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| Línea 83: |
Línea 83: |
| | : Touch the board | | : Touch the board |
| | : Walk to the door | | : Walk to the door |
| − | : Point to the ceiling<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> | + | : Point to the ceiling |
| | + | |
| | + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| | <center>'''Checkpoint'''</center> | | <center>'''Checkpoint'''</center> |
| | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Don’t write the words on the board at this point. If students say the words before they see them written down, it’s easier for them to remember the correct pronunciation. | | {{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Don’t write the words on the board at this point. If students say the words before they see them written down, it’s easier for them to remember the correct pronunciation. |
| − | </div><div style="clear:both"></div> | + | </div> |
| | + | <div style="clear:both"></div> |
| | | | |
| | Now divide the class into 4 groups and ask them to go over the TPR sequence. Go around each of the groups verifying that students are able to follow instructions. Motivate students to volunteer and give at least a TPR sequence to their classmates. After every set of three sequences are finished, go over and provide more. | | Now divide the class into 4 groups and ask them to go over the TPR sequence. Go around each of the groups verifying that students are able to follow instructions. Motivate students to volunteer and give at least a TPR sequence to their classmates. After every set of three sequences are finished, go over and provide more. |
| Línea 147: |
Línea 150: |
| | '''Verbs:''' | | '''Verbs:''' |
| | | | |
| − | {| | + | {| style="width:50%" |
| − | | + | |- valign="top" |
| | | colspan="2"| Stand up | | | colspan="2"| Stand up |
| − | | + | |- valign="top" |
| − | |- | + | | Sit down |
| − | | |
| − | | Sit down | |
| − | | |
| | | on the desk | | | on the desk |
| | | | |
| | on the floor | | on the floor |
| | | | |
| − | |- | + | |- valign="top" |
| − | | |
| | | Walk to | | | Walk to |
| − |
| |
| | | the door | | | the door |
| | | | |
| Línea 168: |
Línea 166: |
| | | | |
| | the poster | | the poster |
| − | | + | |- valign="top" |
| − | |- | |
| − | | |
| | | colspan="2"| Point | | | colspan="2"| Point |
| | | | |
| Línea 176: |
Línea 172: |
| | | | |
| | Open your books | | Open your books |
| − | | + | |} |
| − | |}<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> | + | <div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px"> |
| | <center>'''Checkpoint'''</center>{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Ask each pair of students to write 4 sentences using commands to give using classroom vocabulary. | | <center>'''Checkpoint'''</center>{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Ask each pair of students to write 4 sentences using commands to give using classroom vocabulary. |
| | </div><div style="clear:both"></div> | | </div><div style="clear:both"></div> |