Escuela Secundaria Técnica 107 Academia de Lengua Extranjera Ciclo 2015-2016 Planeación Didáctica...

Escuela Secundaria Técnica 107Academia de Lengua Extranjera

Ciclo 2015-2016Planeación Didáctica 3er grado

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

Libro de texto: All Ready 3

Libro de Lecturas (reader):

1

Lesson/ Week/Class

LessonStages

Activities Procedures Notes & Materials

Lesson 1Week 1Class 1

I know

1.Look at the picture p.82. Have you ever been in a situation like this one? How did you feel?3. Listen to the conversation Track 2

4. Listen and answer the questions.Track 3

5. Read the conversation and underline the sentences that express condition

1. 1. Ask Ss to read the speech bubbles. Then ask: Who are they? What is happening? Where are they?

2. 2. Ask Ss to share their experience with the class3. 3. Play the CD. Ask: Who are they? Why is Mrs. Macdonald

calling? Is he happy? Why or why not? Play the CD again and Ss have to circle T or F as they listen to It. Ask Ss to share and compare their answers.

4. 4. Play the CD. Ask: How is Mrs. Macdonald feeling now? What is the problem now? Explain you are going to play the conversation again and they have to listen for the answers to the questions.5. Ss work in pairs and read the conversation. When most of the Sshave finished, ask a few comprehension questions: Where does theconversation take place? What is the situation? What is the receptionist´s attitude? Then ask Ss to read again and to underline the sentences that express condition. Ask volunteers to perform the conversation.

p.8Audioscript on p.182 Student Book

T monitors the class by walking around the class

I build

Lesson 1Class 2

I think

6. Look at the sentences and circle the if clause and underline the result clause.7. Match the example to the explanation8.Read the sentences and answer the questions9. Choose a word from the box that corresponds…10. Complete the sentences using words from the box

Reader: I Am Now More Aware Pages 7-19

6. Ask Ss to read the sentences and identify the clauses by circling the if clause and underlining the result clause.7. Make sure the Ss understand the sentences and clarify if necessary. Then ask them to match the example sentences to the explanation.8. Ask Ss to read each of the sentences individually. Then read each of the sentences and questions out loud and have Ss give the answers in unison.9. Ask Ss to choose a word from the box that corresponds to the meaning of each sentence. When they finish, have them share and compare answers with a classmate.10. Ask Ss to carefully select a word from the box to complete eachof the sentences, individually. To check answers, ask for volunteers

to read each of the sentences out loud.

p.9Draw Ss’ attention to the verb tense used and the modals used

p. 10

2

All Ready Lesson Plan Unit 1, Lesson 1 and 2

Lesson 1Class 3

Ipractice

11.Match the columns 12. Listen and complete the conversation.Track 04 13. Act out the conversation 14. Read and offer solutions 15. Read the conversation and

Complete the organizer

11. Ask Ss to match the columns to complete the sentences. Check answers by having volunteers read the complete sentence out loud.12. Ask Ss to describe the situation. Ask: Who are they? Where arethey? Play the CD Ask What solutions were offered? Who offered these solutions? Play the CD again in order to complete the sentences.13. Ask Ss to find a partner and act out the conversation.14. Ask Ss to work in pairs and think of possible solutions for each situation. Have them write their suggestions in the spaces provided.Ss share their suggestions with the rest of the class.

15. Go over the situations and consequences

p. 10

p.11

Lesson/ Week/Class

LessonStages


Lesson1Week 2

Class 4I can

16. Read and answer questions

17. Number the events p.12

18. Complete the sentences p.12 19. Read the story and write p.1920. Write sentences

16. Ask Ss to read the conversation. Check by having different Ss share their answers.17. Tell Ss to work in pairs and number the events. Check answers.18. Explain to Ss that they have to complete the sentences using information from the conversation in Activity 16.19. Ask Ss to read the story individually and silently.20. Ask Ss to write sentences based on the story in activity 19.

T walks around the class and monitor SsGlossary on p. 156 of their Student Book

Lesson2 Stages Activities Procedures Notes & Materials


I know 1. Look at the pictures2. Label the pictures in Activity 1 Reader: I Am Now More Aware Pages 7-19

1. In pairs discuss the meaning of the words in the bubbles.2. Go over the words in the box with the Ss. Make sure they all understand them. Then ask them to label the pictures in activity 1.Ask Ss to open their Readers on page 7. Elicit from them what they think the story will be about. Ask Ss to read the first page and so on.

p.14Glossary to identify the meaning of unknown words

Lesson 2Week2Class 6

I build 3. Listen to the voicemail. Track 05

4. Listen and complete. Track 06

5.Circle the best option

3. Play the CD. Ask comprehension question: What’s the magazine’s name? Why did Karen call? Where is Karen from? Ss answer the questions according to the conversation.4. Ask Ss to follow the conversation in their book, without trying to complete it. Play the CD again and ask them to complete the conversation using the words from the box.5. Draw Ss’ attention to the sentences and ask them to circle the option they think best completes each of the sentences.

p.14

p.15

Walk around the class, monitor and

3

6.Underline the comparative

7.Look at the comments

6. Elicit from Ss the use and form of the comparative and superlative adjectives. Then ask them to read the sentences and underline the comparative adjectives and circle the superlative adjectives.7. Elicit the meaning of complain from Ss. Then ask Ss to read the comments and decide if they praise or complain and to write P or C.Ask them to share and compare their answers.

help Ss if necessary

p.16

Lesson/ Week/Class

LessonStages


Lesson2Week 3Class 7

Ipractice

8. Circle the best option

9. Look at the conversation

10.Listen to the conversation Track07

11. In pairs act out the conversation12. Choose the best option

8. Draw Ss’ attention to the reflection box and ask them to circle thebest option to complete the rules.9. Ask Ss to go over the conversation in Activity 4 to answer thequestions.10. Ask Ss to listen first, without trying to complete the conversationand to simply follow it in their books. Play the CD. Ask a few comprehension questions to make sure that Ss follow the conversations.11. Ask Ss to work in pairs and act out the conversation.12. Ask Ss to read the sentences and choose the best option to complete them.

p.16

p.17

p.17 T monitors the class

Lesson 2Week3Class 8 I can

13.Read the complaints and complete14.Change the sentences

15. Are these problems common..?

16.Write a conversation

17.Act out the conversation

13. Ask Ss to read the complaints and complete them. Check answers.14. Make sure Ss understand how to transform the main sentences into a comparative and superlative form.15. Have Ss look at the pictures and guess what the problem is in each one. Ask Ss to suggest ideas to solve the problems. Ask for volunteers to play the roles of A and B in each conversation.16. Explain to Ss that they have to complete the conversation by writing a complaint related to that problem of the director of a healthinstitution.17. In pairs, ask Ss to practice the conversation, taking turns being the director and the patient.

p.17

p.18

p.19

Product 1Stages Activities Procedures for: Telephone Complaint Voicemail Notes &

Materials

4

Week 3Class 9

I get ready

1.Work in groups2. Write the names of the people

3.Decide on the types of services4.Find as much related vocabulary5. What materials do you need?

1. Explain they are going to make a telephone complaint to an institution of their choice and leave a voicemail with it. Ask them to work in groups of three. Allow time for Ss to discuss and decide.2. Ask them to write the names of all the people in their group.3. Ask Ss to think all the different services offered at the institution and to think about which one they want to relate their complaint to.4. Ask Ss to think of all the vocabulary they will need to express their complaint. Have them make a list and refer to their dictionaries.5. Ask Ss to decide what materials they will need in order to compose a telephone complaint voicemail. Have them make a list.

P.20

Walk around the class andmonitor

Product LessonStages


Week 4Class 10

I do 6. Invent a situation based on the institution chosen.7. Work in groups8. Write ideas

9. Practice reading your voicemail

I learn

6. Explain to Ss that they have to invent a situation using the questions as cues. Ask them to try to answer all of them and to make notes about the answers.7. Draw Ss’ attention to the table in their Student Books and to the kind of information they should include in their introduction and body of their complaint. Also have them refer to the Useful Expressions box and choose any examples they consider appropriate for their complaint.8. Remind Ss that when making a complaint, it is also important to suggest possible solutions to the problem or situation.9. Ask Ss to practice reading their voicemail complaint in their groups and to decide who will record it. Ss can record their complaints using a recorder or computer. Have Ss play them back to the whole class. Ask them to think of other possible solutions for each of the complaints.

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.20-21Walk around the class monitor and help Ss if necessary

p.21

All ready to share

Week 4Class 11

Self evaluation

1. 1. Go page 166 1. To self-asses go to page 166 and complete the checklist on page 6.

Wee 4Class 12

Formal Assessment

1. 1. Formal assessment 1. Ss do their formal assessment from page 154 in the Teacher’s Guide.

5

Lesson/ Week/

Class

Lesson Stages

Activities Procedures Notes

& Materials

Lesson3

Lesson3

Week 5

Class 13

I know 1. What is the difference between

horror stories and suspense stories?

2. Read the extracts

3.Read the extracts again

4.Match its extract to its purpose

1. Ask Ss what is the difference between horror and suspense stories.

Reinforce the concepts that horror stories focus on terror and fear while

in suspense stories the reader is not sure about what will happen.

2. Draw Ss’ attention to the different illustrations and elicit from them

what they see in each one. Ask them: Can you guess what the stories are

about? Ss are going to read extracts taken from different stories and that

they have to label each of the extracts with the correct title.

3. Draw Ss’ attention to the table in their Student Books and ask them to

read the extracts again to complete it. Check answers.

4. Explain to Ss that they have to read the extracts and match them to their purpose. Then ask them to share and compare answers with a classmate.

p.22

Refer Ss to theGlossary on p.157 to clarify the meaning of words

I build

Lesson3

Week 5

Class 14

I think

5.Read the extracts again

6.Complete the organizer

7. Decide which extracts in Activity 2

these supporting details come from.

5. Ask Ss to reread the extracts from Activity 1 and answer the questions.

Share and compare their answers with a classmate.

6. Ask Ss to read the main ideas in the boxes and to complete the graphic

organizer correctly. Check answers.

7. Ask for volunteers to read the different details and have the rest of the

class say the title of the extract the details correspond to out loud and in

p.23-24

Alternative

activity p.38

Teacher´s

Guide.

6

School: Escuela Secundaria Técnica # 107 Grade: 3° Group: A, B, C, D, E, F

Teacher: Academia de Inglés (Profesores José Luis Banda Saldaña, Juan Antonio Velasco Lamas y Brenda Aimé Partida Castro).

Unit Title: The Ghost Week Dates: September 21st to October 15th

Social Practice of the Language: Read and understand different types of literary texts distinctive of English speaking countries.

Learning Environment 2: Literary and Ludic

Product 2: Emotionary

Specific Competency: Read suspense literature and describe moods

Achievement (s): Can use various strategies to comprehend narratives, infer central sense and main ideas from details, formulate and answer questions in order to infer information, compose opinions regarding emotional states and organize paragraphs in order to create texts.

CO

NTE

NTS

Knowing about the Language: elements of a narrative; word repertoire; connectors; adjectives: comparative and superlative; pronouns: reflexive (myself, ourselves) relative; conditionals, homophones, colophon, types of sentences, upper and lower-case letters.

Doing with the Language: Explore suspense narratives. Understand general sense, main ideas, and some details of a suspense narrative: Read and re-read narratives, use diverse comprehension strategies, infer main ideas, distinguish elements in narrative: narrator, characters and events infer characters´ emotional states from explicit information, recognize purpose of a narrative, organize paragraphs to form texts.

Being through the language: Foster respect towards other opinions, stimulate and aesthetic pleasure in literature, develop empathy towards different moods.


unison. Give them some time to write the titles.

Lesson 3

Week 5

Class 15 I think

8. Circle the adjectives in the passage

9. Circle the words that link two ideas

10. Complete the sentence using

words from the box.

8. Elicit from Ss the use of adjectives and their comparative and

superlative forms. Then draw Ss´ attention to the passages in their Books

and tell they have to circle the adjectives and underline the comparatives.

9. Elicit from Ss what connectors are. Ask them to read the sentences and

circle all the linking words they can find. Check answers orally.

10. Draw Ss attention to the words in the box. Then ask Ss to complete

the sentences by using words from the box. Check answers as a whole

class activity by having volunteers read the complete sentences out loud.

p.24-25

Teacher´s

Guide p.38-39

7

Lesson 3

Week 6

Class 16

I

practice

11.Read the paragraph and answer

12.Match the sentences

13What scares you?

14. Read the paragraph and answer

the questions

11. Draw Ss’ attention to the illustrations. Elicit from them what

they can see in each of them and what they think the paragraphs

are about, based on the illustrations. Then ask for Ss to read each

of the paragraphs. After each reading, ask for answers.

12. Draw Ss’ attention to the table and explain that they have to

match the words using connectors to form a sentence.

13. Ss work in pairs and ask each other what they are scared of and

why they think it scares them. Share their answers with the rest of

the class.

14. Elicit from Ss what they see and what they think the paragraphs

are about based on the pictures. Then ask Ss to read each

paragraph individually and silently.

p.25-27

Teacher´s

Guide p 39-

40

Walk around

the Class and

monitor

Refer Ss to

the Glossary

in p.157.

I can

Lesson 4 Lesson

stages

Activities Procedures Notes &

Materials

Lesson 4

Week 6

Class 17

I know 1.How do horror or suspense

stories or movies make you feel

Reader: the Ghost

2. Read the extract. Circle T or F

3.Read the extract in activity 2

1. Write the words: horror and suspense on the board. Ask: What is

the first thing that comes to your mind when you hear the word

horror? Have different Ss participate. Then ask the same question

for the word suspense. Write the answers on the board. Ask them if

they felt any of the words they mentioned. Ask Ss to take out their

Readers to page 20 and draw their attention to the title of the

story. Ask them what kind of story they think it is and what kind of

audience it is intended for. Ask Ss to get into pairs and have them

take turns reading the pages of the story.

2. Draw Ss’ attention to the statements and explain they have to

circle T or F. Check answers orally.

3. Ask Ss to read the extract in Activity 2 and focus on Arthur’s

emotional reactions. Explain they have to match the parts of the

story with Arthur’s emotional reactions.

p.28

Reader: the

Ghost p.20-

32

Teacher´s

Guide p.41

p.28-29

8

Lesson 4

Week 6

Class 18

I think 4.Look at the sentences

5.Read the rule and complete

6.Circle the emotions and

underline

7.Label the pictures

8. Work in pairs and explain the

words you know

4. Read the questions out loud and elicit the answers from Ss.

5. Ask Ss to read the rule, ask for Ss to explain it in their own

words. Then draw their attention to the table and ask them to

complete it following the pattern.

6. Ask them how they express happiness, hanger, fear, sadness, etc.

Then draw their attention to the sentences and ask them to circle

the emotions and underline the actions that express emotions.

7. Ask Ss to work in pairs and take turns describing the pictures.

Then ask them to label the pictures with the correct emotion.

8. Ask Ss to work in pairs and take turns explaining the meaning of

the words they know.

p.29-30

Teacher´s

Guide p.42-

43

Glossary on

p.157

Lesson/ Week/Class

LessonStages


Lesson 4Week 7Class19

I practice

9. Complete the organizer

10. Complete the sentences with…

11.Which emotions from Activity 9

12.Circle the correct reflexive noun

13. Number the paragraphs to make a story

9. Explain that they have to complete the graphic organizer, using the words from Activity 8 that express each of the feelings in it. Check answers orally.10. Tell Ss they have to complete the sentences with their own opinions. Ask Ss to share their opinions with the class.11. Have Ss go back to Activity 9 and choose at least five emotions they would include in their suspense story. Ask them to write those words down in the space provided.12. Elicit from Ss the use and form of reflexive pronouns. Then ask them to read the sentences and circle the correct pronoun to complete them. Then check answers.13. Ask Ss to work in pairs. Have them read the paragraphs and number them in the appropriate order to make a story. Ask a few comprehension questions when most of the Ss have finished.

p. 30

p.31

Walk around the class and monitor Ss

Teacher´s Guide p.44

p.32

Lesson4Week 7Class 20

I can14.Read the story in Activity 1315.Answer the questions16.Describe each boy´s emotions17.Write an ending to the story

14. Ask Ss to go back to the story in Activity 13 and read it again in the appropriate order. In pairs discuss what they liked and didn’t like about it. Share their impressions with the rest of the Ss.15. Ask Ss to answer the questions based on the story in Activity 13.16. Ask Ss to complete the chart by describing each boy’s emotional states

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

9

in the story. Check answers orally.17. Work in pairs and discuss a possible ending for the story.

Product 2 Stages Activities Procedures for: Emotionary Notes

Week 7Class 21

I get ready 1.Choose a suspense story

2.Read the story in silence3. What materials do you need?

1. Ss select from various sources a suspense narrative. Explain what an Emotionary is. Go to T´s Guide page 46.2. Read the selected narrative in silence. Ask them to underline all the words they can find that express emotions.3. Ask Ss to think of the materials they will need to create their Emotionary and to make a list in the space provided.

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

I plan

Product 2

Stages Activities Procedures for: Emotionary Notes&Materials

Week 8Class 22 I do

4.Read the story again and complete the organizer5. Circle the basic emotions you found in your story and relate them to the feelings in the box.

6. Organize a classroom assembly to read and present the Emotionary.

4. Draw Ss’ attention to the graphic organizer and explain they have to fill

it in with the emotions they highlighted in their stories in the previous

class. Check answers.

5. Ask Ss to circle the basic emotions they found in their stories. Then ask

them to relate them to the feelings in the box.

6. Suggest Ss to display their emotionaries on the classroom walls, so that

the rest of the group can walk around the classroom reading them. Then

you can ask for Ss to present their emotionaries to the rest of the class,

introducing the story they chose and explaining when and how the

feelings described were present in the story. Ask Ss to look at the Useful

Expressions box in their Student Books before coming to the front to

present their own Emotionary.

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

p.34- 35

Refer Ss to the

Worksheets

section on p.

176

Teacher´s

Guide p.47

Continuous and Global Assessment Chart p. 48

Week 8Class 23 Self-Test

1.Self- test Ask Ss to go to page 167 in their Student Books. Sbooks p.167

10

Week8Class 24

Formal Assessment

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

Guide p.155

11

Lesson/Week/Class

LessonStages


Lesson 1

Week 9

Class 25 I Know

1 .Do you like science? Why or why

not?

2.Are you good at sciences? Why or

why not? How do you think you could

improve in this area?

Reader: Science Can Be Fun p. 33-42

1. Ask Ss to work in pairs and then discuss if they like the science subjects

in their grade and give arguments for their answers: Do you like science in

third grade? Why do / don’t you like science? Ask Ss to look at the picture

in their Student Books on page 38 and describe it: What is he doing?

Where is he?

2. Ask Ss these questions and give them plenty of time to answer. Let Ss

answer voluntarily and listen to all of their classmates.

Ask SS to open their Readers to page 33 and to read the title of the text. Have Ss flip through the chapter and look at the pictures to predict what the text will be about. Ask Ss to read Chapter 3 individually and have them underline the words they don’t understand. Then Ss read the text again and discuss what the text is about. Ss go to page 43 in their Readers and look at the comprehension questions. Check understanding and ask them to work in pairs and answer the questions. Check answers.

p.38

Walk around

the class and

find out Ss´

answers

Reader Answer Key onp.171 of the Teacher´s Guide

12



Unit Title: Science Can Be Fun! Week Dates: October 19th to November 13th

Social Practice of the Language: Understand and write

instructions.

Learning Environment 1: Formation

and Academic

Product 1: Instruction Album

Specific Competency: Interpret and write instructions for

a simple experiment

Achievement (s): Can understand and interpret order and sequences of

instruction elements to carry out an experiment, write and classify simple

and complex sentences in order to create instruction sequences, remove,

add, change, and/or rearrange information to edit an instruction manual.

CO

NTE

NTS

Knowing about the Language:

Text components: word repertoire; adverbs: of sequence (after, firstly, next), frequency (twice, often, never): verb

tenses: simple present; prepositional phrases (instead of, at least), recognize verbs forms: imperative, gerund and

infinitive, patterns of textual arrangement.

Doing with the Language:

Select and explore sets of instructions to perform a simple experiment, interpret instructions, write instructions, and

edit sets of instructions.

Being through the language:

Construct and consolidate knowledge about our surroundings, promote creative and proactive attitudes in

collaborative work.


Lesson 1

Week 9

Class 26

I build 3.Look at this extract and answer

the questions.

4. Label the parts of this extract with

the words in the box.

5.Read these instructions for an

experiment and answer the questions

6. Read these sentences. Underline the

infinitive and circle the gerunds.

3. Ask Ss to open their Student Books to page 38 to examine the

distribution and function of text and graphic components. Ask Ss to look

at the extract on the same page. Ask them to read the title and name the

type of publication. Elicit information from different Ss. Ask Ss to work in

groups of three or four to do the experiment. Ask Ss to read the extract

and answer the questions.

4. Ask Ss to read the words from the box and label the parts of the

extract. Have Ss work individually. Once they have finished, have

volunteers say their answers out loud.

5. Have Ss read the title of the experiment. Ask them to explain the

experiment. Let Ss read the instructions for an experiment and answer

the questions. Check answers.

6. Write on the board the following: Reading is the activity my sister likes

the most. I don´t like to read novels. Ask Ss to identify the infinitive, and

the gerund. If not, explain. Ask Ss to read the sentences in their books and

do the exercise.

p.38-39

Glossary on p.

158

p.40

Walk around

the classroom

I think

Lesson1

Week 9

Class 27

I practice 7. Read the examples and circle..

8. Look at the pictures ….

9.Complete the sentences

10. Write the instructions from Activity

9

11.Coircle the correct verb forms

7. Ask Ss to write four sentences in their notebooks; two using the gerund

and two using the infinitive. Check their work. Then ask them to open

their book to page 40, read the examples in the Reflection box, analyze

them and circle the best option.

8. Ask Ss to look at each of the pictures and describe them, then number

the pictures in the correct order.

9. Ss complete the sentences with words from the box.

10. Ask Ss to read the sentences in Activity 9 again and write them under

the correct illustration in Activity 8.

11. Ss read each of the sentences and choose the correct verb. To check

answers, tell Ss to read the whole paragraph again with the answers they

chose. Correct any mistake.

p.40-42

Teacher´s

Guide p.53

Walk around

the classroom

Lesson/

Week/

Lesson Activities Procedures Notes

& Materials

13

Class Stages

Lesson 1

Week 10

Class 28

I can

12.Look at the pictures and number

them in the correct order

13. Listen to the TV show and check

your answers. Track 08

14. Work in pairs. Look back at the

pictures in Activity 12 and write

instructions.

12. As Ss to look at the pictures and predict what the experiment is about.

Point to each of the pictures and revise vocabulary. Ask them to identify

the order of the pictures. Elicit answers from different Ss. Then ask them

to work individually. Have them look at the pictures and number them in

the correct order. Compare and discuss their answers.

13. Verify the arrangement of the sequences in the sentences, play the CD

and have them check their answers. Play the CD more than once. Check

answers.

14. Play the CD and have Ss take notes. Play the CD more than once. Then

ask Ss to organize their notes. After that, help Ss use the words in the box

and their notes to write instructions. Then have them to look at the

pictures from Activity 12 and write the instructions for the experiments in

their books. Check answers.

p. 42-43

Audioscript on

p.184 Sbooks

Teacher´s

Guide p. 54

Lesson 2

Lesson2

Week10

Class29

I Know 1. Can you think of any really cool jobs

that use science?

2. How do you think science can help

the environment?

3. Read the instructions and complete

the title.

4.Read the instructions in Activity 3

again and answer those questions

1. Work in groups of three, have Ss take turns to discuss the question.

Share their answers.

2. Ask Ss how branches of science can help to solve environmental

problems. Elicit their ideas and write them on the board.

3. Ask Ss to read the list of materials. Tell them to underline the words

they don´t know. Ask them to look at the pictures, read the instructions,

and complete the title.

4. Write on the board the following words: whipping cream, seal, tightly,

freezing, frozen, drop, melt. Elicit the meaning of these words from

different Ss. Ask some Ss to go to the board and write some examples.

p.44-445

Glossary on p.

158

TGuide p.56

I build

Lesson 2

Week 10

Class 30

I think

5. Look at the illustrations and

instructions and answer the questions.

6. Listen to the TV program again and

match the sentences. Track 08

7.Write the sentences from Activity6 in

the correct column

8. Circle the best option.

5. Ask Ss to describe the formats, have Ss look at the illustrations and

answer the questions.

6. Play the CD and ask Ss to match the sentences. Check their answers.

7. Explain Ss that they are going to write the sentences from Activity 6 in

the correct column (simple or complex sentences). Ask Ss to answer the

exercise individually. Then ask Ss to share their answers with a partner.

8. Ask Ss to read the sentences and to circle the best option.

p.46-47

Audioscript on

p. 184 SBooks

14

Lesson/

Week/

Class

Lesson

Stages


& Materials

Lesson 2

Week 11

Class 31

I practice 9.Combine the two simple sentences

10.Write ordinal numbers

11. Draw a picture to illustrate each

step from Activity 10.

9. Ask Ss to read the sentences from this activity. Have Ss write a complex

sentence choosing only one linking word. Check for any mistake.

10. Elicit the ordinal numbers from the Ss, have Ss write ordinal numbers

to order the instructions.

11. After Ss draw the pictures, tell Ss to write instructions under the

illustrations.

p.47-48

TGuide p.58-

59

Lesson 2

Week 11

Class 32

I

can

12. Read the experiment and write the

missing information from the box.

13. Compare your answers with a

partner and make any necessary

changes.

12. Ss read the experiment. Tell Ss look at the pictures and read the

sentences in the box. Have Ss complete the instructions with the missing

information from the box. Check answers.

13. Have Ss compare their answers with a partner. Then ask some Ss to

write the answers on the board.

Ask Ss to take out their Readers and open it to page 33. Ask Ss to read

silently to page 42. Then discuss with the class each of the experiments,

divide the group in pairs. Have Ss choose one of the experiments and do it

with their partner.

p. 49

Reader:

Science Can

Be Fun! p. 33-

42

Monitor and

make sure

everybody

participates.

Product 1 Stages Activities Procedures for: Instruction Album Notes &

materials

Week 11

Class 33

I get

ready

1.Work in groups. Make a list of fun

science experiment.

1. Divide the class in groups of three. Explain to the Ss they are going to

make a list of fun science experiments that they have done or heard

p.50

15

2.Choose your experiment

3.Make a plan

4. What materials do you know? Make

a list.

about. They can refer to school books in the school’s library to complete

the list.

2. Explain that, in their groups, Ss have to choose one of the experiments.

After that, write on the board: Why are you choosing this experiment? Do

you think is the easiest? Do you think is the most difficult? Tell them that it

is important to consider choosing an experiment that they can actually

do.

3. Ask Ss to make a plan. Ask Ss to read the questions. They have to

distribute group work.

4. Ss make a list of the materials they will need for the experiment.

Go around the

classroom and

give help

when

necessary.

Bring your

materials next

class

I plan

Product

Week

Stages Activities Procedures for: Instruction Album Notes

& Materials

Week 12

Class 34

I do 5. With your group design a manual

for your experiment.

6. Remember to include…

7. Make any necessary corrections to

your text and copy it onto clean sheets

of notebook paper.

5. Ask Ss to work in the same groups on the following questions: What

should the manual for an experiment include? What should it look like?

Elicit answers from Ss. Ask Ss to work in their groups to make specific

notes on what they will put on each page.

p.51

Chapter3 of

the Reader to

get ideas.

16

8. Put your manual together with the

ones from the rest of the class to make

an album.

9. Agree on the design of the album

and write the index.

10. Add the album to the classroom´s

library.

I Learn

6. Ask Ss to give the necessary details for explaining the steps, as well as

the materials needed for each step. Recommend your Ss to use these

sentences as a checklist for their first draft.

7. Ss check if their instructions are clear and complete and if they don’t

have errors in grammar, spelling, or punctuation. After that, they can

write the final version of the instruction manual.

8. Ss have to put their manual together with the ones from the rest of

the class to make an album.

9. Ask each group to choose a leader. Have the leaders collect and put

the manuals together and staple the pages to make an album. Decide

who will write the index and to decide on the design of the album.

10. Tell Ss that now that they have their albums, they are going to add it

to the classroom’s library. This album may be used as a reference book in

the future.

Ss answer the I learn box. Explain that its purpose is to assess their

performance while making the product in order to improve weaknesses

and reinforce strengths during the process.

Monitor and

give help

where

necessary

All ready to

share

Week 12

Class 35

Self. test 1. Self-test Self-test: page 168 of the Student Book

Week 12

Class 36

Formal

assessment

2. Formal assessment Formal Assessment: page 156 in the Teacher’s Guide.

17


Lesson/ Week/Class

LessonStages


Lesson 3

Week 13

Class 37

I Know 1.What types of TV shows do you enjoy

watching?

Reader: All Alone

1. Focus Ss’ attention on the pictures of TV programs. Ask Ss to describe

each of them. In groups of three discuss the question. Ask them to give

reasons why they like / don’t like the TV shows they mention. Have Ss

share their answers with the rest of the class.

Have Ss open their Readers to page 46. Read the title and flip through the

text to predict what it will be about. Then ask them: What were your

emotions when you saw these pictures? Go to page 46 again. Read the

text aloud with proper inflection and intonation and have Ss follow along

silently. Pause after page 47 and ask focus questions about the text and

illustrations. Discuss the answers. Next have them read the rest of the text

silently.

p.52

Readers p.46-

56

TGuide p.63

Lesson 3

Week 13

Class 38

I build 2.Read the description of a TV show

2. Ask Ss where they can find information about their favorite TV

programs. Go back to Activity 1 and review the different types of TV

shows. On page 52 examine the distribution and function of texts and

p.52 -53

18



Unit Title: All Alone Week Dates: November 16th to December 11th

Social Practice of the Language: Interpret and convey information published in various media

Learning Environment 2: familiar and Community

Product 2: Oral presentation about aTV program

Specific Competency: Share emotions and reactions

caused by a TV program

Achievement (s): Can anticipate main ideas and information that explains or

supports them, clarify the meaning of words, formulate and answer

questions to share emotions or reactions, explain main ideas within an oral

exchange.

CO

NTE

NTS

Knowing about the Language: Speech register, sound effects: word repertoire. Visual resources and sound resources. Syntactic particularities of the English language: lack of gender in nouns and adjectives,


Using the language in the necessary purposes. Explore a TV program, interpret the general meaning and some details

of a TV program, clarify meaning of words, reflect on the relationship between actions, images, dialogues and sound

effects, negotiate meaning, point out speech register, share emotions and reactions caused by a TV program.


Transmit and disseminate information objectively, value the credibility of mass media, and acknowledge the influence

of media in everyday life.

3Read the TV guide in Activity 2

4.Is this problem common in your

community

5. Listen to the first part of the TV

show. Track 09

6. Listen to excerpts from three

segments. Track 10

7. Listen to the excerpts again and

write. Track 10

graphic components. Tell Ss to look at the text and ask them: Where can

you read a text like this? What type of text is this? How do you know?

3. Ss read the text again and answer the questions.

4. Ask Ss what health problems are the most common in their community.

5. Play the CD and ask Ss to answer the questions.

6. Direct Ss’ attention to the pictures and have them describe each one.

Play the CD and ask Ss to number the scenes.

7. Ss determine the role of the participants in a TV program. Tell Ss they

have to write who is the host interviewing in each scene. Play the CD.

TGuide p.64I think

Lesson3

Week13

Class 39

I think

8.Look at the transcription

9.Underline the best option

10.Complete the questions

11. Work in pairs. Compare your

answers from Activity 10

12.Look at the storyboard scenes

13. Listen to the segment from the

documentary. Track 11

8. Ss read the transcription from a documentary and answer the

questions. Remind them to read the questions first and then read the

script and find the answer.

9. Direct Ss’ attention to the Reflection Box. Then Ss read the sentences

and circle the best option to complete them.

10. Ss read and complete the questions.

11. In pairs, compare and discuss Activity 10.

12. Ss look at the storyboard scenes and number them in order.

13. Play the CD and ask Ss to check their answers from Activity 12.

p.54-56

Audioscript on

p. 185 SBooks

I practice

Lesson/

Week/

Class

Lesson

Stages


& Materials

Lesson 3

Week 14

Class 40

I can 14.Read the descriptions of a TV show

15.Dicuss your answers from Activity

14

16.Do you volunteer?

14. Ask Ss to explain what an earthquake is: What is an earthquake? Next

have Ss to explain what a tsunami is: What is a tsunami? In their books,

page 57, ask Ss to read the text and recognize cognates and the words

they know. After that, have Ss look at the text and locate the information.

Ask them to complete the notes.

15. Ask Ss to work in pairs and share their notes. Then have a whole class

discussion on the differences and similarities of the notes.

16. Ask the questions to the whole class. If the Ss don’t know any place or

institution, ask them to research the information and place it on the

school’s bulletin board.

p.57

Monitor the

activity

Use

dictionaries

19

Lesson 4 Lesson

Stages

Activities Procedures Notes &

materials

Lesson 4

Week 14

Class 41

I know 1. Is it easy for you to express your

emotions?

2. Check the situations in which you

usually express emotions.

3. Listen to the conversation and

answer the question. How did the kids

feel after watching the TV show? Track

12

Reader: All Alone

1. Write on the board the heading: Emotions. Ask Ss to write in their

notebooks as many words as they can relate to this word. Divide the class

into groups of three. Tell them to discuss the question in their books on

page 58. Have them explain if they can or can’t easily express their

emotions and why.

2. Direct your Ss’ attention to the pictures and ask them to describe each

one. Have Ss complete the activity. Compare their answers and tell them

to describe what they feel for the situation they have checked.

3. Go over the instructions and the questions. Elicit the meaning of upset.

Play the CD and ask Ss to answer the questions. Play the recording more

than once. Check answers with the class.

p.58

Walk around

the classroom

and find out

some of your

Ss’ answers

TGuide p.68

I build

Lesson 4

Week 14

Class 42 I think

4. Read the conversation and underline

the expressions.

5. Complete the table with the phrases

your underlined in Activity 6.Read the

phrases in Activity 4

7. Look the adjectives in Activity 4

8.Read the sentences and answer the

questions below.

4. Go over the instructions with the Ss. Then, ask Ss to complete the

activity. Next, have them to compare their answers with a partner.

5. Elicit some examples of things that cause positive and negative

emotions to your Ss: What makes you feel happy? What makes you feel

sad? Ss complete the table. Check answers.

6. Ask Ss to go to Activity 6 and answer it. Check answers as a class, ask

some Ss to read the answers out loud.

7. Ask Ss to complete the activity and discuss the questions

8. Go over the questions and ask Ss what the answers will be.

p. 59-60

Glossary on

p.159.

TGuide p.69-

70

Lesson/

Week/

Class

Lesson

Stages


& Materials

Lesson 4

Week 15

Class 43

I

practice

9.Read the sentences and choose the

best option in the box

10. Complete the table with words

from the box.

9. Ss read the different texts. Write the underlined words in the first text

on the board: groups-group and elicit the relationship between them

(plural, singular). Then ask Ss to write down in their notebooks the rest of

the underlined words in different sets. Ask Ss to read the two statements

in the box and circle the best option in each one. Elicit the answers.

10. Go over the words with the Ss and ask them to complete the table.

Suggest looking up the words in their dictionaries if necessary.

p.61

TGuide p.70

Dictionary

20

Lesson 4

Week 15

Class 44

I can 11. Complete the review of All Alone

with nouns and adjectives

12.Complete the conversation

13. Work in pairs. Check your answers

and practice the dialogue.

14. Think about a TV program or a

movie that is a documentary or is

based on real events. Answer the

questions

15. Share your answers from Activity14

with your class or with a classmate.

11. Point to the review and ask Ss to identify it and to comment about it:

What type of text is that? Where can you find a similar text? Do you

usually read this type of texts? Do you like these texts? Why? Ask Ss to

read and complete the review with words from the table in Activity 10.

Ask them to read the whole text. Check answers.

12. Ask them to read the conversation first and then try to guess if they

need a word or a phrase.

13. Ask Ss to work in pairs. To ask questions about the contents of a TV

program, have Ss compare their conversations from Activity 12 with their

partners. Ask them to practice the dialogue together. Have different Ss

role play their conversation in front of the class.

14. Go over the instructions and the questions along with the Ss. To

answer questions about the contents of a TV program, have Ss answer the

questions. Check as a class.

15. Have Ss share their answers from the previous activity with their

partners. Ask them to explain their ideas during this discussion. Take

some notes and give a whole class feedback session to correct their

mistakes after they have finished this activity. This is a good opportunity

to assess speaking: clarity when speaking, use of complete sentences,

volume, posture, and eye contact.

p.62-63

TGuide p.70-

71

Go around the

classroom and

give help

when

necessary

Product 2 Stages Activities Procedure for: Oral presentation

Week 15

Class 45

I get

ready

1. What kind of documentaries are you

interested in?

2. Work in groups. Use a program

guide to choose a documentary that

sounds interesting to you

3. Before watching the program, fill out

Part 1 of the Documentary

Presentation.

4. Watch the program and fill out part

2

5. Fill part 3

6. Compare your forms

7. What materials do you need?

1. Ask Ss about their favorite TV channels to watch documentaries

2. Ask Ss to read a program guide and choose a documentary they think

sounds interesting.

3. Ss are going to fill out part 1 of the documentary presentation form in

the worksheets section on page 177 about the documentary they chose.

4. Ask Ss to watch the program and to take some notes while they are

watching. Make sure they fill out part 2 of the form as they watch.

5. Finally, have Ss reflect on how the program made them feel. Fill out

part 3 of the documentary presentation form individually.

6. Ask Ss to compare their forms in their groups.

7. Finally, have Ss make a list of materials.

p. 64

Documentary

Presentation

Form in

Worksheets

section p. 177

I plan

21

I plan

Product 2 Stages Activities Procedures Notes

& Materials

Week 16

Class 46

I do 8. Use the information in the form

9.After you made your outline, prepare

your presentation

10.Decide who will give each part of

the presentation and practice

11. Check your sentences

12. Give your presentation

13. Pay attention to the intervention of

others and live a little time at the end

for a question and answer session.

I learn

8. Go over the instructions with the Ss. Explain that they have to make

their own outlines in their notebooks. Go over the outline with the Ss and

clarify doubts. Make sure they all understand the outline and the activity

before they start working.

9. Once they have their outline, Ss can start writing the sentences they

will use in their presentations.

10. Establish turns and extension for each participation. Have Ss decide

who will give each part of the presentation.

11. Ask Ss to check their sentences for errors in grammar, spelling, and

punctuation. Help them correct their sentences and rewrite them without

any mistakes.

12. Ask Ss to give their oral presentations. Remind them to speak out

loudly, and clearly, don’t speak too fast and make eye contact with

members of their audience.

13. Make sure your Ss understand that everybody should be quiet while

the different groups give their presentations.

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 in order to improve weaknesses and reinforce

strengths during the process.

p. 64

Walk around

the classroom

and make sure

they all are

completing

their outlines

correctly.

TGuide p.73

Continuous

and Global

Assessment

Chart p. 74

All ready

to share

Week 16

Class 47 Self-Test

1. Self-test

Self-Test: page 169 of the Student Book

Self-Test

22

Week 16

Class 48 Test

2. Formal Evaluation Formal Assessment: page157 of the Teacher’s Guide Test

Lesson/ Week/Class

Lesson Stages


Lesson 1

Week 17

Class 49

I Know

1. Do you like to play board games?

Which is your favorite? Why you do

like it?

2. Why do you think that board games

are still played in this age of high-tech

games?

Reader: Games Unplugged p.59-68

3.Read the descriptions of four

different board games and answer the

questions

4. Complete the table with the

components of these games.

1. Have Ss work in pairs, study the pictures, and identify the games by

name. Ask Ss to find three similarities and three differences between the

games.

2. Draw a large Venn Diagram on the board and add the following

heading: Characteristics of Games. One circle corresponds to board games

and the other to video games. Have Ss complete their own diagrams with

characteristics of both. Elicit answers.

Reader: Games Unplugged. Ss read the title and predict what the text is

about. Ss can find the meaning of unknown words in the Glossary on page

70-71. Ss read pages 59-65. Have Ss turn to page 69 and look at the

comprehension questions and answer the questions. Check answers.

3. Read each of the four questions from the activity out loud and elicit the

answers for each question on page 69 and ask Ss to elaborate on the

answer.

4. Ss complete the table with check marks where appropriate.

p.68- 70

TGuide p.77

Glossary on

p.70-71

Reader Answer key onp. 69

I build

Lesson1 I think 5. Listen to the conversation and circle 5. Allow Ss to read the True-False statements and explain that they should p.69- 70

23



Unit Title: Games Unplugged Week Dates: December 14th to January 29th

Social Practice of the Language: Participate in language

games to work with specific linguistic features

Learning Environment 1: Literary

and Ludic

Product 1: Memory Game

Specific Competency: Participate in language games to

comprehend and write irregular verb forms.

Achievement (s): Can compare sentences with and without irregular verb

forms, classify sentences according to their verb tense, use perfect verb

tenses and the simple past in sentences and texts and compose and dictate

sentences with irregular verb tenses.

CO

NTE

NTS


Verb tense: present perfect, past perfect, and future perfect, and simple past; verb forms: past, past participle,

irregular verb forms, similarities between words, digraphs, textual and graphic components.


Explore word games, understand the characteristics of irregular verb forms, write sentences with irregular verb forms

to create a language game.


Understand language games as recreational activities, foster patience in task performance, create environments that

foster participation in ludic activities.


Week 17

Class 50

T or F. Track 13.

6. Read about the ancient board game

and underline the verbs in past.

7.Classify the verbs from Activity 5

8. Read these sentences and underline

the irregular verbs.

listen for the answers.

6. Have Ss individually go over the text on page 70, underline the verbs,

and then compare their answers with a partner.

7. Classify the verbs from Activity 5 in these boxes.

8. Have Ss underline the irregular verbs. Then have them circle the

auxiliaries: have, had, won’t have.

TGuide p.77-

78

Lesson 1

Week 17

Class 51 I

practice

9. Read the sentences in Activity 8

10. Match the sentences

11.Complete the rules

12. Complete the table.

13.Read the sentences and unscramble

them

14.Complete the sentences with words

from the box

9. Elicit the sentence that talks about the future. Next, elicit the sentence

that talks about the past. Elicit words that can be used to indicate the

future: tomorrow, next year, in 2020, etc.

10. Analyze the four diagrams. Ask which of the diagrams best represents

an action in the past that is over. Then ask them which one of the four

sentences best describes an action that is over and done with, and elicit

the second sentence.

11. Have Ss work in pairs to complete the rules in the activity. Monitor

and check.

12. Have Ss complete the chart in page 72 and add two more verbs from

the Verb List on page 181.

13. Unscramble the sentence and review responses as a class.

14.Complete the sentences and ask Ss to make some by combining a

tense on the left with a time expression on the right.

p.71-72

TGuide p. 79-

80

Verb List on p.

181

Lesson/

Week/

Class

Lesson

Stages


& Materials

Lesson 1

Week 18

Class 52

I can

15. Use some of the verbs in Activity

12 to write five sentences

16. Read the instructions for the Bingo

game and put them in order.

17. Work in groups. Make the verb list

and the Bingo cards.

15. Use the verbs from the table in Activity 12. To compose sentences

containing irregular verbs, encourage Ss to write some examples in the

negative and interrogative. When Ss have finished writing their examples,

ask each S to share one of their examples with a classmate.

16. Ask Ss to work with a partner and number the steps listed on page 73

in sequential order. Check answers as a class.

17. Divide the class into groups of four. In each group, should devise a list

of 25 regular and irregular verbs. Instruct Ss to divide a sheet of paper

into twelve rectangles. Ss should then randomly choose twelve verbs and

write their past participle forms in the rectangles on their sheet (a

p. 73

TGuide p.80

24

18. Play the game.

different verb for each rectangle), making sure they are not exactly the

same.

18. Explain that each team has to nominate one person to call out the

verbs in their base form. The caller reads out the base form and Ss mark

the verb their hear until someone in the group completes his / her card

and calls out Bingo; that person becomes the new caller.

Lesson 2 Stages Activities Procedures Notes

& Materials

Lesson 2

Week 18

Class 53

I know 1. Work in pairs. How many different

words can you make with these

letters? Write the words.

2.Count the number of pints for each

word and add up the total

3. Read the history of a word game and

answer the questions

4.Number the events

1. 1. Write on the board the question: Who was Albert Mosher Butts and

what did he do? Ss open their Students Book on page 74.

2. 2. Nominate Ss to take turns reading the text out aloud. At the end of the

text, ask Ss to answer the question on the board.

3. Some letters are worth more points than others and Ss should therefore

review the letter tile values shown in the image from this activity.

4. 3. Now ask Ss to read the text silently and make and acrostic puzzle with

the inventor´s first name and other words in the text, example on Teacher

Guide page 81.

5. 4. Divide the class into groups of three and ask them to refer back to the

information provided in the extract from Activity 3 to place the events in

the order that they happened. Compare their answers with another

group. Check answers as a class.

p. 74-75

Glossary on p.

160

TGuide p.81I build

Lesson 2

Week 18

Class 54

I think

5.underline the verbs in the sentence

6.Read the sentences and circle the

irregular verbs

7. Classify the irregular verbs in the

table. Notice the patterns.

8.

5. Ask Ss to look back at the events listed in Activity 4. Instruct them to

underline the verbs in each sentence. Ask Ss if they notice anything in

particular that these words have in common.

6. Ss underline the irregular verbs

7. Instruct Ss to work with a partner to classify the remaining verbs from

the activity in the appropriate column.

8. Have Ss work in pairs to complete the rules about regular and irregular

verbs. Monitor and check.

p. 75-76

TGuide p.82-

83

25

Lesson/

Week/

Class

Lesson

Stages


& Materials

Lesson 2

Week 19

Class 55

I practice 9.Unscramble the verbs

10. Complete the text with the verbs in

Activity 9

11.Complete the crossword puzzle

12. Use words from the crossword in

Activity 11 to complete the sentences.

9. Ss will have to unscramble the words to form the verb inn simple past.

Answer individually. Check answers as a class.

10. Allow Ss time to read the text and decide the best answer before

going to the board.

11. Tell Ss to take a minute to read each of the clues listed to complete

the crossword puzzle. Working with a partner, Ss should use their

irregular verbs list and refer back to the previous activities to help them

complete the activity.

12. Ss can now use the answers from the crossword to complete the

sentences for Activity 12.

p.76-78

Lesson 2

Week 19

Class 56

I

can

13.Read the text and write six verbs on

the cards on p. 79

14. Exchange books with a classmate.

Find the sets of verbs.


continue the game. Track 14

16. In pairs play irregular verbs.

Concentration (Memory)

17. Write four sentences using the

verbs

13. Instruct Ss to take turns reading the text out loud with a partner. Have

Ss select the verbs they will write on the cards on page 79.

14. Ask Ss to exchange books and circle the sets of verbs, using different

colors with a classmate.

15. Play the audio once and ask how much the Ss understood, next play

the rest of the audio and ask Ss to explain the rest of the game in their

own words.

16. Each pair should prepare 18 small squares of construction paper and

write the base form of the first verb they choose on one square, the

simple past on another and the past participle on the third. Clarify

instructions.

17. After Ss have collected their sets, they should form silly sentences

using each of the three verb forms in the same sentences.

p.78-79

TGuide

p.84-85

Verb List on p.

181.

Product:1 Stages Activities Procedures for: Memory Game Notes&

materials

Week 19

Class 57

I get

ready

1. Write a name for each game p.80-81

27

2. Check the rules that are for the game

of Concentration (Memory)

3. Work in pairs select eight irregular

verbs

4. What materials will you need? Make a

list.

1. Nominate a student to read the first description listed in Activity 1.

Elicit which game is being described (Concentration / Memory) Do the

same for the next two descriptions given (Don’t Say the Word, Bingo)

2. Review the rules for Concentration as a class before looking at the rules

listed in the activity. After briefly discussing the game, read each of the

rules from Activity 2 out loud to the class. As each rule is read, the class

should confirm whether it is a rule for the Concentration game or not. On

page 80, go over the rules individually and check the rules that

correspond to Concentration. Have them compare their answers with a

partner.

Glossary on p.

161

TGuide p.87

I plan

28

Product: 1 Stages Activities Procedures Notes

& Materials

Week 20

Class 58

I do 7. Write the irregular on one set of

cards.

8. Copy the sentences without the

verbs on the other set of cards.

9. Exchange your cards with another

pair. Play the Concentration

(Memory) Game

10. Read the sentences out loud each

time a pair is found

I learn

5. Now that the Ss have their 16 cards they should select eight squares

and write the base form of the irregular verbs on them using colored

markers.

6. Ss copy the sentences they created in Activity 3 on the remaining eight

cards, but leaving a blank space for the verb. Check for spelling and

grammar mistakes.

7. Ask Ss to trade their set with another team. Ss can also play more than

once if time allows or switch with more than one group.

8. Pairs play against each other. To read the verbs and sentences each

time a set is matched. Ss should read the sentences out loud. Ask Ss to

come up with an additional sentence using the same verb and tense.

Emphasize that Ss should read the sentences out loud to practice their

intonation, rhythm, and stress.

Ask Ss what they can do now that they couldn´t do at the beginning of the



strengths during the process. Briefly have them discuss their responses to

the self-assessment in groups or with the rest of the class. Give positive

feedback for their effort and progress.

p. 81

Monitor Ss

TGuide p.87

Continuous

and Global

Assessment

p.100

All ready

to share

Week 20

Class 59

Self-Test3. Self-test Self-Test: page 170 of the Student Book Self-Test

Week 20

Class 60

Test 4. Formal Evaluation Formal Assessment: page 158 in the Teacher´s Guide Test

29

Uness1 and 2 All R

30



Lesson/ Week/Class

Lesson Stages



I know 1. What resources do you consider useful for research? Why?2. Read this extract from an encyclopedia and answer the questions

1. Ask Ss to identify the resource shown in each picture and, in pairs, explain whether or not they find the resource useful and why. After naming the resource in the photos, ask Ss to identify other resources.2. Have Ss work in pairs to predict what the text will be about. Elicit the graphic components commonly found in encyclopedias or websites. Have Ss read the extract silently and make a list of eight unknown words. Then have the four Ss work together to come up with a single list of eight wordsand look for these words in the Glossary on page 161. Finally ask questions that differentiate main ideas from secondary ideas, have Ss lookat the questions on page 83.

p.82-83

TGuide p.88Glossary on p. 161

I build


I think3.Read the text in Activity 24.Complete the organizer5.Read the sentences and circle T or F

3. Number each of the four paragraphs 1 through 4 and match the main ideas to the most appropriate paragraph. Check answers as a class by nominating four individual Ss from different groups to reveal their responses.4. Ask Ss to work in groups of three to complete the organizer using the information from Activity 2.5. Have Ss answer the statements and then share their answers with a partner.

p.84

TGuide p.89-90


I practice6. Look at the past events. Match themto the events that had happened earlier.7.Match the sentences to the corresponding diagram8.Complete the rules9. Cross out the sentence that is not related to the main idea10. Listen and check your answers. Track 1511.Complete the sentences

6. Ss read events 1 to 5. Explain that the events in the right column all took place before one of the events in the left column. Ask Ss to match the events that are related individually and then get together with a classmate to compare and discuss their answers.7. Have Ss work in pairs to decide the correct responses and then check their answers with another pair.8. Tell Ss to work in groups of three to complete the rules. Have Ss add more examples from the Verb List on page 181.9. Ask Ss to read the three paragraphs individually, marking the sentence that is not related to the main idea. Then get together with a classmate and check if they agree.10. Play the CD so Ss can check their answers.11. Ss complete the sentences.

p.85-86

Verb List on p.181

TGuide p.91

Monitor and check

31

Lesson/ Week/Class

Lesson

Stages



I can12. Read the information in the organizer. 13. Label the organizer with the main idea14. What is the topic of the information in Activity 12? 15. Write a short report about New Spain. 16. Do you think it is important to know the history of other countries? How does learning about history help us understand other cultures?

12. Ss look at the topic and images and suggest what they think the images represent. Then read the supporting details below and circle them.13. Ask Ss to use the titles to label the organizer’s main ideas. They shouldwork individually and use the images to help them decide where each main idea belongs. Check answers as a class.14. Have Ss write the topic in the box on top of the organizers.15. Have Ss look at the two organizers; the one on page 84 and the one onpage 87. Explain that now they are going to write their own report about New Spain.16. In groups of three discuss the questions. If you have time, discuss the answers with them and their different point of view.

p. 87

TGuide p.92

Lesson 4 Stages Activities Procedures Notes & Materials


I know 1. Organize the events on the timeline. Say what you know about each one.Reader: The Silver Flash Drive p. 72-842. Listen to Mrs. Bishop and number the illustrations. Track 16

1. Divide Ss into pairs and have them discuss which events are represented and then place the events on the timeline, identifying the chronological order of the events. Check answers.

Reader: The Silver Flash Drive. Read the title from the text in the Reader out loud: The Silver Flash Drive and have Ss predict what the text is about.Elicit questions about the text. Ask Ss to read from pages 72-84 and look at the comprehension questions on page 82 and answer them. Check answers.2. Elicit what historical points the images are illustrating. Tell Ss that they will be listening to a recording of the teacher, Mrs. Bishop, giving her introduction to the American Civil War, and they must number the illustrations in the order that they hear them.

p.88

TGuide p.93Glossary on p.85Reader Answer Key onp. 171

I build


I think3. Complete Paul´s notes on Mrs. Bishop´s presentation. Track 164. Read Pete´s report and answer the questions.5.Complete the timeline

3. Remind Ss that Mrs. Bishop asked her Ss to take notes, but they are incomplete. Ask them to listen and complete Paul’s notes on Mrs. Bishop’sexplanation presentation. Play the recording again. Check answers as a class.4. Ask Ss to circle the dates in the text and to calculate how long the

p.88-90

TGuide p.94-95

32

6. Where did these things happen?7.Complete the table with the underlined words from Activity 6

American Civil War lasted, using the circled information.5. Ask Ss to write the dates they circled on the timeline and then work in pairs and complete the information.6. Ask Ss to underline the word that tells us how frequently events happen and then ask them to circle the adverbs.7. Tel Ss to write the adverbs in the appropriate place.

Lesson/ Week/Class

Lesson

Stages



I practice 8. Complete the sentences9.Match the ideas or events 10. Match the sentences to the corresponding diagram and answer thequestion.11.Check the sentences that has two ideas or events.12. Read the sentences and underline T or F13.Complete the rules14. Unscramble the sentences15. Complete the sentences16. Use the events in the timeline to complete the chart

8. Ss complete the sentences individually and compare their answers witha partner. Check answers as a class.9. Ss match the eight ideas together to create four pairs of statements that correlate with one another.10. Ss match the sentences to the diagrams. Check answers.11. Ss select the three sentences that have two ideas or events.12. Ss first identify the verbs in the sentences and answer T or F.13. Complete the rules using the information learned in the previous activities. Check answers as a class.14. Provide adequate time to unscramble the sentences. Ss compare theiranswers.15. Ss read the sentences and notice the connector. Then have them complete the sentences with the correct form of the verb.16. Ss complete the years in the timeline and then use the information to complete the table.

90-92

TGuide p.95-97


I can 17. Write sentences using when …18. These sentences are about…19. use the sentences in activity 1820. Give your paragraph a title

17. Ss work with a classmate to match the two clauses and to place the connector when in the most appropriate place, using commas where necessary.18. Ss should order the events in the sequence they occurred by writing numbers 1 through 3 next to each sentence.19. Divide the class into two groups. Assign the first group to write a paragraph using the information provided in the previous exercise about the French invasion of Mexico. Assign the second group to write a

p.93

TGuide p.97

33

paragraph about the missing settlers Roanoke Island.20. Ss should write a fitting title for their paragraph.

Week 23Class 69

I get ready

I plan

1.Make a list of historical events2. Working in groups3. Complete the table with information4. Decide on the graphic …..

1. Have Ss choose a historic event, brainstorm topics as a class.2. Write the event they chose on a sheet of paper3. Choose a scheme to organize information.4. Ss should decide on the visual material that they can add to their report.

p.94TGuide p.98

Product 2 Stages Activities Procedures for: Anthology of reports on Historic Events Notes&Materials

34

Product 2 Stages Activities Procedures for: Anthology of Reports on Historic Events Notes & Materials

Week 24Class 70

I do 6.Decide who in your group will write about each idea7. Find out more details about your event. Add information to your notes.8. Use your notes to write the report9. Edit the report and make any necessary changes. Rewrite your report and add the graphic.

10.Present your report to another group.

11. Put your reports together to create an anthology

12. Make an index

I learn

6. As a team member, each member should be responsible for writing one of the main paragraphs, and the appropriate graphic components.7. Ss may need to search and select additional information from various sources.8. The reports should flow (in chronological order) and should be visually appealing.9. Each team member can take turns reading the other member’s paragraph and suggesting changes.10. Each group presents their report to another.11. The class can consider arranging the reports chronologically, alphabetically, by region, etc. The class must agree on the design for the anthology since it is a group effort.12. The index should include page numbers for each event, the title,and a list of authors (a list of students’ names). Have Ss create a cover page and back cover for the anthology for a more professional, finished appearance.

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 in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with therest of the class. Give positive feedback for their effort and progress.

p. 95

TGuide p.99

TGuide Continuous and Global Assessment Chart on p. 100

All ready to share

Week 24Class 71

Self-Test

1.Self-test 1.Self-Test: page 171 of the Student Book Self-Test

Week 24Class 72

Test 1.Formal Evaluation 1.Formal Assessment: p.159 of the Teacher´s Guide Test

35

36



Unit Tittle: Travel World Week Dates: February 29th to April 8th

Social Practice of the Language: Understand and incite

oral exchange regarding leisure situations

Learning Environment 1: Familiar

and Community

Product 1: Testimonial

Specific Competency: interpret and offer descriptions

regarding unexpected situations in an oral exchange.

Achievement (s): Can determine the function of pauses, rhythm and

intonation, negotiate meaning, rephrase ideas, use strategies to repairs

conversation, and anticipate central sense, main ideas and some details in

order to produce an oral text.

CO

NTE

NTS


Verb tense: Topic, purpose, and intended audience, contextual clues, speech register, direct and indirect speech,

acoustic features, types of sentences, adjectives and adverbs, adverbs of time and quantitative, language formulae

(greetings, and courtesy and farewell expressions), syntactic particularities of English: absence of double negative (e.g.

They didn´t go anywhere. They had no time to lose)


Listen to and explore descriptions of unexpected situations shared in an oral exchange: identify topic, purpose, and

intended audience. Identify attitudes and emotions. Interpret general sense, main ideas, and some details: identify

main ideas and information that broadens, exemplifies or explains them. Describe unexpected events: write sentences

to describe unexpected situations change direct speech into indirect speech and vice versa, produce spontaneous

descriptions of unexpected situations.


Show confidence in the use of English, promote constructive dialogues, and appreciate credibility and objectivity in

different descriptions.



Lesson/ Week/Class

LessonStages



I Know 1.Match the event to the country

Reader: Travel World p. 85-95

1. Ask Ss to analyze the pictures on the left. Ask: Do you know what these events are? Where are they taking place? Are there any similar events in your country? From the events shown in your Student Book, which one would you like to go to? Try to elicit as much information as you can from the Ss to motivate into conversation.

Reader: Travel World. Ask Ss to open their Readers to page 85. Ask them to flick through the chapter to anticipate subject, purpose, and intended audience. Tell them to take a look at the pictures and ask: What kind of text is it? Then focus on the titles and subtitles and have them speculate what the reading will be about. Lead a brief pre-reading activity to clarify the meaning of words. Have Ss individually read the customers’ opinion on page 94. Have Ss turn to page 95 in their Readers and look at the comprehension questions. Check understanding and ask them to work in pairs and answer the questions. Ask Ss to share and compare their answers with another pair of Ss. Check answers as a whole class activity.

p.98

TGuide p.103

Reader Answer Key onp. 172 of the TGuide.

Lesson 1 I build 2. Listen to the conversation. Track 17 p.98-100

37

Week 25Class 74

3. Listen again and answer the question. Track 174. Read the extract from the conversation.5.Look at the words in bold6.Match the time phrases7.Underline the correct opinion8.Look at the adjectives9.Match the rules to the examples10.Complete the sentences

2. Ask Ss: Has anyone ever won a prize? What kind of prize was it? Then tell them they will listen to a conversation of a radio program about a woman winning a trip. Play the CD for a general understanding. Ss go through the questions. Play the CD for a second time and ask Ss to check their answers.3. Play the CD. Have Ss listen to determine the place where the exchange takes place. Finally, focus on question number 4.4. Have a pair of volunteers read the dialogue. Work in pairs and circle thewords that tell you it is in the past.5. Ask Ss to answer the questions together with their partners.6. Tell Ss to match the columns. Check answers as a class.7. Give Ss a few seconds to answer and then check as a class8. Read the statements and tell Ss to answer True or False.9. Ss go through the sentences and match. Check answers.10. Ss answer the missing information.

TGuide p. 103-104


I practice 11. Listen to the unexpected situation. Track 1812. Listen again. Track 18.13. Complete Raul´s e-mail14.Complete the organizer15. Write the time adverbs16.Match the adjectives …

11. Pay attention to the details. Play the CD. Check answers.12. Instruct Ss to read the four questions. Play the CD. Check answers.13. Ss complete the sentences by changing the verbs in the box.14. Ask Ss to get in pairs and complete the organizer. Check work.15. Tell Ss to write the five adverbs in chronological order. Check Ss.16. Ask Ss to do the activity in pairs. Check answers.

p.101-102Audioscript onp.186 of SbooksTGuide p.105-106

Lesson/ Week/Class

LessonStages



I can 17.Write five of these adjectives18.Unscramble questions19.Complete Carmen´s testimonial20.Tell your friend about unexpected situation21. Work in pairs. Share..22. Is it easy or difficult for you share personal information?

17. Elicit the superlative forms orally. Give Ss time to go through the list ofadjectives and think of the superlative form of each one. Then write them down in the lines from their book on page 102.18. Elicit the first answer and then ask them to work in pairs and completethe rest of the activity.19. Ask Ss to read Carmen’s testimonial with the blank lines. Elicit the first answer. Point out that the verbs must be changed to the past tense. Ss complete the testimonial in pairs and share their answers with the class.

p.102-103

Glossary on p.162

TGuide p.106

38

20. Ss brainstorm and make notes about answers to the questions. Then ask them to write sentences to describe an unexpected experience of their own using Carmen’s testimonial or any other testimonial found in this lesson as an example. Get in pairs and exchange their texts. Then discuss the experiences and get more details about them.21. Ask Ss to change partners and share the experience of their partner in their previous activity with the new one. Encourage Ss to produce descriptions of surprising situations spontaneously. Reinforce the importance of paraphrasing. Remind them to use follow up questions, likethe ones seen in Activity 18.22. Ss reflect on their feelings when sharing personal information with theclass.

Lesson 2 Stages Activities Procedures Notes &Material


I know 1. What do you know about these Olympic Sports?2. Read the articles, what are they abut?3. Listen to the interview. Track 194. Work in pairs. How similar…?5. Answer the questions.

1. Elicit the sports that they watch. Ss look at the pictures and tell what they know about each sport. Then ask Ss to get in groups of three and discuss how the Olympic Games help relations between countries. Take notes. Share their conclusion with the Ss.2. Ask Ss to analyze both texts: What is similar about them? What is different?3. Ask for volunteers to read the questions. Play the CD. 4. Ask Ss to decide which are the similarities and the differences between the information in the articles and the interview.5. Ask Ss to work in pairs to answer the questions.

104-105

TGuide p. 107-108

Glossary on p.162

I build

Lesson/ Week/Class

LessonStages


Lesson 2

Week 27

Class 79

I practice 11. Complete the sentences with..

12. Read the sentences. Circle..

13. Complete the sentences with..

14. Listen to the interview. Track 20

15. Read the article and complete..

11. Read the first sentence and work with the class to figure out the

words that correspond in the blanks. Have Ss do the rest of the activity in

pairs.

12. Ask: What is direct speech? and explain it. Have Ss circle the sentences

that represent direct speech. Then focus on sentences 1 and 4. Elicit why

they are indirect speech.

13. Read the instructions and read the words in the box. Have Ss read the

first sentence and ask Ss to fill the blanks. Check answers.

14. Ss look at the options given before they listen to the CD. Play the CD.

p. 106-108

TGuide p.110

Audioscript on p. 187 in Sbooks

Glossary on p. 162

39

Have Ss listen again. Check their answers.

15. Ask Ss to read and complete the chart. Check answers.

Lesson 2

Week 27

Class 80

I can 16.Change the sentence to direct

speech

17. Change the sentences to indirect

speech

18. Use the picture to complete…

19. Work in pairs. Share your

testimonial with your partner

16. Write opening quotation marks on the board and ask Ss to complete

the sentences. Check if all Ss agree and, if necessary, review the elements

of direct speech.

17. Answer the first sentence as a whole class and tell Ss to finish the

activity on their own. Check their answers.

18. Working in pairs, ask Ss to use the pictures to help them fill in the gaps

in the article and to follow the cues of an unexpected situation. Monitor

and check the work.

19. Switch pairs and share their unexpected situations.

p.108-109

TGuide110-111

Product 1 Stages Activities Procedures for: Testimonial Notes & Materials

Week 27

Class 81

I get

ready

1. Look at the pictures of unexpected

situations. Has anything similar ever

happened to you?

2. Brainstorm an unexpected situation

3. Choose one unexpected situation

4. Establishing the order in which each

group will present their testimonial

5. What material do you need?

1. Tell Ss to look at the pictures and discuss if they are similar to any

situation that has ever happened to them. Exchange thoughts. Then ask if

someone would like to share their unexpected experience.

2. Think about some unexpected situations they have experienced. After

individual brainstorming, tell Ss to talk about their experiences with their

group.

3. In teams, Ss choose one of the unexpected situations they have talked

about by voting for which is the most interesting or amusing one.

4. Have Ss decide the order in which they will present their testimonial.

Explain that each team will have a fixed amount of time.

5. Ss think about the materials they might need to carry out this task and

ask them to make a list.

p. 110-111

TGuide p.112I plan

40

Lesson/ Week/Class

LessonStages


Week 28

Class 82

I do 6. Make a graphic organizer

7. Write sentences to describe

8. Organize the sentences into a text.

9. Proofread your text

10. Practice reading your text out loud.

Think about speed, volume, and

dramatic effects.

11. Participate in an exchange of

testimonials. Ask follow-up questions.

I Learn

6. Have Ss make a graphic organizer to elaborate on all the details needed

to describe the unexpected situations. Remind Ss to include information

to answer all the Wh-questions: who, where, when, what, and why.

7. Next, have Ss write sentences to describe their unexpected situation.

8. Have Ss put their sentences into an organized paragraph. Remind them

about the need to have an introduction, body, and closing, as well as to

specify and be very clear about the when, where, what, who, and how,

plus general information about their experience.

9. Ask Ss to revise their text and to ask their group members to proofread

it carefully. Explain that peer editing allows group members to make a lot

of progress in a safe environment. As a team, they should check that all

members are contributing to the creation of a clear and organized text.

10. Ask Ss to practice their testimonials to their group partners before

they exchange experiences with other groups. Ask Ss to focus on

intonation, speed, and pronunciation.

11. Have teams choose another group to work with and then the two

teams get together. Establish the time in which each group has to share

their testimonials. Encourage Ss to ask follow-up questions and to obtain

as much information as possible.

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






p.111

TGuide p.113

Continuous

and Global

Assessment

p.126

All ready

to share

Week 28

Class 83

Self-Test 1.Self-test Self-Test: page 171 of the Student Book Self-Test

Week 28 Test 1.Formal Evaluation Formal Assessment: page 159 of the Teacher’s Guide Test

41

Class 84

Lesson/

Week/

Class

Lesson Stages


& Materials

Lesson 3

Week 29

Class 85

I Know 1.What is the difference between

these types of entertainment

2. Look at the different styles of texts.

Check the one used in theater plays.

Reader: The Big Sell p.98-107

1.Ss look at the pictures and tell what they represent. Make predictions

about the lesson’s topic. Get them involved by asking questions about

their favorite programs or how often they go to the theater, the types of

movie genre they prefer, etc.

2. Have Ss look at the texts shown in the pictures in Activity 2. Ask: What

kind of texts are these? Can you recognize which of these correspond to a

theater play? How do you know? What elements show that a text is a

theatrical script? Ask Ss how they would feel about participating in a

public performance and explain this will be this learning environment’s

project.

p.112

TGuide 114-

114

42


Teacher: Academia de Inglés (Profesores José Luis Banda Saldaña, Juan Antonio Velasco Lamas y Brenda Aimé Partida Castro)

Unit Title: The Big Sell Week Dates: April 11th to 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

Product 2: Performance of a short

play

Specific Competency: Read plays in order to compare

attitudes and behaviors adopted by English-speaking and

Mexican persons.

Achievement (s): Can use various comprehension strategies, formulate and

answer questions about the attitude and behavior of persons, link non-

verbal communication with the dialogue´s sense and read short plays

CO

NTE

NTS


Acquisition of structured knowledge: Genre, topic, purpose, and audience. Text and graphic components. Colophon,

acoustic features, Text arrangement: stage directions, dialogues, etc; Adverbs: of time, of place; verb forms:

imperative: verb tenses: present (simple, progressive, perfect), past. Punctuation: dash, parentheses, squared

brackets, etc.


Select and explore short plays suitable for a young audience: identify textual arrangement, identify author(s), and

determine topic, purpose, and intended audience. Read a short play and understand general sense, main ideas, and

details: identify stage directions, determine current actions which are still taking place in the present and/ or begin in

the past and conclude in the present. Perform a dramatized reading of a short play, etc)]


Value drama as a reflection of attitudes and behavior, participate in communal cultural expressions, be conscious of

one´s own and other´s ideas and emotions



Ss open their Readers to page 98 and browse through the chapter’s pages. Ask questions: Who is the author? What do you notice about the chapter? What do you think it will be about? Have Ss read the first part of the text silently on pages 98-105. Now read the short play written by the characters. Ask Ss to read the different roles on the script on pages 106-107. Finally, have Ss turn to page 108 and look at the comprehension questions. Ask them to work in pairs and answer the questions. Share andcompare their answers.

Reader Answer Key onp. 172 of the TGuide.

Lesson 3

Week 29

Class 86

I build 3. Listen to the advertisement for a

local production of the Big Sell. Track

21.

4.Read the script and answer the

questions

5. Read the script in Activity 4 again

and underline the stage directions.

6.Label the script with words from the

box

7.Check the best option to describe

the main character

3. Tell Ss to look at the poster for the play The Big Sell. Ask Ss to share their

opinions on the poster: Is it attractive? What kind of information does it

show? Play the CD, have Ss identify the elements that differ between the

written text and the audio.

4. Have Ss look at the clipboards. Ask them: What text is it? Draw their

attention to characters / cast and elicit from them the difference between

both.

5. Ask: What do you notice about parenthesis? Why do you think there are

two different types of parenthesis?

6. Read the instructions and the words in the box. Give Ss a couple of

minutes to finish labeling the text and then have some volunteers share

their answers.

7. Ask Ss if they recognize which sentence defines the main character:

Ask: Which definition describes the traits of a main character. Then, ask

them to identify and describe the main character of The Big Sell. Explain

that the second definition describes a secondary or incidental character

and elicit examples

p.112-115

Audioscript on

p. 186

TGuide 116

Glossary on p.

163

Lesson 3

Week 29

Class 87

I think 8.Read the definition and answer the

questions

9. Complete the table with words from

the box.

10. Read the script and choose the

best option.

11.Read the play script in Activity 10

12. Listen and complete the poster advertising new play King Blear. Track 2

8. Ask a volunteer to read the definition.

9. Ask Ss to complete the sentences with the words in the box.

10. Ask volunteers to signal its different parts (author, title, setting,

characters, etc) Then ask Ss to choose the best option to complete the

sentence below.

11. Ask Ss to get in pairs and decide the stage directions they would write

for the dialogue.

12. Ask Ss to tell you what information is missing. Play the CD. 12. 12. Have Ss listen again and look at the Audio script.

p.115-116

TGuide p.117

Audioscript p.

188I Think

43

Lesson/ Week/Class

Lesson

Stages


Lesson 3Week 30Class 88 I can

13.Read the excerpt from the story14. Read the text in Activity 13 15. Compare your script 16. Work in groups. Choose and act one of the script17. Did you enjoy acting in the play?

13. Read the instructions and ask a S to explain what they are going to do.Tell Ss to turn to page 179. Ask them to analyze the organizer and pay attention to the information they will need. Go back to page 117 and readthe text silently.14. Read the instructions and tell Ss to write the script for the story. DirectSs’ attention to the quoted text that can be included in the script.15. Have Ss share what they have done and compare their scripts. Encourage Ss to provide feedback.16. Join two pairs together so Ss can act out their scripts.17. Have a brief discussion on Ss’ reactions during the short performance.

p.117

TGuide p. 118

Lesson 4 Stages Activities Procedures Notes &Materials


I know 1. What makes someone a good actor?2. Listen to the Big Sell excerpt and circle T or F. Track 233. Listen to the two readings of the excerpt from the play The Big Sell Track244. Circle the characteristics that make the reading of the play in Activity 3 better.5. Answer the questions about the play

1. Elicit the names of the actors and general information about them. Ask:Who do you like best? Who do you think is a better actor? 2. Ask general questions about it: What are they looking for in the play The Big Sell? What do they want to sell? Play the CD. Check answers as a class.3. Play the CD and then have Ss decide which of the two readings is better.4. Read the instructions and have a volunteer read the options. Ask Ss to circle the characteristics that make the reading of the play better and check answers as a class.5. Ask Ss to read and answer questions in pairs. You might play the CD onemore time (Track 20) in case Ss are unsure about the answers.

p. 118

TGuide p. 119-

120I build

Lesson 4

Week 30

Class 90 I think

6. Listen to these lines said with

different stage direction. Does the

meaning change? Track 25

7. Complete the sentences with words

from the box.

8. Read the paragraph. Circle the..

9.Match the sentences

10. Read the sentences

6. Play the CD twice and have Ss place arrows where the intonation goes

significantly up or significantly down.

7. Have different volunteers read the sentences out loud and elicit

answers.

8. Have a volunteer read the paragraph out loud. Then tell Ss to circle the

verbs in the text.

9. Ask Ss to read the list of tenses in the left column and then the

sentences in the right column. Then match the tense.

10. Work in pairs and answer the questions.

p.119-120

TGuide p.120-

121

45

I plan

I do

Product Stages Activities Procedures for: Performance Notes

& Materials

Lesson 4

Week 31

Class 91 I practice

11. Read the table and complete

12. Work in pairs. Act out

13. Answer the riddles using…

11. 14. Look at Liliana´s backpack

11. Ask them to get in pairs and fill in the blanks. Check answers as a class.

12. Ask them to choose a speaker and perform a dramatized reading of

the text with their partners.

13. Have Ss read the riddles and fill in the gaps.

14. Ask them to take a look at the items and describe them. Ask Ss to

unscramble the sentences.

p.120-122

TGuide p.122

Lesson 4

Week 31

Class 92 I can

15. Choose a theme to write a…

16. Write out the riddle from

Activity15

17. Complete the conversation to make

a script.

18. You are in Mexico City

12. 19. Work in pairs. Act out

15. Ss must take notes to have a clear idea of what they will write about.

16. Ask Ss to follow the model on the board and write their own riddle.

17. Ask Ss to complete the conversation on their own.

18. Ask Ss to get in groups of three and share information about Mexico

City. Then have a brainstorm and write on the board ideas about

interesting places.

19. Give Ss a couple of minutes to practice their telephone conversations

and choose the best way to say them.

p.122-123

TGuide p.123

Product 2 Stages 13. Activities Procedures for: Performance of a Short Play

46

Week 31

Class 93

I get

ready

1. Can you name these famous plays?

2.Select a short play

3. Determine who will interpret the

protagonist, secondary, …

4. Read the selected play out loud

5. Plan the stage directions

6. Determine the date and time for

each group´s performance

7. What materials will you need? Make

a list.

8.Read and rehearse the dialogues

1. Ask Ss what they know about the works of William Shakespeare. Ask

them to share their thoughts about these classics and discuss the

meaning of the topics of each play in the illustrations on page 124.

2. Organize the Ss in groups, each group chooses their own short play.

3. Have Ss consider who will play each role. Ask them to take into

consideration the length of the dialogues, the characteristics of each

character, etc.

4. Have Ss read their dialogues and determine the best way to say them.

5. Have Ss write their stage directions on their scripts.

6. Have Ss decide in which order they will perform their plays.

7. Ask Ss to think about all the things they will need in order to carry out

their performances.

8. Rehearse their short plays. Encourage them to rehearse several times at

home. Tell them to pay special attention to pronunciation and intonation.

A good practice is reading your lines first very slowly and then very fast.

p.124

TGuide p.124

I plan

I do

Product Stages Activities Procedures for: Performance Notes

& Materials

Week 32

Class 94

I do 14. Have a dress rehearsal 9. Advise S to choose clothing that is suitable for their play. p. 125

47

15. Perform the play in front of the class

I Learn

10. Remind groups about their order of appearance, as agreed last class.

Have each group come to the front to perform. Give positive feedback to

actors once they’ve finished performing.







T Guide 125

Continuous

and Global

Assessment

Chart p.126

All ready

to share

Week 32

Class 95

Self-Test 1.Self-test 1. Self-Test: page 172 of the Student Book Self-Test

Week 32

Class 96

Test 1.Formal Evaluation 1. Formal Assessment: page 161 of the Teacher’s Guide Test

48

49

All Ready Lesson Plan

Unit 5, Lesson 1 and 2



All Ready Lesson Plan Unit4,L

}

Lesson/Week/Class

LessonStages


Lesson 1

Week 33

Class 97

I Know 1. Look at the pictures and describe

them to a classmate.

2. Work in pairs. Discuss which

situations from Activity 1 are

controversial and which not.

3. Match the opinions to the correct

pictures.

Reader: Make the World a Better

Place p.111-120

4. Skim the text and underline the

most appropriate title of the debate.

5. Read the text in Activity 4 again and

match the beginning of each sentence

to the correct ending.

1. Ask them look at the photographs and describe them. Point out that

they should try to recognize the topic or the common factor linking the

photographs.

2. Elicit ideas from the meaning of controversial and, if necessary, explain

or elaborate the meaning. Have Ss work in pairs and let them discuss the

situations shown from Activity 1 they think are controversial.

3. Read the three opinions out loud and check for understanding. Ask Ss if

they agree or disagree which each statement.

Reader: Make the World a Better Place. Ask Ss open the Reader on page

111. Ask them to guess what they think the chapter will be about. Ask Ss

to go through it by just looking at the photos and ask them what they

think the functions of the photos are. Write the following questions on

the board: What is a debate? What does the moderator do? What’s

abstention? Is a decision always reached? Share their views with the rest

of the class. Ask: What debates would you like to see at school? Elicit

suggestions and write them on the board. Then ask Ss to read through the

rest of the chapter. Once they have finished, ask them to compare if any

p.128-129

TGuide p.128-

129

Reader: Make

the World a

Better Place

p.111-120

50



Unit Title: Make the World a Better Place Week Dates: May 9th to June 3th

Social Practice of the Language: Produce texts to

participate in academic events

Learning Environment 1: Formation

and Academic Environment

Product 1: Debate

Specific Competency: Write arguments in favor or against

a subject to intervene in a debate

Achievement (s): Can detect and establish links between a personal stance

and information which agrees or disagrees with it., emphasize or clarify

agreements or disagreement, solve doubts and encourage feedback in order

to edit agreements and/disagreements.

CO

NTE

NTS


Topic, purpose and intended audience, textual and graphic components. Word repertoire; synonyms; verb forms:

passive, connectors (but, while, however, yet); possessive genitive; pronouns: personal and reflexive. Regular and

irregular verbs. Word endings (e.g. –y, ie, and –e), punctuation.


Explore a topic of interest from various sources, read texts and interpret general sense, main ideas, and some details:

use strategies to point out information in agreement and/or disagreement with a personal stance, identify

relationships between parts of the text, establish connection between a personal stance and information in

agreement or disagreement with a personal stance. Write agreements or disagreements about a topic of interest to

participate in a debate: write a short text that expresses agreements and/disagreements. Edit agreements and or

disagreements.


Solve conflicts and foster understanding and respect, propose foundations for collective work, and promote

cooperation, constructive criticism, and respect other people´s opinion,

of the topics that were raised in the text matched the suggestions on the

board. Look at the comprehension questions on page 121 and ask them to

work in pairs and answer the questions.

4. Ask Ss to read the two titles from the box in Activity 4 and say if they

agree with them or not.

5. Elicit from Ss the two positions in a discussion or debate for and

against. Tell them to think what the arguments for and against wearing a

uniform at school could be.

Lesson 1

Week 33

Class 98

I think 6.Look at the pictures and guess

7. Listen to the teen radio. Track 26

8.Read the sentences and answer

9. Complete the sentences with words

from the box.

6. Look at the pictures in Activity 6. From what they can see, ask them to

guess what the teen radio debate is about. Have them describe the

pictures and help them with vocabulary to express their ideas.

7. Ss will listen to a debate about school uniforms and then complete the

table.

8. Ask Ss to read and answer the question and underline passive verbs in

the text. Check their answers.

9. Ss complete the sentences by choosing the correct word from the box.

Check answer.

p.130

TGuide p.130

Audioscript

p.189

Lesson 1

Week 33

Class 99

I think 10.Add the apostrophe to the correct

place in the underline words

11.Match the beginning of each

sentence


13.Match the beginning with the end


10. Ss Add apostrophes where appropriate. Check answers.

11. Ask Ss to work individually and match the first part of each sentence

to the correct ending.

12. Ss read the sentences and underline words with similar meanings.

13. Ss read the sentences and match the beginning of each one to the

correct ending. Check answers.

14. Complete the gaps in the sentences. Check their answers.

p.131-132

TGuide p.131

Lesson/

Week/

Class

Lesson

Stages


& Materials

Lesson 1

Week 34

Class100

I can 15.Unscramble the words to make

phrases

16. Rewrite the following sentences

using synonyms of the underlined

15. Ss unscramble the phrases and write them out in their Sbooks.

Remind them to use the correct punctuation and to think about capital

letters, etc. Check answers as a class.

16. Tell Ss to read the sentences and choose a word from the box to

p.132-133

TGuide p.132

51

words.

17. Read the opinions and write C for

Cell phones and H for Homework.

18. Choose one of the topics from

Activity 17, cell phones or homework.

19. Work in groups. Discuss and

compare your opinions

replace the underlined words in the sentences

17. Ask Ss what the main topics. Then, ask them to put an H for

homework and C next to the opinions referring to usage of cell phones.

Check answers as a class.

18. Divide Ss into groups. Ask Ss to go the corresponding p. of their

Readers (113-118) and look at the arguments. Allow them a few minutes

to read the information and then each group should decide who is going

to be for against. Then they select information to write their arguments in

their Sbooks. Monitor and check.

19. Ss in their groups, begin their debates comparing opinions and ideas.

Check and offer individual help where necessary.

Walk around

the classroom

Lesson 2 Stages Activities Procedures Notes

& Materials

Lesson 2

Week 34

Class101

I know 1.Complete the questionnaire for you

2.Complete the questionnaire in

Activity1 for a classmate

3. Do you think video games are a

good influence on teenagers?..

4. Look at the pictures in the text in

Activity6.

5. Skim the text in Activity 6.

6. Read the text and label it.

1. Ask them if they remember the first video game they played. Then Ss

work individually in the questionnaire on p.134 and complete the first

column about themselves.

2. Ss complete the second column of the questionnaire for their

classmate.

3. Ask Ss to read the question and answer it. Share their answers.

4. Ss look at the pictures in Activity 6. Without reading, have them tell you

which of the topics from Activity 4 the text refers to.

5. Ask Ss to skim the text and write two advantages and two

disadvantages of video games. Share their answers.

6. Ss individually read the text and label it with the components from the

box. Check answers as a class.

p. 134-135

TGuide p.133-

135

I build

Lesson 2

Week 34

Class 102

I build 7. Read the text in Activity 6 again

8. Read the text and underline

9. Match the beginning of each…

10. Read the sentences and circle

11. Complete the sentences with

words from the box

7. Ask Ss to read the text and underline the main ideas that show

agreement and circle the ones that show disagreement.

8. Ask Ss to read the text and find and underline the expressions that

show agreement and disagreement. Check answers.

9. Match the beginning of each sentence to the correct ending.

10. Ss circle the connectors that join two ideas. Check the answers.

11. Ss complete the sentences in this activity. Check the answers.

p.135-137

TGuide p.134-

135

Monitor

I think

52

Lesson/ Week/Class

Lesson

Stages


Lesson 2Week 35Class 103 I think

12.Read the text and underline13.Look at the table in Activity 1214. Complete the sentences with..15. Read the rule and answer…16. Read the arguments and match17. Match the columns to complete the sentences

12. Tell Ss to underline the words that end in –y. Then ask Ss to write the different words from the text in the appropriate column of the table. Ask Ss to compare their answers in pairs.13. Ss look at the words in the table from Activity 12. Draw their attention to the nouns and then to the verbs. Ss circle the words ending in –y that change.14. Ss look at the words in the box in Activity 14 and use them to complete the sentences.15. Point out how the spelling changes, for words ending in a consonant –y. Ask Ss to read the sentence and answer the question in pairs.16. Have Ss look at the pictures and read the speech bubbles in Activity 16.Then Ss read the titles of the arguments and match them with the correct picture.17. Ask Ss to read the beginnings and ends of the sentences in Activity 17

and to match them to make complete sentences.

p.137-138

TGuide p.136

I practice

Lesson 2Week 35Class 104 I can

18.Read the debate topics and check19.Complete the sentences about20. Put all the information together21. Work in groups. Share your texts.

18. Ask Ss to check the debate which is most interesting to them from the list in Activity 18.19. Ask Ss to read both sides. To write sentences to express agreeing or disagreeing, ask them to complete the phrases, adding their personal point of view.20. Ss write a short text that expresses agreeing and / or disagreeing arguments. Remind Ss to read their work to check for spelling, grammar, and punctuation.21. Ss work in groups and take turns to read their texts to one another.

p. 139

TGuide p.137

Walk around and monitor

Product 1 Stages Activities Procedure for: Debate

53

Week 35Class 105

I get ready

1. Read the texts. Check the topic2. Read the arguments for and against3. Research your topic using a variety of different sources.4. Write three extra arguments supporting the side you chose in Activity25. Work in groups. Compare your ideas.6. Write down the ideas from your group.7. Write the final version. Choose a moderator.

1. Ask Ss to look at the pictures on page 140 of their Student Books and identify the arguments presented. Then choose the topic that most interests them.2. Ss read the arguments for and against for the topic they chose in Activity 1. They select the argument they most agree with.3. Ss search information from various sources. 4. Ss organize their information in agreement or disagreements with a personal stance.5. Divide the class into two groups, one will debate cell phones, and the other one will debate school uniforms. Then ask Ss to subdivide their groups into those for and those against the argument.6. Have Ss to organize their ideas and remind them that it’s important to plan their text. Collect the draft version of their texts. Check their drafts before the next lesson.7. Hand back the drafts of Ss’ texts with corrections. Ss should then write the final version of their texts.

p. 140-141

TGuide p.138-139

I plan

I do

Product 1 Stages Activities Procedures for : Debate Notes & Materials

Week 36Class 106

All readyto share

8. Organize a debate. Use and present the ideas from the texts in Activity 7.9. When the debate is over, vote on who is for, who is against and who abstains.

8. Both groups will debate. Decide which topic will be debated first, the moderator of the first group presents the introduction. Then they signal who can start, and they manage the debate until the end. Groups take turns to put forward their arguments. Each debate will have fifteen minutes. Be strict with the time limit.9. At the end of each debate, the moderator should briefly resume the main arguments and ask the rest of the class to vote by rising their hands to show if they are for, against, or if they abstain. The moderator counts the votes and announces the winner of each debate.

p. 141

TGuide p.139

54

I Learn Ask Ss what they can do now that they couldn’t do at the beginning of thelearning environment and listen to their responses. Then have them answer the I learn box in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.

Ask Ss to reflect on Lesson 1 and 2. Ask them what they’ve learned in the debates and in English. Encourage them to say what they found easy and difficult in the lessons.

Week 36Class 107

Self-Test 1. Self-test 1. Self-Test: page 172 of the Student Book Self-Test

Week 36Class 108

Test 1. Formal Evaluation 1. Formal Assessment: page 161 of the Teacher’s Guide Test

55

56



Unit Title: A Weekend Away Week Dates: June 6th to July 1st

Social Practice of the Language: Interpret and convey

instructions found in daily life

Learning Environment 2: Familiar

and Community Environment

Product 2: Activity Schedule

Specific Competency: Understand and offer instructions

to plan a field trip.

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

clarify instructions, offer explanations to clarify instructions, rephrase

instructions to confirm comprehension, compose instructions, appraise the

pertinence of following or not, instructions.

CO

NTE

NTS


Topic, purpose, and intended audience, context clues, word repertoire; verbs: modals; verb tenses; verb forms:

imperative; future tense verb forms


Listen to and explore instructions to plan a field trip: identify place and medium, distinguish volume, tone, rhythm,

speed, and intonation. Interpret general sense, main ideas, and some details: infer meaning, identify sentence

structure, and establish sequence of enunciation. Offer instructions for the planning of a field trip: write instructions,

determine speech register, rephrase ideas, and judge the relevance of instructions.


Foster group interaction, strengthen interpersonal bonds, and become aware of mutual responsibility with the group.

All Ready Lesson PlanUnit 5, Lesson 3 and 4All Ready Lesson PlanUnit 5, Lesson 3 and 4





Lesson/ Week/Class

LessonStages


Lesson 3

Week 37

Class 109

I Know 1.Make a list of the differences you see

between the pictures

2. Work in pairs. Look at the items

used for camping and number them.

3. Work in groups. Decide on the same

order of importance for the items in

Activity 2

Reader: A Week Away p.124-134

4.Look at the pictures and guess what

the telephone call is about

5. Listen to the message to confirm

your prediction. Track 27

6. Listen to the message again and

check. Track 27

7. Listen to the message and match.

Track 27

1. Ss look at the pictures in Activity 1. Elicit what is happening in each one.

Then elicit the main features that are different. Finally, ask Ss where they

would prefer to go and why.

2. Ask: What equipment do you need to go camping? Elicit ideas. Then

have Ss working in pairs look at the pictures and identify the camping

items.

3. Ss get into groups and compare their answers. Ss justify their answers.

Reader: A Week Away. Read the title of the Chapter 10. Elicit ideas as to

what they think the chapter is about. Ask them to read pages 124-133. Ss

go to page 134 and look at the comprehension questions. Share and

compare their answers.

4. Ss describe what they can see. Elicit ideas and write them on the board

for reference.

5. Tell Ss they are going to listen to the message and see if matches their

predictions from Activity 4. Play the CD.

6. Ss listen to the message again and check the items Amy needs to pack

for the trip.

7. Ss listen to the message again, but this time they need to match the

first half of the sentences in Activity 7 to the correct endings.

p.142-143

Glossary on p.

165

TGuide p. 140-

141

Reader

Answer Key on

p. 172.

I build

Lesson 3

Week 37

Class 110 I think

8. Read the text and write MI for main

idea or D for detail.

9. Read the sentences and circle the

best option to complete each one

10. Complete the sentences with

words from the box.

8. Ss read the text and write MI or D in the gaps.

9. Read the sentences in Activity 9 and circle the best option.

10. Ask Ss to read the sentences in Activity10 and to try and complete

them orally. Then ask them to complete them in their Sbooks and check

their answers with a partner.

p.144

TGuide p.142

Lesson 3

Week 37

Class 111 I practice

11. Read the letter.

12.Match the beginning of each

13. read the sentences and number

14. Complete the instructions

15. Read the sentences and write

16.Read the sentences and write the

11. Ss circle the sentences with need and underline the sentences which

give instructions. Check answers as a class.

12. Draw Ss’ attention to the list of items attached to the letter in Activity

1. Have Ss look at the beginnings and endings of the sentences and match

them to make complete sentences.

13. Ss read the sentences and put them in the correct order.

p.145-146

TGuide p.142-

143

57

appropriate instructions 14. Ask Ss to think of instructions they could make with those verbs.

Finally, have Ss complete the sentences.

15. Ss read the sentences and write which instruction from Activity 14

they refer to.

16. Ss look at the sentences. Ask if they are problems or instructions. Ss

write the corresponding instructions. Check answers as a class.

Lesson/ Week/Class

LessonStages


Lesson 3

Week 38

Class 112

I can

17. Match the beginning of each beach

activity

18. Read the flyer and make a list

19. Work in pairs. Share your list

20. Work in pairs. Take turns to say

sentences

21.What places would you recommend

to visit

17. Ask Ss about different activities they can do on the different types of

trips. Then Ss match each beach activity to the correct ending.

18. Ask Ss what type of text they think is. Ask them to read the flyer and

make a list of the things they might need to take to the beach with them.

19. In pairs, ask them to share their lists of things they might need to take

with them and to explain why they need those items.

20. Encourage Ss to give further explanations to clarify instructions, elicit

the response. Point out the conversation in their book, model it, and have

them practice it.

21. Ask Ss to brainstorm some famous places to visit in their city or town.

Ask them to individually choose their favorite and think of the reasons

why they like that place best. When Ss finish, ask them to share their lists

with two other pairs.

p.147

Glossary p.165

TGuide p.144

Lesson 4 Lesson

Stages


& Materials

Lesson 4 I know 1. What do you like to do on …..? p.148-150

58

Week 38

Class113

2. Have you ever traveled with …?

3. Read the text and underline ….

4. Listen to the Head Explorer and

check. Track 28


identify. Track 29

6. Listen to the conversation. Track29

1. Elicit the activities. Ask Ss what they usually do on the weekend, and if

ever includes any of these activities.

2. Elicit answers. In pairs, ask them to discuss the questions together.

3. Ask Ss to read the text and underline the plans mentioned.

4. Play the CD and ask Ss to complete the activity by recognizing general

information regarding a field trip.

5. Play the CD and ask Ss to identify the gist of the conversation.

6. Give Ss some time to read over the sentences before playing the CD.

Alternatively have Ss listen again and look at the Audioscript, to check

their answers.

TGuide p.145-

146

Audioscript

p.190

I build

Lesson4

Week 38

Class 114

I think

7.Look at the itinerary


9. Read the sentences and circle

10. Read the text and circle the verb

11. Choose the best option

7. Ask Ss to read the sentences expressing plans. Elicit answers.

8. Ss write N (Now) or F (Future) next to each sentence.

9. Ss read the sentences and decide whether each one is T or F.

10. Ask Ss to read the text to find out the verbs that refer to the future.

11. Ss read the two sentences and choose the best option.

p.150-151

Lesson/ Week/Class

LessonStages


Lesson 4

Week 39

Class 115

I practice 12. Underline the phrases


14. Listen to the conversation. Track 30

15. Use the information

16. Rewrite the following sentences

12. Ask Ss read the conversation. Elicit phrases that they think are used to

help clarify information, and ones that express that the speakers are

apologizing for misunderstanding.

13. Ask Ss to complete the sentences using going to or will. Tell them to

check their answers in pairs and then check as a class.

14. Ask Ss what they think Tom could be doing on the weekend. Play the

CD and Ss make their notes. Play the CD again for them check their

answers.

15. Ss use their notes to describe what Tom is doing on the weekend.

16. Ask Ss to look at the questions and rewrite the sentences to clarify

information or to apologize.

p.151-152

TGuide p.147-148

Monitor

Lesson 4

Week 39

I can 17. Look at the different destinations

18. Make a list of some the things

17. Have Ss check their favorite destinations. Share their answers.

18. Ss complete the list of items they would need to take their destinationp. 153

59

Class 116 19. Write reasons to explain

20. Write an itinerary

of choice from Activity 17.

19. Ss write down reasons why they chose to bring those particular items.

20. Ss complete their itinerary for the weekend in note form. TGuide p.149

Product 2 Stages Activities Procedures for: Activity Schedule Notes & Materials

Week 39

Class 117

I get

ready

1. Work in groups. Choose a field trip

destination for your class.

2. What materials do you need? Make

a list

3. Use the organizer on p. 180

4. Write instructions for the activities

written down in Activity 3

5. Share your sentences

6. Work in groups. Compare your

activity

7. Work in groups and decide on the

final version

1. Ss select one of the destinations to plan a field trip for their class.

2. Ask Ss what materials they will need to make their activity schedule,

and to write a list.

3. Tell Ss to choose which activities they would like to try or talk about

those they have already done. Ss turn to page 180 and look at the graphic

organizer. Ss complet the organizer.

4. Ss think of the different activities they are going to do at their camp and

things they need take to do these activities.

5. Ask Ss to share their sentences in groups.

6. Ss compare all their activity schedules and instructions.

7. In their groups, decide in the final version of their activity.

p.154-155

TGuide p.150-151.

Organizer p.180 in the Worksheet Section

I plan

I do

60

Product 2 Stages Activities Procedures for: Activity schedule Notes & Materials

Week 40

Class 118

All ready

to share

8. Present your activity schedule to the

rest of the class.

I learn

Ss share the instructions and activity schedules for their chosen

destination. Have each group of four present their field trip activity.

Remind them to think about their pronunciation, and give them time

beforehand to practice the enunciation of the schedule.



answer the learn box on p. 155 of their Student Books. Explain that its

purpose is to assess their performance while making the product in order

to improve weaknesses and reinforce strengths during the process. Briefly

have them discuss their responses to the self-assessment in groups or with

the rest of the class. Give positive feedback for their effort and progress.

P.155

TGuide p.151

Continuous

and Global

Assessment

Chart p.152

Week 40

Class 119

Self-Test 1. Self-test 1. Self-Test: page 175 of the Student Book Self-Test

Week 40

Class 120

Test 1. Formal Evaluation 1. Formal Assessment: page 163 of the Teacher´s Guide Test

61

Escuela Secundaria Técnica 107 Academia de Lengua Extranjera Ciclo 2015-2016 Planeación Didáctica...

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