escuela secundaria técnica 107 academia de lengua...

Escuela Secundaria Técnica 107Academia de Lengua Extranjera

Ciclo 2015-2016Planeación Didáctica 2° grado

Profesores: Daniel Arvizu, Brenda Partida Castro, Juan Antonio Velasco Lamas, José Luis Banda Saldaña

Libro de texto: All Ready I

Libro de Lecturas (reader):

.

Lesson / Week / Class

Lesson

Stages

Activities Procedures Notes & Materials

Lesson 1Week 2Class 4 I can

13. Questions using comparative adjectives.

14. Discuss which bicycle is the best to buy.

15. In pairs practice the conversation.

13. In pairs, ask Ss to take turns asking a classmate questions aboutthe 2 bicycles using comparative adjectives from the box. 14. Ss work in pairs and make suggestions to a classmate using comparative adjectives in the boxes in activity. 15. Ask Ss to practice their conversation in pairs and walk around the classroom to monitor and make corrections if necessary.

P.13

T walks around the class and monitor Ss conversation practice.

Lesson 2Class 5 I know

1. What kind of products do you look at in catalogues?

1. Write the word catalogue on the board. Ask Ss: What kind of catalogues do you know? Who are they intended to? Why are they promoted? Then ask Ss to look at page 14 and ask: What kind of catalogue do you think it is? Then let them read and answer the questions.

P.14

Glossary to identify the meaning of unknown words

PPT vocabulary

Lesson 2Class 6

I build2. Listen and repeat the jazz chant.Track 05

2. Ask Ss to look the illustration, What is it about? Who has a bicycle? Can you describe your bike? Play the CD. Ask Ss to listen and follow the chant in their books, what two-wheel vehicles the chant is about? Ask comprehension questions then play it again and ask Ss to repeat it.

P.14-15

Walk around

.

Lesson Plan Unit 1 Lessons 1 and 2

School: Escuela Secundaria Técnica 107 Grade: Second Grade Group: Second Grade

Teacher: ACADEMIA DE LENGUA EXTRANJERA

Week Dates: August 24th – September 18th

Social Practice of the Language: Understand and convey

information about goods and services.

Learning Environment 1: Familiar

and Community Environment

Product 1: Catalogue of Goods.

Specific Competency: Offer and understand suggestions

in order to purchase or sell a product.

Achievement (s): Can anticipate central sense and main ideas from known

oral expressions. Can distinguish main ideas within oral exchanges. Can seek

confirmation in an oral exchange. Can produce expressions to argue or

object. Can adjust tone, rhythm and intonation when composing oral texts.

CO

NTE

NTS

Knowing about the Language:

Acquisition of structured knowledge: modal verbs (should, shall), Verbs forms subjunctive: (she suggests he buy…)

acoustic features: tone (courteous, serious, etc.), rhythm, speed, intonation, pauses, connectors; adjectives:

qualifying, comparative, compound (fifteen minute process, two-wheel vehicle); comparative structures (a … as …;

like; more slowly, less quickly; the least… the most quickly); adverbs of degree (very, too, rather); sentence types:

declarative, interrogative, imperative, exclamatory.

Doing with the Language:

Using the language in the necessary purposes. Predict messages and main ideas from known conversation phrases.

Differentiate ideas within conversations, conform information during conversations, produce phrases to buy and sell

products, speak softly and slowly or louder and faster when having a conversation.

Being through the language:

Developing independence, critical way of thinking and judgment. To use the language in order to make, accept or

refuse suggestions, taking decisions in an assertive way and encourage politeness through interpersonal exchanges.

3.Read the chant, answer T or F

4. Listen to the conversation and answer the questions. Track 6

3. Ask Ss to read the chant again and answer T or F the statements.4. Draw Ss’ attention to the illustration. Ask: Who are they? What are they talking about? Play the CD and ask: What’s the relationship between the speakers? What’s the name of the phone the son wants? Why does he want this phone? Is the father going to buy it? Play the CD again and ask Ss to answer the questions. Share and compare responses.

the class, monitor and help Ss if necessary

CD player.


Lesson

Stages


Lesson 2Week 3Class 7 I think 5. Listen to the conversation and

write the suggestions. Track 76.Look at the sentences and answer the questions7. Underline the words.8. Look and check.9. Rewrite the sentences from activity 8.10. Complete the organizer 11. Complete the table

5. Ask Ss to look at page 15. Based on the picture ask: What do you think the conversation is about? Play the CD and ask Ss to write the suggestions they hear. Ask them: How many did you get right? Then complete the activity.6. In pairs, have Ss look at the sentences and answer the questions. Share and compare the answers.7. Remind Ss that to compare 2 or more things or people, we use the superlative form of the adjective. Ask them to look the sentences and underline the words that compare. Check answers and have them compare responses.8. Ask Ss to read the sentences and to identify which ones talk about comparing things and which ones about comparing actions. Ask them to check or cross out the corresponding answers.9. Ask Ss to look back at the sentences and the headings in activity 8. Ask Ss to rewrite the sentences under the correct heading, adding one of their own to each.10. Draw Ss attention to the organizer. Elicit from them the function of every part of speech then ask them to complete the organizer. Let them share and compare. 11. Ask Ss to look at the comparative and superlative form of an adverb and ask them to complete the rule table based on what they have learned previously. Ask them to share and compare.

P.15-16-17

Walk around the class, monitor and help Ss if necessary.

Lesson 2Class 8 I practice

12. Put the conversation in order.13. Complete the conversation.

12. In pairs, ask Ss to read the conversation and put it in the correct order. Have Ss share and compare their responses orally.13. Ask Ss to read the words from the box then draw their attention to the illustration and ask: What are they doing? Then read the conversation and let them complete. Share and compare answers.

P.17 T monitors theclass

T. guide p.

.

Lesson 2Class 9

I can

14.Give suggestions15. Invent detailed information about the products. P.1916. Write a conversation.17. Do you think you are a compulsive or a responsible shopper?14. Write the sentences under the corresponding illustration.

14. In pairs, ask Ss to look and choose one product, ask them to give three suggestions to buy or object to buy it, like the example. Share and present the answers.15. Have Ss look at the pictures and elicit from them the names of the products. Explain they have to invent detailed information about each product to make them look attractive and worth buying. Ask volunteers to present their work.16. In pairs, explain to Ss that they have to complete the conversation by giving suggestions or objecting to purchase the product.17. In pairs, let Ss answer these questions and share their answers with the rest of the class.

P.18

Product 1 Stages Activities Procedures for: Catalogue of goods. Notes & Materials

Lesson2Week 4Class 10

I get ready 1. Work in groups 1. Explain to Ss that they are going to design and illustrate a goods catalogue. Ask them to work in groups of five. Allow time for Ss to discuss, brainstorm ideas and decide which goods will be including in the catalogue.

P.20

Walk around the class and monitor

Ss must bring scissors, glue, magazines, markers, papersheets for nextclass.

I plan

2. Plan the catalogues format3. Decide on the size and number ofpages.4. What materials do you need?

2. Ask them to group the products they previously listed in the chart in page 20.3. Ask Ss to think on how many pages and the size their catalogue will have,, then tell them they can use photos, drawings, or paper cutouts to illustrate their work.4. Ask Ss to think about the materials they will need to design the catalogue.

Lesson 2Class 11 I do

5. Compose the suggestions about the products included in the catalogue.

5. Explain to Ss that they have to make a buying suggestion for each product on their catalogue.

p.21Walk around the class monitor and help Ss if necessary

Lesson 2Class 12

All ready to share

6. Illustrate your catalogue and write your suggestions to present it.7. Present the catalogue.

I learn

6. Ss will design and illustrate their work, and will practice the enunciation of the suggestions.7. Ask for volunteers to present their catalogue to the class. The rest will listen and say if they’d buy any of the products.I learn: Ask Ss what they can do now that they couldn’t do at the beginning of the learning environment. Then have them answer the, I learn box on page 21. Give positive feedback for their effort and progress.

P.21

Walk around the class monitor and help Ss if

.

Ask Ss what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Then have them answer the I learn box and take note.

necessary

Class 12 Self-Test 1. Self- test 1. Ask Ss to go to page 166 in their Student Books. p.166

Class 12Formal assessment

2. Apply the formal assessment 2. Ss do their formal assessment from page 154 in the Teacher’s Guide.

Teacher´s Guide p.154

.

Lesson Plan Unit 1 Lessons 3 and 4School: Escuela Secundaria Técnica 107 Grade: Second Grade Group: Second Grade


Week Dates: September 21st – October 16th

Social Practice of the Language: Read and understand

different types of literary texts distinctive of English-

Speaking countries.

Learning Environment 2: Literary

and Ludic Environment.

Product 2: Comic Book.

Specific Competency: Read fantasy literature and

describe characters.

Achievement (s): Can use strategies to support the comprehension of

narratives. Can anticipate central sense and main ideas from some details.

Can distinguish between explicit and implicit information. Can formulate

and answer questions to distinguish and verify specific information. Can

describe characteristics and abilities.

CO

NTE

NTS


Acquisition of structured knowledge: adjectives: qualifying; verb tenses: past and present perfect; adverbs: of time

(yet, already); verb forms: gerund, past participle; conditionals (if she were… she would…) ; direct and indirect speech.


Using the language in the necessary purposes. Use strategies to build comprehension of texts. Recognize message and

main ideas from details. Differentiate between explicit and implicit information. Ask and answer questions to

differentiate and check information. Talk about characteristics and abilities.


Developing independence, critical way of thinking and judgment. To represent the reality, recognize the imagination

and creativity in the perception of reality and stimulate the pleasure of reading.

.

Lesson / Week /

Class

Lesson Stages


Lesson 3Week 5Class 13

I know

1. Imagine you have superpowers.

2. Read the story and answer the questions.

3. Write T or F.

1. Ask Ss what superheroes they know and their powers, write them on the board, then ask Ss to imagine they have superpowers and allow them to share their ideas.

5.2. Draw on the board a mind map. Write movie in the center. Have Ss copy it in

their notebooks and ask them to write as many words related to movies as

they can in the mind map. Ask for volunteers to do it on the board. Direct Ss’

attention to page 52 and play the CD, then ask Ss to match each conversation.

p.22

Refer Ss to the

Glossary on

p.157 to clarify

the meaning of

words

I build

Lesson 1Class 14

I think4. Circle the part of the sentence that expresses an unreal condition.

5. Complete the table.

6. Read and answer. P.24

7. Write D for direct and I for indirect speech.


4. Ask Ss to read the sentences and ask them to identify the unreal conditions. Once they do it, explain why they can’t be real.5. Ask Ss to complete the rule in the table. Draw their attention to the example.6. Ask Ss to look at column A and ask what they notice. Explain that saying exactly what someone says is called direct speech. Now have them look at column B and ask again what they notice (no quotations marks are used, and the verbs are in past tense), reporting what someone says is called reported or indirect speech. Answer the question.7. Ask Ss to read and decide if the sentences are direct or indirect speech. Share and compare answers.8. Ask Ss to read and complete the rules. Ask volunteers to read out loud.

P.23-24

Walk around the class monitor and help Ss if necessary

Lesson 1 Class 15

I practice

9. Read and match. P.2510. Write what you liked and didn’t like about The magic skateboard story.11. Read and complete using reported speech. P.2612. Complete with would or could and the

correct verb form.

9. Ask Ss to skim and scan the story on page 22. Ask: What is the main idea? What are other key ideas? Have them read the questions on page 25 and match them with the correct answer. Check and compare.10. Have Ss reflect about the magic in the skateboard story. Ask them to think what they liked and didn’t like about it and to write their ideas in the spaces provided.11. Draw Ss’ attention to the illustration and ask: What kind of text is it? Elicit

the word comic. Have them read the text and ask comprehension questions

like: What is the girl’s problem? What powers does super teen have? Finally,

ask them to complete the sentences using reported speech. Share and

compare answers.

12. Draw Ss’ attention to the title of the story and elicit the meaning of

daydreaming. Ask questions like: What is the girl dreaming about? Have them

look at the sentences and elicit the conditional form. Remind them about the

rules and ask them to complete the activity using the correct form of the verb

in parenthesis.

P.25

Walk around the Class and monitor activity.


Lesson

Stages



13. Read and complete the bubbles.

14. What are your country’s beliefs about magic?

15. Complete the sentences.

16. Write an ending for the story.

13. Draw Ss’ attention to page 27. Have them look at the pictures and ask: What is the story about? Have them underline new words and letthem read. Then ask the following comprehension questions: What isthe girl’s name? Where did she live? What was she wishing for? Ask them to complete the bubbles.14. Explain to Ss what is considered as magic. Elicit from Ss magical costums or traditions they have or have heard of in their locations.15. Ss complete the sentences based on the character’s actions, using the appropriate form of the verb in parenthesis. Share and compare.16. Have Ss write a possible ending for the story in the space provided.

p.26-27

Teacher´s Guide p 39-40Walk around the Class and monitor

Refer Ss to theGlossary in p.156-157.


1. Do you prefer to read books or comics? Why?2. What is your favorite book, comic or movie? Talk about itReader: The five Joaquins.p. 20-29

1. Ask Ss: What are the differences between a book and a comic? Have different Ss to participate. Then ask: What do you prefer to read, books or comics? Why? Allow them to express their opinions.2. In pairs, have Ss talk about their favorite books, movies, or comics. Walk around monitoring and correcting if necessary.

P.28

Teacher´s Guide p.41Reader: Pp.20-29

Lesson 4Class 18

I build3. Number the paragraphs in order.

4. Label the paragraphs with the correct heading.

5. Read the article in pairs

3. Ask volunteers to retell the Five Joaquins story. Then ask them to read the paragraphs silently, to underline the main events, and finally,to number the paragraphs in the correct order.4. Go over the headings with Ss and make sure they understand them,ask them to label each paragraph with the correct heading. Have them share and compare answers.5. Have Ss read the article in pairs and give them some time. When they finish, ask them to exchange opinions (agree or disagree) and share with the rest of the class with a partner.

P.28-29

Refer Ss to theGlossary in p.156-157.


Lesson

Stages


Lesson 4Week 7

6. Label the book. P.307. Underline the adjectives.8. Complete the rule.

6. Draw Ss’ attention to Activity 6 and ask them to read and label the book with the appropriate words. Share and compare.7. Ask Ss to read the sentences first and ask them to underline the

P.30

.

Class 19 I think 9. Write past perfect or present perfect.10. Complete the table.11. Underline the words.12. Complete the sentences

adjectives that qualify and describe. Share and compare.8. Ask Ss to complete the rule and say the word they used to complete it.9. Ask Ss to pay attention to the sentences on page 30 and ask them what they notice about the verbs. Explain the use of present and past perfect and the adverbs of time for and since. Let Ss identify which sentences are written in past perfect and which ones in present perfect. Share and compare answers.10. Ask Ss to go over the rules in the table and to complete them with the name of the appropriate verb tense.11. Ask Ss to identify words that indicate ability. Have them underline the words. Pay attention to the use of can and could and remind them of the use of them as auxiliary verbs for the present and past possibilities and abilities.12. Ask Ss to complete the sentences with the appropriate word.

Teacher´s Guide p.42-43.

Lesson 4Class 20 I practice 13. Rewrite the letter.

14. Work in pairs.15. Complete the interview.16. Write a conversation and act it out.

13. Have Ss rewrite the letter in first person, as if they were Joaquin Murrieta. Monitor the activity and check for corrections. Have them check and share their work.14. Tell Ss they have to describe the physical characteristics and abilities of the superheroes. Refer them to the Glossary for new words.15. Have Ss look at the illustration. Then ask them to read and complete with the correct form of the verb in parentheses.16. Explain to Ss that they are going to interview a superhero (Zenda). Have them choose their part to play to work in pairs and let them organize their time and questions. Finally, have them practice and write on the spaces provided.

p. 31-32

Walk around the class and monitor Ss


p.32-33

Lesson 4Class 21

I can

17. Circle the correct word and complete the story.18.Answer the questions

17. Ask Ss to read the story silently and then to complete it by circling the correct word in each case.18. Ask Ss answer the questions based on the story, monitor the activity. Check, compare, and share answers.

p.32- 33 Teacher´s Guide p.45Monitor the work

Product 2 Stages Activities Procedures for: Comic Book Notes & Materials

.


I get ready 1. Decide on the story you will read to make a comic book.

1. Ask Ss to form groups of 4 or 5. Explain that they are going to create a comic book. Have them look at the illustrations to pick up a narrative or they can also invent a new one. Then ask them to think of main ideas to include in it.

p.34Teacher´s Guide p.46Refer Ss on p.176

Ss must bring materials for next class.

I plan2. Decide on the number of pages.

3. What materials do you need?

2. Advice Ss not to make the comic book too long. Direct them to pages 176-177, so they have an idea of the space they’ll use.3. Ask Ss to make a list of the materials they will need.


4. Divide the story in episodes.5. Give brief descriptions for the characters and the events.6. Go to the work sheet section on p. 176-177. 7. Write the dialogues

4. Ss will design a format for the comic book dividing the story in episodes, defining spaces for dialogues and descriptions.5. Ask Ss to adjust the information they have to make the dialogues and descriptions. In teams they can write their ideas.6. Direct Ss to pages 176-177 to use the template for the comic book. They can also use white sheets of paper if they want to.7. Have Ss write the narrative and dialogues in a paper sheet for corrections and spelling. Then have them copy it into the bubbles and ask them to illustrate their comic book.

P.34- 35Refer Ss to the

Worksheets section on p. 176-177


Lesson 4Class 24

All ready to share

8. Rehearse the presentation.

I learn

8. In groups, have Ss rehearse the dramatized reading of the comic,then, ask for volunteers to present it for the class. Ask Ss what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Then have them answer, the I learn box and take note.

Class 24 Self-Test 1. Self- test1. Ask Ss to go to page 167 in their Student Books. p.167


2. Apply the formal assessment 1. 2. Ss do their formal assessment from page 155 in the Teacher’s Guide.

Teacher’s Guide p.155

.


Lesson /

Week /

Class

Lesson

Stages

Activities Procedures Notes

& Materials

Lesson 1

Week 9

Class 25

I know

1. Answer these questions

2. Read the information from the

emergency procedures.

1. 1. Ask Ss to open their books to page 38 and ask: What

are these signs for? In pairs, have them to discuss

these questions and the answers. Walk around and

encourage Ss to use English. Refer Ss to pages 33-43 in

their Readers.

2.

3. 2. Ask Ss to look at the text and ask: What is it about?

Have you ever read a similar emergency procedures

manual? Then let them read the information and

answer the questions.

p.38

T monitors the activity by

walking around the

classroom

I build

Lesson 1

Class 26

I think

3. Read and label the words.

4. Read, circle and answer T or F.

5. Match the instructions with the

pictures.

6. Answer the questions.

7. Read the excerpts from the

manual and write the meanings of

the words.

8. How did you know the meaning of

the words?

9. Circle the best option.

Reader: What to do in an

emergency?

3. Ask Ss to read the previous excerpt again and ask

them to label it with the words from the box. Pay

attention to abbreviations and explain their meanings.

Share and compare answers.

4. Make sure Ss understand the meaning of bullets,

bold, and italics. Have them observe the components

of the text and the uses of images and illustrations. Let

them read and answer T or F.

5. Ask Ss to look at the pictures, making sure they

understand the meaning of flood, throw away, dirty

flood water. Ask them to match the instructions to the

picture. Share and compare answers.

6. Ask Ss to look at the previous illustrations and ask

them to describe them. Then have them answer the

questions on page 40.

7. Ask Ss to read the excerpts from the manual and to

write the meaning of the underlined words in the

spaces provided.

p.39

p.40-41

Extra activity: take time to

explain and enhance the

importance and proper use

of the dictionary.

.



Week Dates: October 19th – November 13th

Social Practice of the Language: Understand and write

instructions.

Learning Environment 1: Formation

and academic environment

Product 1: Instruction Manual

Specific Competency: Understand and compose

instructions about facing an environmental emergency

Achievement (s): Can clarify the meaning of unknown terms in order to

broaden and refine their vocabulary. Can understand and point out the

order of the components, useful information and main ideas of an

emergency manual. Can write and classify sentences in order to create

instructions sequences. Can remove, add or edit and instruction manual.

CO

NTE

NTS


Acquisition of structured knowledge: Sentences types; adverbs: of time (since, for), of sequence(after, firstly, next);

abbreviations (ASAP, S.O.S); pronouns (who, whom, etc.) and relative adverbs (how, why, when, where); prepositions

(by, about, for, in, into) and prepositional phrases (at the end of, in front of)


Using the language in the necessary purposes. Learn more words to increase my vocabulary. Know the elements of an

emergency manual. Write instruction sequences and edit an instruction manual.


Developing independence, critical way of thinking and judgment. To prevent and face problems, to protect and guard

the physical integrity and to be empathic and responsible with the class and the community.

Pages 33-42 8. In pairs, have Ss complete Activity 8 on page 41.

Walk around and listen; correct if necessary.

9. Ask Ss: What did you do to find the words in the

dictionary? Which problems did you face when looking

up words? Then have Ss check on the statements and

have them circle the best option.

Lesson 1

Class 27

I practice

10. Listen to the conversation and

complete. Track 4 p.12

11. Check the answers and make

corrections.

10. Ask Ss to look and recognize the organization of an

instructions manual, have them read the instructions

and number them. Elicit the adverbs of sequence (first,

then, next).

11. Ask Ss to work in pairs. Have them compare their

answers and make corrections if necessary.

p.42

T walks around the class

and monitor Ss Actv. 11

Lesson /

Week /

Class

Lesson

Stages


& Materials

Lesson 1

Week 10

Class 28 I can

12. Look at the pictures; write the

instructions in the correct picture.

13. Number the instructions in activity

12 under the correct order.

14. Compare your answers with a

partner.

12. Look at the pictures from a different manual. Have Ss to describe

them. Ask: What happened to the boy? What are they doing? Where are

they? Refer Ss to the Glossary for unknown words; finally, have them

write the instructions under the correct picture.

13. Ask Ss to read the instructions. Have them look for any sequence word

and instruct them to number the instructions.

14. Ask Ss to compare their answers with a partner, to make arguments

about their answers and to decide which the correct answer is before

they make any change, ask for volunteers to share out loud for the rest of

the class.

p.43

T walks

around the

class and

monitor Ss

conversation

practice.

Lesson 2

Class 29 I know

1. Circle the things that you think could

cause an emergency.

1. Draw Ss’ attention to the illustrations, elicit the name of the objects.

Read the instructions together and allow Ss to work individually.

Glossary to

identify the

meaning of

unknown

words

2. Write on the board: What do you do in the case of an emergency? Who

.

Lesson 2

Class 30

I build

2. Listen to a recording of emergency

instructions and answer the questions.

Track 08 p.44

3. Listen again and complete.

do you call? Play the CD and ask Ss to answer the questions by circling the

best option. Check, share, and compare answers.

3. Play the CD again. Have Ss listen and complete the sentences with the

words from the box. Check and make corrections if necessary.

p. 44-45

Lesson /

Week /

Class

Lesson

Stages


& Materials

Lesson 2

Week 11

Class 31 I think

4. Read these two sentences and

underline the subject and circle the

verb.

5. Read the sentences; write S for

simple and C for complex. P.46

6. Read the sentences in activity 5

again and underline the connectors.

7. Complete sentences with words

from the box.

4. Write on the board: Some Ss like to study in the morning. John and

George play basketball every afternoon. Have Ss copy these

sentences in their notebooks and ask them to underline the

subject(s) and the verb(s). Make sure Ss understand. Enhance the

importance of dependent and independent clauses. Have Ss look at

page 45 and ask them to repeat the underlined process with the

sentences in the book. Share and compare answers.

5. Have Ss work in groups of three. Ask them to copy the sentences in

their notebooks. Have them underline subjects and circle verbs, ask

them to put an S if is a simple sentence, and a C if its complex. Check

for corrections.

6. Have Ss to reread the previous sentences and to underline the

words used as connectors. Ask volunteers to share and check

answers.

7. Write on the board, Swedish is very difficult. If you study German,

Swedish won’t be difficult to learn. Ask Ss which sentence is complex

and which one is simple. Read instructions to activity 7 and let Ss

answer it.

p.45

T walks around

the class and

monitor Ss

conversation

practice.

Lesson 2

Class 32 I practice

8. Complete the tables.

9. Combine the pairs of simple

sentences to make complex

sentences.


8. Write on the board: It is important to know what to do before an

emergency happens. Plan a safe place outside for everyone to meet

after you escape from a fire. Ask Ss to look at page 47 and ask them

to read the words from the box. Ask: What are these words? Make

sure they know the difference between connectors and sequence.

Ask them to complete the table.

9. Write on the board: When you are in a flood, try to stay calm. The

T. guide p.58-

59

.

11. Rewrite the Sentences in the

correct order.

12. Discuss what communities or

people can do to help cities or

regions that have been affected or

hit by a hurricane.

teacher returned the homework after she noticed the error. Ask Ss to

read the sentences, explain the use of the comma. Have them

complete the activity. Check and share answers.

10. Draw Ss attention to the words in the box and ask: Are they

connectors or sequence? Have Ss complete the activity, offer help if

needed.11. Have Ss rewrite the sentences from activity 10. Pay

attention to punctuation and spelling. Ask someone to write it on the

board so everybody can check their answers.

12. In groups of five, let them discuss the information they

researched about the topic. Monitor the activity.

Lesson 2

Class 33

I can

13. Match the parts of instructions

for what to do in case of a snake

bite.

14. Write the sentences under the

corresponding illustration.

13. Ask Ss: Have you ever been eaten by an animal? What did you

do? Where were you? Who was with you? Have Ss read the parts of

sentences and match them to give a complete instruction. In the

space, ask them to write the sequence or connectors that correspond.

14. Ask Ss to look at the pictures and ask them to describe them. Ask

them to write the previous instructions under the corresponding

illustration.

p. 49

Product 1 Stages Activities Procedures for: Instruction Manual. Notes &

Materials

Lesson2

Week 12

Class 34

I get read 1. Make a list of potential

environmental emergencies in your

area.

1. Explain to Ss that they are going to create an instruction manual to

face an environmental emergency in their community. Ask Ss to open

page 50 and make a list of potential environmental emergencies.

Have a class discussion about the lists.

p.50

T walks around

the class and

monitor Ss

conversation

practice.

Ss must bring

scissors, glue,

magazines,

markers, paper

sheets for next

class.

I plan

2. Work in groups and share your

notes.

3. Choose one of the emergencies

and write notes.

4. Find out more about what to do in

the emergency.

5. Distribute in your group the

actions to make the instruction

manual.


2. Ask Ss to share their lists, make sure they speak English.

3. Have a class discussion to choose one of the emergencies they

mention. Explain that each student has to look for information about

what to do in case of the environmental emergency they have

chosen.

4. Elicit from Ss where they can find the information. They have to

select the most relevant points and take notes about it.

5. Ask Ss about the parts of an instruction manual. Have them open

their Readers to chapter 3 What to do in an emergency? Explain the

actions required to elaborate the manual (drawing, writing, etc.)

.

Have them organize into who does what.

6. Have Ss decide what materials they will need to elaborate their

manual.

Lesson 2

Class 35 I do

7. Use your notes to write

instructions for what to do if the

emergency happens.

8. Check and edit the instructions.

9. Use the worksheet p.178.

7. In groups, Ss look at page 51 and work on deciding which of the

information that they gathered is more relevant. Ask them not to

forget the use of connectors and sequence words. Monitor and give

help if necessary.

8. Have Ss check the order and logics of their instructions, the

sequence and connectors, and the grammar and spelling.

9. Ask Ss to go to page 178 in the worksheets section and have them

use it to write the instructions and make drawings.

Worksheet

p.178.

T. G. p.61

Lesson 2

Class 36

All ready

to share

10. Find out if you can put up your

worksheets in the bulletin for other

Ss to read.

I learn

10. Have Ss ask for the school principal’s permission to post their

instructions manuals on the bulletin board, so everybody can read

them.

Ask Ss what they can do now that they couldn’t do at the beginning

of the learning environment and listen to their responses. Then have

them answer the I learn box and take note.

p. 51

Lesson /Week / Class

Lesson

Stages



I know

1. Look at the pictures and answer these questions

Reader: Silent story p.46-55

1. Ask Ss to open their Student Books to page 52. Direct Ss’ attention to the pictures. Have them describe the actions and characters of each picture, read out loud, and help them with vocabulary.2. Draw on the board a mind map and write movie in the center. Have Ss copy it in their notebooks and ask them to write as many words related to

p.52

T. guide

P. 62-63

.




Week Dates: November 17th – December 11th

Social Practice of the Language: Interpret and convey

information published in various media.


and Community environment

Product 2: Script

Specific Competency: Script dialogues and interventions

for a silent short film.

Achievement (s): Can anticipate central sense and main ideas from previous

knowledge and non-verbal communication. Can compose expressions to

produce oral exchanges. Can provide examples to main ideas during an oral

exchange. Can rephrase expressions produced during an oral exchange.

CO

NTE

NTS


Acquisition of structured knowledge: Connectors; verbs: modals (would, could, need to).


Using the language in the necessary purposes. Anticipate main ideas. Write expressions for a dialogue. Include

examples in a dialogue. Use different words in a dialogue.


Developing independence, critical way of thinking and judgment. To reflect emotions and experiences from people

and their cultures, appreciate English cultural expressions, knowing values and behaviors of English speaking

countries.


match.

movies as they can in the mind map. Ask for volunteers to do it on theboard. Direct Ss’ attention to page 52 and play the CD. Ask Ss to match each conversation.

Cd player

Track 09

I build

Lesson 1Class 38

I think

3. Listen again and answer

4. Choose the completion for each sentence.

5. Read and write the names.

6. Look and number the scenes.

7. Read the questions and match them.8. Answer the questions.9. Complete the sentences.

3. Ask Ss to look at the pictures again. Have them describe the pictures. Ask: Where are the people? What are they doing? Are they happy or sad? Help with vocabulary. Play the CD and have them answer the questions.4. Ask Ss about the movie genres they remember and write them on the board. Ask questions to make sure they understand. Go through activity 4 with them and refer them to the Glossary for unfamiliar words. 5. Ask Ss to work in groups of three, ask them to discuss about their favorite movie and character. Have them read and complete the activity.6. Ask Ss to look at the scenes and have them describe them, then askthem to number them in the correct order. Check answers out loud.7. Ask Ss to work in pairs. Have them take turns asking questions and answering about emotions, motivations, hopes, etc. they see in the scenes. Then have them read and match the sentences.8. In pairs, have Ss complete activity 8 on page 54. Walk around and listen. Correct if necessary.9. Have Ss look at the words in the box, making sure they understand.

Have them complete the sentences.

p.54

Glossary for

unfamiliar

words p.159.

T. guide p.64

Lesson 1 Class 39

I practice 10. Read the sentences and write thegenre.11. Match the dialogues with the movie scene.

10. Have Ss read the dialogues and write the correct genre, make them read out loud and have them act it out in pairs.11. Direct Ss attention to the illustrations and have them describe each clip. Ask them to match the dialogues from the previous activity. Check answers and share.

p.55-56

T walks around the class and monitor Ss Actv. 10


Lesson

Stages


12. Read the movie summary and 12. Have Ss to look at the picture, ask; Where can you find this type of p.57

.


draw a poster.

13. Was it easy to draw? How can you improve?

14. Write the dialogue for the scene.

15. Check the dialogue for errors.

information? Ask them to read it, and explain they have to draw a picture to represent it. Share with the rest.

13. Ask these questions to the class and encourage them to participate. Check they use English.

14. Ask Ss to work in pairs. Explain they are going to write a dialogue for the scene they drew in activity 12. Walk around and give help if necessary.15. Have Ss check their dialogue for possible grammatical errors.

T walks around the class and monitor activity 14


1. Say what emotion the mime is expressing.

1. Draw Ss attention to the illustrations and have them say what emotion the mime is portraying in each picture. Elicit answers from different Ss. Check answers.

p. 58

Lesson 4Class 42

I build2. Look at the pictures and answer the questions.3. Listen and check.4. Number the sentences in order.

2. Ask Ss the title of the story in Chapter 4 of their Readers, Silent Story, and elicit the story of the two characters. Direct Ss’ attention tothe story on page 58, have them describe it, go over the questions with the Ss and have them answer them individually.

3. Play the CD and have Ss listen and check their answers from Activity 2. Play the audio as many times as needed.

4. Ask comprehension questions like: Why is Tricia watching him? What question did Nick ask Tricia? Make sure they understand. Ask Ss to number the dialogue in order and to write it in order in their notebooks and to practice the dialogue with a partner.

p. 58

Go around theclass listening intonation and pronunciation.


Lesson

Stages


Lesson 4Week 15Class 43 I think

5. Look at the extracts and follow the

instructions

6. Read the dialogues and match

them.

Reader: Silent Story p.46.55

5. Make sure Ss understand the use of modal verbs (can, could, have to, should). Have them look at page 59 and ask them to read the extracts from the conversation and to complete the activity.6. Direct Ss’ attention to the illustrations. Ask Ss to describe them. Pay special attention to the expressions and gestures: Look at this face! Is he happy or sad? Ask Ss to read the dialogues and match withthe picture.

P.59

T. Guide pp.68-69.

.


7. Read the conversation and number the sentences.

8. Write down the conversation in activity 7.

9. Read the conversation with a partner.

10. What word is used to express respect and to avoid a problem?

11. Complete the dialogue.12. Act out and say the dialogue.

7. Direct Ss attention to the picture and ask: What do you think the children are talking about? Are they angry or happy? Are they friends? Where are they? Ask some Ss to read the sentences and then have them number them in the correct order to form a dialogue.8. Have Ss read the sentences again. Ask them to complete the conversation in their notebooks individually.9. In pairs, have Ss read the dialogue out loud. Go around and correctpronunciation, stress, and intonation if necessary.10. Read the conversation again. Stress the expression that is used to show respect and its proper pronunciation. Elicit other examples of phrases to show respect.11. Have Ss read the sentences, have them read the dialogue and to complete it with the sentences from the box. Refer them to the Glossary on page159 for unfamiliar words.12. In pairs, have Ss practice the dialogue (dubbing) and ask volunteers to act it out for the rest of the class.

P. 60-61

T. guide p.70

Lesson 4Class 45

I can13. Look at the pictures and match.

14. Choose one situation and write a dialogue.

15. Act out and dub the dialogue.

13. Ask Ss to cover the text below the pictures. Point to the pictures and ask Ss to explain the scene. Then ask Ss to write in their notebooks a description for each scene. Finally, have them match thepictures to the situations below. Check answers together.14. In pairs, have Ss choose one situation from activity 13 and write adialogue along with it. Exchange writings for corrections.15. In pairs, have Ss act it out in front of the class. Let them practice and correct pronunciation and intonation if necessary.

p. 62-63

T. guide. P.71

Product 2 Stages Activities Procedures for: Script Notes & Materials

Lesson4

I get read 1. When you watch a movie, do you prefer subtitles or have it dubbed?

1. Write these questions on the board: When you watch a movie, do you prefer subtitles or to have it dubbed? When you were a child, did you use to watch movies with subtitles or dubbed? Was it easier to understand the movie with subtitles or dubbed? Next, have Ss discussthe questions and to give arguments.

p.64

T walks aroundthe class and monitor Ss conversation

.

Week 16Class 46

practice.

Ss must bring materials for next class.

I plan

2. Work in groups and choose a movie or TV show.3. Complete the information about the scene you chose.4. Who will take each role in the scene?5. What materials do you need?

2. Ask Ss to write a list of movies and TV shows they remember. In groups of three have them share their lists and ask them to choose one movie or show all the group members had seen before.3. Ask Ss to choose a scene from the movie or show they chose previously and tell them to complete the chart. Give help if needed.4. Ask each group to decide who will take a role in the scene.5. Have Ss decide what materials they will need, objects for sound effects, and clothes and props to dub.


6. Use the information to write a script.7. Check grammar, spelling and punctuation.8. Practice acting out and dubbing.

6. In groups, have Ss work on their scripts with the information from the chart. Give help if needed.7. Ask groups to exchange their scripts to check for possible mistakes,rewrite the dialogues if needed. Walk around and give help.8. Have Ss practice and act out their scripts.

p.65


Lesson 4Class 48

All ready to share

9. Act out and dub the scene for the class.

I learn

9. Ask the groups to present and act out their scripts for the rest of the class, have Ss vote for the best dialogue.


p. 65

Class 48 Self-Test 1. 1. Self- test1. Ask Ss go page 168 of the Student book p.168-169


2. 2. Apply the formal assessment 3. 2. Ss do their formal assessment from page 157 in the Teacher’sGuide.


.

.




Week Dates: December 14th – January 29th

Social Practice of the Language: Participate in language games to work with specific linguistic aspects.

Learning Environment 1: Literary and ludic environment.

Product 1: Hangman Game

Specific Competency: Participate in language games in

order to recognize rhythm, stress, and intonation of

sentences.

Achievement (s): Can distinguish the stress of specific parts of sentences. Can read and write sentences to practice rhythm, intonation and stress. Can contrast the stress of words, both on their own and within sentences.

CO

NTE

NTS

Knowing about the Language: Acquisition of structured knowledge: Sentence composition; punctuation; apostrophe (He didn’t, I’ve) upper and lower case letters; diphthongs: (oi, ou, au).


Using the language in the necessary purposes. Distinguish the stress of specific parts of sentences. Read and write

sentences to practice rhythm, intonation and stress. Contrast the stress of words both on their own and within

sentences.


Developing independence, critical way of thinking and judgment. To enjoy school work, the active participation in

common activities among the students and elicit respectful and hard competition.

Lesson /

Week /

Class

Lesson

Stages


& Materials

Lesson 1

Week 17

Class 49

I know

I build

1. What’s the difference between

these games?

2. Which ones are language games?

Reader: lets communicate p.59-62

3. Read the rules and answer.

1. Ask Ss to open their books p.68 and look at the pictures. Write the

words puzzle, hangman, jigsaw, crossword, bingo and hopscotch. Ask

Ss: What materials do you need in order to play? How many people

can play? What are the basic rules? Let them identify the differences

between each game.

2. Ask Ss to identify which games are language games. Elicit

similarities and determine which elements define a language game.

3. Elicit the materials for playing Hangman. Have Ss read silently the

rules for this game. Then, in pairs, one student reads and the other

mimes the action; then switch roles.

p.68-69

T. guide p.

76

For more

information

about games

go to p.191

Ss book.

Lesson 1

Class 50

I think 4. Label the graphic components.

5. Answer the questions


7. Circle the correct option.

8. Unscramble the options.

Reader: Lets communicate

Pages 59-62

4. Have Ss label the graphic organizer individually and to check the

answers with a partner. Refer them to the Glossary on page 160 for

unfamiliar words. In pairs, ask them to work on answer the questions

and work out the movie title. Make comprehension questions; ask for

a volunteer to do it on the board.

5. Ask volunteers to read the questions out loud. Give time to think

and analyze the answers. Check for pronunciation and intonation.

6. Have Ss look at the table and the words from the box. With their

previous knowledge, have them complete it.

7. Ask Ss to work in groups of three and recall the meaning of

intonation. Then instruct them to choose the objective of the game.

Check answers.

8. In pairs, ask Ss to complete the activity. Let them share their

answers.

p.70

T. guide p.

77-78-79

CD player

Lesson 1

Class 51

I practice 9. Listen to the rules of a game and number them in order. Track 11

10. Listen to two people playing the game. Track 12.

9. Have Ss listen to the track and ask them to pay attention to the rules

of the game Categories. Ss must recognize the steps and the order for

them to number.

10. Write some comprehension questions on the board. Play track 12

and ask Ss to underline stressed words from the sentences.

p.71-72

T. guide p.79

.


Lesson

Stages



11. Complete the activity for syllable ranking.

12. Listen and check your answersTrack 13

13. Read the rules for the game and complete the sentences.

14. Make a list of categories to play a game.15. In pairs write example sentences that fit each category.16. Exchange cards with another pair and play.

11. Prepare a card for each student with 1, 2, or 3 syllable words. Give each student a card and ask them to line up at the front of the class. Ask Ss who think they have a word with three or more syllables to stand in a circle, and students who think the have a word with one syllable at another circle, the students left, should gather together in a third circle since they should have words with 2 syllables; they have to determine thenumber of syllables in each word.12. Have Ss write their answers in their Student Books on page72, then play track 13 to check answers.13. Ask Ss to read the rules of the game out loud, and, in pairs, ask them to finish the activity. Check answers.14. Brainstorm categories that can be used to play the game and write them on the board. Ss have to keep the categories as a secret until they’repaired to play.15. In pairs again, Ss use the board phrases to write example phrases for each category. Then have Ss read their phrases to check for possible mistakes.16. Assign two pairs to play Categories. Teams take turns saying single words until the other team guesses the category.

p.73

CD player


T. guide p.80


1. Look at these words for a minute. In pairs say the words.

2. Do you have good memory?

1. Ask Ss to look at the words on page 74. After one minute, ask them to close the book and find a partner. One should dictate the words he / she remembers and the other has to write them on a piece of paper, then switch roles. After they finish, let them check how many words they remembered correctly.2. Have Ss work in pairs or groups of three. Make a scrambled sentence game and ask them to exchange the sentences with another team and put the sentences together. See if they can remember them.

p.74

T. guide p.81

Lesson 2Class 54

I build3. Read the extract and circle T or F. 3. Have Ss to read the text out loud. At the end of each paragraph, ask

questions so Ss search for answers in the text. Have Ss read the statements and answer them all together.

p. 74-75

.


Lesson

Stages



4. Look at the table and notice. 5. Look at the table again and answer.6. Complete the sentences.7. Match the contraction to the full words.

4. Have Ss read the contractions chorally and elicit examples of each,using them in a sentence. Ask Ss to identify the letters that are eliminated from the full forms. Make sure they notice the eliminated letters in the book.5. Have Ss look at the table again and have them ask the questions about contractions. Check and give help if necessary.6. Have Ss read the sentences and ask them to answer with words from the box. 7. Have Ss read the words, ask them to match the contraction to the full words, check answers out loud.

p.76

T. guide p. 83


8. Complete the sentences with contractions.9. Listen to the sentences an underline the stressed part. Track 1410. Complete the sentences.11. Listen to the native speakers. Track 1512. Listen again and complete.

8. Have Ss complete the sentences with the contractions individually, after that let them switch books to check for possible mistakes. Writethe answers on the board for them to check the apostrophe placement, spelling, etc.9. Write on the board: I like him (twice). Read the two sentences and change the intonation from one to the other (I like him, and I like HIM) ask the class to repeat chorally to practice rhythm, stress, and intonation. Play the track and ask Ss to underline the stressed part, check and share answers.10. Write Content words and Function words on the board and ask about the difference between the two. Tell Ss to complete the activity and to check their answers with a partner.11. Have Ss look at the picture. In pairs, ask them to discuss what they might be talking about, play the track to see if their predictions were correct. Ask them to notice the contractions.12. Ask Ss if they remember what each person was doing, play the track again to fill in the missing information.

p.77

CD player

Audio Script p. 187

Lesson 2Class 57

I can 13. Read the sentences and write thefull form for each one.14. Read and match the sentences.15. Listen to the conversation T.1616. Act out the conversation.17. Are intonation and stress important in other languages?

13. Ask Ss to read the sentences and to rewrite them in full form in the space provided. Pay attention to the ‘s that is not contraction but possessive adjective.14. Based on the stress, ask Ss to match the sentences to their meanings. Check answers.15. Play the track one last time for the class to complete the sentences.16. Have Ss read the complete dialogue. Ask them to act it out in pairs. Monitor and check for pronunciation and spelling.

pp. 78-79

T. guide p.85

.

17. Have Ss discuss about stress and intonation and if they are important in Spanish.

Product 1 Stages Activities Procedures for: Hangman Game Notes & Materials


I get read 1. Check the rules for hangman

1. Explain Ss that theyre going to read the rules for Hangman and ask: Which are specifically used for this game? Ask Ss to put the rulesin order, they can check on page 68 to remember.

p.80T walks aroundthe class and monitor Ss conversation practice.

T. guide p.87

I plan

2. Brainstorm six topics3. Select three topics.4. Brainstorm a list of words with different stress related topics.5. Write a list of contractions to use.6. Write a list of sentences with different rhythm, intonation and stress.7. Revise the sentences.8. In pairs, what materials will you need?

2. Ask Ss to form groups and then ask them to brainstorm six topics to include in the game: clothes, movies, food, games, sports, etc.3. Have Ss choose 3 of the 6 topics and write them on the corresponding lines.4. Ask Ss to look at the examples and brainstorm words related to thetopics.5. Ask Ss to use as many contractions as possible.6. Write the examples provided on the board. Ss will write the sentences they need to play the game using the topics, contractions, and stress.7. Have Ss exchange their sentences to check if they comply with grammar, spelling, and punctuation conventions.8. In pairs, they will play against another pair, make a tournament roster for everyone to compete. Eliminate the losing teams and the two best teams will play for the Sentence Hangman championship.


9. Play sentence Hangman.10. Read the sentences out loud at the end of each round.

9. Use the roster created previously to begin the tournament. Winning teams advance to the next round.10. Make Ss read each sentence out loud to practice intonation, pronunciation and rhythm.

p.81

T. guide p.88

Lesson 2Class 60

All ready to share

11. Put the sentences up around the classroom.12. Go around and read your classmates sentences.

I learn

11. Have Ss place the sentences around the classroom after they finish playing.12. Have the teams circle around the classroom and ask them to readthe sentences that others created.


p. 81

Class 60 Self-Test 2. 1. Self- test1. Ask Ss go to page 170 of the Student Book to self-assess. p.170

Formal 4. 2. Apply the formal assessment 5. 2. Ss do their formal assessment from page 158 in the Teacher’s Teacher’s

.

Class 60 assessment Guide. Guide p.158

.




Week Dates: February 2nd – February 26th

Social Practice of the Language: Read and rewrite

informative texts from a particular field.

Learning Environment 2: Formation

and academic environment.

Product 2: Poster about the

operation of a machine or device.

Specific Competency: Rewrite information to explain how

a machine or device works.

Achievement (s): Can choose and paraphrase sentences. Can organize and

link main ideas and the information which explains them, in a diagram. Can

rewrite sentences in order to give explanations.

CO

NTE

NTS


Acquisition of structured knowledge: Comparatives (more slowly, less quickly), superlative adverbs ( the least … the

most quickly, etc.); verb forms: modals (can, could); connectives (in order to, so that, so / such … that): verbs; phrasal

verbs (set upon, get about, etc.) adverbs: of the sentence (too, either, etc.); syntactic features of the English language:

split infinitive [to + word(s) + verb]


Using the language in the necessary purposes. Choose and paraphrase sentences. Organize and link main ideas and

the information which explains them in a diagram, rewrite the sentences in order to give explanations.


Developing independence, critical way of thinking and judgment. To have access to scientific and technologic

information. To promote feedback as essential part of the learning process.


Lesson

Stages



I know

1. What Sports can you see in the pictures?

2. Do you think you have the personality to do extreme sports?Reader: Teen Geek p. 72-81

4. 1. Ask Ss to open their Student Books to page 82. Ask them to identify the sport shown in each picture and to name the equipment necessary to do it. Refer Ss to the Glossary for unfamiliar words on page 161 and then ask Ss which of the sports shown are similar.2. Ask Ss to work in groups of four and rank the sports from the least to the most dangerous, discuss if they would like to participate in any of them, why or why not?

3.Have Ss read each instruction out loud, then ask 3 Ss to describe

what they see in each picture, have them individually label the

instruction under the appropriate picture.

p.82

T. guide

P. 88I build

Lesson 1Class 62

I think

4. Listen the explanation on how to use the skateboard. Track 16

5. Listen again and answer.

6. Read the examples, match question with answer..

7. Read the sentences and check the best option.8. Read these sentences and circle the correct option.9. Use the words in the box to complete the sentences.

4. Play the audio so Ss listen to Kim explains to Arthur how to use the skateboard, Ss number the instructions in the order they hear them. Check answers all together.5. Ask Ss to listen again to the track and have Ss write the correct answer for each question. Check the first three answers and discuss the last two as a group.6. Ask Ss to answer the two questions and verify their answers with a partner.7. Ask Ss to read the sentences and to check the correct option. Refer them to the Glossary on page 161. Check answers.8. Explain the use and structure of adverbs, and then have Ss read thesentences. Circle the one that makes the statement true. Check answers as a class.

6. 9. Have Ss work in pairs to choose the correct answers. Monitor and check on each group. Have them write an example that demonstratesthe rule shown in each sentence. Monitor and provide help if necessary.

p.83-84-85

Glossary for

unfamiliar

words p.161.

T. guide p.91

Lesson 1 Class 63

I practice 10. Compare basketball player with soccer players.11. Put the pictures in order to show the instructions.12. Number the instructions and complete.13. Look at the picture and answer the questions.

10. Have Ss work in pairs to complete the activity. Check answers as a class and ask if they agree.11. Direct Ss’ attention to the illustrations. In pairs, figure out the correct sequence of the instructions. Compare the responses with a partner.12. Recall what part of speech follows phrases like so that and in

order to. Refer Ss to the Glossary on page 161 for unfamiliar words.

13. Have Ss answer the questions. Monitor and check.

14. Read the statements out loud. Ask Ss to listen and number them

from 1 to 6. Check the answers.

p.86

T. guide p. 91

Audio Scriptp.188

.


Lesson

Stages



15. Choose two instructions and illustrate them.

16. Find two classmates to work with.

17. In groups, compare the Sen Skateboard to a regular skateboard.

15. Read the instructions to the class and instruct them to individuallychoose a set of instructions and illustrate them.

16. Have Ss stand up and move around the room looking for two Ss who illustrated other set of instructions. Let them orally describe each illustration. Monitor conversations.

17. Have Ss compare the use of the Sen skateboard and the regular skateboard. Ask them: How are the two powered? Which one is more attractive? Which one is more expensive? Let them discuss and monitor the conversations.

p.87

T walks around the class and monitor activity 16-17

T. guide p.92


1. Look at the manuals.2. Which one do you think is easier to understand?

1. Write the word manual on the board; elicit what a manual is for each of the images: a paper plane, a recipe a videogame.

2. Ask Ss to look at the manuals again and decide which one is easier to understand, let them vote, choose an answer and ask for an explanation.

p. 88

Lesson 4Class 66

I build3. Read the description of a machine and answer the questions.

Reader: Teen Geek p.72-81

3. Ask Ss to predict what product is being reviewed on the web page. In pairs assign a word or phrase from the text. Have them skim the text and refer them to the Glossary for unfamiliar words on page161. Read the text out loud to model pronunciation. In pairs, let them answer the questions.

p. 88-83

Go around theclass listening intonation andpronunciation.Glossary p.161.


Lesson

Stages


4. Read the instructions and match 4. Have Ss take turns reading the instructions to one another and

.


them to the illustrations.5. Complete the flow chart for the bread baking machine.6. Look at the flow chart and check7. Read the examples and answer the questions.8. Circle T or F.

pointing to the illustration they think matches the instructions. Checkand make corrections if needed.5. Have Ss look at the sentences and the flow chart. Let them complete it. Monitor and check.6. Have Ss work in pairs, analyze the statements and check the ones that define the flow chart, check answers.7. Enhance the use of can and could. ask Ss to look at the sentences and answer the questions individually. Monitor and give help if needed.8. Explain the use of some phrasal verbs and then ask Ss to look at the statements and ask them to circle T or F. Check the answers.

P.89-90

T. Guide p.95 - 96

Lesson 4Class 68 I practice 9. Match the meaning of the phrasal

verbs.10. Complete the rules.11. Read the sentences and add a time phrase from the box.12. Complete with can, can’t, could, couldn’t 13. Write two more sentences using can and could.

9. Explain the use of more phrasal verbs. Have Ss check the ones from the activity and let them answer and check with a partner.10. Looking back on the activity 9, ask Ss to complete the rule box about abilities and phrasal verbs.11. Have Ss read the sentences. Decide whether they are about the present or the past and add a suitable time phrase.12. In pairs, have Ss work in completing the sentences with the correct time phrase and verb. 13. Have Ss work in pairs and choose a topic (television, computers, cell phones, etc). Base their sentences in these topics using can and could and comparing past and present.

P. 91

T. guide p.96

Lesson 4Class 69

I can 14. Underline the phrasal verb and match it with the meaning.

15. Write the phrasal verbs from activity 14.16. In pairs, read the instructions andorganize them.17. complete the flow chart in p.17918. How do you think electronic readers can help the environment and the world?

14. Call out the first part of a phrasal verb, like carry and ask Ss to complete it with the preposition that follows (out). Repeat with otherphrasal verbs. Ask Ss to read the phrasal verbs in the activity, match them with their meaning and check the answers.15. Ask Ss to write the phrasal verbs and to put an S if its separable or an N if its non-separable. Remind Ss that if they can put the word between the phrasal verb and its preposition, then it is separable. Check the answers.16. Ask Ss to work in pairs to indentify the order of the instructions for an electronic reader. Have them organize them into steps.17. Have Ss transfer the steps into the worksheet on page 179.18. In groups of three, have Ss discuss these questions. Encourage Ss to share their opinions with other groups.

P. 92

T. guide. P.97

Product 2 Stages Activities Procedures for: Poster about the operation of a machine. Notes & Materials

.


I get ready 1. Which machines do you use at home?

1. Ask for volunteers to identify the machines shown in the pictures. Elicit other electrical devices used at home.

p.94

T walks aroundthe class and monitor Ss conversation practice.

Ss must bring materials for next class, markers, glue, scissors, tape, etc.

I plan

2. Work in groups, select a machine.3. Check the information to include in the poster.4. Search for and select information.5. What materials do you need?

2. In groups of three, ask Ss to choose a machine or product, making sure it is not selected more than once.3. Ask Ss about what graphic elements they want to include that show how to program their product. Make sure they see the information they need to include. Monitor and give help if needed.4. Ask each group to bring information from home (magazines, newspapers, etc,) and have them organize it.5. Have Ss decide what materials they will need. Each group will create a poster.


6. Decide on the sequence of the instructions.7. Write notes to explain the information in the chart.8. Add illustrations to your poster.

6. In groups, have Ss decide the order in which the instructions will be presented. Instructions should be short and understandable.7. Ss might write short notes to explain the information displayed along with the instructions, but then they must be checked and edited into a final copy.8. Have Ss assemble their posters with the information and the illustrations.

p.95

T. guide p.61

Lesson 4Class 72

All ready to share

9. Display your chart for the class to read

I learn

9. Ask the groups to present their work and to display it around the classroom for everyone to see.


p. 95

Class 72 Self-Test 1. Self- test1. Ask Ss to go to page 171 in their Student Books to self- assess. p.171


2. Apply the formal assessment 2. Ss do their formal assessment from page 159 in the Teacher’sGuide.


.


.



Week Dates: February 29th – April 8th

Social Practice of the Language: Understand and incite

oral exchanges regarding leisure situations.


and Community Environment

Product 1: Autobiographical

Anecdote

Specific Competency: Share personal experiences in a

conversation.

Achievement (s): Can seek confirmation. Can enunciate personal

experiences spontaneously. Can organize sentences in a sequence. Can

adapt verbal and non-verbal behaviors to a specific audience. Can anticipate

central sense and main ideas to sustain a conversation. Can use direct and

indirect speech while sharing personal experiences.

CO

NT

EN

TS


Acquisition of structured knowledge: Verbs: modals (would, used to), causative (have / get); adverbs: of time (always,

never, sometimes, etc); connectors (so, nor).


Using the language in the necessary purposes. Be able to seek confirmation, talk about personal experiences, order

sentences, know how to use verbal and non-verbal language depending on who I talk to, use direct and indirect

speech t talk about personal experiences and understand the main idea to keep up a conversation.


Developing independence, critical way of thinking and judgment. To be emphatic, cooperative and communicative and

to interchange personal experiences.


Lesson

Stages



I know

1. Write the information in the correct order.

Reader: Sharing our lives through language p.85-94

2. Read the letter and answer the questions.

3. Look at this text and answer the questions.4. Listen and order the conversation.Track 185. Answer the questions.

1. Discuss what kind of diagram they are looking at. Get a volunteer to read the instructions. Ask: which of those dates are closer to today? Then ask Ss to look at the time periods and have them put in order.2. In pairs, have Ss look at the pictures and predict what is the text about. Read the questions and proceed to have volunteers reading the text out loud and answering the questions.3. Ask Ss to look at the picture and ask: What is it? Who likes to chat on the internet or phone? Discuss the pros and cons and answer the questions.4. Have Ss look at the scrambled conversation and the pictures. Play the CD and ask Ss to number the conversation in order. Give clues and check.

5. In pairs, ask Ss to read the questions and discuss their answers.

Monitor and check.

P.98-99

CD player

T. guide

p.102-103 I build

Lesson 1Class 74

I think6. Circle the words that express how often the activities were carried out.7. Match the columns.8. Read again and Circle T or F.9. Complete the sentences.10. Look at the pictures and discuss.11. Complete the organizer.12. Label the organizer with verbal and non-verbal strategies.13. Underline the question.14. Complete the sentences.

6. Have Ss read the sentences. Read the instructions and emphasize the word always. Elicit Ss to find the words that show how often the cake was eaten.7. Read the frequency words on the left column and ask Ss to match them with the words from the right. Check answers as a class. 8. Have Ss read the sentences in Activity 6 again in order to answer Tor F to these statements.9. Ask a volunteer to read the instructions and the first sentence. Help Ss, but let them answer on their own.10. Ask Ss to look at the pictures and analyze them; focus on body language and facial expressions. Read the bubbles and ask Ss which pictures use expressions to offer turns of speech and keep the conversation going. 11. Ask Ss to analyze the organizer. Ask: Why is there a hand and an open mouth? Have Ss complete the activity. Refer them to the Glossary on page 162 for unfamiliar words. 12. Elicit Ss which side of the organizer refers to verbal communication and which side to non-verbal communication.13. Read instructions and have Ss focus on the questions. Have themchoose the one that helps to get more information (details).

Pp.100-101

T. guide p. 104

-105

Glossary P.162

.

14. In pairs, have Ss complete the sentences correctly.

Lesson 1 Class 75

I practice

15. Order the conversation.16. Complete the sentences.17. Complete the text.18. Underline the best option.

15. In pairs, have Ss organize the sentences into a sequence.

16. Enhance the use of frequency words on the board, have Ss

complete the activity.

17. In pairs, ask Ss to complete the text with the phrases. Monitor.

18. Ask Ss to look at the picture; read first and then answer.

p.102

T. guide p.105


Lesson

Stages



19. Complete the conversation.

20. Write the sentences with information about how you used to spend your weekends when you were younger.

21. In pairs, Use the information in activity 20.

22. Use follow-up questions to get more details.

19. Read the first conversation with a volunteer out loud. Elicit whichword fits best in the blank.20. Ask Ss to think about their childhood. Ask them questions to findout about information and then ask Ss to complete the sentences.21. In pairs, have Ss talk about their memories, give an example. Monitor the conversation; check possible pronunciation or spelling mistakes.22. Still in pairs, make a pause and ask Ss to use follow-up questions to keep the conversation going.

p.103


T. guide p.106

Lesson 2Class 77 I know 1. Decode the message.

1. Ask Ss to look at the table. They must try to decode the message using the numbers for each letter. Ask a volunteer to reveal the message.

p.104

T. guide p.107

Lesson 2Class 78

I build

2. Read the blog and answer the questions.3. Listen to the story. Track 194. Has something similar has happened to you?

2. Ask Ss to look at and read the text and picture. Ask: Who is the celebrity? What kind of text is it? Ask them to read silently and to underline unknown words. At the end, answer the questions.3. Play the CD so Ss listen to the experience being told. Give some minutes to complete the information.4. The object of this is that Ss enunciate personal experiences spontaneously. In small groups have them discuss, monitor the conversations, and check for possible mistakes.

p. 105

CD playerAudio Script p.188

Lesson / Week /

Lesson Activities Procedures Notes & Materials

.

Class Stages


5. Check the phrases used to start ananecdote.6. Look at the sentences, what’s the difference?7. Label the box with direct and indirect speech.8. Listen to the fragments and underline. Track 209. Circle the best option.10. Complete the table.

5. Ask a volunteer to read the instructions and options below out loud. Elicit a phrase to set the example. Check answers.6. Ask Ss to pay attention to the structure of the sentences; the use of quotation marks mean something.7. Have Ss discuss with a partner which sentences are written in direct speech and which ones are in indirect. Share and compare answers.8. Ask Ss if they can identify where the lines are from? Play the CD and ask them to pay attention to how the sentences are read. Ask them to underline the emphasized word.9. Read the sentences. In pairs, have Ss choose the best option and to make an explanation.10. Ss look at the words from the box and complete the table altogether.

P.106

T. guide p. 110

CD player


11. Match the parts of the anecdote to the questions.12. Complete the sentences.13. Write the punctuation marks for these sentences.14. Read the anecdote and decide.15. Read the text with a different emphasis.

11. Have Ss match the parts of the anecdote to the questions on the right.12. Have Ss read the sentences and give time to answer. Check as a class.13. Ss read the little text and ask them to find where the punctuation marks are missing. Ask for a volunteer to do it on the board.14. Ask Ss to look at the image and ask: What do you think is the anecdote about? Let them read the text and ask what the best punch line to end the story is.15. Read the text in a flat way first, then put tone and emphasis to it, and finally ask: Which one sounds better? Which one was easier to understand? Have them practice the reading with different emphasis. Check.

P.107-108

T. guide p. 111-112

Lesson 2Class 81

I can 16. Read the anecdote.17. Think of a funny or embarrassingsituation you experienced and make notes.18. In pairs, use the anecdote as a model to tell your story to your classmate.

16. Have Ss read the anecdote and ask: Is it funny or embarrassing? Tell Ss to act out the conversation. Check and provide assistance. 17. Ss will compose sentences and share personal experiences. Givea couple of minutes to think. Have them write the anecdotes in their notebooks.18. In pairs, ask Ss to share their anecdotes. Encourage them to use direct and indirect speech and verbal and non-verbal forms of communication.

pp. 109

T. guide p.85

Product 1 Stages Activities Procedures for: Autobiographical anecdote. Notes & Materials

.


I get ready1. Write the dates of these events in your life.

1. Ask Ss to think about the events in their lives that are written in atimeline and to reflect about other important things that happenedat the same time. Ask them to complete the year.

p.110


T. guide p.112

I plan2. Get in teams.3. Select some personal anecdotes.4. What materials do you need?

2. Group Ss according to things they share in common, like zodiac signs, favorite color, birth month, etc.3. Ask Ss to think of two funny things or interesting anecdotes from their past.4. Ask Ss to think about the materials they will probably need (markers, paper sheets, pictures, images, etc.).


5. Compose sentences to express your personal experience.6. Organize your sentences into a text.7. Practice how to say your autobiographical anecdote.8. Revise that sentences are understood when spoken and listened too.

5. Have Ss write sentences about their anecdotes. Elicit examples ofthe use of used to and would.6. Ask Ss to structure their paragraphs to begin writing their anecdote; remind them that it should include enough information to answer Wh- questions. Monitor and give help.7. Ask Ss to practice telling their anecdotes in pairs without reading the text they wrote. Emphasize on body language and words.8. Ask Ss to give each other feedback on how easy or hard was to understand the anecdotes. Peer evaluation.

p.110

T. guide p.113

Lesson 2Class 84

All ready to share

9. Establish turns to share the anecdotes. 10. Share your anecdote.11. Discuss the anecdotes.

I learn

9. Divide the class into groups of 4. Have Ss establish the turns in which they will share their anecdotes within their groups.10. Ask Ss to share their anecdotes with other teams.11. Instruct Ss to ask follow-up questions to get more details and to get to know their classmates better through their anecdotes.

Ask Ss what they can do now that they couldn’t do at the beginningof the learning environment and listen to their responses. Have them answer the I learn box and take note.

p. 111

Class 84 Self-Test 1. Self- test 1. Ask Ss go to page 172 in their Student Books to self-assess. p.172




.


.



Week Dates: April 11th – May 6th

Social Practice of the Language: Understand and express

differences and similarities between cultural features from

Mexico and English Speaking countries.

Learning Environment 2: Literary

and Ludic environment

Product 2: Comparative Chart.

Specific Competency: Read short literary essays in order

to compare cultural aspects from English countries and

Mexico speaking.

Achievement (s): Can differentiate examples and explanations form main

ideas. Can formulate and answer questions about literary essays. Can

compare information, using antonyms. Can compose sentences to describe

cultural aspects.

CO

NTE

NTS


Acquisition of structured knowledge: Antonyms; verb tenses: progressive forms, past, present adjectives: compound

(good-looking, well-dressed); adverbs of time (never, always, sometimes, often); nouns: irregular plurals.


Using the language in the necessary purposes. Tell the difference between examples and explanations from main

ideas. Ask and answer questions about literary essays. Use antonyms to compare information. Make sentences to

describe cultural aspects.


Developing independence, critical way of thinking and judgment. To know and respect cultural differences, to appreciate cultural expressions from different countries and to develop and open view for people and their cultures.


Lesson

Stages



I know

1. Tell your partner everything you know about Australia.2. Which source of information would you choose to know more about Australia? Why?Reader: An Aussie in the land of Aztecs p. 98-107

3. Read the essay, underline the aspects of Australian culture and the aspects of Mexican culture.4. Complete the organizer.

5. Check the charts that reflect the

content.

1. Ask Ss to open their Student Books to page 112 and ask: What is it? Can you recognize the country in the map? What things and animals are portrayed in there? Encourage them to describe Australiafrom geographical, cultural, and natural points of view.2. Explain Ss they will be reading a lot about Australia this unit, they will have to find information on the internet, magazines, books, newspapers, etc, and they can also go to the school’s library.3. Have Ss skimming the text to get the general idea, then have them read it and underlining in blue the aspects of Australian culture and in red the aspects of Mexican culture. Check and discuss the differences.4. A volunteer should read and explain the instructions for the class, then, have Ss complete it with the information from Act 3.

5. Ask Ss to look and analyze the information on the charts, which

chart does not portrait the information on Keith’s essay?

p.112-113

T. guide

P. 114

I build

Lesson 3Class 86

I think

6. Read the text and answer.7. Read the extract, circle the main idea and underline the examples.8. Look at the sentences and write past or present.9. Complete the sentences.10. Circle these words in Keith’s essay in Activity 3.11. Complete the diagram.12. Match the antonyms.13. Complete the sentences with words from the box.

6. Ask Ss to read Keith’s text again in order to complete the questions.7. Ask Ss to read the sentence, this will help them to identify the way words can describe cultural descriptions in a logical and organized way. Have them circle the main idea.8. Have Ss read the sentences and decide which is past and which present tense.9. Tell Ss to read the sentences in the box, what are they about? Ask them to complete the table.10. Have Ss look at the words enlisted, ask them to find them in Keith’s essay and to circle them up. Refer them to Glossary to find themeaning of unfamiliar words.11. Ask Ss to complete the diagram with the words they’ve just revised in the previous activity.12. Ask Ss to read the two columns, what are these words? What is an antonym? Ask them to match the columns.

13. ask Ss to read and complete the sentences in the table.

p.114-115

Glossary for

unfamiliar

words p.163

T. guide p.117.

Lesson 3 Class 87

I practice

14. Find two sentences with antonyms in the essay.15. Complete with words from the box.

14. Ask Ss to find 2 sentences with antonyms in Keith’s essay and write them down.15. Ask Ss to read the sentences and to complete them with the words from the box and decide what are they used for.

p.116

T. guide p. 118

.

16. Underline the best option in Leslie’s essay.

17. Read the essay and circle the

main idea.

16. Ask Ss to read Leslie’s essay in silence, then to underline what they think is the best option. Discuss as a class.

17. Ask Ss to reread the essay, and to circle the main idea. Discuss.

Audio Scriptp.188


Lesson

Stages



18. Complete the sentences in Leslie’s essay and write the main ideas.

19. Complete the organizer in the worksheets.

20. Use the different texts in the lesson as a model to write descriptive sentences.

18. Ask Ss to answer individually and then check answers as a class.19. Ask Ss to complete the Venn’s diagram on page180 with the previous information. Discuss as a class.20. In pairs, have Ss brainstorm characteristics about their own personal life at school. Tell them to make a list of items they would like to talk about and another list about the information about Australia, Japan, and USA. Have them compose sentences to describethe cultural aspects.

p.117

T walks aroundthe class and monitor activity 16-17

T. guide p.118


1. What are these Mexican dishes called? Which is your favorite dish?2. Do you know these ingredients? Where can you use them?

1. Explain to Ss that every country is famous for certain types of food and that Mexican food is becoming very popular in the world. In pairs, have Ss look at and identify each dish from the pictures and discuss what is their favorite and why.2. Explain to Ss that chefs can be men and women. Ask volunteers to share who is the best cook in their home and what dishes they might make with the ingredients.

p. 118

Lesson 4Class 90

I build3. Read the text about typical dessert. Work in pairs to retell the main points.

4. Decide which recipe is for flan andwhich is for pavlova.

5. Write the main ingredients for each dessert.

3. Ask Ss to read the paragraph out loud. Write on the board the words: food, typical national desserts, cooking, wedding and exchange student. Ask Ss to choose the best title for this text. In pairs, ask Ss to choose one country each. Then each Ss retells to his partner all the cultural aspects he can remember.4. Have Ss look at the text and elicit the kind of text it is. Also ask if someone knows how to make a flan? Ask Ss to read the recipes and underline unknown words. Refer them to the Glossary on page 163. Then ask them to come up with a catchy title for each.5. Complete the list and write the main ingredients for each recipe. Inpairs, compare and contrast the two desserts. Ask students: What ingredients appear on both?

p. 118-119Go around the class listening intonation and pronunciation.Glossary p.163

.


Lesson

Stages



6. Underline the ingredients in the recipes.7. Match the adjectives to the dishes.8. Answer T or false.9. Check the best explanation for thesentence.10. Complete the sentence.11. Read the text again and circle thetime adverbs.12. Match the columns.13. Complete with words from the box.

6. What is the difference between ingredients and recipes? explain the difference and ask for a volunteer to call out the answers of the ingredients7. Ask Ss to read the adjectives on the left. Look them up in their dictionaries and write down the meanings. Have them match the columns.8. In pairs, tell Ss to answer the questions. Ask someone to do it on the board. Check and compare as a class.9. Ask Ss: Are there two actions happening at the same time? Ask Ss to choose the best description and explain that to make the relationship of two actions, we use the words when or while and a comma.10. Read the rule for the present progressive. Tell Ss to analyze the sentence in Activity 9 to find the progressive tense.11. Ask for a volunteer to read the words. They can find them in Keith’s essay, too. Ask: What are they? What do we use them for? Refer them to the glossary on page162 to find their meanings.12. Ask Ss to read the words on the right and to reflect on their meaning. Have Ss match the columns and check answers as a class.13. Read the words out loud, making sure Ss understand them now. Ask them to complete the graphic organizer reflecting on the percentage. Check answers.

P.120--121

Glossary P.162

T. Guide p. 122


14. Complete the recipe for the chocolate mousse.15. Match the columns to complete the sentences.16. Complete the organizer with information from Act. 14.

14. Read the words in the box and ask Ss if they understand them all. Ask quickly to scan the text and to tell what it is about. Then ask Ss tofill in the blanks individually.15. Ask two Ss to help with the reading. Let them match the beginning with the ending part of the sentences.16. In pairs, ask Ss to compare the American chocolate mousse with the Mexican flan. Ask Ss to write the information on the flag that corresponds.

P. 122

T. guide p.122-123

Lesson 4Class 93

I can

17. Choose a list you like and make alist of ingredients.18. Write sentences to describe cultural aspects of the dish you

17. Have Ss discuss in pairs what is the favorite dish in their families. Ask them to think about the ingredients in order to make the recipe.18. In sentences, encourage Ss to write about the cultural aspects of the dish they chose; use some leading questions.

P. 123

.

chose.19.Compare your dish with another pair and complete the diagram.

19. In groups of four, ask Ss to compare and discuss their dishes, theircultural aspects, ingredients, etc. Encourage speaking.

T. guide. P.123

Product 2 Stages Activities Procedures for: Comparative Chart Notes & Materials


I get ready 1. Write the name of the country under each flag.2. In which of the countries is Englishspoken as a first language?

1. Ask Ss to look at the words in the box, label the flags, and see how many could they identify. Check as a whole class.2. Tell Ss to circle the flags where English is the first language.

p.124


Ss must bring materials for next class, cultural information.

I plan

3. In teams choose an English-speaking country to compare it to Mexico.4. Select a cultural aspect of the country you chose.5. Where can you get information?6. Decide which kind of chart you want to use.7. What materials do you need?

3. In groups of 4, make Ss choose a country to work with.4. Ask each group to discuss about these categories: sports, holidays, traditional dishes, clothing and music.5. Have Ss think about where they can get the information they need about the English-speaking culture and the Mexican culture.6. Decide what kind of chart you want to use to present your information. Ask them to look at the chart on page 123 and ask if they can come up with interesting and fun ideas.7. Have Ss write down the materials they will need.


8. Use the sources you chose.9. Chose the most important information about the cultural aspects.10. Compare similarities and differences.11. Write the sentences.12. Design the chart you are going touse to compare information13. Complete the comparative chart.14. Revise that the information is complete and proofread.

8. Help Ss organize their reference materials. In groups, ask them to divide the material and start taking notes of the most relevant pieces.9. Have Ss analyze the data they selected and reduce to the most important points.10. See if they have enough information about both countries so theycan compare them.11. Ss write sentences and proofread them before writing them on the chart. Check for possible grammar, lexis, or spelling mistakes.12. Have Ss create their chart as attractive and neat as they can.13. Have Ss complete the chart with the selected information.14. Ss exchange the chart with another team.

p.125

T. guide p. 125

Lesson 4Class 96

All ready toshare

15. Display your comparative chart inyour classroom.16. Explain the information you’re presenting.I learn

15. If possible display the charts on a school hallway or in the classroom.16. Ss present their charts in teams, let them give feedback.


p. 125

Class 96 Self-Test 1. Self- test1. Ask Ss to go to page 173 in their Student Books to self- assess. p.173

.




Lesson /

Week /

Class

Lesson

Stages


& Materials

Lesson 1

Week 33

Class 97

I know

I build

1. Match the causes to the effects.

2. Discuss how the boy could change

the causes and what the new effects

would be.

3. Write an effect for the following

situation. Discuss.

Reader: Know your rights p. 111-

120.

4. Read and label with against, topic

and for.

5. Read again and answer the

questions.

1. Ask Ss to open their Student Books to page 128 and look at the

pictures. Encourage them to make sentences using structures and

connectors to describe the causes and effects shown in the pictures.

2. In groups, discuss what the boy could do to change each situation.

Elicit their answers and help with new vocabulary.

3. Write on the board: How long do you spend on the computer? Let

them discuss in pairs and then ask Ss to look at the picture and

describe what they see.

4. In pairs, discuss advantages and disadvantages of the Internet.

Direct them to the text, have them read it, and write the key words on

the board. Refer them to the Glossary on page 164.

5. Ask Ss to read the text carefully again and answer the questions.

Check answers as a class.

p.128-129

T. guide

P. 129

Glossary p.164

Lesson 1

Class 98

I think6. Listen to the radio show and

match. Track 21

6. Explain to Ss that they are going to listen to a radio show. Ask them

to read the causes and possible effects. Ask them to match and then

play the CD to check if they did it correctly. Check.

7. Tell them to read the subtitles and elicit to guess what it is about.

p.130-131

T. guide p.130

.




Week Dates: May 9th – June 3rd

Social Practice of the Language: Produce texts to participate in academic events.

Learning Environment 1: Formation and academic environment.

Product 1: Round table discussion.

Specific Competency: Write diverse points of view to

participate in a round table.

Achievement (s): Can use various strategies in order to point out information containing individual points of view. Can select and organize information in order to write sentences containing individual points of view. Can write paragraphs that express individual points of view. Can solve doubts and provide feedback in order to edit individual points of view.

CO

NTE

NTS

Knowing about the Language: Acquisition of structured knowledge: Synonyms; connectives (because, if, unless, although, in spite of); conditionals (ifwe were …, we would; if they do …, they will…).


Using the language in the necessary purposes. Use different strategies to point out information containing individual

points of view. Select and organize information to write sentences describing personal opinions. Write paragraphs,

receive and provide feedback for writing points of view.


Developing independence, critical way of thinking and judgment. To learn how to live in a community, to promote a

respectful opinion to different points of view. Cooperative and collaborative group work.

7. Read the information and circle

the phrases that define the cause.

8. Match the beginning of each

sentence to the correct ending.

9. Read the sentences and answer

the questions.

10. Complete the sentences with

words from the box.

Ask them to read the first paragraph and underline the causes and

effects. Elicit the tenses of the verbs.

8. Have Ss look at the box and ask them to match.

9. Point to the two questions and ask: Which sentence talks about a

probable future? Have them answer the questions.

10. Have Ss look at the sentences and decide which conditional

belongs to each one.

CD player

Audio script

p.189

Lesson 1

Class 99

I practice

11. Match the causes with the result.

12. Read and write 1st and 2nd

according to the conditional.

13. Unscrambled the words to make

sentences.

14. Rewrite the sentences with if.

11. Ask Ss to read the causes and effects and match them.

12. Remind Ss about the structure of conditionals. Have them look at

the sentences and ask them to complete the activity.

13. In pairs, have them work on the unscrambling of the sentences.

Discuss and check as a class.

14. Have Ss read the statements to identify probable future results or

the unreal ones. In pairs, decide which are probable and which ones

improbable. Have them write the sentences using if.

p. 131-132

T. guide p. 131

Audio Script

p.188

.

Lesson /

Week /

Class

Lesson

Stages


& Materials

Lesson 1

Week 34

Class 100 I can

15. Add the correct punctuation to

these sentences.

16. Complete the notes on the text.

17. Add your personal opinion to the

ideas in activity 16.

18. In pairs, share your ideas.

15. Have Ss look at the sentences. Ask them to insert the correct

punctuation. Check answers as a class.

16. Have them look at the graphic organizer for planning their writing.

Divide them into groups and ask them to remember the arguments of

people who agree and of those who disagree. Give time to complete

the activity.

17. Ss will organize the main ideas on a paragraph and contrast them

with a personal opinion. Have them select information from Activity 4

and write sentences. This could be a homework assignment.

18. Ask Ss to walk around the class and discuss their ideas with a

classmate; have them include other classmates’ ideas.

p.132-133

T. guide p.132

Lesson 2

Class 101 I know

1. What teens’ rights and

responsibilities are associated with

the picture?

1. Write responsibility and right on the board and elicit the

differences. Ask them to open their Student Books to page 134 and to

observe the image. Ask them what rights and responsibilities are

associated with the picture and write them down. Check answers.

p.134

T. guide p.133

Lesson 2

Class 102

I build 2. Listen to the poem and complete

the missing words. Track 22

3. Read the sentences about the

poem and underline the option.

4. Read the text, complete the table

with synonyms.

2. Ask to listen to the poem called Word Play. Play the CD and have

them listen to identify what it is about. Then play it again and ask

them to complete the missing words.

3. Have Ss read the sentences from the poem and ask them to

underline the best option. Check answers as a class.

4. Write: sad, brilliant, happy, and tired on the board and then

depressed, exhausted, angry and fantastic. Ask Ss: Which of these are

synonyms? Why do we use them? Ask them to read the text and to

underline the synonyms they find to complete the table. Check

answers.

p. 134

CD player

Audio Script

p.189

Glossary p.

164.

Lesson /

Week /

Lesson Activities Procedures Notes

& Materials

.

Class Stages

Lesson 2

Week 35

Class 103 I think


words from the box.

6. Alter the words with a prefix or

suffix to make new words.

7. Read the text and write P or S.


words from the box.

5. Have Ss read the table and ask them to complete it with words

from the box. Check.

6. Ask Ss to look at the 3 words. Make sure they understand the

meanings. In pairs, ask them to make 3 new words, using the

appropriate suffix or prefix. Check answers as a class.

7. Ask a volunteer to read the text and in pairs. Ask them to complete

the activity by writing P for prefix or S for suffix, where correspond.

8. Ask Ss to read the sentences. Complete the table individually.

P.136-137

T. guide p. 136-

137

Lesson 2

Class 104 I practice

9. Make new words using the correct

prefix.

10. Add tion or sion to each word.

11. Complete the sentences about

each picture.

12. Match the words to the

synonyms.

13. Write adjectives and verbs in the

organizers.

14. Add two more pairs of synonyms.

15. Rephrase the sentences.

9. Read the words in the box and check understanding. Then have Ss

choose the correct prefix. Check answers.

10. Have Ss write the words in their notebooks and try to complete

them before doing it in the book. Check understanding.

11. Using the words from activities 9 and 10, complete the sentences

for every picture.

12. Have Ss read both columns carefully. Check understanding of the

words. Then have Ss match the synonyms. Check.

13. Ss look at the graphic organizer, they must write 3 pairs of

adjectives and 3 pairs of verbs from activity 12 in the organizers.

14. Using the glossary on page 164, add an extra pair in the blank

spaces left for each category.

15. Have Ss look at the picture and ask what they can see. Tell them

to look at the sentences and to try to rewrite them using synonyms.

Monitor and check answers. Ask Ss to read their rephrased sentences

out loud.

P.137-138

T. guide p. 137

Lesson 2

Class 105

I can

16. Write two teen rights that you

think are important.

17. Rewrite the sentences using

synonyms.

18. Choose a word with a prefix and

a suffix.

19. In groups, share your ideas and

make a list of rights.

16. Check the Teacher’s Guide on page 138 for the complete

procedure of this activity.

17. Have Ss rewrite their sentences in the spaces from activity 16

using synonyms.

18. Ss write a sentence using a word with a suffix and a prefix and

incorporate them into their sentences. Monitor and check progress.

19. In groups of four, Ss share their ideas and will write a paragraph

that conveys points of view from a model to take part in a round

table discussion.

P. 139

T. guide p.138

Reader p.111

Product 1 Stages Activities Procedures for: Round table discussion. Notes &

Materials

.

Lesson2

Week 36

Class 106

I get

ready

1. Write the topics next to the

correct categories on the poster.

2. Use the previous information to

find the synonyms of the given

words.

1. Ask Ss: What can you see in the pictures? Elicit the main categories

of children’s rights. Have them complete the poster.

2. Revise synonyms. Ask Ss to find synonyms in the previous

information to complete this activity. Refer them to the Glossary if

needed.

p.140

Glossary P.164

T. guide p.138

I plan

3. Choose one topic and write two

points of view.

4. Share your ideas.


3. In pairs, have them choose a topic and write two points of view

developing it. Ss pick a topic.

4. In groups of four, let them share their ideas and contrast their

personal points of view and note down the new ideas.

5. Think about the materials they will probably need to prepare a

round table discussion.

Lesson 2

Class 107 I do6. In groups, divide into those for

and those against a change.

7. Use your sentences and put

together all the points of view to

present them at the round table.

6. Ask Ss to choose a moderator. Explain this role is vital and divide

the class into those in favor and those against.

7. Give time to Ss to think about what information they would

include in the round table. All members have to contribute, help

them decide on the place and date of the round table discussion.

p.141

T. guide p.140

Lesson 2

Class 108

All ready

to share

8. Hold a round table discussion.

9. When the discussion is over, the

moderator votes on the best ideas.

I learn

8. Allow Ss to regroup their ideas and arguments, brief the

moderators of their responsibilities. Begin the discussion.

9. Allow the moderator a few minutes to collect the ideas and

announce whether the change will happen or not depending on the

presented arguments.

Ask Ss what they can do now that they couldn’t do at the beginning

of the learning environment and listen to their responses. Have them

answer the I learn box and take notes.

p. 141

Learn box.

Class 108 Self-Test

1. Self- test

1. Ask Ss to go to page 174 in their Student Books to self- assess.

p.174

Class

108

Formal

assessme

nt

2. Apply the formal assessment 2. Ss do their formal assessment on page 162 in the Teacher’s Guide. Teacher’s

Guide p.139

.


.



Week Dates: June 6th – July 1st

Social Practice of the Language: Interpret and convey

instructions found in daily life.


and Community environment.

Product 2: Poster with instructions

to carry out daily life activities.

Specific Competency: Provide and understand

instructions for the performance of daily life activities.

Achievement (s): can adjust volume intonation and tone to emphasize or

alter instructions. Can understand and request instructions to carry out an

activity. Can compose sequences of enunciation to provide instructions. Can

use linguistic resources to ensure comprehension of instructions. Can

produce instructions spontaneously.

CO

NTE

NTS


Acquisition of structured knowledge: Determiners: quantifiers (some, any, few), articles (a, an, the); nouns: count and

non-count; verb tense: simple present; verbs: modals (should, must); adverbs: manner, verb forms: imperative;

connectors; prepositions (in, to, at, on).


Using the language in the necessary purposes. Understand and request instructions to carry out a daily life activity.

Write instructions. Use different strategies to ensure comprehension of instructions. Give instructions to perform daily

life activities.


Developing independence, critical way of thinking and judgment. To plan and organize, to examine the need of

following indications and to transmit respect and courtesy while giving orders or instructions.

Lesson /

Week /

Class

Lesson

Stages


& Materials

Lesson 3

Week 37

Class 109

I know

I build

1. Look at Paco’s routine.

2. Are these routines universal?

Reader: The Brothers p. 124-133

3. Read the text and underline.

4. Read again and circle the food and

drinks.

5. Read the descriptions and draw the

things on the table.

6. Listen to the conversation and check

what Johnny ate. Track 23

7. Label the food.

1. Ask Ss to open their Student Books to page 142 and look at the

images of Paco’s morning routine. Ask: Do you follow a similar

routine? Do you do anything out of the ordinary in the mornings?

Discuss.

2. Give Ss time to think about the differences of going to school in

the mornings or going in the afternoons.

3. Draw some food items on the board and check vocabulary. Have

Ss read and underline what Paco and Isaías have for breakfast.

Refer them to the Glossary for unfamiliar words.

4. Have Ss read again and ask them to circle all the food and drinks

they find. Draw two columns on the board and label them food

and drink. One volunteer comes to the board and makes a list.

5. Ask Ss to read the sentences. Tell them to draw the food on the

table in the position according to the description.

6. Play the CD to listen to the conversation between Johnny and his

dad. Open their books on page 143 and try to recognize the name

of the foods and drinks they see. Let them answer and check.

7. Using the words from the box, have Ss label the foods Johnny

had for breakfast.

p.142-143

T. guide

P. 141

Glossary on

p.165

CD player

Audio Script p.

189

Lesson 3

Class 110

I think

8. Listen again and write the words in

the correct place. Track 23

9. Complete with words from the box.

10. Read and circle the preposition


words from the box.

8. Explain the use of food quantifiers and prepositions. Have Ss

look at the pictures, play the CD again, and ask them to complete

the spaces with the proper words from activity 7.

9. Have them complete the sentences with the appropriate

quantifier.

10. Have Ss look at the text and read it carefully. Check

comprehension and ask them to circle all the prepositions they can

find. Explain and then ask the purpose and function of the

prepositions. Check.

11. Have Ss look and read the prepositions and the sentences

carefully before they answer. After they finish check as a class.

p.144-145

T. guide p.142

CD player

Audio script

p.189

Lesson 3 I practice 12. Complete the sentences about the

12. Have Ss look at the illustration and ask them what they can see.

Give time to respond and encourage them to use quantifiers: p. 146

.

Class 111 food on the table.

13. Complete the following sentences

with words from the box

14. Write a sentence to describe each

picture.

some, a few, a little, any. Ask them to complete the sentences.

13. Have Ss complete the sentences adding a preposition before

the word they chose from the box.

14. Have Ss look at the pictures and describe them. Then ask them

to write a descriptive sentence for each. Make sure they use

prepositions and quantifiers. Check answers as a class.

T. guide p. 143

Lesson /

Week /

Class

Lesson

Stages


& Materials

Lesson 3

Week 38

Class 112 I can

15. In pairs tell each other where the

food is.

16. In pairs follow the instructions on

the role play cards.

.

15. Write some quantifiers on the board: a package of, a piece of, a

bottle of. Check for understanding. Ask Ss to look at the picture and

in pairs describe what they see, making sure they use language

correctly.

16. Hand out sheets of paper to Ss and tell them you are going to

describe a kitchen with food and they must draw what they hear.

When you finish, ask Ss to show their drawings and show yours to

check if they got it right. After that they will do something similar

in pairs with the role play cards in the activity. Monitor and check.

p.147

T. guide p.144

Lesson 4

Class 113 I know

1. Listen to the instructions and

number the pictures in order. Track 24.

2. Listen again and answer the

questions to complete the table.

1. Have Ss look at the pictures let them describe them. Play the CD

and ask to number the activities in order. Check as a class.

2. Read the questions, play the CD again in order to answer.

p. 148

CD player

Audio Script

p.189

Lesson 4

Class 114

I build


number the instructions in order. Track

25

4. In pairs, discuss the questions.

3. Ask Ss to read the instructions, play the CD, and ask them to

number them in the order they are told.

4. Have Ss look at the questions, answer them, and ask for

volunteers to share their answers.

p. 148-149.

Go around the

class listening

intonation and

pronunciation.

Lesson / Lesson Activities Procedures Notes

.

Week /

Class

Stages & Materials

Lesson 4

Week 39

Class 115 I think

5. Read the text and underline the

instructions and rules.

6. Read again and answer the

questions.

7. Read and underline the modal verbs.

Obligations and suggestions.


9. Match instructions with picture.

10. Match beginning with endings.

11. Complete and circle the sentences

with words from the box.

5. Give Ss time to read the text, refer them to the glossary on p.

165 to clarify words. Explain the difference between instruction

and rules, and have them underline them in the text.

6. Ask them to read the text carefully again. Have Ss answer the

questions and check as a class.

7. Ask Ss to read the sentences and ask them to identify the modal

verbs; must, should. One is for obligations and one for suggestions.

Tell them to underline the modals in the sentences. Check.

8. Ask Ss to complete the sentences with the appropriate modal

verb.

9. Read the instructions and ask Ss to look at the pictures. Match

them correctly.

10. Read the sentences; match the beginnings with the respective

ending. Make sure they understand the meanings.

11. Ask Ss to read the adverbs out loud. Ask for the meaning of

each. Ask them to complete the first three and to circle the best

option in the last four. Check as a class.

P.149-150-151

Glossary on

P.165

T. Guide

p. 146-147.

Lesson 4

Class 116 I practice

12. Look at the pictures and write the

corresponding instructions.

13. Read the sentences and complete

the obligations or suggestions.

14. Complete the table with words

from the box.

15. Complete the text.

12. Ask Ss to look at the pictures. Ask: What instructions or

suggestions would you give for each one? Check comprehension by

asking about the difference and have them complete the

sentences.

13. In pairs, have them work on the obligation or suggestion for

each sentence. Monitor and check answers as a class.

14. Read the adjectives and write the adverbial form where it

corresponds. Remind Ss about the grammar rule.

15. Ask Ss to read the text and tell them they have to complete it

with the adverbs constructed in the previous activity. Check as a

class.

P. 152

T. guide p.148

Lesson 4

Class 117

I can

16. In pairs, look at the picture and

discuss the questions.

17. In pairs, write the rules for the

swimming pool.

18. Share your rules in pairs.

19. Do you follow instructions when

you see rules at the pool? Why is it

16. Ask Ss to look at the picture, have them describe it and discuss

the questions, monitor and check the pronunciation, spelling, etc.

17. Ask Ss about the possible rules on a swimming pool. In pairs,

have them work on the rules and suggestions.

18. Once they finish their rule poster, have them share it with

another pair. Monitor the discussion and the proper use of the

language.

P. 153

T. guide. P. 149

.

important to follow rules? 19. Ask Ss to look and reflect on the questions. With a partner, ask

them to compare the answers. Encourage them to express their

points of view.

Product 2 Stages Activities Procedures for: Poster with instructions to carry out a daily life

activities.

Notes &

Materials

Lesson4

Week 40

Class 118

I get

ready

1. Check the activities you do every day

to help at home.

2. In pairs, use the organizer in the

worksheets p. 181 to write other

activities you can do to help.

1. Ask Ss to look at the picture and ask: What is the girl doing?

Then ask them to read and put a check mark to the sentences they

also do at home. Ask what other activities they do at home.

2. Guide Ss to the worksheets on page 181 to complete the

organizer with the new activities they have learned. Monitor and

check.

p.154

T walks around

the class and

monitor Ss

conversation

practice.

Ss must bring

materials for

next class.

I plan

3. Use the notes to sketch the outline

for a poster.

4. What materials do you need>

3. Ask Ss for ideas as to what daily life activity to put on their

poster and elicit suggestions. Ask them to choose one. Remind Ss

that they have to make household chores as attractive as possible.

4. Tell Ss to think about the materials they will need: magazine cut

outs, colored pencils, markers, glue, scissors, etc. tell them to try

to bring as many resources as they can from home.

Lesson 4

Class 119 I do

5. Make the poster in real-life size.

6. Check the spelling and punctuation.

5. Ask Ss what structures they will use to write their instructions

and suggestions. Elicit should for suggestion and must for

obligation. Have them write their sentences on paper scrap to

make corrections.

6. Remind Ss to check on punctuation and spelling. Once they are

ready, have them write their instructions on the poster.

p.154-155

T. guide p. 151

Lesson 4

Class 120

All ready

to share

7. In groups, share your poster with the

rest of the group.

8. Vote on the posters, decide on which

you think is the most creative.

I learn

7. In groups, make Ss use the poster to provide and follow

instructions as well as to check if the instructions are understood.

They should hold up their poster and do a mini presentation. Make

sure they include reasons and full sentences.

8. Once each member of each group has presented their poster, Ss

have to vote for which they think is the best one. The most

creative, the most informative, and the best presented. Those will

be presented to the whole class.

Ask Ss what they can do now that they couldn’t do at the

beginning of the learning environment and listen to their

p. 155

.

responses. Then have them answer the I learn box and take note.

Class 120 Self-Test

1. Self- test 1. Ask Ss to go to page 175 of the Student book to self-assess. p.175

lass 120 Formal

assessme

nt

2. Apply the formal assessment 2. Ss do their formal assessment from page 163 in the Teacher’s

Guide.

Teacher’s

Guide p.163

.

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