activity where the first student will say what they take with them when
they leave home and, then say what their classmates’ take with them. Don’t let the chain go
beyond 8-10 people because it gets too long; at that point, you should start another chain.)
For example:
T: I never leave home without my keys.
S1: The teacher never leaves home without her keys; I never leave home without my
cell phone.
S2: The teacher never leaves home without her keys; she never leaves home without
her cell phone; I never leave home without my lunch. Etc.
Slides 5-14: Vocabulary (15 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
a pillow This is a pillow. I like to have a soft pillow on my bed. I have a XXX pillow
What kind of pillow do you have on your bed? on my bed.
a teddy bear This is a teddy bear. When I was a child, I had a teddy I give a teddy bear to
bear. When would you give a teddy bear as a gift? XXX as a XXX gift.
a tennis racket This is a tennis racket. You use a tennis racket to play XXX is a brand of
tennis. Do you know any brands of tennis rackets? tennis rackets.
a ticket This is a plane ticket. To go on a plane you need a ticket.
Where can you buy a ticket to go to New York?
apply for a To travel outside of Mexico you need a passport. To get it I apply for a passport
passport you need to apply for one. The last time I applied for a at SRE (Secretaria de
passport, they gave it to me in 2 days. Where do you apply Relaciones Exteriores).
for a Mexican passport?
book a To book a flight or a hotel is to make a reservation for a I booked a
flight/room flight or a hotel room. When you book a flight, you have hotel/flight…
to pay for your ticket. Tell me a time you booked a flight
or a hotel? Where did you go or stay?
get a When we are young we get vaccinations for tuberculosis I got my last
vaccination and other illnesses. I got a vaccination for tetanus last vaccination when I was
month. How old were you when you got your last XXX.
vaccination?

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pack a bag When you go on a trip you have to pack a bag. When I I would pack in my
travel, I pack my bag the night before I leave. Imagine you bag XXX
are going to the beach for the weekend what would you
pack in your bag?
rent a car When you are on a trip and don’t have your own car you You can rent a car
rent a car. I rented a car when I went to Houston on from...
vacation. What companies can you rent a car from?
transfer money People in the USA transfer money to their family here in XXX transfers money.
Mexico. When my family transfers money to me, I get the (Western Union, Coppel,
money at Electra. Can you tell me the name of some Electra, etc.)
companies transfer money?

Slide 15: Getting Started (15 m)

1. SC Activity: Question – Answer – Vocabulary, prepositions
Introduction: Let’s talk about where the things are in the room.
Procedure: Now, open your books to page 120, exercise 1. Look at the picture. Get into pairs.
Student 1 is going to ask student two where a vocabulary word is. Student 2 has to answer in
complete sentence. Take turns. Once you use each vocabulary word, circle it.
For example: (Have a student come up to the front and model the example with you.)
T: Where is the suitcase?
S1: The suitcase is on the bed.
T: Correct! (Student 1 circles ―suitcase.‖)
S1: Where is the teddy bear? Etc.
(Click on the slide for them to check their answers.)
2. SC/FP Activity: Question – Answer, Presentation – Vocabulary
Introduction: Let’s talk about where the things are in the room.
Procedure: Open your book to page 120, exercise 2. Get into pairs. Answer the questions in
pairs.
For example:
T: When I travel I take my slippers.
S1: I take my camera when I travel.
T: Do you take a teddy bear?
S1: No, I don’t. Okay, what’s the next question?
Follow up: Take turns saying one thing you can do with each of the things in the picture.
(Give students time to complete the task. When they finish call on some students to share what
they said.)
Slide 16: Vocabulary Practice (10 m)
1. Write the letter of the phrase next to the sentence it completes. (Go over the example with the
class. Give students time to complete the task. Help them if needed.)
2. Let’s check your answers. Click on the slide to check their answers.)
Slides 17-18: Listening (10 m)
1. Open your book to page 121, exercise 4. Read the sentences in exercise 4. Any questions?
Good!
2. You are going to listen to a conversation between Melissa and her friend. Circle the correct
answer. (Play the audio. If necessary, play it a second time.) Now, let’s check your answers.
(Click on the slide to check the answers.)
3. Let’s look at exercise 5. Please read Melissa’s to do list. (Give them a minute to read.) These are
the things Melissa has to do. Do you have any questions?
4. Now, you are going to listen to the conversation again. Please check the travel preparations
Melissa has completed. (Play the audio. If necessary, play it a second time. Click on the slide to
check the answers.)

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Slides 19-21: Grammar Focus (15 m)

1. (Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them
on the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit the patterns from students:
a. Use “yet” with questions to ask if an action is complete; the expression goes at the
end of the question.
b. Use “already” with questions with present perfect to express surprise that something
has happened. The expression usually goes before the VPP.
c. Use “not yet” with negative sentences to emphasize that the action is not completed,
but you think that it will happen. The expression goes at the end of the sentence.
d. Use “already” with affirmative sentences with present perfect to emphasize that the
action is completed. The expression usually goes between the auxiliary and the VPP,
but can also go at the end (Yes, I’ve gotten it already.)
4. Have students open their books to page 122 and have them do exercise 2 and 3 in pairs. (Give
them time to do this. Monitor the group and help them with any questions they may have.
When they finish, click on the slide to check their answers.)
Slides 22-23: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 24: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 25: Oral Activities (30-40 m)
1. FP Activity: Information Gap / Presentation – Already, yet (15-20 m)
Introduction: Do you have busy lives? What are some things you have to do?
Procedure:
1. Look at the slide. I want you to make a list of things you have to do in the next week.
Write your ―To Do‖ lists in your notebooks. You must include seven activities that you
have to do. (Click on the slide to show your example.) (Give students time to do this; help
them if necessary.)
2. Now, imagine that a few days have passed. Which activities have you done? Which do you
still have to do? Make an after the activity if you haven’t done it yet, and put a check (), if
you’ve already done it. (Click on the slide to show your example.) (Give students time to
do this; help them if necessary.)
3. Work in groups of 3-4 students and tell your group the things you’ve already done and the
things you haven’t done yet. You have to tell your classmates why you haven’t done the
activities that you marked with an X.
For example:
T: Well, this week I have worked on and I have already finished an important
presentation for school. I’ve already called my friend Daniel and I’ve already answered
my email. I haven’t finished my English homework yet, and I haven’t studied for my
exams because I was working on my presentation. I’ll do my English homework
tomorrow and tonight I will study for my exams. I haven’t cleaned my room or washed
and ironed my clothes yet. I haven’t had time. I’ll do those things next weekend.

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2. FP Activity: Discussion – yet, already (15-20 m)

Introduction: Let’s talk about the trip you and your co-workers are going to take.
Procedure:
1. Imagine you are going to take a business trip with two co-workers. Open your books
to page 123, exercise 7. Read the ―to do‖ lists. Do you have any questions? (Clarify any
questions they might have.)
2. Get into trios. Each of the team members must choose a role: A, B or C. Once you
have your role, individually check off two things you have already done. DO NOT
SHOW YOUR LIST. (Give students time to complete the task.)
3. In your group you will discuss what things you have and haven’t done from your list
using already, yet and not yet.
For example: (See the book for the example.)
(T) Student A: Have you made the hotel reservation yet?
(S1) Student B: Yes, I have already made the reservation. Or, no, I haven’t made the
reservation yet. I’ll do it tomorrow.
Follow up: Make a list of the things no one has done yet. Decide who will do those things and
when.
For example:
(T) Student A: Are you going to get the visas or should I?
(S1)Student B: I’ll do it.
If time permits: Choose a representative from each group to report on their discussions.
Slide 26: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 26, exercises 3, 4, 5 and 6 in your workbooks.

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Lesson Plans Levels 2A and 2B

World View: Book 2B, Unit 27, Day 1

(116-126 m)

Slides 2-4: Homework (5 m)

Slide 5: Objectives (3 m)
1. Write the objectives on the board and have students repeat.
Slide 6: Warm up Activity (10 m)
1. FP Activity: Presentations-Present real conditional
Introduction: Do you get mad easily? Do people sometimes do things that make you mad?
Procedure: Please think of three things that people do that make you mad? Now, stand up and
share these three things with at least four classmates.
For example:
T: When people talk during a movie, I get mad.
Follow up: Now, can someone please share some of the information that they heard?
Slides 7-12: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
borrow When you need money, but you do not have any, what do you I borrow money from
do? Do you sometimes ask a friend for money? That is to …
borrow money. When you ask someone for money and you
promise to pay it back, you borrow money. I sometimes
borrow money from my brother. Who do you borrow money
from?
lend Okay, so I borrow money from my brother. He lends me My … lends me money.
money. He gives me money and I pay it pack. The person who
gives you the money is lending you money. Who lends you
money?
agree to Does your mother sometimes ask you to do something you I agreed to … and I
don’t want to do? Do you say yes or no? If you say, then you didn’t enjoy it.
agree to do what she wants. My brother asked me to help him
paint his apartment and I agreed to do it. Tell me something
you agreed to do and didn’t enjoy?
refuse to If I say hit your classmate, do you say yes or no? So you refuse Yes/No. I refused to …
to hit your classmate. You say no. Yesterday, I refused to give
policeman money. Have you refused to do something recently?
What?
lose Look at the slide. What happened to the cat? Yes, the owners I lost …
lost it. To lose is when you can’t find something. I lost my keys
last week. What have you lost recently?
push Look at the slide. (Point to the first picture.) The person is Yes, sometimes people
pushing the white button. What do you do if your car stops on push each other at
a busy street and you can’t get it to start? You push it to the concerts
side. Children sometimes push each other when playing. Do
people sometimes push each other at rock concerts?
pull The opposite of push is pull. A dentist sometimes pulls out You pull the …
teeth. How do you open a bottle of wine?

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Lesson Plans Levels 2A and 2B

remember When you look at pictures from the past you remember Yes / No, I (don’t)
precious moments To remember is to have present in your always remember my
mind. I always remember my wife’s birthday. Do you always friends’ birthdays.
remember your friends’ birthdays?
schedule Do you think busy people can remember all their meeting and Yes, I scheduled a …
appointments? (Click on slide for meeting to appear.) They need
to plan or to schedule meetings and write them in their agenda.
To schedule is to plan ahead of time and decide the hour, day
and place. I scheduled a visit to the dentist next Friday. Have
you scheduled anything for next week?

Slide 13: Vocabulary Activity (5 m)

1. Go to exercise 2 on page 124. Fill in the blanks with the words we have just learned. You have
3 minutes.
2. Now compare your answers with the person next to you. (Give them on minute to do so.)
3. Let’s check your answers. (Click on slide to check answers.)
Slide 14: Pronunciation (5 m)
1. Open your books to page 125. In a minute we will be doing a listening, please notice the
different vowel sounds in the words forgive and forget. (Play the listening once.)
2. Were you able to distinguish the difference? (Get students’ input.)
3. Now, listen again and repeat. (Play the listening and have students repeat.)
Slide 15: Grammar Focus: Present Real Conditional (10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit from and Point out important patterns to students:
a. There are two clauses in a Present Real Conditional sentence.
b. Both clauses are in Simple present tense.
c. We use the Present Real Conditional to express two connected actions. One is the
usual result of the other (action–reaction).
d. We connect these two ideas with If or When
e. The ―If clause‖ is the cause of a second action, the result clause.
f. The result clause always depends on the ―If clause.‖
g. We eliminate the coma when we use the result clause at the beginning of the sentence.
The coma always goes after the ―If clause‖ when it is at the beginning of the
conditional sentence.
Slides 16-18: Controlled Practice Affirmative: Repeat/Complete/Change (15 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
3. Change: Have students switch the Result clause before the If clause; do some chorally and
some individually.

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Slide 19: Grammar Focus 2: Present Real Conditional Interrogative (5-10 m)

1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit from and Point out important patterns to students:
a. Since Present Real Conditional is formed with two Simple Present sentences; we use
do/does in questions.
b. The question is about the result; so here is where we use the auxiliary do/does.
c. Again, we can change the order of the clauses and the coma will always go after the If
clause.
Slide 20: Controlled Practice interrogative: Repeat (5 m)
1. Repeat: Have students repeat the questions after you. Do each example first chorally and then
individually.
Slide 21: SC Practice: Interrogative: Complete Question and Free Answer (15 m)
1. Complete Question and Free Answer:
1. Have student A complete the question with something logical
2. Have student B answer the question with his/her own information.
3. Do all of them individually and then have them work in pairs taking turns asking and
answering the questions.
For example:
T: S1, complete the question with something logical.
S1: ―If you forget a friend’s birthday, do you call him to apologize?‖
T: S2, complete the answer with your own information.
S2: ―No, I don’t call him up to apologize. I invite him out for lunch‖
T: S3, complete question.
S3: ―If someone is rude, do you answer back?‖
T: S4, complete the answer.
S4: ―No, I don’t answer back. I try to ignore him or her.‖
(After all cues have been done individually; have them work in pairs, taking turns
asking and answering.)
Slide 22: Speaking (10 m)
1. Open your books to page 127. Look at exercise 4.
2. In pairs, think about different things that happen in restaurants, while shopping, when you
are at home or with friends. Think of 3 possible results for these things that happen.
For example:
T: Look at the slide. Do waiters sometimes bring you the wrong food? So that is your
first situation. (Click on the slide to show example) Now what do people usually do
in these situations? (Get student’s input.) So these are your possible results. (Again,
click on slide to get examples). Now you do the other 3 in pairs. (Give them some
time to come up with this and go around checking that everything is OK.)
Follow up:
Now that you have the questions ready, stand up and ask your classmates these
questions until you find two people that give you the same answer for each situation.
Remember to ask complete questions and give complete answers.
For example:
T: If the waiter brings you the wrong food, do you refuse to eat anything?
S1: No, I don’t. I say something to the waiter.
T: If the waiter brings you the wrong food, do you refuse to eat anything?
S5: No, I don’t. I just eat what he brought me.
T: If the waiter brings you the wrong food, do you refuse to eat anything?
S9: Yes. I refuse to eat anything and don’t go back to the restaurant. Etc.

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Oral Activity (15-20 m) Please note: you need copies for this activity.
1. SC Activity: Game-Present Real Conditional
Introduction: What happens if you mix the colors blue and yellow? (You get green.) Let’s see
how much you know about science and nature.
Procedure:
1. Let’s divide the group into teams of 5 people each. I will give each team a game board.
(You need to have enough copies of the game board so that there is one board for each
team of 5 people; maximum of 4 copies for a group of 20 students.)
2. Each student needs to choose a token. (Pen cap, ring, etc.) You also need a coin. Toss the
coin. If you get ―aguila‖ you move 1 space. If you get ―sol‖ you move two spaces.
3. When you land on a space, you have to make a complete correct sentence with the
information on the space. If the sentence is correct, you can stay in that space. If the
sentence is incorrect, you have to go back to where you were before.
4. The person who gets to the ―Finish‖ line first, wins.
5. (Demonstrate the game with one group of students. Help them with any new vocabulary.
Monitor students as they play, and make a list of common mistakes. When they finish do
error correction.)
Slide 23: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 28, exercises 1, 2 and 3 in your workbooks.

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World View: Book 2B, Unit 27, Day 2

(113-118 m)

Slides 25-26: Homework (5 m)

Slide 27: Objectives (3 m)
1. Write the objectives on the board and have students repeat.
Slide 28: Warm up Activity (10 m)
1. SC Activity: Quiz: How do you behave?-Present Real Conditional
Introduction: Do you have good manners? How do you react under certain conditions?
Procedure:
1. Please look at the screen and tell me what you see. As you can see there are five questions
for you to answer in order to see if you have good manners. You have this same quiz in
your books. (Go over just the questions with the students to see if there are no problems
referring vocabulary.)
2. Open your books to page 124 and 125 and answer the quiz in silence. (Give them two
minutes to do this.)
3. Now work in pairs and each one of you must first ask and then answer the questions.
(Give them 3 minutes to do so.)
4. Now look at the Key below the quiz, turn your books and tell each other the results.
For example:
T: You have mainly Bs in your answers; so you behave very well and you have very
good manners.
Follow up: Now, who can tell me about their classmate?
Slides 29-36: Vocabulary (12 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
get upset How do you feel when a teacher gives you a 6 and you deserved I get mad when …
/mad a 10? Right, you get mad or upset. I get upset when I lose
something, like my wallet. When do you get upset or mad?
feel happy When something good happens to you, you feel happy. I feel I feel happy when …
happy when all my students do their homework and learn.
When do you feel happy?
feel sad The opposite of feeling happy is to feel sad. I feel sad when I feel sad when …
someone in my family gets sick or dies. When do you feel sad
get When you feel insecure and you have to give a presentation you I get nervous when …
nervous get nervous. Your voice doesn’t come out and you’re your
hands tremble. (Use mimicry.) I get nervous when I fly. When
do you get nervous?
go When the stress is too much or people get too mad and do I had a fit when …..
crazy/have crazy things we say they have a fit or go crazy. Some drivers in I …
a fit Mexico City have fits; they go crazy and become aggressive.
Have you ever had a fit? Why? What did you do?
see eye to When you agree with someone, you see eye to eye with that Yes/No, I (don’t) see
eye person. I see eye to eye with my best friend on most things. eye to eye with my
Do you see eye to eye with your parents? parents

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Lesson Plans Levels 2A and 2B

cut in line (Pointing to slide.) What are they doing? When someone comes Yes, I have/ No I
late and suddenly stands in front of someone in a good place, haven’t cut in line,
we say that person cut in line. I hate people who cut in line because…
because they don’t respect others. Have you ever cut in line?
Why?
cheat on When your boyfriend begins a relationship with another person XXX cheated on YYY.
someone and is still with you, he is cheating on you. It’s common for
actors and actresses to cheat on their partner. Niurka cheated
on Juan Osorio. Who else has cheated on someone?
make fun When we ridicule a person because of a physical defect or No, I don’t like it when
of character defect, we make fun of someone. Derbez makes someone makes fun me
fun of people in his shows. Do you like it when someone me. I …
makes fun of you? What do you do?

Slide 37: Grammar Focus: Present Real Conditional (5-10 m)

1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation. (Click on the slide to show the
labels.)
3. Elicit and Point out certain patterns to students:
a. Since present real conditional is formed with 2 Simple present sentences; we use
do/does in questions.
b. The question is about the result; so here is where we use the auxiliary do/does.
c. We can use question words like What and How before do/does in order to find the
reaction to some situations.
d. The questions word goes in the result clause.
Slides 38-39: Controlled Practice QW: Repeat/Complete (5 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 40: Oral Activity (20 m)
1. SC Practice Controlled Question Free Answer-Present real conditional
Introduction: Now let’s see how you react to these situations.
Procedure: Look at the question on the slide. We will be asking each other about these
situations and asking why people react this way to these circumstances.
For example:
T: S1, look at number one, complete the question and ask S2.
S1: ―What do you do if a teacher constantly makes fun of you?‖
T: S2, answer whatever is true for you.
S2: ―If a teacher constantly makes fun of me I tell the coordinator.‖
T: S1 ask why?
S1: ―Why do you tell the coordinator?‖
S2: ―Because the teacher is here to teach not to make fun of students.‖
(Do the first 5 individually to make sure students know how to ask and answer; then
have them work in pairs and get ready to report the information.)
Follow up: Now let’s report on what you found out.
For example:
T: Let me let you about the person I interviewed. When XX feels sad she usually goes
to the gym. Because that way she says she feels better. When she wants to be
alone, she usually walks in the park. When she doesn’t see eye to eye with
someone she tries to put herself in the other person’s shoes.

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Slide 41: Oral Activity (15 m)

1. FP Activity: Interview designing-Simple Present Real Conditional.
Introduction: Are you good at interviewing people? Do you think you would be good at
designing questions to select employees?
Procedure: Look at the slide. What can you see here? Right, here we have a description of
three types of workers. Who can tell me about the different types? Okay, so imagine that you
work for a large company and you have been asked to design an interview to place new
employees in these categories. Work in teams of three and think of 6 questions to ask new
employees. (Give them a couple of minutes to do this.)
For example:
T: Let me give you an example. S1, what do you do if you see a workmate stealing
folders and paper from the office?
S1: If I see a workmate stealing things from the office first I…
T: S3, can you come up with another question for S1?
S3: What do you do if a boss yells at you in front of everybody?
T S1, answer please.
S1: If a boss yells at me in front of everybody, I leave the office and ignore him/her.
Follow up: Okay so now let’s all get back together and decide on the best questions; we want
to have 10 good questions. (Get students input and together with them come up with the best
10 questions.) Now work in teams of four, three will interview and one student will be the
interviewee. Be ready to tell the class about the person you interviewed.
For example:
T: What do you do if you have a problem with another employee?
S3: If I have a problem, first I talk to the person and try to solve the problem.
T: And if that doesn’t work, what do you do?
S3: Well, in that case, I talk to my boss to see if he can help me.
T: Okay, and what do you do when…

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Slide 42: Oral Activity (20 m)

1. SC Activity: Mixer -Simple Present Real Conditional
Introduction: How well do you know your classmates?
Procedure:
1. Take out a clean sheet of paper. Next, copy the questions from the slide on the paper;
leave space for the answers. (Show the questions on the slide.)
2. Now, take everything off the desk and just leave the paper with the questions on the
desk and a pen or pencil.
3. In a minute you will stand up and move to another desk. There you will complete just
the first sentence and then leave the card on the desk.
4. Stand up and move to another place and complete the second sentence. (Make sure
students don’t move to the next desk; they should move randomly to a different desk
each time.)
5. Put the card on the desk and move to another place.
6. Complete the third sentence; leave the card on the desk and move to another desk.
7. Complete the fourth sentence; leave the card on the desk and move to another desk.
8. Complete the fifth sentence; leave the card on the desk and move to another desk.
9. Complete the sixth sentence; leave the card on the desk and move to another desk.
10. Now your job is to find out who said what on the card you have in front of you. To do
this you will need to ask complete questions. The first person to find who said each
statement wins.
For example:
T: (Teacher takes one of the cards.) What do you do if you drink too much?
T: S5, please answer the question according to what you put on the card.
S5: I cry if I drink too much.
Follow up: Okay, tell the group what you found out.
For example:
T: When David drinks too much, he falls asleep. And when Gaby is happy, she sings.
Slide 43: Oral Activity (15 m)
1. FP Activity: Discussion-Simple Present Real Conditional
Introduction: Please look at the slide. What do we have here?
Procedure: Please work in teams of four and discuss each statement. Tell your teammates if
you agree with the statement and why.
For example:
T: I really don’t think the opposite sex is more interested if you ignore them. I think
that if you like someone it is important to show it.
Follow up: (Give students 5 minutes to discuss the statements and then turn it into an open
discussion with the whole group.)
Slide 44: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What did you practice
doing?
2. Do you have any questions about today’s class?
3. For homework, do Unit 28, exercises 4 and 5 in your workbooks.

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BEGIN What happens if/when…?


you heat
you put oil you fail an you mix
you add 27 water to
and water in exam yellow and
and 18  100°C
a glass   red 

you put salt
on ice

you cheat on you arrive you eat too you mix red
you
your girl / home very much and blue
boyfriend late
 divide 81
by 9
   
you multiply
6 times 7

you drink 10 get up late you cool you mix red you subtract
beers for work or water to 0°C and white 17 from 89
school
    
you have
extra money
at the end of
the month
you forget you drink 10 you stay in
your umbrella you heat ice cups of the sun too

you miss 5
and it rains coffee long
classes
   

FINISH

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Worldview: Book 2B, Unit 28, Day 1

(123-128 m)

Slides 2-3: Homework (5 m)

Slide 4: Objectives (3 m)
1. Write the objectives on the board and have students repeat as you get the info on board.
Warm up Activity (10 m)
1. FP Activity: Opinion Gap – like and don’t like
Introduction: Let’s talk about sports you like and don’t like.
Procedure:
1. What are some sports you know? (Elicit some answers from students and write a list on the
board. Try to get them to say some seen in unit 24.)
2. (Divide the class into groups of 4 or 5 students depending on the number of students.) You
are going to tell each other 2 sports you like and 2 sports you don’t like but, you must say
why. Once everyone has presented decide as a group which sport is the best and which
sport is the worst.
For example:
T: I like playing volleyball because it was the first team sport I learned how to play. I
also like skiing; when you’re on the slopes the view is incredible. I don’t like rock
climbing because it’s very dangerous and I don’t like scuba diving because it’s very
scary.
S1: I like…
Slides 5-14: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
be active An employee in a fast food restaurant has to be active in his A XXX needs
job. During the week I’m very active, but on weekends I like employees to be active.
to relax. What other companies their employees to be active?
be creative When you have a lot of ideas you are creative. Good English You have to be creative
teachers are creative in class, so that students don’t get bored. in XXX.
In what jobs do you have to be creative?
earn a good When you make a lot of money in your job you earn a good XXX earns a good
salary salary? The senators in Mexico earn a good salary. Who salary.
earns a good salary in a company?
have a lot of When you have a lot of responsibilities, you are responsible I have a lot of
responsibility for many things. A manager in a hotel has a lot of responsibilities. I have
responsibilities. Who has a lot of responsibilities at home? to…
What are your responsibilities?
travel a lot Flight attendants travel a lot. I don’t like to travel a lot for A XXX has to travel a
work. What other job requires you to travel a lot? lot.
work alone When you work without other people, you work alone. A XXX usually works
People that do research usually work alone; they don’t work alone.
as a team. In what other jobs do you work alone?
work inside To work inside is to work in a building or office. Secretaries A XXX has to work
work inside a building. What other job requires you to work inside.
inside?

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work outside To work outside is when you do your job out of an office or A XXX has to work
building. A soccer coach works outside. What other job outside.
requires you to work outside?
work with Some people don’t like to work with people, they prefer to A XXX works with
animals work with animals. A vet works with animals. What other animals.
job requires you to work with animals?
work with his To work with your hands is to use your hands to perform A XXX works with his
/ her hands some kind of job. A chef has to work with his hands. What hands.
other job requires you to work with your hands?

Slide 15: Getting Started (10 m)

1. Open your books to page 128, exercise 1.
2. Look at the pictures. Get into pairs and take turns describing each job in the photos. Each one
will say one sentence about each job using the phrases in exercise 1. (Go over the example in
the book. Monitor students and help them if needed.)
3. (After they are done call on different students to describe each the jobs in the photos.)
Slide 16-17: Pronunciation (10 m)
1. Open your books to page 129, exercise 2. You are going to listen to the audio. Make sure you
notice the pronunciation of the words.
2. (Play the audio).
3. I am going to play the audio again. This time I want you to repeat. Make sure you stress each
word correctly. (Play the audio. Play the audio again if necessary.)
4. Now, look at exercise 4. You are going to listen to the audio. Make sure you notice the
pronunciation of the words.
5. I am going to play the audio again. This time I want you to repeat. Make sure you say the /er/
sound correctly. (Play the audio. Play the audio again if necessary.)
Slide 18: Reading activity (10 m)
1. Open your book to page 129, exercise 6. What type of text or reading material are these?
(They’re newspaper want ads.)
2. Read the ads and match them with the jobs on page 128.
3. Get into pairs and compare your answers. (Click on the slide to check their answers.)
Oral Activity (15 m)
1. FP Activity: Discussion – Vocabulary
Introduction: Let’s talk about different jobs.
Procedure:
1. Open your books to page 129, exercise 7. Get into trios. Look at the ads again and each
member of the group has to decide which job he / she wants to do and which job he
doesn’t want to do. Once everyone has presented discuss which one of the jobs is the best
and which one is the worst.
For example: (Have a student come up to the front and model the activity with you.)
T: I want to be a chef because I love cooking. I don’t want to be a mechanic because I
hate getting dirty.
S1: I want to be...
Follow up example:
T: I think the worst job is a mechanic because…
S3: I disagree I think the worst job is….

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Slides 19-20: Grammar Focus: Like + verb + ing, Would like + infinitive (7-10 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes it/them on
the board.
2. Teacher labels the sentence(s) with students’ participation.
3. Elicit certain patterns from students:
d. We use like + verb + ing to talk about your present likes and dislikes.
e. We use Would like + Verb in infinitive to imagine future possibilities.
4. Have students open their books to page 130 and have them do exercise 2 and 3 individually.
5. (Click on the slide to check their answers. Answer any questions they might have.)
Slides 21-22: Repeat/Complete: affirmative and negative (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Oral Activities: (25 m)
1. FP Activity: Question & Answer- would like
Introduction: Let’s talk about jobs you would and wouldn’t like to do.
Procedure:
1. Open your books to page 131, exercise 5. Write down in the chart three jobs you would
like to do and three jobs you wouldn’t like to do. (Give them two minutes to complete the
task.)
2. Imagine you are a career counselor who helps you decide on new careers based on
peoples’ likes and dislikes. Write down three questions to ask your classmates seeking
career advice. Make sure to use would you like + infinitive, do you like + verb + ing. (Go
over the example on the chart.)
3. Get into pairs. You are going to take turns asking and answering the questions you wrote
previously. Listen carefully to what your partner says because you will need the
information later. You may take notes if you want. (Give time for students to complete
the task. Help them if needed.)
4. Now, based on what your partner told you write down three possible jobs you think your
partner would like and three jobs your partner wouldn’t like. (Give students time to
complete the task.)
5. Get back together with your previous partner and tell them what three jobs you think they
would like and the three they wouldn’t like. Make sure you give them a reason for each
choice.
For example:
T: I think you would like to be a chef because you like cooking. You wouldn’t like to
be a waiter because you don’t like working with people.
S1: I agree about the chef, but I don’t agree on the waiter job.
Slide 23: Model Conversation (10 m)
1. Have students practice the conversation in pairs.
2. Then, have them do it again substituting their own information; they can practice this various
times switching roles.
3. Finally, cover or change the slide and have them do it without looking. Accept any logical
sentence even if it doesn’t exactly follow the same sequence as the slide.
Slide 24: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 28, exercises 1, 2 and 3 in your workbooks.

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Worldview: Book 2B, Unit 28, Day 2

(128-133 m)

Slide 26: Homework (5 m)

Slide 27: Objectives (3 m)
1. Write the objectives on the board and have students repeat as you get the info on board.
Slide 28: Warm up activity (15 m)
1. FP Activity: Interviews–Dream Jobs
Introduction: What is you dream job like?
Procedure:
1. Look at the questions on the slide and think of what your dream job would be like. (Give
students 2 minutes to do so.)
2. Now work in pairs. Use the questions on the slide to interview each other about your
dream jobs and take some notes. (Give students 5 minutes to do this.)
3. Now prepare a presentation on your classmates dream job and compare it to your dream
job. (Give them 2-3 minutes to do this.)
4. Who would like to begin with the presentations? (Try to make the weakest students from
each pair to give their presentation and do free practice correction, write mistakes at the
end of the presentations and have students identify mistakes.)
For example:
T: S4 would like to work in a hotel. She would love to take care of tourists and show
them the many different and beautiful places in México. She would like to have an
open schedule depending on the needs of the hotel and tourists. My dream job is very
different; I would prefer to have a fixed schedule and work as a video editor for a
production company. I would like to work with different types of ….
Slides 29-36: Vocabulary (10 m)
1. Form: Repeat the word 3 times and have students repeat after you each time. Write the word
on the board.
2. Meaning: Use the picture to explain the word and give further explanation if they don’t
understand.
3. Usage: Give an ―example,‖ and elicit a complete answer using the new word, to the question
provided below.
Word Usage (teacher) Usage (student)
take risks (Point to the slide) Is his job safe? It is very dangerous. When I take risks when...
you know that something is dangerous and you do it anyway,
you take risks. I take risks when I am playing cards. When
do you take risks?
journalist A journalist is a person that reports on news on TV, on the XXX is a famous
radio or in newspapers and magazines. Loret de Mola is a journalist.
famous journalist. Do you know any other famous
journalists?
available Is it easy to get tickets for Cold Play concerts? Sometimes you No, they aren’t
just can’t get them; they are not available. When you can buy available. They are
or get something, it is available. Are rooms available in available…
Acapulco in Semana Santa? When are they available?
veterinarian A veterinarian is a doctor for animals. We take dogs to I take my dog to the
veterinarians when they get sick. Who has a dog or a pet veterinarian …
here? How often do you take your pet to the veterinarian?
sewer A sewer is where all the dirty water goes to. The sewer is Yes, Mexico has a
usually under the city. Does Mexico have a problem with the problem with the sewer
sewer system? system.

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Lesson Plans Levels 2A and 2B

crew Crew is another way to say team. We usually use it for Yes/No, I have(n’t)
airplanes, ships or some engineering jobs. The crew of an been the crew leader.
airplane is the pilot, co-pilot and flight attendants. Have you The sailor and officers
ever been the leader of a crew? Who is the crew on a ship? are the crew on a ship.
trapeze artist (Point to the picture.) She is a trapeze artist. Trapeze artists Yes/No, I (don’t) get
work in the circus. Do you get nervous when the trapeze nervous when trapeze
artists are performing? artists are performing.
skyscraper A skyscraper is a very tall building. La Torre Mayor is a XXX is a skyscraper.
skyscraper. What is another skyscraper you know?

Slide 37-38: Grammar Focus: Like + verb + ing, Would like + infinitive (10-15 m)
1. Teacher shows the slide; says the sentence(s) and has students repeat as s/he writes
it/them on the board.
2. Teacher labels the sentence(s) with students’ participation.
3. Elicit certain patterns from students:
f. We use like + verb + ing to talk about your present likes and dislikes.
g. We use Would like + infinitive to imagine future possibilities.
h. We use Do/does for questions with like + Ving
i. For questions, we put would before the subject.
4. Teacher labels the sentence(s) with students’ participation.
5. Have students open their books to page 130 and have them do exercise 3 individually.
6. Get into pairs and compare your answers. (Click on the slide to check their answers.
Answer any questions they might have.)
7. Now, get into pairs and practice the conversation.
Slides 39-40: Repeat/Complete (7 m)
1. Repeat: Have students repeat the sentences after you. Do each example first chorally and then
individually.
2. Complete: Have students say the complete sentence with the correct answer; do some chorally
and some individually.
Slide 41: Oral Activity (15 m)
1. SC Practice: Question & Answer-Do you like& Would you like
Introduction: Now let’s see what your answers to these questions are and find someone with
similar answers.
Procedure: First, answer these questions in your notebook as fast as possible. Just write short
answers. Once you have answered all the questions, go around the room to see who has similar
answers to yours. Ask complete questions and give complete answer.
For example:
T: S1, would you like to live in another country?
S1: Yes, I would like to live in another country.
T: So, I write S1’s name beside my answer and ask him another question.
Slide 42: Pre-reading Activity (5 m)
1. In a few moments we will be looking at an ad for a job, but before that, please look at the
questions on the slide and tell me if you understand everything. (Give them a few moments to
do this and clear up any doubts.)
Slides 43-45: Reading Activity (10 m)
1. Read the slide and be ready to answer the questions
2. (Click to get the next slide.) Now answer the questions.
3. (Have students discuss if this job is attractive for them and why.)
4. Okay, so how many of you would like to work for this company? Raise your hand.
5. (Click on slide and get students input on what the job really is.) So what do you think? Do you
still want the job? Are there ads like these in the newspaper that try to fool people into working
for certain companies? How can you avoid falling into these traps? (Conduct discussion.)

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Slide 46: Writing/Speaking Activity (15 m) Please note; you need copies for this activity.
1. FP Activity: Information Gap-Like to and would like
Introduction: Imagine that you work for a company in the recruiting department and that the
company needs employees desperately. The Director of the company has asked you to lead a
campaign to get workers, starting off with an ad in the local newspaper.
Procedure:
1. Work in teams of 4-5 and together write the most attractive ad possible to get workers. I will
give you a card with the company and the job you need to get workers for.
2. Don’t forget to use phrases like:
Do you like …?
Would you like to …?
If you would like to…then…
Are you tired of…?
Do you enjoy…?
3. (Have students read their ads and the group votes on which ad is the best and why.
Slide 47: Oral Activity (15 m)
1. FP Activity: Ordering and Discussion-Like and would like
Introduction: Imagine that jobs are so hard to find that you need to take any job that comes
your way. There are just no jobs except jobs that no one wants to do. What job would you
never consider doing?
Procedure:
1. Look at the slide. Here are the 5 jobs that were mentioned in our previous activity.
2. Order the jobs from least attractive to not so bad. Number one is the least attractive
for you. Give reasons for your decisions. (Give students time to do this.)
3. What team would like to begin? (Have different teams present their ideas and correct
mistakes at the end of all presentations.)
For example:
T: I say sewer cleaner is number one because I would never consider working in the
sewers. There are rats. I wouldn’t like a job that is so dirty.
Slide 48: Oral Activity (15 m)
1. Student Presentations-Would like
Introduction: Have you dreamed about your life 20 years from now? Where will you live? Will
you have a family? What kind of job will you have? What kind of car will you drive?
Procedure: Think about these questions and prepare a presentation answering the two
questions that are on the slide. Do not write your complete presentation, but if you want to
write some words to help you remember your idea, that’s okay.
For example:
T: I would like my life to be peaceful and with no problems. I won’t have a family, so
all the money I make will be just for me. I would like to work as a freelance
photographer and not have a fixed schedule. If I want this to happen, I have to
study and become an expert in photography software and cameras. I have to study
the work of famous painters and photographers all over the world.
Slide 49: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, do Unit 28, exercises 4, 5 and 6 in your workbooks.

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World View: Book 2B, Final Review

(141-146 m)

Slides 2-3: Homework: (5 m)

Slide 4: Objectives: (3m)
1. Write the objectives on the board and have students repeat as you get the info on board.
Slide 5: Grammar Practice (10 m)
1. (Click on the slide.) Look at the sentences. Copy them in your notebooks.
2. Now, read each sentence and circle the mistake; it’s one of the underlined words or phrases.
Then, write the correction in your notebooks. (Give students time to complete the task.
Monitor them and help them if needed. Once they finish click on the slide to check their
answers. Go over any questions they might have.)
Slide 6: Oral Practice (15 m)
1. FP Activity: Role play – modals for request
Introduction: Let’s talk about helping each other.
Procedure:
1. Open your books to page 114, exercise 4. Listen to the conversation and identify three
tasks that the two employees have to do. (Play the audio. Play it again if necessary.) What
are the tasks they have to do? (Make copies, make coffee, return a phone call, send emails,
make lunch reservation, do some filling.)
2. Look at exercise 5. Read the instructions. Any questions? Write three things you like to do
and three things you don’t like to do.
3. Get into pairs. You will role-play the role of administrative assistants who share tasks. You
will divide your tasks. (Play the audio again if needed.)
4. (As pairs choose tasks encourage them to explain why they want to do those tasks rather
than others. Once they finish have the pairs report to the class how they divided the tasks.)
For example: (Have a student come up to the front to model the activity with you.)
T: Let’s look at our thing’s to do list, how should we divide the work?
S1: Well, I can make the copies.
T: Great! Would you like to make the coffee?
S1: Mmm, I don’t really like to make coffee, but I can send the faxes. Etc.
Slide 7: Oral Practice (15 m)
1. SC Activity: Game – used to / didn’t used to
Introduction: Let’s talk about things you used to do.
Procedure:
1. Tell me some things you used to do, but that you no longer do. For example: I used to play
video games. (Elicit from students some answers.)
2. Open your books to page 115, exercise 8. You are going to listen to a conversation that
models what you have to do in exercise 9. Listen to the audio and decide if these sentences
are true or false. (Play the audio once. Play the audio again if necessary. Click on the slide
to check their answers.)
3. Get into pairs. Each pair will play the game. Each pair needs a coin. ―Aguila‖ is worth 1
point and ―Sol‖ is worth 2 points. Toss the coin. Make a sentence with a verb from the
chart. Use used to + the verb to talk about something you used to do as a child, and say
how it is different now. Keep score, the person with the most points wins.
For example: (Click on the slide to show example.)
T: I used to go to the playground to play. Now, I take my children to the playground
to play.

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Slide 8: Oral Activity (20 m)

1. SC Activity: Find someone who… - present perfect vs. simple past
Introduction: Let’s talk about activities you have done.
Procedure:
1. Look at these activities. Who has gone scuba diving? Who has gone mountain climbing?
Who has gone skateboarding? (Invite those who have done it share their experiences.)
2. Open you’re your books to page 115, exercise 10. You are going to listen to people take a
survey. The audio models what you are going to do in exercise 12. Listen and tell me what
activity Mina has done. (Play the audio once. Play the audio again if necessary.) What has
Mina done? (Windsurfing.)
3. Now, let’s look at activity 11. Look at the list of adventure sports in the chart. Choose four
sports and pretend that you have done those activities. Put check marks next to the sports
you choose. (Give students time to complete the task. Help them if needed.)
4. (Click on the slide.) Look at the chart in exercise 12. You have to go around the room and
find out which sports your classmates have tried. Ask yes/no questions. When someone
answers, ―Yes, I have‖, write his or her name in the chart. Ask one question each turn and
you have to find one person for each sport.
For example:
T: Have you gone rock climbing?
S2: No I haven’t
T: Have you gone rock climbing?
S5: Yes, I have.
T: What’s your name?
S5: Tom. (T. writes Tom next to rock climbing.)
Slide 9: Oral Activity (20 m)
1. SC Activity: Information gap – could and be good at for past ability
Introduction: Let’s describe some people’s abilities.
Procedure:
1. You are going to listen to a conversation describing the abilities of a woman named Lise.
Look at the slide. Listen for the answers to these questions. (Play the audio once. Play the
audio again if necessary. Click on the slide for the answers.)
2. Open your books to page 132, exercise 2. You are going to work into pairs. Each pair will
have charts with different information about the abilities of the people in the picture. You
are going to ask each other questions to complete your charts.
3. Get into pairs. Decide who will be student A and who will be student B. Student A will
look at page 138 and student B will look at page 141. Look at your charts. (Model the
example with a student.)
4. Compare your charts. Are they the same? Who is the best athlete?
For example:
T: Ho-Jin couldn’t run very well. (Student A fills in the chart with the information.)
S1: Flavia couldn’t box at all. (Student B fills in the chart with the information.)

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Slide 10: Oral Activity (15-20 m)

1. SC Activity: Prove it!–Present perfect with yet and already
Introduction: Have you done many things in your life? Are there things you still want to do?
Procedure:
1. Look at the slide. These are some theories I have about this group of students. You are to
going see what your classmates have done so far in their lives. In a minute, you will stand
up and ask your classmates questions to see if my theories are correct or not.
2. Write numbers 1 to 6 in your notebooks. Now, let’s look at the first sentence. What does it
say? (One person has already gotten married.) So, you need to ask your classmates
questions to see if this is true. What will you ask? (Have you gotten married yet?) And if
they say ―no‖ can you put their name on your list? (No.)
3. Let’s look at the second question. What does it say? (No one has had a baby yet.) For this,
what is the question? (Have you had a baby yet?) And if your classmate answers ―yes‖ did I
prove my theory? (No… because I said that no one has had a baby yet!)
For example:
T: What’s the question for number 3?
Ss: Have you flown in an airplane yet?
T: And number 4?
Ss: Have you learned to drive a car yet?
T: And number 5?
Ss: Have you ridden on a motorcycle yet?
T: And number 6?
Ss: Have you traveled to Paris yet?
Follow up: What did you find out? Is my first theory correct or not? Why (not)? (Ask students
to report on each of the theories.)
Oral Activities (35 m)
1. SC Activity: Game–present perfect with yet and already (20 m)
Introduction: Can you remember what Rafael already did?
Procedure:
1. Open your books to page 132, exercise 4. Get into groups of 4. Look at the picture about
what Rafael has already done and hasn’t done yet to prepare for his trip to Costa Rica. You
only have one minute to remember everything. (Once one minute is up tell them to close
their books.)
2. As a group write a list of all the things that Rafael has done and the things his hasn’t done.
You have five minutes. You must write complete sentences. (Give students 5 minutes to
complete the task. Monitor students encourage discussion and use if English at all times.)
3. Once time is up have each group say their sentences. Assign 1 point for each correct
sentence. The group with the most correct sentences wins.
For example:
T: Rafael hasn’t booked a hotel

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Lesson Plans Levels 2A and 2B

2. FP Activity: Discussion – Present real conditional (If clause) (15 m)

Introduction: Let’s discuss what you should do in different situations.
Procedure:
1. (Books closed.) What do you do if you are sick and can’t come to class? (Elicit some
answers from students.)
2. Open your books to page 133, exercise 6. Get into groups of 4. Read each situation in the
chart. Have you been in any of these situations? (Elicit some answers from students.)
3. In your groups, discuss a possible problem for each situation. Write the problem in the
second column of the chart.
4. Read through the list of situations. Discuss the best thing to do in each situation.
(Encourage them to try to convince one another that their idea is the best thing to do.
Have them write the agreed situation on a piece of paper. Give students time to complete
the task. Monitor students and help them if needed.)
5. Each group must choose a situation and report their suggestion to the class. You must
explain why.
For example:
T: Imagine you lend your friend $100. The problem is he won’t pay you. Solution: Well
you could give him two days to pay you and if he doesn’t pay you, you ask for
something of his and sell it to get your money.
Slide 11: Wrap up & Homework (3 m)
1. What was the objective for today’s class? (Have them look at the board.) What are some
vocabulary words you learned today? What new grammar did we see? What things did we talk
about?
2. Do you have any questions about today’s class?
3. For homework, study for the exam.

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