Escuela Secundaria Técnica 107 Academia de Lengua...

Escuela Secundaria Técnica 107Academia de Lengua Extranjera

Ciclo 2015-2016Planeación Didáctica 1er grado

Profesores: Daniel Arvizu, Brenda Partida Castro, José Luis Banda Saldaña

Libro de texto: All Ready I

Libro de Lecturas (reader):

School: Secundaria Técnica 107 Grade: 1st Group: AB C D E F

Teacher: Brenda Partida Castro, Daniel Arvizu, José LuisBanda Saldaña

Week Dates: August 24th to September 18th

Social Practice of the Language: Understand and convey information about goods and services.

Learning Environment: Familiar and Community

Product 1: Acting-out a dialogue

Specific Competency: Give and receive information for performing community service.

Achievement (s): Identifies topic, purpose and intended audience. Predicts the general meaning from words and expressions similar to those of the mother tongue. Distinguishes expressions in oral exchanges. Recognizes the composition of expressions in oral exchanges. Produces expressions to provide information. Adjusts volume and speed when constructing oral texts.

CON

TEN

TS Knowing about the Language:

Listen and check a dialogue about the performance of community service. Understand the general meaning and main ideas.Exchange information about the performance of community Service.Doing with the Language:

Topic, purpose and intended audience.Context clues: environment sounds, background noise, relationship between participants, attitudes, etc.Form of communication: on-site, distance.Structure of dialogue, opening, body, closure.

All Ready 1 Lesson Plan Unit 1, Lessons 1 and 2

Speech registers.Repertoire of words necessary for this social practice of the language.Composition of expressions.Similarities and differences between the mother tongue and English language.Acoustic features: tone, intonation and pronunciation.Sentence types. Connectors (e.g., if, then, and, because).Verbs: modals.Being through the Language:

Participate appropriately during oral exchanges.Foster confidence within interpersonal relationships.

Lesson/Week/Class

LessonStages

Activities ProceduresNotes&

Materials

Lesson 1Week 1

Class 1

Lead-in

Class introduction

1. Number the pictures in the order you hear them.

2. Label the places in Activity 1 usingwords from the box.

Reading: Let’s Go to Boulder

* T introduces his/herself to Ss pointing to his/herself saying: Hello! I’m (name), I’m (age) and I’m (nationality). Then T asks Ss to write their name, age, and nationality and the T points the Ss and elicits the information. 1. T plays the CD and asks for volunteers to describe what they heard and say where they can hear those sounds. After that, Ss open their Student Books to page 8 and look at the pictures, they may describe them aloud. T asks Ss to number the pictures in the correct order and plays the CD again for Ss to check their answers. They can compare with a classmate. 2. T goes over the words in the box with the Ss, and asks them to write the name of the places on the spaces provided using words from the box, and then has students exchange books with a classmate to compare and check their answers. * T asks Ss to open their Readers to page 7 and flick through the pages of Chapter 1 focusing on the pictures. Ss describe what they see. Then T reads aloud paragraph by paragraph asking questions between them to increase Ss’ interest in the information. Then T tells them to work in pairs in the Comprehension Questions, p.17, and finally checks answers orally.

All Ready

Student

Book 1

p.8

CD Audio

track 02

Reader

p. 7-17

I know

Reading

Lesson 1Week 1

Class 2

I build 3. Listen and circle T for True of F for False.

4. Listen to the conversation and complete the sentences.

5. Match the places to the community service they offer.

3. T asks Ss to open their Student Books to page 8 and look at the picture and tells them that they are going to listen to the conversation between the people in the picture. T plays the CD and asks comprehension questions at different points if needed and then asks Ss to circle T of F as they listen. Then T checks answers orally.4. T asks Ss to look at the picture on page 9 and tells Ss that they are going to listen to the conversation between the people in the picture, plays the CD pausing if necessary and asking comprehension questions at different points. Then T reads the first question aloud and asks Ss to complete the two sentences individually. Finally, T reads the two sentences aloud, having Ss answer altogether. 5. T asks Ss to match the places to the community service they offer and has them to share and compare their answers with a classmate.

All Ready

Student

Book 1

p. 8 & 9

CD Audio

track 03 & 04

I think

Lesson 1Week 1

Class 3

6. Read the underlined expressions in each conversation and decide which ones ask for help and which ones offer help or information. 7. Read the conversations in Activity 6 again. Write the offers and requests under the correct heading. 8. Complete the sentences.

6. T asks Ss to open their Student Books to page 10 and look at the first picture, then hasthem to read the first conversation in silence, explains new vocabulary if necessary and asks questions about the conversation to check comprehension, and then repeats with the other two pictures and conversations. 7. T asks the Ss to work in pairs and to read the conversations in activity 6 again. To distinguish composition of expressions, T asks them to write the underlined expressions under the correct heading, allowing enough time for Ss to do this, and walking around the class, monitoring and helping if necessary. Then T asks for volunteers to come to the board and write the offers and requests on the table. 8. T asks Ss to think about the conversations and complete the sentences on page 11 individually. They have to share and compare their answers with a classmate to foster confidence within interpersonal relationships.

All Ready

Student

Book 1

p. 10 & 11

Lesson 1Week 2Class 4

Ipractice

9. In pairs, decide which expressions come first, second, and at the end ofthe conversation. Then write the conversation in order. 10. Divide the conversation into opening, body, and closure. 11. Write the services each place provides.

9. Ss open their Student Books to page 11 and get in pairs. Then look at the sentences in activity 9 and decide which expressions come first, second, and at the end of the conversation, and then write the conversation in order on the space provided. T asks for volunteers to act out the conversation and have the rest of the class compare and check their answers. 10. To determine sequence of enunciation and identify structure of dialogue, Ss have to look at the three boxes and notice that conversations have an opening, a body, and closure. Ss have to look back at the conversation in activity 9 and divide the conversation. They need to share and compare their answers with a classmate. 11. T asks Ss to the example to write the services and elicits answers with a classmate and for volunteers to read their answers.

All Ready

Student

Book 1

p. 11

I can 12. In pairs, take turns saying the sentences. Then match the expressions below to make appropriate suggestions.

12. T asks Ss to read the sentences in silence and asks them if there are any new words, if so, explains their meaning and models their pronunciation. Then Ss look at the expressions and match them to make appropriate suggestions. Then Ss read the suggestions aloud. They can go to the Glossary on page 156 to clarify the meaning of

All Ready

Student

Book 1

13. Write the suggestions in activity 12 and add two of your own.

words. 13. To compose sentences to provide and be provided with information, T has Ss share and compare their answers with another classmate and for volunteers to read aloud the sentences they added.

p. 12 & 13

Lesson 2

Week 2

Class 5

I know 1. Match the expressions to theperson who normally says it. 2. Match the signs to the placeswhere you may see them.3. Listen to the hip hop song aboutcommunities while you read along.Then answer the questions.

1. Ss open their Student Book to page 14 and look at the pictures, and then match the expressions to the person who normally says it, after that compare with a partner. 2. Ss look at the pictures in exercise 2 and T asks where they see that kind of signs, thenSs match them with the places. Then Ss compare answers with a partner. 3. T plays the CD and Ss listen to the song, after that, in pairs, answer the questionsabout the song, some volunteer can read his/her answers aloud.

All Ready

Student

Book 1

p.14 & 15

CD Audio

track 05

I build

Lesson 2

Week2

Class 6

4. Listen to the conversations and answer the questions. 5. Read these extracts from the conversations in activity 4. Write A for Affirmative sentences. Q for Questions and N for Negative sentences. 6. Read the conversation and label its parts using words from the box. 7. How do you say the sentences in Activity 6 in your own language?

4. T explains Ss that they are going to listen to some conversations and then plays the CD. After that, in pairs, Ss answer the questions about the conversations; they can use the pictures as clues. 5. T encourages Ss to read the extracts form the conversations and reflect if they are affirmative, questions, or negative sentences. Then Ss write A, Q or N on the lines. 6. Ss look at the picture and say what they are doing, and then read the conversation individually, after that they have to label the parts of the conversation and compare witha partner. 7. Finally, Ss have to write on the space given how they say the sentences in the last conversation in Spanish.

All Ready

Student

Book 1

p.16 & 17

CD Audio

track 06

I think

Lesson 2

Week 3

Class 7

8. Read the sentences. What do you notice about the word order?9. Write the sentences in Activity 8 in the correct place in the table. 10. Unscramble the sentences.

8. T asks Ss to open their Student Books to page 18 and read the sentences in the Activity8 and reflect about the word order. 9. Then Ss write the sentences in the correct place in the table; Ss can work in pairs. 10. T ask Ss to look at the pictures, and then elicits them to unscramble the sentences, Sscan work in groups of tree and compare their answers with other Ss.

All Ready

Student

Book 1

p. 18 I practice

Lesson 2

Week 3

Class 8

11. Read the list of community services. Write what you can do there using words from the box. 12. In pairs, choose a community service. Write the expressions you need to start a conversation, find information, and end the conversation. 13. Write your conversation and practice it with a classmate.

11. Ss read the list of community services given. Then they have to write what they can do there, they may use the words given. T elicits volunteers to read aloud their answers, the whole class checks them.12. Ss in pairs need to choose a community service to write expressions to start, find information, and end the conversation; they can use the conversations of the unit as examples. 13. Then Ss write the conversation on the space given and act out with a classmate; they can change roles to practice.

All Ready

Student

Book 1

p. 19

I can

Product 1:

Acting-out a

dialogue

Week 3

Class 9

I get ready 1. I pairs, choose one of the community services. 2. Work in pairs. Decide what you need from the service that you chose. 3. What materials do you need? Make a list.

1. T explains that they are going to act-out a dialogue as their first product. First, Ss have to choose one of the community services. 2. Then they may work in pairs and plan what they need form the service they chose. 3. After that discuss which materials they can bring next class to help them do a better job.

All Ready

Student

Book 1

p. 20 & 21

I plan

Product 1:

Acting-out a

dialogue

Week 4

Class 10

I do

4. Decide which questions to ask. 5. Discuss your possible answers and offer more detail. Here is some useful vocabulary. 6. Write out your dialogue with a proper ending. Follow the example below. 7. Decide roles and turns of participation.

4. T elicits the Ss to continue with their product; they work in pairs again and then decidewhat questions the need to ask in the conversation. 5. Then they have to discuss the possible answers with details, they may use their dictionaries. 6. After that, Ss write the dialogue with a proper ending. They can look at the examples or use them.7. Finally, they need to decide what role to take and their turn of participation. They must practice several times before the presentation.

All Ready

Student

Book 1

p. 21

All ready to

share

8. In pairs, practice the dialogue and act it out in front of your group.

8. T decides place and time of the presentations. Ss, after several practices, may act it outin front of the group. Together, T and Ss, decide which presentation was the best.

All Ready

Student

Book 1

p. 21

Self-Test

Week 4

Class 11

I learnCheck Very well, well or need

help.

T explains to Ss that they have to check according to their performance. Ss individually need to reflect and answer the self-assessment.

All Ready

Student

Book 1

p. 21 Formative

Assessment

Week 4

Class 12

Formative

Assessment

1. Match the parts of the sentences. 2. Use the phrases in the box to complete the conversations. Where are these people?

As partial assessment, Ss have to answer the test.

All Ready

Student

Book 1

p.166


Teacher:Brenda Partida Castro, Daniel Arvizu, José Luis Banda Saldaña.

Week Dates: September 21st to October 15th

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

Learning Environment: Literary and Ludic

Product 2: Big book

Specific Competency: Read classic tales and write a short storybased on them

Achievement (s): Uses known comprehension strategies. Recognizes the general meaning from some details. Formulates and answers questions in order to locate specific information. Expresses personal reactions to literary texts, using known oral expressions. Retells events using images. Organizes sentences into a sequence of actions.

CON

TEN

TS Knowing about the Language: Topic, purpose and intended audience.Graphic components.Textual components.Narrative elements.Repertoire of words necessary for this social practice of the language.Verb tenses: past.Verb forms: progressive.Adverbs of time and pronouns.Non-frequent or absent letter groups found in mother tongue (e.g., ee, gh).Differences between British and American variants (e.g., -our/-or, -re/-er).Doing with the Language:Select and check classic tales.Read and understand the general meaning and main ideas of a classic tale.Speak about and rewrite key events of a classic tale.Being through the Language:


Acknowledge reading as a recreational activity.Understand and appropriately contribute in discussions.Foster respect towards others’ opinions.

Lesson/

Week/

Class

Lesson

StagesActivities Procedures

Notes

& Materials

Lesson 3

Week 5

Class 13

I know 1. In pairs, discuss what you remember about the story. 2. Read the extract and circle T for true and F for false. 3. Skim the text to find the general idea of each paragraph. 4. Scan the paragraphs to find the specific information below.

1. Ss open their Student Books to page 22 and look at the picture, then T elicits some volunteers to tell their classmates what they remember about the Story of King Arthur. 2. Ss read the Story and then circle T or F, they can work in pairs, at the end T asks for some volunteer to read the answers aloud, the rest of the group can correct them. For activities 3 and 4, Ss have to skim the text, write on the lines the main ideas of each paragraph, and then scan them to answer the questions.

All Ready

Student

Book 1

p. 22 & 23

I build

I think

Lesson 3

Week 5

Class 14

5. Match the sentences to the elements in narrative and text components. 6. Complete the sentences using words from the box. 7. Write the correct tense after each sentence: past simple, past continuous, or interrupted past.

5. Ss have to reflect about the elements of the narrative and the text components, and then they may match the columns about them. 6. Then T asks Ss to work in pairs or individually and tell them to read the paragraph andthen complete the sentences using the words given. 7. T explains the verb tenses on the board and writes some examples, and then Ss say in what tenses the sentences are, after that, T asks Ss to write the correct tense after the sentences given.

All Ready

Student

Book 1

p. 24

Lesson 3

Week 5

Class 15

8. Complete the sentences using words from the box. 9. Number the events from the storyin the correct order. 10. Underline the actions in past simple and circle the actions in past continuous. 11. Listen to the story and complete the text using words from the box.

8. T asks Ss to remember when to use each of the verb tenses and elicits some volunteers to write on the board some examples of each, after that, Ss complete the rule using words from the box. 9. Then Ss have to look at the pictures and number the events from the story in the correct order, they can use the story on page 22 and 23 to look for clues. 10. Finally, Ss read the paragraph about King Arthur and underline the actions in past simple and circle the actions in past continuous; they can check their answers with a partner. 11. T plays the CD and Ss listen to the story to complete the text using the words given. Ss can ask the T to play again the track if they need. Then T asks for some volunteers to read the paragraphs to check the answers.

All Ready

Student

Book 1

p. 25 & 26

CD Audio

track 07

I practice

Lesson 3

Week 6

Class 16

I practice 12. Complete the organizer. 13. Read the table and complete theorganizer. 14. Skim and scam the fable again and answer the questions.

12. T asks Ss to open their Student Books to page 26 and ask for some ideas about the story they heard last class. Then T encourages Ss to complete the organizer using the information from the story. 13. Then T elicits from Ss what a fable is. Then Ss read individually the fable on page 26 and complete the organizer about it. 14. Ss need to read the fable again and answer the questions. They may check their answers with a partner.

All Ready

Student

Book 1

p. 26 & 27 I can

Lesson 4

Week 6

Class 17

I know 1. Check the fairy tales you know. Work in pairs, choose one tale and write what you remember about it. 2. Match the sentences to the pictures. 3. Number the events in the correct order.

1. T asks Ss to remember some of the tales that they read as children, and then Ss open their Student Books to page 28, look at the pictures, and check the fairy tales that they know. Then, in pairs, they choose one tale and write the story on the lines. 2. Then Ss look at the pictures and read the sentences, they have to match them. 3. Ss read the sentences about the last story, and then they have to number the events in the correct order.

All Ready

Student

Book 1

p. 28 & 29

I build

Lesson 4

Week 6

Class 18

4. Check the story of The Silkies in Activity 3. Write a cross next to the things you didn’t like and a check mark next to the things you liked. 5. Check the story of The Silkies in Activity 4 again and answer the questions. 6. Skim The Silkies again and complete the organizer with the key events from the story in activity 4.

4. T writes on the board like and don’t like and asks for some volunteers to write the things that they like and don’t like. Then T asks them to open their Student Books to page 29 and put a cross next to the things they didn’t like and a check mark next to the things they liked. 5. Then Ss have to read the story of the Silkies again and, in pairs, answer the questions about them. Finally, T asks for some volunteers to read aloud their answers to check them.

All Ready

Student

Book 1

p. 29 & 30I think

Lesson 4

Week 7

Class 19

I think

7. Match the words to the descriptions. 8. Read The Silkies in Activity 4 again. Write complete sentences about the events you liked or didn’t like from the story using words from the box. 9. Write the sentences under the correct heading. 10. Circle the correct option.

7. T asks Ss to open their Student Books to page 30 and asks for some volunteers to comment about the story of the Silkies in Activity 4. Then Ss individually have to match the words to the descriptions. 8. Then the Ss complete the table about likes and dislikes, using complete sentences and the words from the box. 9. Ss write the correct sentences under the cause or effect using the phrases from the box. 10. Finally, Ss read the sentences and decide the correct option to complete them; they have to circle them.

All Ready

Student

Book 1

p. 30 & 31I practice

Lesson 4

Week 7

Class 20

I can

11. Read the story and write the correct tense of the verb in each parenthesis. 12. In pairs, complete the paragraphs according to the events in the story. 13. Answer the questions about the story in Activity 11.14. Complete the organizer with information from the story in Activity 11. 15. In pairs, rewrite the story of The City Mouse and the Country Mouse. Write a different ending tothe story.

11. Ss read the story and write the correct tense of the verb in each parenthesis. Then T asks for volunteers to read aloud some sentences to check answers. 12. Ss work in pairs to complete the paragraphs, according to the events in the story. After that, Ss exchange books with another pair of Ss to check answers. 13. Ss individually read the story in Activity 11 and answer the questions about it. Afterwards, T asks some Ss to read a question and its answer aloud, and the rest of the Ss correct their work. 14. T explains what an organizer is. Then elicits some examples of cause and consequences. Subsequently, Ss complete the organizer individually with the informationabout the story of the City Mouse and the Country Mouse.15. Finally, Ss work in pairs to rewrite the story of the City Mouse and the Country Mousebut writing a different ending to the story.

All Ready

Student

Book 1

p. 32 & 33

Product 2

Week 7

Class 21

I get ready

1. Work in pairs. Choose a story or classic tale you like. 2. Decide on the important events of the story. 3. Decide how many pages you willuse for your book.4. What materials do you need? Make a list. 5. Complete the organizer on page176 in the worksheets section withthe text components and key events of the story you chose.

1. T elicits some definitions of broadsheet book and tells Ss that they are going to make one. First T asks Ss to work in pairs and choose a story or classic tale they like.2. Ss must decide on the important events they remember from the story and write sentences using past tense. 3 & 4. Ss decide the number of pages and what materials they are going to need for the broadsheet book. 5. Using the organizer on page 176, Ss write the title, subtitle, main character(s), other characters, setting, events in order, climax or turning point, and conclusion of the story they chose.

All Ready

Student

Book 1

p. 34 & 35

I plan

I do

Product 2

Week 8

Class 22

I do

6. Compose and arrange sentences based on the key events. Try to include these elements. 7. Write your sentences on the pages of the broadsheet book and illustrate them. 8. Put the pages of the broadsheetbook together. Design a cover for your book with the names of the authors. 9. In pairs, take turns reading the broadsheet out loud to practice pronunciation; change your speed and intonation to make your story more interesting. 10. Find a primary group to read your book to and donate it to them when you finish.

6. T asks Ss to open their Student Books to page 34 and draw their attention to the sticky notes, explains that they have to compose the sentences for their books based on the key events they included in Activity 5, and that they should try to include the informationon the sticky notes with them to make sure they understand all the possible information that can be included in their stories. 7. T asks Ss to write the sentences they composed in Activity 6 on the corresponding pages of their books and to illustrate each of the pages in their broadsheet book. Guide each of them to choose different sentences to write and illustrate. 8. Ask Ss to design a cover for their book that includes the title of their story, their namesas authors, and an illustration. Allow time for them to do this. Once they finish, ask them to put the pages of their books together. 9. Draw Ss’ attention to the useful expressions chart and encourage them to use some of these expressions to present their story to the class. Ask Ss to take turns reading their story. 10. Have each pair of Ss select a primary group to read their book to, and help them arrange a reading session for this group.

All ReadyStudentBook 1

p. 35

I learn

All ready to

share

Self-test

Week 8

Class 23

I learn Check the “I learn” box.

Ask Ss what they can do now that they couldn’t do at the beginning of the learning environment. Have them answer the I learn box. Explain that its purpose is to asses their performance while making the product, in order to improve weaknesses and reinforce strengths during the process.

All ReadyStudentBook 1 p. 35

Product 2

Week 8

Class 24

Formal

assessment

1. Read the text and then use the words in the box to complete the story. 2. Read the text and write the correct tense of the verbs in parentheses.

Ask Ss to answer the test individually.




Teacher: Brenda Partida Castro, Daniel Arvizu, José LuisBanda Saldaña.

Week Dates: October 19th to November 13th

Social Practice of the Language: Understand and write instructions.

Learning Environment: Formation and Academic

Product 1: Instruction manual to learn how to use a bilingual dictionary.

Specific Competency: Write instructions to use a bilingual dictionary.

Achievement (s): Locates and reads the definitions of words both in English andSpanish. Understands the use of upper case letters, lower case letters and abbreviations in a dictionary. Completes and writes sentences in order to organize them into a sequence, from a model. Removes and/or addsInformation to edit an instructions manual.

CON

TEN

TS

Knowing about the Language: Textual organization patterns: listings.Typographic signs.Arabic and roman numbers.Abbreviations.Articles, nouns, adverbs, adjectives and pronouns.Connectors. Verb forms: imperative.Upper and lower case letters.Punctuation.Doing with the Language:Select and check bilingual dictionaries.Understand the use of the textual components in bilingual dictionaries.Write instructions.Edit instructions.Being through the Language:Show curiosity and interest in searching and obtaining information. Favor cooperation and integration in school work.

Lesson/

Week/

Class

Lesson


Notes

& Materials

Lesson 1

Week 9

Class 25

I know

1. Answer the questions.

* Reading

1. T asks Ss to open their Student Books to page 38. To select bilingual dictionaries, T directs Ss’ attention to the pictures and asks them questions encouraging speaking about it. * T asks Ss to open their Readers to page 33. After that, T has them read the title and flip through the text. Ss have to predict the text. Then T reads out loud with proper intonation and asks Ss to follow along silently. The Ss can summarize the main ideas of the text. Finally, Ss must complete the comprehension questions on page 43; first they answer the six questions about the text and then work in pairs to discuss the three questions.

All Ready

Student Book

1

p. 38

Reading

Lesson 1

Week 9

Class 26

I build

2. Look at the book pages and answer the questions. 3. Read the two dictionary pages in Activity 2. Choose the best option.

2. T asks Ss to open their Student Books to page 38, points at the first picture, and askswhat type of book it is, and does the same with the next picture. Next, Ss describe each of the two pages. T asks Ss to go over the book pages, write a list of textual and graphic components, and has Ss to look at the book pages to answer the questions, checking answers with the class by asking different Ss to read their answers out loud. 3. With this activity, Ss will recognize graphic and text components, as well as recognize the number of entries. Ss open their Student Books to page 39. T asks the Ss to read the statements, they have to look in their dictionaries, or check in their Readers. Then T has Ss compare their answers with a partner.

All Ready

Student Book

1

p. 38 & 39

I think

Lesson 1

Week 9

Class 27

4. Read these dictionary entries and answer the questions. 5. Read the dictionary page and complete the table. 6. Complete the list of dictionary components with words from the box.7. Match the parts of speech to their definitions.

4. T asks Ss to open their Student Books to page 40. Ss have to work individually, T points to the first dictionary entry and has them describe it, eliciting answers from different students. To complete this activity, Ss may analyze the dictionary entries before and also check their Readers to clarify any doubt. Finally, T tells some volunteers to read the answers to the class and correct any mistakes. 5. Ss have to open their dictionaries, they have to find the page with the numbers, symbols, and abbreviations. T explains the importance of this page to understand information from the dictionary. Then T points to the dictionary page on the Student Books, interprets the different parts of the page, and completes the table. 6. Ss have to read the words and T asks them where they can find these types of words, eliciting some answers, and has them complete the activity. T can check the answers by asking the whole class to read the sentences out loud. 7. T writes a sentence on the board and asks some volunteers to underline the noun, verb, adjective, adverb, pronoun, and conjunction, and then asks Ss the definition of each part of speech. T clarifies any doubts. Then T asks Ss to open their Student Books

All Ready

Student Book

1

p. 40-42

to page 42 and has them match the parts of speech with the definitions. T checks answers with the class by asking to read the definitions out loud.

Lesson 1

Week 10

Class 28

I practice

8. Label the parts of the dictionary entry with the words in the box. 9. Read the dictionary entries and findthe information. 10. Read the newspaper article. Find the meanings of the underlined wordsin the entries in activity 9 and complete the table.

*Reader. T asks Ss to open their Readers to page 36, starts by reading aloud with proper inflection and intonation the information about entries. 8. T goes over the words in the box with the Ss. Have them explain what those words mean. To identify entries and subentries, have them label the parts of the dictionary entry with the words in the box. Read the answers and have them correct any mistakes. 9. T asks Ss to open their Student Books to page 43 and calls the Ss’ attention to the words on the entries. To locate words in English and in their native language in a dictionary, T asks Ss to complete the activity by reading the entries. 10. T calls Ss’ attention to the picture and has them say what type of text it is, asks them to mention some characteristics of newspapers, and then asks them to completethe table. Ss can compare their translations with a partner and read out loud the parts of speech to confirm their answers.

Reader

p.36-42

All Ready

Student Book

1

p. 42-43

I can

Lesson 2

Week 10

Class 29

I know

1. Where would you find these instructions? 2. Read the manuals and choose a heading for each from the box. 3. Read the manuals in activity 2 againand circle the best option.

1. T ask Ss to open their Student Books to page 44. Have Ss look at the different texts and ask them what they have in common. Go over the sentences with the Ss and ask them in what situations they would hear these instructions. Have them discuss their answers with a partner. 2. T ask Ss to read the first text. Have them underline the connectors mark a sequence.Ask them to read the text individually and then elicit the main ideas and key words. 3. To establish the number of instructions or steps, have Ss read the texts in Activity 2 again and circle the best option.

All Ready

Student Book

1

p. 44 & 45

I build

I think

Lesson 2

Week 10

Class 30

4. Underline the imperative verb in each sentence. 5. Read the manuals in Activity 2 again. Underline all the connectors and circle all the imperative verbs. 6. Classify the imperatives from the text in Activity 4 in the table. 7. Complete the table with phrases from the box. 8. Circle the best option.

4. T explains to Ss that you can use the imperative form to give an order, to give a warning, an advice, an instruction, or to make a request. Ask Ss to open their Student Books to page 46. Ask them to complete the activity. Allow them to compare their answers with a partner. To check the answers, have some Ss write the verbs on the board. 5. T asks Ss to open their Readers to page 41. Ss read the texts in Activity 2 to recognize the imperative verbs and the connectors. Ask them to underline all the connectors and circle all the imperative verbs. 6. Have Ss complete each phrase to form a sentence. Ask Ss to identify all the imperative verbs and to classify them in affirmative and negative. 7. T goes over the phrases with Ss and has them complete the table. To check answers,T asks Ss to correct any mistakes.

All Ready

Student Book

1

p.46 & 47

8. Ask Ss to read the title and to tell you what the activity is about. Tell them they haveto complete the activity by choosing the best option. Go around the classroom and give help where necessary.

Lesson 2

Week 11

Class 31

I practice

9. Number the instructions in order. 10. Write a connector or phrase from the box in front of each instruction in Activity 9.11. Compare your answers with a classmate.

9. T asks Ss to open their Student Books to page 48. To have Ss order the sentences in a logical sequence, go over the sentences with them. Have Ss complete the first one together. 10. T goes over the connectors in the box with your Ss. Have them go over the instructions from activity 9 and write a connector or phase in the appropriate place. 11. T has Ss work in pairs to check their answers. Then T has some volunteers to write the answers on the board.


p. 48

Lesson 2

Week 11

Class 32

I can

12. Use this dictionary excerpt to complete the translation of the phrase. 13. Compare your answers with a classmate. 14. Write the steps you followed to look up the word gear in Activity 12.

12. Ask Ss to open their Student Books to page 49. Tell Ss they have to complete the activity by looking up the phrase in the dictionary. Go around and give help if necessary. 13. Have Ss work in pairs to compare their answers from activity 12. Monitor. Have some volunteers write the answers on the board. 14. Ask Ss to write the steps they followed individually. Have them edit their instructions. Monitor and help them to edit the instructions. Then have students rewrite their instructions.


Product 1

Week 11

Class 33

I get

ready

1. What dictionary do you use for English class? 2. It is useful? Why or why not?

1. Ss answer the question on page 50 individually. 2. Have Ss discuss the questions in their groups. Find out your students’ opinions by asking a speaker from each group to share their answers with the rest of the class.


p. 50

I plan

3. Work in groups of five. 4. Distribute in your group the actions to make the instruction manual. 5. What materials do you need? Make a list.

3. Divide the class into groups of five students. Explain to Ss that they are going to work on their first product of this unit: an instruction manual on how to use a BilingualDictionary. 4. Tell Ss that they have to discuss and decide on the actions they have to perform to make the instruction manual. Explain to Ss that they have to open their Readers to check some information about bilingual dictionaries. 5. Ask Ss to make a list of materials they need. Go around the class and make sure everybody participates in the activity.


p. 50

Product 1

Week 12

Class 34

I do

6. Draw the dictionary pages on a white sheet of paper. 7. Copy the entries into the correct dictionary pages. Use alphabetical order. 8. Choose two entries from Activity 7, one English-Spanish and the other Spanish-English. Write them on a white sheet of paper. 9. Draw lines to the different parts of the entry and label them. 10. Make a list of important symbols and abbreviations in a bilingual dictionary and write it down on a different sheet of paper. 11. Write the instructions to find translations and meanings in the correct order in your manual. 12. Re-read to revise punctuation and spelling. 13. Remove and/or add information toimprove the text. 14. Take all the sheets of paper and staple them to make the manual.

6. Have Ss work in their groups from previous class. Ask Ss to open their Student Booksto page 50. Ask them to revise the different actions they will follow to write the instruction manual. Explain to Ss that they have to draw the dictionary pages on a white sheet of paper. Tell them that they can open their bilingual dictionaries. Have them include both sections. Walk around the classroom and give help where necessary. 7. Explain to Ss that now they have to copy the entries into the correct pages. Remind them that it has to be the same way as in a dictionary: in alphabetical order. 8. Ask Ss to look at the dictionary entries in Activity 7. Have them choose an entry from the English-Spanish section and another from the Spanish-English section. Then ask Ss to write the entries on a white sheet of paper. 9. Ask Ss to choose one of the entries and label it with its parts: entry, part of speech, translation, pronunciation, etc. Have Ss do the same with the other entry. 10. Ask Ss to write the useful symbols and abbreviation on a separate sheet of paper for them to consult. 11. Ask to read different instructions from previous activities and the Reader chapter. Help them to summarize their own version of the instructions on how to find a translation. Monitor and check their dictionary pages. 12. Remind them that when they finish, they have to check the punctuation and spelling of their summaries. 13. Have some students read their instructions out loud to the rest of the class and askother Ss to recommend improvements. 14. Finally, have Ss take all sheets of paper and staple them to make the manual. Makesure the entire group have finished their manuals.


p. 50 & 51

All ready

to share

15. Display your manual for others to read.

15. Ask the different groups to display their manuals in the classroom. Then have the different groups read their manuals out loud. Finally, vote for the best manual.

All Ready

Student Book

1

p. 51Self-test

Week 12

Class 35

I learn Check the “I learn” box. Ask Ss what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product.


p. 51

Formal

assessment

Week 12

Class 36

1. Look at the dictionary entries and complete the parts of speech. 2. Number the instructions in order.

Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.



Teacher: Brenda Partida Castro, Daniel Arvizu, José LuisBanda Saldaña.

Week Dates: November 16th to December 11th

Social Practice of the Language: Interpret and express information published in diverse media

Learning Environment: Familiar and Community

Product 2: Plenary

Specific Competency: Exchange opinions regarding the contents of a radio program

Achievement (s): Identifies words used to link ideas. Detects speech register. Writes expressions to produce opinions. Answers questions to express opinions or points of view about the contents of an oral text. Expands main ideas in an oral exchange.

CON

TEN

TS Knowing about the Language: Form of communication. Structure of radio programs.Speech registers.Speaking turns.Repertoire of words necessary for this social practice of the language.Connectors.Verbs: modals.Syntactic differences between British and American varieties: possessive constructions (e.g., Have you got a notebook?, Do you have a notebook?).Syntactic particularities of the English language: absence of relative pronoun.Doing with the Language:Understand the general meaning and main ideas: Predict the general meaning. Differentiate parts of a radio program. Recognize sentences and expressions used by presenter and/or other participants. Identify the use of words to connect ideas. Determine the relationship between sound effects and contents. Detect speech register. Distinguish behavior adopted by speakers to support meaning construction. Write sentences used by the presenter and/or the participants. Define sequence of statements. Exchange opinions regarding the contents: Answer questions to express opinions. Structure, write and read opinions. Formulate questions about the content of a program. Include relevant details and interesting information in an opinion. Determine tone and


intonation of sentences. Establish rules and turns of participation for an exchange of opinions. Begin an exchange. Use expressions and linguistic resources to ask for details and explanations.Being through the Language:Recognize the influence of media in everyday life.Foster respect and attention towards the opinions of others.

Lesson/

Week/

Class

Lesson


Notes

& Materials

Lesson 3

Week 13

Class 37

I know

Reading 1. Answer these questions.

1. Divide the class in groups of three. Ask Ss to open their Student Books to page 52. Go over the questions with them. Ask your Ss to take turns asking and answering the questions. Go around and listen to some of the students’ answers. Then have Ss join another group to compare their answers. Find out the students’ preferences.


Reader p.50-51

Lesson 3

Week 13

Class 38

I build

2. Listen to a radio program and match the questions to the answers. 3. Listen again and circle T for True or F for False. 4. Underline the correct completion for each sentence.5. Read the program’s scripts and check the answers in Activity 1.

2. Ask Ss to open their Student Books to page 52. To establish subject matter and intended audience, go over the questions with the students. Play the CD and have students match the columns. Check the activity with the class. 3. Ask Ss to open their Readers to pages 50-55 and ask them to mention the different parts of the program. To distinguish behaviors adopted by speakers to support meaning construction and speech register, ask Ss some questions about it and elicit answers from the whole group. Ask Ss to open their Student Books to page 52. Play the CD and have SS circle the correct option. 4. Ask Ss questions about the radio program. Elicit answers from different Ss. Have Ss open their Student Books to page 53, read the questions, and choose the correct option. 5. Have them read the program’s script to check the answers to Activities 1-4.


p. 52 & 53CD Audiotrack 08

Lesson 3

Week 13

Class 39

I think

6. Read the excerpt from another radio program. Circle the best option. 7. Work in pairs. Explain to your classmate how you chose your answers. 8. Listen to the radio program and answer the questions. 9. Complete the table by comparing characteristics of the two radio programs. 10. Check the characteristics that make a radio program interesting for teenagers in each pair of sentences.

6. Ask Ss to open their Student Book to page 53. Have them read the text in Activity 5 and underline the words that the host uses to welcome his guests. Have them also say how many participants take part in the program. Have Ss circle the best option. 7. Divide the class in pairs. Ask Ss to take turns to explain to their partners why they chose their answers. 8. Tell your Ss that they are going to listen to a radio program. Ask them to read the questions first. Then play the CD for Ss to answer the questions. Check answers with the class. 9. Tell Ss that you are going to play the CD to listen to the radio program from the previous activity. Play the CD again and have Ss to complete the table. Have some Ss write the answers on the board. 10. Have Ss read the sentences. To promote self-reflection, have Ss answer the activity individually. Check answers with the class.



Lesson 3

Week 14

Class 40

I practice

11. Read the scripts and find at least one example of each of the expressions. 12. Complete these sentences with words from the box.

11. Ask Ss to open their Student Books to page 56. Have them read the scripts and ask them questions about them. Go over the scripts to identify words used to connect ideas and have Ss underline them. Ask Ss to complete the activity. 12. To identify words used to connect ideas, go over the words from the box with your Ss. Have them complete the sentences with these words.


p. 56

I think

13. Listen to another radio program and answer the questions. 14. Listen again and circle the best option. 15. Complete the sentences with the words in the box.

13. Have Ss read the questions. Tell your Ss that they are going to listen to a new radio program. Ask them to take notes in their notebooks while they listen. Play the CD for Ss to answer the questions. You may have to play the CD more than once.14. Have Ss read the statements. Play the CD from the previous activity again and havethem confirm their guesses. Have the class read the answers out loud. 15. Go over the words with Ss and make sure they understand them. Elicit one example with each of the words on the board and have Ss complete the sentences.


p. 57CD Audiotrack 10

Lesson 4

Week 14

Class 41

I know 1. Discuss the question.

1. Write on the board: Ads. Ask Ss what the word means and where we can find ads. Elicit answers from different Ss. Divide the class into groups of five and ask Ss to open their Student Books to page 58. Have Ss discuss the questions in their groups and give reasons for their answers. Then have a speaker from each group share their answers with the rest of the class.


I build

2. Listen to the radio program and complete the evaluation form. 3. Listen again and answer the questions.

2. Have Ss read the questions and make sure they understand them. Pay special attention to some features. Play the CD and have Ss answer the questions. Then ask Ss to form groups of three and have them compare their answers. Finally, have different groups read their answers. 3. Have Ss read the questions. Tell them they are going to listen to the same program again, and they are going to answer the questions. Then have Ss to compare their answers with a partner.



Lesson 4

Week 14

Class 42

I think

4. Read these sentences and underlinethe word in each that gives a suggestion or advice. 5. Read the sentences in Activity 4 andanswer the questions. 6. Listen to the people giving opinions about a radio program. Circle P for Positive opinion and N for Negative opinion. 7. Work in pairs. Take turns reading the opinions in Activity 6 using the appropriate intonation. 8. Complete the sentences with positive or negative.

4. Ask Ss to open their Student Books to page 59 and have them read the sentences. Ask them to continue in the same way. Refer them to the Glossary on page 159. Then have Ss to complete the activity. 5. Ask Ss to go over the sentences from Activity 4 and analyze them. Have Ss write the sentences on the board according to their degree. 6. Go over the instructions in this activity with the Ss. Have them read the sentences and ask them to go to their Glossary at the back of the book if they have any vocabulary questions. Play the CD. Have your Ss pay attention to the way people talk inthe audio. Play the recording again for Ss to complete the activity. 7. Have Ss work in pairs. Explain to your Ss that they have to read the opinions in Activity 6 out loud to a partner. 8. Call Ss’ attention to the box and have them complete the ideas. Tell them that they can use their dictionaries to check the meanings of words they don’t know. Ask two Ss randomly to read the answers.



Lesson 4

Week 15

Class 43

I practice

9. Match the questions to the answers. 10. Write the words in the box in the correct columns in the table. 11. Complete the conversation with the appropriate words and phrases from the table in Activity 10.

9. Divide the class into pairs and let Ss ask the questions to their partners. Have Ss opentheir Student Books to page 60. Have them match the questions to the answers. 10. Go over the words in the box with your Ss. Explain that they have to complete the table with these words. Tell them that they have to read the different sentences from left to right and give them plenty of time to complete the activity. 11. Have Ss read the dialogue. Tell them that they have to complete it with words from the box in activity 10. Check answers with the class by writing the missing words on theboard.


p. 60 & 61

Lesson 4

Week 15

Class 44

I can

12. Complete the organizer with the main characteristics of a radio program. 13. Listen to the radio program and complete the table. 14. Complete the sentences with your own opinions of the program inActivity 13.15. Write your own opinions of Teens Ask. 16. In groups of five discuss your opinions. When you finish, present aconclusion to the rest of the class.

12. Ask Ss to open their Student Books to page 62. Have Ss to complete the organizer ofa radio program. Explain if they do not remember the name of the main features. 13. Play the CD once and ask them to write the words or ideas on the board. Ask Ss to read the instructions of the activity. Play the CD a second time and let Ss complete the table. Tell them to use the words and ideas on the board if necessary. 14. To compose and write opinions to support their oral production, including relevant details and interesting information in an opinion, have Ss complete the sentences with their own opinions of the program. 15. Ask Ss to open their Student Books to page 184 and look at track 10. Have them read the audio and go through the previous activities to gather information to write. 16. Divide the class in groups of five. Ask Ss to share their opinions about the program they have just listened to and establish the rules of participation for an exchange of opinion.



Product 2

Week 15

Class 45

I get ready

1. Think of two or three radio programs that you know and complete the form.2. Decide on the duration of the plenary. 3. Work in groups. Choose one program for everyone to listen to. 4. Establish the turns and the duration of each participation. 5. What materials do you need? Make a list.6. After you listen to the program, complete the organizer on page 177 in the Worksheets section.

1. Ask Ss to open their Ss Book to page 64. Explain that they are going to participate in a plenary about radio programs, and ask them to decide about what programs they willbe talking about. Tell them they have to choose two or three different programs and fillout a table. Let them complete the table individually. 2. Divide the class into groups of four or five. Tell Ss that first they have to complete theinformation they included in their tables from the previous stage and then they have todecide on the duration of the plenary. 3. Tell Ss they have to choose one program from the table in Activity 1 for everyone to listen. Remind them that they should complete their table with as much information as possible. 4. After all the groups have decided on the duration of the plenary, have Ss establish the turns and the duration of each participation. 5. Now that Ss know how the plenary will go, they should consider the materials they will need to use. Have them make a list of materials. 6. Ss discuss about the program they listened to. Have them complete the organizer on page 177. Monitor and make sure the different teams have completed the organizer.


p. 64

I plan

I do

Product 2

Week 16

Class 46

I do 7. In your group, practice and checkyour opinions. Correct any errors in your sentences.8. Discuss the programs in a plenary.Follow the procedure below. 9. Pay attention to the interventionsof others and ask questions to obtain further information.

7. Have Ss open their Student Book to page 65. Ask them to write their opinions about the program on a different piece of paper. They have written or given their opinions in different activities throughout the unit. Then ask your Ss to correct any mistakes and to rewrite their sentences. Revise that the sentences are understandable. 8. Go over the procedure with Ss. Ask them to establish the rules and turns for the exchange of opinions. 9. Tell them that everybody has to pay attention to their classmates’ interventions and ask questions to clarify or obtain more information. Foster respect and attention towards the opinions of others.


p. 65

All ready to

share

Self-test

Week 16

Class 47



p. 65

Week 16

Class 48

Formal

assessment

1. Complete the table with the expressions in the box. 2. Match the columns.

Briefly, have Ss discuss their responses to the self-assessment in groups or with the restof the class. Give positive feedback for their effort and progress.



Teacher: Brenda Partida Castro, Daniel Arvizu, José Luis Banda Saldaña

Week Dates: December 14th to January 29th

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

Learning Environment: Literary and Ludic

Product 1: Forecast

Specific Competency: Participate in language games to recognize and comprehend future tense in forecasts

Achievement (s): Recognizes future verb forms within sentences. Classifies sentences by the types of future verb form found in them. Compares sentences that express future situations to ones which express past and/or present situations. Formulates and answers questions in order to understand forecasts.

CON

TEN

TS Knowing about the Language: Verb tenses: present, past, future (will, shall, be + going to).Sentence types.Non-frequent or absent letter groups found in mother tongue. (e.g., sh, ll).Conventional writing of words.Punctuation: apostrophe.Doing with the Language:Check written forecast examples. Identify situations in which forecasts are made. Recognize topic, purpose and intended audience.Distinguish graphic and text components. Understand characteristics of the future tense. Listen to the reading of forecasts containing verb forms in future tense. Identifysentences that express future situations and conditions, and their composition. Classify sentences according to the future verb form.Complete sentences with words used in future situations and conditions. Compare sentences that express future situations to thosethat express past and/or present situations. Answer questions formulated to create forecasts based on current situations. Write sentences that express future tenses, in order to make a forecast. Write words that express future tense. Write questions about


future situations. Complete sentences with the future verb form. Arrange sentences in a sequence. Write down sentences to make aforecast about a real or fictitious situation.Being through the Language:Promote feedback among classmates. Show a good attitude to auto-evaluate possibilities and capacities.

Lesson/

Week/

Class

Lesson


Notes

& Materials

Lesson 1

Week 17

Class 49

I know

1. Have you played these games? 2. What are your favorite types of games? 3. Read the extract and answer the questions.

1. Ask Ss to open their Student Books to page 68. Encourage them to predict first what they think the lesson will be about. Briefly discuss each of the games addressing the basic rules for each game and who plays them. 2. To use language as a means to promote recreational activities, discuss the differences between board games, video games, card games, word games, guessing games, playground games, etc. and elicit more examples from Ss. Invite volunteers to share the names of their favorite games with the class. 3. Divide Ss into small groups of four or five, and ask them to take turns reading the extract and answering the questions on page 69.


p. 68Reader

p. 59- 68

I build

Lesson 1

Week 17

Class 50

I think

4. Read the sentences and classify them in the organizer. 5. Read the sentences and underlinethe one that makes a prediction about the future. 6. Listen to this extract from an interview about video games and match the person’s predictions about the future. 7. Look at the sentences in Activity 6and answer the question. 8. Complete the rules.

4. Instruct Ss to open their Student Books to page 69. Read each of the statements out loud to the class. To identify sentences that express future situations and conditions, and their composition, ask Ss to work with a partner to classify them according to whether they are past, present, or future. Monitor and check. 5. Ask Ss to repeat the same process from Activity 4 to identify the tense of each statement by analyzing the context of each one. 6. Play the interview for the Ss and ask them to match the predictions according to whatthey hear on the recording. 7. Ss look at the sentences in Activity 6 and answer the question.8. Tell Ss to work in pairs and encourage them to use the information they discovered in the previous activities to answer correctly. Check answers as a class.



Lesson 1

Week 17

Class 51

I practice

9. Complete the text using the correct tense of the verbs. 10. Write the sentences in the correct order. 11. Listen again to the interview and complete it. 12. Write three predictions about the future of video games. 13. Work in pairs. Discuss the predictions in activity 12 and add three more.

9. Ask Ss to open their Student Books to page 71. Ss complete the text using the correct tense of the verbs.10. Instruct Ss to unscramble the words to write sentences about the future of gaming. They should be able to arrange the sentences sequence to express future situations. Have them work independently and check answers with a partner. 11. Ask Ss to listen to the interview and complete the missing information. Monitor and check. 12. Ss write three sentences from the interview on the previous page to express future tense. 13. Divide Ss into pairs. Then Ss compare predictions and discuss three more possible advances or changes in gaming with their partners. Ss then add their new predictions to their existing list. Monitor and provide individual help.

All Ready

Student

Book 1

p. 71 - 73

CD Audio

track 12

I can

Lesson 1

Week 18

Class 52

I can

14. Work with another pair and share your predictions about the future of video games. 15. In groups, make a poster about the future of video games.

14. Tell pairs to join another pair to discuss their predictions. Propose several questions for the new groups to consider. Monitor group discussions. 15. Ask Ss to open their Student Books to page 73. Have Ss work in groups of four. Tell them to refer back to the components written on the board to guide them through the creation process. Ss should present their posters to their classmates at the end of the class and give an informal explanation of their poster.

All Ready

Student Book

1

p. 73

Lesson 2

Week 18

Class 53

I know 1. Do you read your horoscope? Do you believe that horoscopes can predict the future? Why or why not?2. What is your sign? 3. What other things can you make predictions about?4. Read this text and answer the questions.

1 & 2. Ss discuss the questions with the entire class. 3. Instruct Ss to look at the two pictures on page 74 of the Student Books and identify them as a cloudy day or a sunny day. 4. Elicit whether the article is from a textbook, a newspaper, or a magazine. Ask Ss to read the tips again silently and then elicit the things that can be observed. Have Ss go over the article again, circle the things that can help people predict the weather, and then underline the words that talk about weather. Monitor and check.

All Ready

Student Book

1

p. 74

I build

I think

Lesson 2

Week 18

Class 54

5. Write two things that you will be able to tell your friends after readingthe text in Activity 4.6. Now listen to the weather forecast and circle T for True or F for False. 7. Read these sentences. What do you notice? 8. Write the correct sentence form Activity 7 under each picture.

5. Ss read the article in Activity 4 again quickly and decide which two predictions they will share with their friends. 6. Before playing the recording, ask Ss to read the three statements in the activity. Instruct them to listen to the forecast and to mark the answers in their Student Books. 7. Ss should be able to see that the first sentence uses the auxiliary verb will while the second sentence uses is going to. 8. Now ask Ss to work with a partner to identify which sentence from Activity 7 best describes the first photo and which sentence best describes the second photo. Check answers together.

All ReadyStudent Book

1 p. 75

CD Audiotrack 13

I practice

Lesson 2

Week 19

Class 55

I practice 9. Look at the Activity 4 and classify the underlined expressions. 10. Complete the rules. 11. Match the sentences to their meanings. 12. Match the two parts of the conversations.

9. To classify sentences according to the future verb form, ask Ss to open their Student Books to page 76. Instruct them to work with a partner to classify the underlined expressions from Activity 4 into the most appropriate category. Monitor and check answers as a class. 10. Tell Ss to use their answers from the previous activity to discover the general rule used for future expressions. 11. Now instruct Ss to use the rule from the previous exercise to match the two sentences in this activity to their meanings. 12. Ask Ss to work in groups of three. They should identify the subject of each sentence to help them match the appropriate response.


p. 76 & 77

I can Lesson 2

Week 19

Class 56

13. Read this text and complete the weather on the table. 14. Use the words in Activity 13 to complete the organizer. 15. Read this two-day weather forecast and complete it with the correct symbols. 16. Write a two-day weather forecast for the place you live in ora place you know. 17. Write an e-mail to a friend describing the two-day weather forecast.

13. To distinguish graphic and text components, instruct them to work with a partner to fill in the table with symbols to indicate the weather predicted. 14. Working as a class, Ss should complete the organizer using complete sentences. 15. Instruct Ss to work individually to draw the appropriate symbol next to each day’s forecast. 16. Have Ss complete the table about the local weather for the next two days. 17. Ss work autonomously to compose an e-mail to a friend describing the forecast from the previous activity. Design several scenarios as a class to provide the context of the e-mail.

All ReadyStudentBook 1 p. 77-79

Product 1

Week 19

Class 57

I get ready

1. Match the situations in the present with those in the past. 2. Work in groups of three. Select a subject to write about. 3. Make a list of the information you will include in the present setting. 4. Brainstorm what the future setting will be like. 5. What materials will you need? Make a list.

1. First Ss individually match the situations in the present with those in the past.2. Then Ss work in groups of three and select a subject to write about. 3. Ss now work in their groups to make a list of the information they will include in their setting. 4. Ss should use their list from Activity 3 to create a column titled The Present on the left side of the paper. They should use the right side of the paper to make a second column titled The Future. 5. It is time for Ss to make a preliminary plan for creating their forecast. They must prepare a list of materials.


p. 80 & 81I plan

Product 1

Week 20

Class 58

I do 6. Write a description of the current situation. 7. Write your forecast about the future. 8. Work with another group. Read your forecast aloud. 9. Place your forecast in a visible place in the classroom.

6. Tell Ss to open their Student Books to page 81. Students write a description of the current situation using the list from Activity 4. 7. After Ss write their descriptions of the current situation they must rewrite it using future tenses. 8. Students switch forecasts with another group and perform peer edits. 9. The forecast should be displayed in a prominent place in the classroom to make the display visually appealing.


p. 81All ready to

share

Self-test

Week 20

Class 59


All Ready

Student

Book 1

p. 81Product 1

Week 20

Class 60

Formal

assessment

1. Complete the predictions about the future of books. 2. Complete the sentences with will or going to.


All Ready

Student

Book 1

p. 170



Week Dates: February 2nd to February 25th

Social Practice of the Language: Read and rewrite informative texts from a particular field.

Environment: Academic and educational

Product 2: Charts of human body systems.

Specific Competency: Write notes to describe the components of different human body systems in a chart.

Achievement (s): Answers questions in order to give a description. Structures and writes sentences. Organize terms and descriptions into a table. Writes sentences in order to write notes. Verifies spelling conventions in order to edit notes.

CON

TEN

TS Knowing about the Language: Graphic and textual components.Text organization patterns.Repertoire of words necessary for this social practice of the language.Verb tense: simple present. Determiners: demonstratives. Nouns: with/without determiner, compound, countable/uncountable.Verb forms: passive, past participle.Adjectives: comparative and superlative.Punctuation.Doing with the Language:

Select and check charts of human body systems. Examine distribution of graphic and text components. Recognize text organization.


Reflect on the use of images and/or illustrations. Identify topic, purpose and intended audience.

Understand information from reading out loud. Recognize description of components. Identify new words. Point out information. Answer questions to describe components. Identify the graphic resources used to link components and descriptions.

Write notes to describe a chart. Complete sentences in order to describe components. Organize terms and descriptions on a table. Rewrite simple sentences about descriptions. Determine the number of descriptions necessary in relation to images. Choose graphic resources in order to link the text to images. Structure and write sentences.

Edit charts, with the teacher’s guidance. Check punctuation and spelling conventions. Mark and clarify doubts. Add or remove information to improve a text. Adjust language in accordance to intended audience and purpose. Write final version.Being through the Language:

Take the proper decisions to favor one’s self and one’s surroundings.Reflect and act on one’s own and others’ physical well-being.Promote respect and collaboration at work.

Lesson/

Week/

Class

Lesson


Notes

& Materials

Lesson 3

Week 21

Class 61

I know

1. What parts of the body or body systems are these diagrams? 2. What other parts of the body or systems do you know? 3. Listen to the conversation and put across under the body part that is not described.

1. Tell Ss to open their Student Books to page 82. Ask them to identify the organs and systems shown in the pictures and discuss what the purpose of each organ is. 2. Ask Ss to work in groups of three and brainstorm other organs and systems. 3. Ss will listen to Myslim explaining parts of the body to Pepe. As they should pay special attention to the body parts that are mentioned so that they can identify the body parts.


p. 82Reader p. 72-81I build

Lesson 3

Week 21

Class 62

I think

4. Listen to Myslim and circle T for True or F for False. 5. Which part of the body would you like to visit? 6. Look at the diagram and complete the parts of the digestive system.7. Read the texts and write the parts

4. Ss take turns reading the four statements in the activity. Play the recording and tell Ss to circle the correct answer. 5. Ask Ss to write down the part of the body that they would most like to visit.6. Invite Ss to look at the diagram and complete the parts of the digestive system. 7. Ss read the texts and write the parts of the body on the note pad. 8. Elicit Ss to read the paragraphs in the last activity to answer the questions. 9. Ss look at the sentences and complete them using the information from the


p. 83 & 84CD Audiotrack 14 &

of the body on the note pad. 8. Read the paragraphs in Activity 7 and answer the questions. 9. Complete the sentences.

previous activity. 15

Lesson 3

Week 21

Class 63

10. Underline the verbs in each sentence. Then answer the questions. 11. Complete the rules. 12. Complete the information with a, an, or the. 13. Circle the correct option. Then label the diagrams on page 178 in the worksheets section. 14. Label the diagrams. Then complete the text below with information from Activity 13.

10. Have Ss open their Student Books to page 85. Have Ss underline the verb in each ofthe sentences. After Ss identify the verbs, answer each of the three questions as a class. 11. Elicit what the present tense is used for: facts and routines. Based on what the Ss saw in the last activity, they should have enough information to complete the rules as a class. 12. Ask Ss to work individually to read the information and fill in the missing words. 13. Have Ss to read the sentences silently; elicit the body part each sentences is about.Then instruct Ss to work with a partner to choose the correct verb form in each sentence. Then have Ss turn to page 178 in the Worksheets section, and label the diagrams in pairs. Monitor and check. 14. Have Ss work in pairs and label the diagrams. Then have them look back at Activity 3 and complete the missing information. Monitor and check.



Lesson 3

Week 22

Class 64

I can

15. Read the statements and circle T for True or F for False. 16. Complete this organizer with information about one of the body systems in Activity 14.17. Make notes about the body system in Activity 16. 18. Find classmate that made notes about another body system and share your information.

15. Tell Ss to open their Student Books to page 87. They have to read the statements and say if the sentences are true or false. 16. Have Ss choose a body system in Activity 14 and individually complete the organizer. 17. To complete sentences in order to describe components, instruct Ss to select information from the Student Book and the Reader. 18. Tell Ss to stand up and walk around to find a classmate that made notes about another body system and share your information.

All Ready

Student

Book 1

p. 87

Lesson 4

Week 22

Class 65

I know 1. Name the parts of the body you know.2. In pairs, label the diagram. How many words did you remember? 3. Read Pepe’s textbook. Then match the sentences on page 90.

1. Tell Ss to write as many parts as they can in five minutes. When they have finished, brainstorm their ideas and write them on the board. 2. Ask Ss to label the diagram individually, when they have finished, ask them to work in pairs and compare their answers. 3. Ask Ss to open their Readers to page 76-77 and elicit whether it is a narrative or informative text. Then have Ss open their Student Books to page 89. Have Ss write the names of the bones/parts of the body next to the numbers on the board.

All Ready

Student

Book 1

p. 88 & 89

readers

p.76-77

I build

Lesson 4

Week 22

Class 66

I think

4. Read the text in Activity 3 and answer the questions. 5. Read the text again and find the information. 6. Read the examples and match themto the correct sentence. 7. Circle the correct option. 8. Match the description to the pictures.

4. Tell Ss to silently read the extract from Pepe’s textbook again. Ask Ss to explain the parts of the body positions and to write their answers and opinions in their Student Books. 5. Ask Ss to work individually to answer the questions in activity 3. Encourage Ss to answer in complete sentences. 6. Elicit Ss to read the examples and match them to the correct sentence. 7. Using the information from the previous activity, Ss should be able to complete the rule individually or with a partner. 8. Have Ss match the descriptions to the pictures individually. Check answers as a class.

All Ready

Student

Book 1


Lesson 4

Week 23

Class 67

I practice

9. Group the parts of the body. 10. Label the parts of the body. 11. Match the sentence halves. Then complete them using the partsof the body in Activity 10.12. Read the notes. Write the complete sentences.

9. Instruct Ss to open their Student Books to page 92. Have Ss work in pairs and classify the words into two groups. Monitor and check. 10. Nominate individual Ss to identify each diagram. Have Ss work in pairs to complete the labels. 11. Now instruct Ss to use the information from the previous activity to complete the sentences. Check answers as a class. 12. Have Ss work in pairs and do a quick review of past tenses and past participles. Have them work in pairs and complete the sentences from the notes. Monitor and check.


p. 92 & 93

Lesson 4

Week 23

Class 68

I can

13. Listen to Myslim talk about the skeletal system and take notes about the spine and the muscles. 14. Listen again to Myslim and label the diagram of the skeletal system. 15. Add information about another body system. 16. Work in groups. Complete the information.

13. To rewrite simple sentences about descriptions in a conventional manner, have Ss listen and take notes; pause the CD if necessary. Ask them to get together in pairs and compare their notes. 14. To choose graphic resources in order to link the text and images, Ss listen again and label the chart of the skeletal system. 15. Ss add information about another body system. 16. Pairs work together to complete information about their body system, writing complete sentences about the labeled diagram.



Product 2

Week 23

Class 69

I get ready 1. Write the system of the body and two parts of the body.

1. Instruct Ss to open their Student Books to page 94 and write the name of the system of the body and the parts of the body.


p. 94

I plan

2. Work in groups. Select a system inthe human body. 3. Search for information from different sources. 4. Make a list of the information youwill include. 5. What materials will you need? Make a list.

2. Tell Ss to work in groups of three and have them to select one of the systems. 3. Tell Ss that they will have to search for information from different sources. 4. Elicits Ss to make a list of the information they will include. 5. Ss decide the materials they are going to need to present this product.


p. 94 & 95

Product 2

Week 24

Class 70

I do

6. Select a chart to illustrate the information about the body system. 7. Write notes to explain the information in the chart.

6. To select a chart to organize the information, have Ss select an appropriate chart, examine the distribution of the labels on the chart, and label the different parts of the body. 7. To write notes to explain the components of the chart and use graphic resources, Ss should write notes to clarify information about the part of the body they selected.


All ready to

share

8. Display your chart for the class to read.

8. When teams have finished creating their charts, they should be shared with the rest of the class and displayed in a prominent place in the classroom.


Self-test

Week 24

Class 71



Week 24

Class 72

Formal

assessment

1. Look at the sentences and circle the correct words. 2. Use the words to write complete sentences.





Week Dates: February 29th to April 8th

Social Practice of the Language: Understand and Produce oral exchanges related to leisure situations

Learning Environment: Familiar and community

Product 1: Interview

Specific Competency: Exchange likes and dislikes in a dialogue.

Achievement (s): Recognizes the speakers and listeners behavior that supports the construction of meaning. Requests clarifications. Writes sentences. Formulates questions to clarify doubts. Anticipates the general meaning to start a dialogue.

CON

TEN

TS Knowing about the Language: Context clues.Speech registers.Topic, purpose and intended audience.Structure of dialogues: opening, body and closure.Acoustic features. Sentence types.Repertoire of words necessary for this social practice of the language.Connectors.Question tags.Syntactic particularities of the English language: sentences using “like”, stranded prepositions (e.g., The man I talked to).Syntactic differences between British and American varieties: collective nouns concordance.Doing with the Language:Listen and check likes and dislikes about leisure activities. Observe and comprehend non-verbal communication. Identify topic, purpose and intended audience. Recognize situations in which likes and dislikes are shared. Identify leisure activities by name.


Understand the general meaning and main ideas in a dialogue. Anticipate the general meaning. Identify and compare forms for expressing likes and dislikes. Establish sequence of statements. Identify words used to link ideas. Recognize behavior adopted by speakers to clarify and confirm comprehension. Identify speech register.Express likes and dislikes in a dialogue. Write sentences. Organize sentences in a sequence. Include details in main ideas. Express points of view in favor and against. Use linguistic resources to confirm comprehension. Use non-verbal language. Recognize the appropriate time to interrupt a speaker. Practice and follow rhythm, speed and pronunciation. Start a dialogue to express likes and dislikes about leisure activities.Being through the Language:Use language to Exchange common interests. Promote interpersonal relationships.

Lesson/

Week/

Class

Lesson


Notes

& Materials

Lesson 1

Week 25

Class 73

I know

1. What are these texts? What arethey used for?

1. Have Ss open their Student Books to page 98. Ask Ss to identify the topic of the reading and who they believe in the intended audience is. Try to elicit as much vocabulary as you can from the Ss. *Reader: Teenagers are the Future of the World.

All Ready

Student

Book 1

p. 98

Reader

p. 85-94

Lesson 1

Week 25

Class 74

I build

2. Listen to the conversation and number the following sentences in the order you hear them. 3. Listen again and write the name on the quiz. Circle T for True or F for False. 4. Listen one more time and write the expressions used to confirm thatthe person understands. 5. Read the sentences and circle the words that follow the verbs. What do these words have in common? What is different? 6. Look at these sentences and answer the questions.

2. Have Ss listen to the conversation and number the following sentences in the order you hear them.3. Tell Ss to listen again, write the name on the quiz, and then circle T for True or F for False. 4. Tell Ss to listen one more time and write the expressions used to confirm that the person understands. 5. Have Ss read the sentences and circle the words that follow the verbs. What do these words have in common? What is different? 6. Ss look at these sentences and answer the questions.



I think

Lesson 1

Week 25

Class 75

7. Underline the question that requires a Yes or No answer. Circle the question that requires you to give information. 8. Look at these sentences and answer the questions. 9. Complete the sentences. 10. Listen and check the personality

7. Asks Ss to go to page 100 and underline the question that requires a Yes or No answer,and then circle the question that requires you to give information. 8. Read the questions and ask Ss to answer them by looking at the sentences.9. Have Ss to read the first sentence and elicit the answer from the class. 10. Tell Ss to complete Sissy’s personality quiz results with and or but.11. Then ask them to complete Sissy’s personality quiz results with and or but on their own, and later to check answers with the person next to them. 12. Follow up the previous activity by asking Ss if they share Sissy’s likes and dislikes.

All ReadyStudentBook 1 p. 100 &

101CD Audiotrack 18

I practice

quiz for Ben. 11. Complete Sissy’s personality quizresults with and or but.

Have different volunteers come to the front to complete the text with the information they heard in the last activity.

Lesson 1

Week 26

Class 76

I can

13. Take the quiz. Check all the activities you like and find out which category fits you best. 14. Write a short paragraph about you based on your quiz results. Use Ben’s paragraph as a model. 15. Work in groups and discuss your likes and dislikes according tothe quiz in Activity 13. Ask follow up questions.

13. Explain that they will take the quiz and that they should check all the activities they like. Ss take the quiz, check all the activities they like, and find out which category fits those best. 14. Ask a student to read out loud Ben’s paragraph. Ss write a short paragraph about them based on their quiz results, they can use Ben’’s paragraph as a model.15. Ask Ss to work in groups and discuss their likes and dislikes according to the quiz in Activity 13. Ask follow up questions.


103

Lesson 2

Week 26

Class 77

I know

1. Who are these celebrities? What do they do? What do you think they like doing in their free time?2. Listen to the conversations and match the hobbies to the celebrity.3. Listen again and write the first sentences used to start each conversation. 4. Label the parts of the conversation with words from the box. 5. Look at the sentences and underline the reason given in eachsentence. Then circle the word that comes before the reason.

1. Ask Ss to open their Student Books to page 104. Give them time to look at the page. Ask them to answer the questions. 2. Ask Ss to pair up with the person sitting next to them. Then direct Ss’s attention to the three boxes in the book. Play the CD. Tell them to listen to the conversation and then match the columns. 3. Ss Listen again and write the first sentences used to start each conversation.4. To get Ss to understand the structure of enunciation, ask Ss to read the conversation silently. Then explain the activity so Ss can label the conversation on their own. 5. Have Ss look at the sentences and underline the reason given in each sentence. Then circle the word that comes before the reason.


105CD Audiotrack 19

I build

I think

Lesson 2 6. Look at the questions. Circle theopen question. Underline the

6. Ask Ss to open their Student Books to page 106 and look at the questions to circle the open question. After that underline the question tag.

All ReadyStudent

Week 26

Class 78

question tag. 7. Complete the following sentences. 8. Listen to the conversation and complete the sentences. 9. Circle the opening and the closing in the conversation in Activity 8. 10. Role play the conversation with a partner.

7. Give Ss to fill in the gaps on their own. Then have them check their answers with the persons next to them. 8. Ask Ss if they recognize the girl in the picture. Elicit what the listening might be about. Help Ss anticipate the central sense of a conversation from known words and expressions. Play the CD and fill in the blanks in pairs. 9. Ss have to circle the opening and the closing in the conversation in Activity 8.10. Divide Ss into pairs to role play the conversation.

Book 1 p. 106 &

107CD Audiotrack 20

I practice

Lesson 2

Week 2

Class 79

I practice

11. Match the following columns. 12. Unscramble the questions. 13. Complete the following questions with questions tags. 14. Complete the sentences with information about you.

11. Ask Ss to open their Student Books to page 108. Ask a volunteer to read the items outloud, and then a different volunteer continues to read the column on the right. Have Ss to match the two columns in pairs. 12. To get Ss to practice questions tags, ask Ss to look at the word in the scrambled sentences. Write their opinions on the board, and then ask Ss to unscramble the questions. 13. Ask a student to read the instructions and have Ss do the activity in pairs. Check the answer and ask a student directly.14. Give Ss a few minutes to complete the sentences individually, and then share their answers.


109

Lesson 2

Week 27

Class 80

I can

15. Choose a celebrity and write about his or her hobbies and free time. Explain why you like that celebrity. 16. Talk about your favorite celebrity with your partner. Use follow up questions and question tags.

15. Ask Ss to open their Student Books to page 109. Ss have to choose a celebrity and write about his or her hobbies and free time. Explain why you like that celebrity.16. Then, in groups, Ss talk about their favorite celebrity with their partners. Use follow up questions and question tags.

All Ready

Student

Book 1

p. 109

Product 1

Week 27

Class 81

I get ready

1. Check the activities you like doing in your free time.2. Work in pairs. Decide on a topic for your interview. 3. Decide the time, place, and duration of the interview. 4. What materials do you need? Make a list. 5. Compose the interview questions and answers about likes and dislikes (include follow up questions and question tags). 6. Check the questions and answers for expelling and grammar. 7. Decide who will be the interviewer and who will be the interviewee.

1. Ask Ss to open their Student Books to page 110. Have them look at the pictures and check the activities they like doing in their free time.2. Ss work in pairs and they have to decide on a topic for your interview. 3. Together decide the time, place, and duration of the interview. 4. Ss make a list of what materials they are going to need. 5. Compose the interview questions and answers about likes and dislikes (include follow up questions and question tags). 6. Check the questions and answers for spelling and grammar. 7. Decide who will be the interviewer and who will be the interviewee.

All Ready

Student

Book 1

p. 110 &

111

I plan

I do

Product 1

Week 28

Class 82

All ready to

share

8. Practice the interview for pronunciation and fluency. 9. Perform the interview.

Ask Ss to open their Student Books to page 111, practice, and perform the interview in front of the class.

All Ready

Student

Book 1

p. 111Self-test

Week 28

Class 83


All Ready

Student

Book 1

p. 111Formal

assessment

Week 28

Class 84

Formal

assessment

1. Complete the letter with words from the box. 2. Match the columns.


All Ready

Student

Book 1

p. 172



Week Dates: April 11th to May 6th

Social Practice of the Language: Understand and express differences and similarities between cultural aspects fromMexico and English-speaking countries.

Learning Environment:

Literary and Ludic

Product 2:

Recital

Specific Competency: Read and sing songs in order to identify human values in English-speaking countries and Mexico

Achievement (s): Recognizes main ideas in songs. Formulates and answers questions about the treatment of information. Compares information using known expressions. Sings verses and choruses of songs. Detects rhythm, speed and intonation of songs.

CON

TEN

TS Knowing about the Language: Topic, purpose and audience.Text distribution: verses, stanzas and chorus.Acoustic features.Repertoire of words necessary for this social practice of the language.Verb tenses: progressive forms, past.


Verb forms: past participle.Antonyms.Nouns: singular/plural, compound.Punctuation.Upper and lower case letters.Doing with the Language:Check songs that reflect human values. Select songs based on key words. Recognize text distribution of songs. Determine topic and intended audience. Understand the general meaning and main ideas in songs. Anticipate content. Use diverse comprehension strategies. Clarify meaning of words. Identify explicit and implicit information. Identify key words in stanzas and chorus. Distinguish language features. Formulate and answer questions about the content. Compare how human values are expressed in songs of English speaking countries and of Mexico. Listen to and sing songs. Recognize combination of words and the sounds they represent. Detect rhythm, speed and intonation. Followthe chorus and recite the lyrics. Write down verses and/or chorus. Sing songs with and without the help of written lyrics.Being through the Language:Appreciate songs as a reflection of emotions, feelings and nature.Show interest in other peoples and cultures.Promote collective efforts in a cultural expression.

Lesson/

Week/

Class

Lesson


Notes

& Materials

Lesson 3

Week 29

Class 85

I know

Reading

1. Unscramble the names of these instruments.

1. Have Ss to open their Student Books to page 112 and tell them to look at the pictures. Ask them if they know the names of the instruments and if anyone plays any of them. Tell Ss to work with the person next to them and unscramble the names of each instrument. *Have Ss to open their Readers to page 98. Ask Ss to read the chapter. When they finish, ask for their opinions.


Reader p. 98-107

Lesson 3

Week 29

Class 86

I build

2. Read the song title and discusswhat the song will be about.3. Use your dictionary to clarify the meaning of these words. 4. Listen to the song and underline the best option. 5. Listen again and number the pictures in the order you hear them.6. Read and recite the lyrics. Then sing along. 7. Look at the parts of the song and circle T for True of F for False for thestatements below.

2. Ask Ss to open their Student Books to page 112. Have Ss read the title and discuss what the song will be about. 3. Ss review the vocabulary words. Ask Ss to decide what type of words they are and give them opinions. Then have them look up the words in the dictionary. Remind Ss they can clarify the meaning of words by using the dictionary at the back of their books. 4. Tell them to read the lyrics of the song in pairs and find out the main idea. When they have finished the song they may imagine what the song will be like. Now play the CD. To finish, have Ss answer the four questions in activity 4. 5. Ask Ss to look at the pictures to become familiar with the art work. Play the CD againand have Ss work in pairs with the classmate behind them to number the pictures in order.6. Lead Ss and recite the lyrics for the whole song out loud as a class. Remind Ss to use their whisper voice in the correct parts of the chorus. 7. Ask Ss to think about the meaning of verse and choir. Clarify that chorus is part of the song while choir is a group of singers. Finally, have volunteers read the three true or false questions. Play the CD and ask Ss to share their answers.


p. 112-115CD Audiotrack 21

Lesson 3

Week 29

Class 87

I think

8. Read the lyrics and underline the verbs in the past tense. 9. Look at these verbs from the song. Circle the regular ones and explain how you know they are regular. 10. Read the lyrics and write the words that follow was/were in these sentences. 11. Match the sentences with the corresponding diagram. 12. Complete the rules.

8. Ask Ss to open their Student Books to page 115. Have volunteers read the instructions. Tell Ss to underline all the verbs in past they can find. 9. Encourage Ss to look at these verbs from the song. Circle the regular ones and explain how you know they are regular. 10. Have a volunteer read the instructions. Then read the first sentence and elicit the answer. Tell Ss to fill in the blanks according to the song lyrics. 11. Have Ss look at the diagrams. Ask them to work in pairs and have a volunteer read the first sentence and match it with the corresponding diagram. Then Ss match the restof the sentences individually. 12. Tell Ss to read the rules in the box. Give Ss a couple of minutes to complete the sentences. Check general comprehension by asking Ss different examples.


116

Lesson 3

Week 30

Class 88

I practice

13. Label the parts of the following song using words from the box. 14. Listen and write the verbs in thepast tense. 15. Choose five verbs in the past tense from the song and play bingo.16. Write your own verse for Top Secret Mission. 17. Work with a partner and sing the verses you wrote in Activity 16 using the Top Secret Mission music.

13. Ask Ss to open their Student Books to page 116 and take a look at the song. Then read the first verse. Ask Ss to read the next part of the song and ask again what part it is. Finish the exercise in this same way until Ss have labeled all the parts. 14. Challenge them to see if they remember what goes in the blanks without looking atthe lyrics. After that, play the CD so Ss can check their answers. 15. Ask Ss to choose five verbs in past from the song and fill their bingo card. Then Ss play Verb bingo. The first student to cross out all his or her verb wins.16. In pairs, tell Ss to write their own verse. Draw Ss’s attention to the fact that they need to be creative. 17. In this activity your Ss will perform their verses for the rest of the class. Don’t ask them to come to the front of the class or stand up. Encourage Ss to memorize their songs and to perform seating in their place without looking at the lyrics.


117CD Audiotrack 22 &

23

I can

Lesson 4

Week 30

Class 89

I know 1. Number the musical genres in theorder you hear them. 2. Listen to the song. Complete withwords from the box. 3. Read the lyrics from Activity 2 and answer the questions. 4. Check the instruments used in the song. 5. Work in groups of three. Make and answer questions about what makes you feel happy and what makes you feel sad.

1. Ask Ss to open their Student Books to page 118. First read the instructions. Have Ss look at the pictures and elicit the gender they see on the page. Then play the CD so Ss can number the pictures. 2. Have Ss look at the lyrics of the song in pairs. Tell them to look at the words in the box and check that Ss understand them. Then play the CD and have Ss complete the lyrics. 3. Read the first question out loud, and then ask for volunteers to read the other two sentences. Ask Ss to answer the questions and compare them with a classmate.4. In pairs, ask Ss to choose the instruments used in the song in activity 2. Then elicit the answers. 5. Ss work in groups of three to ask and answer questions about what makes them happy or sad.



25

I build

Lesson 4

Week 30

Class 90

I think

6. Circle the words that describe feelings in the song lyrics in Activity 2.7. Which feelings are opposites?8. Work in pairs and make a list of values you find important besides friendship. 9. Complete the sentences. 10. Guess the hidden word. 11. Complete the sentence.

6. Ask Ss to open their Student Books to page 120. Ask for two volunteers to read the instructions, and then ask them to go back to page 118 to circle the words that describe feelings. Do the first one with them and then ask them to do the same with the person sitting next to them. 7. Elicit from Ss which adjectives express positive feelings, which ones express negativefeelings, and why. 8. Ask Ss to work in pairs and make a list of values they find important besides friendship. 9. Ask a volunteer to read the instructions and the two sentences. Then ask Ss to do the exercise in pairs. 10. Tell Ss to look at the pictures. Ask Ss if they remember the names of the instruments on page 119, because that is the key for this exercise.


121

11. Ask Ss to fill in the space with what they just learned about compound words.

Lesson 4

Week 31

Class 91

I practice

12. Read the sentences with different intonations to express the emotions in the box. 13. Listen to the song and complete.14. Listen again and act out the feelings as you hear them. 15. Underline the compound nuns. Then divide them on lines below.

12. Ask Ss to open their Student Books to page 121. Ask a volunteer to read the instructions. Then read the six words expressing intonation. Ss should pair up with the person sitting next to them and practice saying the words. 13. This activity should help them understand the lyrics and recognize combinations of words and sounds that represent the rhythm. Play the CD and have Ss listen to the song and fill in the gaps. 14. Play the CD one more time and encourage Ss to act out the words. 15. Ask Ss to read the instructions and then ask a volunteer to read the words out loud.Then, in pairs, underline the compound nouns. Then divide them on the lines below.


p. 121-123CD Audiotrack 26

Lesson 4

Week 31

Class 92

I can

16. Work in pairs. Complete the organizer on page 179 in the Worksheets section. 17. Work in pairs to write an original song extract, write a verse and a chorus. 18. Practice singing your verse and chorus using the music from your favorite song. 19. In small groups, discuss if it was easy to share your feelings. Explain your answer.

16. Ask Ss to open their Student Books to page 123 and to work in pairs. Then Ss complete the organizer on page 179 in the Worksheets section.17. Ss have to work in pairs to write an original song extract and write a verse and a chorus. 18. Then Ss can practice singing their verse and chorus using the music from their favorite songs. 19. To promote collective efforts in a cultural expression, get feedback from Ss.


Product 2

Week 31

Class 93

I get ready

1. Listen to these song fragments and describe how they make you feel. 2. Divide the class in groups. Each group selects one song. 3. Check that you understand the contents of the song. 4. Make a copy of the lyrics. Check unknown words and phrases in the dictionary. 5. As a class, determine the place, date, and audience for which the song will be interpreted. 6. What materials do you need? Make a list. 7. Circle Key words in the verses andchorus.

1. Ask Ss to open their Student Books to page 124. Explain that you will play only the first minute of some songs so Ss quickly react and describe their emotions for each one. They must record their feelings in the space provided. 2. Have Ss divide themselves into groups of four. Have each group select a leader and assign him or her responsibility to introduce their group’s song. 3. To understand the contents of the song, locate key words in the verses and chorus. Review important words from the songs on the board. 4. Ask Ss to take out a large, clean sheet of paper. Have Ss check their lyrics for accuracy by comparing their written version with the printed lyrics. 5. Guide the class and select a convenient place, date, and audience for the recital. Consider the resources of your school. 6. Remind Ss that they should prepare a program for the performance that can feature their songs lyrics inside and the Wh information on the outside cover. Materials needed for this include items such as construction paper, notebook paper, pencils, color pencils, markers, and glue or stapler. 7. Have Ss take out their papers with the written lyrics. Ask them to review any difficultwords and phrases and mark their copy. Have them circle important words and signal


125CD Audiotrack 27

I plan

I do

what is the chorus so they can find it quickly.

Product 2

Week 32

Class 94

All ready to

share

8. Read the lyrics along with the music. 9. Listen to the song in order to follow the rhythm. 10. Intonate the song at the speed of the music. 11. Revise your pronunciation and intonation in English while singing.12. Present the recital to the predetermined audience, in the planned place on the planned date.

8. Play each song and read the lyrics out loud along with the music, asking Ss to follow along. Ask Ss to mark their copies and indicate when there are pauses or special rhythms made by joining or separating words or syllables. Give examples when possible to reinforce changing rhythms and special intonation. 9. By now, Ss should be more comfortable with their songs and able to relax and listen and enjoy their songs at the speed of the music. 10. To emphasize harder beats and special intonation, have Ss practice humming their song and show the differences with stronger and softer volume in their humming voices. 11. Practice for the upcoming recital. Have Ss check their pronunciation and intonation one more time in preparation for their group’s recital at the assigned date. 12. Arrange the class by recital groups and make sure each student has their copy of the lyrics. Enjoy the recital.


Self-test

Week 32

Class 95



Formal

assessment

Week 32

Class 96

Formal

assessment

1. Underline the best option. 2. Write a word with opposite meaning. 3. Label the parts of the song.





Week Dates: May 9th to June 3th

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

Learning Environment: Academic and educational.

Product 1: Exhibition about a science topic

Specific Competency: Rewrite information to explain a graphic exhibition.

Achievement (s): Identifies and distinguishes types of sentences that express main ideas within paragraphs, using previously established goals. Uses various strategies in order to point out relevant information. Selects information in order to rewrite and paraphrase sentences. Organizes sentences to make a paragraph. Points out and clarifies doubts in order to edit notes.

CON

TEN

TS Knowing about the Language: Text organization patterns.Repertoire of words necessary for this social practice of the language.Composition of expressions.Relative pronouns (e.g., who, that, which).Connectives (e.g., because, as for, despite).Verbs: modals, phrasal.Verb forms: passive.Differences between British and American variants: -l-/-ll- (e.g., canceled, cancelled, etc.).Punctuation: period, colon, indentation.Doing with the Language:Check a Science topic in diverse sources. Select illustrated texts about a scientific topic. Activate previous knowledge. Identify topic, purpose and intended audience. Examine graphic and text components. Recognize textual organization.Understand the general meaning and main ideas in diverse texts. Read texts from diverse sources. Anticipate the general meaning. Detect new words. Identify key ideas in paragraphs. Distinguish the types of sentences used to express key ideas and back-up information. Use diverse strategies to point out relevant information.Classify information based on purpose.Rewrite information. Select previously classified information. Complete sentences with key ideas from a text. Add information to key ideas of sentences to exemplify, support or enrich them. Formulate and write questions concerning the information in a text. Order words to construct sentences that answer questions.Paraphrase sentences in order to rewrite them. Rewrite sentences. Order rewritten sentences to articulate them and form paragraphs. Choose paragraphs to construct notes. Write notes to fill-in cards. Check cards to present a graphic exhibition.Edit notes with the teacher’s guidance. Check the use of punctuation and spelling conventions. Mark and clarify doubts. Detect mistakes and correct them. Write final version.Being through the Language:Show willingness to learn to learn.


Make efforts and dialogue to reach common goals.Take action and favorable decisions about our environment.

Lesson/Week/Class

LessonStages

Activities ProceduresNotes&

Materials

Lesson 1Week 33

Class 97

Stage 1: I know

1. Decide if the following pictures represent something that is good or bad for the environment. 2. Look at the pictures in Activity 1and label them with the correct topic from the box. 3. Skim the text for the main idea, then Check the picture that best represents the problem described.4. Label the text in Activity 3 with Now, Pollution, and Then.

1. Ask Ss to open their Student Books to page 128, ask them to identify what they can see in the pictures. Then have them decide if they represent something which is good or bad for the environment by drawing a happy or sad face next to the picture. Encourage Ss to share their thoughts. 2. Read out the words from the box and check Ss understand meaning. Then read them out again and have Ss call out a corresponding picture number from activity 1. Then havethem label the pictures in their Student Book. 3. Point to the pictures in Activity 3 and elicit what they can see. Read the rubric and elicit the meaning of skim. Tell Ss not to worry about understanding every word. Then have skim the text and graphic components, have them skim the text and check the picture it refers to. Check answer as a class.

All ReadyStudentsBook 1 p. 128

Reader p. 111-120

Stage 2: I build

Lesson 1 Week 33

Class 98

5. Read the questions and circle the best option for each one. 6. How do you think the ideas talked about in the text in activity 3 have affected your community? 7. Choose a phrase or word from each column to match and make complete sentences. 8. Which words link the information in the sentences in activity 7?9. Match the words to the sentences they describe.

5. Ask Ss to open their Student Books to page 129 and have them read through the questions in Activity 5. Check for understanding. Explain that they are going to read the article in activity 3 again, but this time they need to read it more carefully in order to look for specific information to answer the questions. Check answers. 6. Elicit from Ss how pollution and other points discussed in the article have affected their community and their country. Then ask Ss what we are doing nowadays to help the environment and write down their suggestions on the board. Ask Ss to rank the problems in the order they consider to be most serious. 7. Elicit from Ss what a noun is and have them give you examples. Have Ss look at Activity 7 in theirStudent Books. Direct them to the first column and tell them to underline the final noun in each sentence. Elicit which one refers to people. Remind them to look for the commas in the first part of the sentences as this is a big clue. Then ask them to match the sentences with the relative pronouns and the correct second part of the sentence. Monitor and check. 8. In pairs have Ss answer the question. Ask for volunteers to call out the answers. 9. Ask Ss to match each relative pronoun with the sentence it describes. Check answers as a class.

All ReadyStudentsBook 1 p. 129 &

130 Stage 3: I think

Lesson 1Week 33

Class 99

10. Read the text in Activity 3 again and write the verbs which have two parts. 11. Do the verbs in Activity 10 have literal or non-literal meanings? Check your answer in the Glossary on page 164.12. Look at the sentences and circle the best option to complete each one. 13. Choose a phrase or word from each column to match and make complete sentences. 14. Rewrite these sentences using

10. Ask Ss to open their Student Books to page, in pairs, have them find and write down as many verbs as they can. Explain that there are some verbs which have a verb and preposition and that these are known as phrasal verbs. Walk around and check Ss understand what they are looking for.11. Check Ss understand the difference between literal and non-literal meaning. Elicit which has a literal meaning and which has a non-literal meaning. Tell Ss to look at the phrasal verbs and decide which ones have a literal meaning and which do not. Check answers. 12. Draw Ss´ attention to the Reflection Box and have them complete it. Check answers as a class. 13. Ask Ss to open their book at page 131 and match the words from each column to make complete sentences. Monitor and provide individual help if necessary. 14. Ask Ss to describe what they can see in the photograph in activity 14. Tell them to read the firstsentence and point out that here are many ways we can say the same thing. To paraphrase sentences in order to rewrite them, ask Ss to rewrite the sentences, and encourage them to check their answers with a partner before giving feedback to the whole class.


131

Stage 4: I practice

words from Activity 13.

Lesson 1 Week 34

Class 100

Stage 4: I practice 15. Complete the text with the

words from the box. 16. Unscramble the words to make sentences that answer the questions. 17. Rewrite the following sentences. Use the relative pronouns in parentheses. 18. Read the text and make notes.19. Use your notes to present the information to a classmate.

15. Ask Ss to open their Student Books to page 132, refer Ss back to the reflection box from activity 9 on page 130 and remind them when to use that, who, and which. Elicit when we add a comma. Ss choose the correct word to fill the gaps. Check answers as a class. 16. Ss unscramble the sentences in their books. Walk around and monitor. 17. Refer Ss back to the model in Activity 16 and have them work together to rewrite theinformation to compose sentences. Check answers. 18. Have Ss turn to page 133 and explain that they will read a leaflet, and present the main ideas. They will do this by taking notes and extracting only the most important information. 19. Ask Ss to get into pairs, and using their notes from the previous activity, have them take turns to try to reconstruct the text verbally without looking at it, but adding details that their patterns give them.


133

Stage 5: I can

Lesson 2 Week 34

Class 101

Stage 1: I know

1. Look at the following photographs. What do you think are the causes of these problems?2. What do you think the situations shown in the photographs in Activity 1 were likebefore? 3. Skim the text for the main ideas. 4. Read the text in Activity 3 again and write T for True or F for False.5. Read the text and answer the questions.

1. Ask Ss to open their Student Books to page 134, ask them to look at the photographs. Have them identify the problem in each photo and what they think causes the problem. Encourage them to use full sentences. 2. Elicit how the situations were before. To help them, if necessary, write some key words on the board. 3. Ask Ss to Skim the text and summarize each paragraph. Check answers. 4. Have Ss read the text in activity 3 again and answer the sentences in activity 4 as either true or false. Monitor and check. 5. Tell Ss to skim the text on page 135 and tell you the main ideas. Then read the questions with them to check the new vocabulary. Give them time to answer the questions. Check answers as a class.


135

Stage 2: I build

Lesson 2 Week 34

Class 102

Stage 3: I think

6. Read the text in Activity 3 again and circle all the verbs you find. 7. Match the beginning of each sentence to the correct ending. 8. Read the text in Activity 5 again and complete the following table.

6. Ask Ss to open their Student Books to page 136 and read the text in Activity 3 again and circle all the verbs they can find. 7. Tell Ss to work in pairs and match the beginning of each sentence to the correct ending.8. Ask Ss to read each paragraph and determine the main idea of each of them, then direct Ss to the table and have them complete it.


Lesson 2 Week 35

Class 103

Stage 3: I think

9. Read the text in Activity 3 and circle the connectors. 10. Complete the table with the connectors from the text in Activity 3. 11. Complete the sentences with words from the box. 12. Look at the sentences and choose the best option to complete them. 13. Look at the diagram and write sentences about the process. 14. Read the text and write MI for Main Idea or SI for Supporting Idea.

9. Ask Ss to open their Student Books to page 137, elicit connectors they already know and have them look at the text and circle other connectors. 10. To sort information based on purpose, encourage Ss to make sentences using the connectors they found in the previous activity. Then elicit which column they go in, andhave Ss complete the table in activity 10. 11. Encourage the class to make some sentences about their classmates using and, as well as, and also. Ss complete the sentences in their Ss Books with the correct connector. Monitor and check. 12. Have Ss read the sentences in Activity 12 and choose the correct words to complete the gaps. Check answers. 13. Have Ss look at the diagram and write sentences about the process.14. Ask Ss read the text and write MI for Main Idea or SI for Supporting Idea. Check answers.


138

Stage 4: I practice

Lesson 2 Week 35

Class 104

Stage 5: I can

15. Work in pairs and discuss the questions. 16. Listen to the interview with an organic farmer and take notes. 17. Use your notes from Activity 16 to write a paragraph about the process. 18. Listen to the interviewer again and add more information to each stage. 19. Fill in this index card for one of the stages. Add notes and illustrations to help you.

15. Ask Ss to open their Student Books to page 139, explain Ss they are going to listen to an organic farmer talk about his farm. Tell Ss to look at the table, encourage them to think about the information they will hear before they listen.16. Play the CD and tell them to take notes under distinct headings. Play the CD a second time and have Ss write notes on their own. Check answers and write any new vocabulary on the board. 17. Ask Ss to use their notes from Activity 16 to write a paragraph about the process. Ask Ss to read their answers out loud to the rest of the class. 18. Play the CD again and tell Ss to listen to the interviewer again and add more information to each stage. 19. Have Ss Fill in this index card for one of the stages. They can add notes and illustrations. Monitor and check.


CD Audiotrack 28

Product 1 Week 35

Class 105

Stage 1:I get ready

1. Look at the list of topics and check the two you feel most interested in. 2. Work in pairs and discuss the reasons for your selection. Decide on one topic to research. 3. Decide on the sources of information you will use to do your research. 4. What materials do you need? Make a list. 5. Use the organizer on page 180 in the worksheets section to make notes about the information researched. 6. Write three main ideas and three supporting ideas.

1. Ask Ss to open their Student Books to page 140. Tell them to look at the list of topics and choose the two they feel most interested in. 2. Encourage Ss to share their decision from Activity 1 with the class, and try to give reasons for why they choose those topics. Divide Ss into pairs and have them decide ona topic to research together. 3. Ss decide on the sources of information they will use to do their research.4. Write presentation on the board and elicit materials Ss may wish to use for their presentation. Ss decide on the materials they will need for their presentation. 5. Ss may use the organizer on page 180 in the worksheets section to make notes about the information researched. 6. Have Ss write three main ideas and three supporting ideas, when they finish, elicit connectors and their uses. Have them insert the appropriate connector between the main and supporting ideas.


Stage 2: I plan

Stage 3: I do

Product 1 Week 36

Class 106

Stage 3: I do

7. Put your information together in a paragraph. Remember to use the passive and connectors. 8. Check the spelling and punctuation. Correct any mistakes. 9. Use index cards to make simple notes for reference about your paragraph. 10. Add simple sketches to the index cards to help you remember the information. Look at the example provided. 11. Use your index cards to present the information to the rest of the class.

7. Ask Ss to open their Student Books to page 141. They may put their information together in a paragraph. Tell the Ss to remember to use the passive and connectors. They can exchange their work with a classmate for peer editing. 8. Ask Ss to check the spelling and punctuation. Correct any mistakes. They can exchange their work with a classmate for peer editing.9. Remind them to use index cards to make simple notes for reference about their paragraph. 10. Ask Ss what they can see in the picture and go through their cards and the information and draw corresponding illustrations to provide a graphic presentation. 11. Tell Ss that they are now going to present their research project to the rest of the class, tell them that they can use their index to present the information.


Stage 4: All readyto share

Self test Week 36

Class 107

I learn Check the “I learn” box. Ask Ss what they can do now that they couldn´t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product.


Formalassessment

Week 36

Class 108

Formalassessmen

t

1. Unscramble the words to make sentences. 2. Circle the best option.

Briefly have Ss discuss their responses to the self-assessment in groups or with the restof the class. Give positive feedback for their effort and progress.



Teacher: Brenda Partida Castro, Daniel Arvizu, José LuisBanda Saldaña

Week Dates: June 6th to July 1st

Social Practice of the Language: Interpret and express everyday life instructions.

Learning Environment: Familiar and community

Product 2: Oral warnings

Specific Competency: Understand and express specific warnings of public places.

Achievement (s): Adjusts volume, tone and intonation to emphasize warnings. Understands conditional and non-conditional warnings. Requests information to confirm the understanding of warnings. Indicates causes and effects of warnings. Associates warnings to particular situations.

CON

TEN

TS Knowing about the Language: Acoustic features.Conditionals (e.g., If there is an emergency…, you must…).Verb forms: imperative.Connectors.Sentence types.Repertoire of words necessary for this social practice of the language.Lexical differences between British and American variants (e.g., car, park, parking lot; motorway, freeway).Doing with the Language:Check warnings relative to public places. Identify topic, purpose and intended audience from previous knowledge. Recognize situations and public places in which warnings are communicated. Distinguish speakers’ attitudes and turns of participation. Identify volume, intonation and tone. Understand the general meaning and main ideas of warnings. Listen to warnings particular to public places. Anticipate the general meaning. Establish the reason for some warnings. Distinguish between conditional and non-conditional warnings.Determine sequence of statements (e.g., description, instruction). Relate warning statements to their written form. Identify speech register. Express warnings particular to public places. Organize sentences into a sequence. Use non-verbal language to aid the elaboration ofwarnings. Use strategies to emphasize meaning. Express causes and effects of warnings. Paraphrase the message of some warnings. Express warnings particular to public places


Being through the Language:Use language to prevent problems and respect social norms. Assume responsibilities in society.Recognize cultural differences in social norms.

Lesson/

Week/

Class

Lesson


Notes

&

MaterialsLesson 3

Week 37

Class 109

I know 1. Check the signs that are in yourcommunity. 2. Why do different places use signs like these? How do signs helpus?

1. Ask Ss to open their Student Books to page 142. Tell Ss to check the signs that are in their community. 2. Ask some volunteer to read out loud the questions: Why do different places use signs like these? How do signs help us? And answer in their Student Books.

All ReadyStudentBook 1 p. 142 Reader

p.

Reading

Lesson 37

Week 36

Class 110

I build

3. Look at the pictures and predict what each situation is about. 4. Listen to the information and number the situation in Activity 3 in the order you hear them. 5. Listen to the information again and write who gives the following instructions. 6. Why do you think the instructions in Activity 5 are necessary?7. Read the text. Circle the words that express cause and underline the effects. 8. Complete the table with examples that demonstrate the rules.

3. Ask Ss to open their Student Books to page 142. Ask Ss to look at the pictures and predict what each situation is about. 4. Tell Ss to listen to the information and number the situations in Activity 3 in the order they hear them. 5. Have Ss listen to the information again and write who gives the following instructions. 6. Ask a volunteer to read the question: Why do you think the instructions in Activity 5 are necessary? Ss answer in their notebooks. 7. Elicit Ss to read the text. Tell them to circle the words that express cause and underlinethe effects. 8. Tell Ss to complete the table with examples that demonstrate the rules.


143CD Audiotrack 29 I think

Lesson 3

Week 37

Class 111

9. Match the signs to what they tell us to do. 10. Look at the sentences and choose the best option(s) to complete each one. 11. Classify the following signs. Then add one more sign to each category. What do you notice about the colours? 12. Unscramble the words to make

9. Ask Ss to open their Student Books to page 144. Invite Ss to look at the pictures and match the signs to what they tell us to do. 10. Elicit Ss to look at the sentences and choose the best option(s) to complete each one.11. Tell Ss that they are going to classify the following signs. Then tell them that they have to add one more sign to each category. After that, ask them to answer the next question: What do you notice about the colors? 12. Ask Ss to look at the words and then, in pairs, to unscramble the words to make sentences. They can check with other pairs.


145 I practice

sentences.

Lesson 3

Week 38

Class 112

I practice

13. Rewrite these sentences using the connectors from the box. 14. Complete the sentences and match them to the correct signs. What colour are they?15. Work in pairs. Answer the following questions. 16. Complete the table. Then drawone more symbol in the last column and complete the information about it. 17. Work in pairs. Share tables andcompare notes.

13. Ask Ss to open their Student Books to page 145 and look at the words in the box, you can ask for some examples of their use to confirm Ss’s comprehension. Then Ss rewrite these sentences using the connectors.14. Invite Ss to look at the pictures on page 146 and work in pairs to complete the sentences and match them to the correct signs.15. Tell Ss that they will continue working in pairs to answer the questions presented. 16. Now Ss have to complete the table. They need to draw one more symbol in the last column and complete the information about it.17. To finish, Ss continue working in pairs to share tables and compare notes.


p. 145-147

I can

Lesson 4

Week 38

Class 113

I know

1. Work in pairs. Discuss the following question. 2. Match the warning signs to the places in Activity 1. 3. Listen to the extract and number the signs you hear mentioned in the correct order. 4. Listen to the police officer talk about the Highway Code and writedown the information you hear about the following signs. 5. Listen to the police officer again and number the information in thecorrect order. 6. Listen to the police officer again and circle T for True or F for False.

1. Ask Ss to open their Student Books to page 148. Have Ss work in pairs. Discuss question. Ask for some volunteers to read their answers out loud. 2. Tell Ss to look at the pictures and match the warning signs to the places in Activity 1. 3. Play the CD so Ss listen to the extract and number the signs they hear in the correct order. Play the CD again if necessary. 4. Now explain Ss that they are going to listen to the police officer talk about the Highway Code, and they have to write down the information they hear about the signs. 5. Play the CD again so Ss listen to the police officer again and, in pairs, number the information in the correct order. 6. Tell Ss they are going to listen one more time to the police officer and to circle T for True or F for False.

All ReadyStudentBook 1 p.148 &


31

I build

Lesson 4

Week 38

Class 114

I think 7. Read the text. Circle the words that express cause and underline the effects. 8. Read the sentences and circle the best option to complete each one. 9. Underline the modal verbs and circle the infinitive verbs.10. Complete the sentences with

7. Ask Ss to open their Student Books to page 150. Ask for volunteers to read each of thesentences out loud. Then ask them to circle the word if in each sentence and underline the verbs. They can check answers with a partner. 8. Ask new volunteers to read the sentences and, in pairs, they have to circle the best option to complete each one. 9. Explain what modal verb is and the differences with infinitives. Then ask Ss to underline the modal verbs and circle the infinitive verbs.10. Ss are going to look at the words from the box and then complete the sentences withwords them.


151

words from the box.

Lesson 4

Week 39

Class 115

I practice

11. Match the beginning of each sentence to the correct ending. 12. Unscramble the words to makesentences. 13. Write warnings for these public places. 14. Read the text and find words related to each topic to add to the organizer. Look back through the unit to add more words. Use the Glossary on page 165.

11. Ask Ss to open their Student Books to page 151. Then ask them to match the beginning of each sentence to the correct ending. 12. Ss need to look at the words, and then tell them to unscramble them to make sentences. 13. Ask Ss to look at the pictures. Ask some volunteers to describe them, then tell the Ss that they need to write warnings for these public places. 14. Read the text out loud and tell the Ss to find words related to each topic to add to theorganizer. They can look back through the unit to add more words and invite them to usethe Glossary on page 165.


152

Lesson 4

Week 39

Class 116

15. Rewrite these warnings. 16. Work in groups. Make notes about the different ways that you can contribute to making a better society. Think of signs and warnings needed. 17. Write warnings using the notesfrom Activity 16. 18. Share the warnings with the rest of the class.

15. Ask Ss to open their Student Books to page 153. Ask Ss the meaning of must, have them remember when they use must and find the expression that means the opposite, Tell Ss to look at the sentences and ask them what they mean. Ask them to underline thewords which express obligation; ask what word we can use to replace them. Then have them to paraphrase the three warnings. 16. Tell the Ss to work in groups to make notes about the different ways that they can contribute to making a better society. Think of signs and warnings needed. 17. Write warnings for the situations discussed in Activity 16 using appropriate language for their audience. 18. Tell the Ss to share the warnings with the rest of the class.


I can

Product 2

Week 39

Class 117

I get ready

1. Write one sentence about what you have learned about the following things. 2. Work in pairs and choose two things from the list above. Write two appropriate announcements of warnings for them. 3. What materials do you need? Make a list. 4. Check the spelling and punctuation, correct any mistakes.

1. Divide the class into pairs and tell them to look at the topics on page 154 of their Student Book. Ss then write a sentence about each of the things listed in their Student Books. 2. Tell the Ss to work in pairs and choose two things from the list above. Now they are going to write two appropriate announcements of warnings for them. 3. Ss decide what materials they are going to need to create their oral announcements. 4. Explain the importance of using comma between the two parts of a sentence in conditional sentences. Ss check the spelling and punctuation, correct any mistakes.


155

I plan

I do

Product 2

Week 40

Class 118

I do

5. Draw graphics to accompany your announcements. 6. Practice presenting your announcements with the information in the correct order. Point to the pictures at the appropriate times. 7. Use your pictures to present your information to the rest of thegroup. 8. Vote on the announcements. Decide on which you thought was the most creative, the most informative, and the best presented.

5. Ask Ss to open their Student Books to page 155. Ask Ss to draw graphics to accompany their announcements. 6. Ask Ss to practice presenting their announcements with the information in the correct order. 7. Tell the Ss to use their pictures to present their information to the rest of the group. 8. Ss should vote on the announcements. Decide on which they thought was the most creative, the most informative, and the best presented.


All ready to

share

Self- test

Week 40

Class 119



Formal

assessment

Week 40

Class 120

Formal

assessment

1. Identify the types of warning. Write C for Caution, P for prohibition, I for Information, and S for Safety. 2. Match the warnings to their meanings.

Briefly have Ss discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.


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