All ready! 3 lesson plans

Lesson/ Week/Class

Lesson Stages

Activities Procedures Notes & Materials

Lesson 1Week 1Class 1

I know

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

4. Listen and answer the questions. Track 3

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

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

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

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

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

p.8Audioscript on p.182 Student Book

T monitors the class by walking around the class

I build

Lesson 1Class 2

I think

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

Reader: I Am Now More Aware Pages 7-19

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

to read each of the sentences out loud.

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

p. 10

Lesson 1Class 3

11.Match the columns 12. Listen and complete the conversation.

11. Ask Ss to match the columns to complete the sentences. Check answers by having volunteers read the complete sentence out loud.12. Ask Ss to describe the situation. Ask: Who are they? Where are

p. 10

I practice

Track 04 13. Act out the conversation 14. Read and offer solutions 15. Read the conversation and

Complete the organizer

they? Play the CD Ask What solutions were offered? Who offered these solutions? Play the CD again in order to complete the sentences.13. Ask Ss to find a partner and act out the conversation.14. Ask Ss to work in pairs and think of possible solutions for each situation. Have them write their suggestions in the spaces provided. Ss share their suggestions with the rest of the class.

15. Go over the situations and consequences

p.11

Lesson/ Week/Class

Lesson Stages


Lesson1Week 2

Class 4I can

16. Read and answer questions

17. Number the events p.12

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

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

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

Lesson2 Stages Activities Procedures Notes & Materials


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

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

p.14Glossary to identify the meaning of unknown words

Lesson 2Week2Class 6

I build 3. Listen to the voicemail. Track 05

4. Listen and complete. Track 06

5.Circle the best option

6.Underline the comparative

3. Play the CD. Ask comprehension question: What’s the magazine’s name? Why did Karen call? Where is Karen from? Ss answer the questions according to the conversation.4. Ask Ss to follow the conversation in their book, without trying to complete it. Play the CD again and ask them to complete the conversation using the words from the box.5. Draw Ss’ attention to the sentences and ask them to circle the option they think best completes each of the sentences.6. Elicit from Ss the use and form of the comparative and superlative adjectives. Then ask them to read the sentences and underline the comparative adjectives and circle the superlative

p.14

p.15

Walk around the class, monitor and help Ss if necessary

7.Look at the comments adjectives.7. Elicit the meaning of complain from Ss. Then ask Ss to read the comments and decide if they praise or complain and to write P or C. Ask them to share and compare their answers.

p.16

Lesson/ Week/Class

Lesson Stages


Lesson2Week 3Class 7

I practice

8. Circle the best option

9. Look at the conversation

10.Listen to the conversation Track07

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

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

p.16

p.17

p.17 T monitors the class

Lesson 2Week3Class 8 I can

13.Read the complaints and complete14.Change the sentences

15. Are these problems common..?

16.Write a conversation

17.Act out the conversation

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

p.17

p.18

p.19

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

MaterialsWeek 3Class 9

I get ready

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

1. Explain they are going to make a telephone complaint to an institution of their choice and leave a voicemail with it. Ask them to work in groups of three. Allow time for Ss to discuss and decide.

P.20

Walk around

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

2. Ask them to write the names of all the people in their group.3. Ask Ss to think all the different services offered at the institution and to think about which one they want to relate their complaint to.4. Ask Ss to think of all the vocabulary they will need to express their complaint. Have them make a list and refer to their dictionaries.5. Ask Ss to decide what materials they will need in order to compose a telephone complaint voicemail. Have them make a list.

the class and monitor

Product Lesson Stages


Week 4Class 10

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

9. Practice reading your voicemail

I learn

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

Ask Ss what they can do now that they couldn´t do at the beginning of the learning environment. Then have them answer the I learn box on page 21. Give positive feedback for their effort and progress.

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

p.21

All ready to share

Week 4Class 11

Self evaluation

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

Wee 4Class 12

Formal Assessment

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

Lesson/ Week/

Class

Lesson Stages

Activities Procedures Notes

& Materials

Lesson3Lesson3Week 5Class 13

I know 1. What is the difference between horror stories and suspense stories?

2. Read the extracts

3.Read the extracts again

4.Match its extract to its purpose

1. Ask Ss what is the difference between horror and suspense stories. Reinforce the concepts that horror stories focus on terror and fear while in suspense stories the reader is not sure about what will happen.2. Draw Ss’ attention to the different illustrations and elicit from them what they see in each one. Ask them: Can you guess what the stories are about? Ss are going to read extracts taken from different stories and that they have to label each of the extracts with the correct title.3. Draw Ss’ attention to the table in their Student Books and ask them to read the extracts again to complete it. Check answers.4. Explain to Ss that they have to read the extracts and match them to their purpose. Then ask them to share and compare answers with a classmate.

p.22

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

I build


I think5.Read the extracts again

6.Complete the organizer

7. Decide which extracts in Activity 2 these supporting details come from.

5. Ask Ss to reread the extracts from Activity 1 and answer the questions. Share and compare their answers with a classmate.6. Ask Ss to read the main ideas in the boxes and to complete the graphic organizer correctly. Check answers.7. Ask for volunteers to read the different details and have the rest of the class say the title of the extract the details correspond to out loud and in unison. Give them some time to write the titles.

p.23-24Alternative activity p.38 Teacher´s Guide.

Lesson 3 8. Circle the adjectives in the passage 8. Elicit from Ss the use of adjectives and their comparative and p.24-25

School: Grade: Group:

Teacher:

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

Learning Environment 2: Literary and Ludic

Product 2: Emotionary

Specific Competency: Read suspense literature and describe moods

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

CON

TEN

TS

Knowing about the Language: elements of a narrative; word repertoire; connectors; adjectives: comparative and superlative; pronouns: reflexive (myself, ourselves) relative; conditionals, homophones, colophon, types of sentences, upper and lower-case letters.Doing with the Language: Explore suspense narratives. Understand general sense, main ideas, and some details of a suspense narrative: Read and re-read narratives, use diverse comprehension strategies, infer main ideas, distinguish elements in narrative: narrator, characters and events infer characters´ emotional states from explicit information, recognize purpose of a narrative, organize paragraphs to form texts.Being through the language: Foster respect towards other opinions, stimulate and aesthetic pleasure in literature, develop empathy towards different moods.

Week 5Class 15 I think 9. Circle the words that link two ideas

10. Complete the sentence using words from the box.

superlative forms. Then draw Ss´ attention to the passages in their Books and tell they have to circle the adjectives and underline the comparatives. 9. Elicit from Ss what connectors are. Ask them to read the sentences and circle all the linking words they can find. Check answers orally.10. Draw Ss attention to the words in the box. Then ask Ss to complete the sentences by using words from the box. Check answers as a whole class activity by having volunteers read the complete sentences out loud.

Teacher´s Guide p.38-39


I practi

ce

11.Read the paragraph and answer

12.Match the sentences13What scares you?

14. Read the paragraph and answer the questions

11. Draw Ss’ attention to the illustrations. Elicit from them what they can see in each of them and what they think the paragraphs are about, based on the illustrations. Then ask for Ss to read each of the paragraphs. After each reading, ask for answers.12. Draw Ss’ attention to the table and explain that they have to match the words using connectors to form a sentence.13. Ss work in pairs and ask each other what they are scared of and why they think it scares them. Share their answers with the rest of the class.14. Elicit from Ss what they see and what they think the paragraphs are about based on the pictures. Then ask Ss to read each paragraph individually and silently.

p.25-27

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

Refer Ss to the Glossary in p.157.

I can

Lesson 4

Lessonstages


Lesson 4

Week 6Class 17

I know

1.How do horror or suspense stories or movies make you feelReader: the Ghost

2. Read the extract. Circle T or F

1. Write the words: horror and suspense on the board. Ask: What is the first thing that comes to your mind when you hear the word horror? Have different Ss participate. Then ask the same question for the word suspense. Write the answers on the board. Ask them if they felt any of the words they mentioned. Ask Ss to take out their Readers to page 20 and draw their attention to the title of the story. Ask them what kind of story they think it is and what kind of audience it is intended for. Ask Ss to get into pairs and have them take turns reading the pages of the story.2. Draw Ss’ attention to the statements and explain they have to circle T or F. Check answers orally.

p.28

Reader: the Ghost p.20-32

Teacher´s Guide p.41

3.Read the extract in activity 2

3. Ask Ss to read the extract in Activity 2 and focus on Arthur’s emotional reactions. Explain they have to match the parts of the story with Arthur’s emotional reactions.

p.28-29

Lesson 4

Week 6Class 18

I think

4.Look at the sentences 5.Read the rule and complete6.Circle the emotions and underline7.Label the pictures8. Work in pairs and explain the words you know

4. Read the questions out loud and elicit the answers from Ss.5. Ask Ss to read the rule, ask for Ss to explain it in their own words. Then draw their attention to the table and ask them to complete it following the pattern.6. Ask them how they express happiness, hanger, fear, sadness, etc. Then draw their attention to the sentences and ask them to circle the emotions and underline the actions that express emotions.7. Ask Ss to work in pairs and take turns describing the pictures. Then ask them to label the pictures with the correct emotion.8. Ask Ss to work in pairs and take turns explaining the meaning of the words they know.

p.29-30

Teacher´s Guide p.42-43

Glossary on p.157

Lesson/ Week/Class

Lesson Stages


Lesson 4Week 7Class19

I practice

9. Complete the organizer

10. Complete the sentences with…

11.Which emotions from Activity 9

12.Circle the correct reflexive noun

13. Number the paragraphs to

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

p. 30

p.31

Walk around the class and monitor Ss


make a story 13. Ask Ss to work in pairs. Have them read the paragraphs and number them in the appropriate order to make a story. Ask a few comprehension questions when most of the Ss have finished.

p.32


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

14. Ask Ss to go back to the story in Activity 13 and read it again in the appropriate order. In pairs discuss what they liked and didn’t like about it. Share their impressions with the rest of the Ss.15. Ask Ss to answer the questions based on the story in Activity 13.16. Ask Ss to complete the chart by describing each boy’s emotional states in the story. Check answers orally.17. Work in pairs and discuss a possible ending for the story.

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

Product 2 Stages Activities Procedures for: Emotionary NotesWeek 7Class 21

I get ready 1.Choose a suspense story

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

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

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

I plan

Product 2

Stages Activities Procedures for: Emotionary Notes&Materials

Week 8Class 22 I do

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

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

4. Draw Ss’ attention to the graphic organizer and explain they have to fill it in with the emotions they highlighted in their stories in the previous class. Check answers.5. Ask Ss to circle the basic emotions they found in their stories. Then ask them to relate them to the feelings in the box.

6. Suggest Ss to display their emotionaries on the classroom walls, so that the rest of the group can walk around the classroom reading them. Then you can ask for Ss to present their emotionaries to the rest of the class, introducing the story they chose and explaining when and how the feelings described were present in the story. Ask Ss to look at the Useful Expressions box in their Student Books before coming to the front to present their own Emotionary.

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

p.34- 35Refer Ss to the Worksheets section on p. 176


Continuous and Global Assessment Chart p. 48

learning environment and listen to their responses. Then have them answer the I learn box and take note.

Week 8Class 23 Self-Test

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

Week8Class 24

Formal Assessment

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

Lesson/ Week/Class

Lesson Stages


Lesson 1Week 9Class 25 I Know

1 .Do you like science? Why or why not?2.Are you good at sciences? Why or why not? How do you think you could improve in this area?

Reader: Science Can Be Fun p. 33-42

1. Ask Ss to work in pairs and then discuss if they like the science subjects in their grade and give arguments for their answers: Do you like science in third grade? Why do / don’t you like science? Ask Ss to look at the picture in their Student Books on page 38 and describe it: What is he doing? Where is he?2. Ask Ss these questions and give them plenty of time to answer. Let Ss answer voluntarily and listen to all of their classmates.Ask SS to open their Readers to page 33 and to read the title of the text. Have Ss flip through the chapter and look at the pictures to predict what the text will be about. Ask Ss to read Chapter 3 individually and have them underline the words they don’t understand. Then Ss read the text again and discuss what the text is about. Ss go to page 43 in their Readers and look at the comprehension questions. Check understanding and ask them to work in pairs and answer the questions. Check answers.

p.38Walk around the class and find out Ss´ answers

Reader Answer Key on p.171 of the Teacher´s Guide


Teacher:

Unit Title: Week Dates: Social Practice of the Language: Understand and write instructions.

Learning Environment 1: Formation and Academic

Product 1: Instruction Album

Specific Competency: Interpret and write instructions for a simple experiment

Achievement (s): Can understand and interpret order and sequences of instruction elements to carry out an experiment, write and classify simple and complex sentences in order to create instruction sequences, remove, add, change, and/or rearrange information to edit an instruction manual.

CON

TEN

TS

Knowing about the Language: Text components: word repertoire; adverbs: of sequence (after, firstly, next), frequency (twice, often, never): verb tenses: simple present; prepositional phrases (instead of, at least), recognize verbs forms: imperative, gerund and infinitive, patterns of textual arrangement.Doing with the Language:

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

Being through the language:

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

All Ready Lesson Plan Unit 2, Lesson 1 and 2


I build 3.Look at this extract and answer the questions.

4. Label the parts of this extract with the words in the box.5.Read these instructions for an experiment and answer the questions6. Read these sentences. Underline the infinitive and circle the gerunds.

3. Ask Ss to open their Student Books to page 38 to examine the distribution and function of text and graphic components. Ask Ss to look at the extract on the same page. Ask them to read the title and name the type of publication. Elicit information from different Ss. Ask Ss to work in groups of three or four to do the experiment. Ask Ss to read the extract and answer the questions.4. Ask Ss to read the words from the box and label the parts of the extract. Have Ss work individually. Once they have finished, have volunteers say their answers out loud.5. Have Ss read the title of the experiment. Ask them to explain the experiment. Let Ss read the instructions for an experiment and answer the questions. Check answers.6. Write on the board the following: Reading is the activity my sister likes the most. I don´t like to read novels. Ask Ss to identify the infinitive, and the gerund. If not, explain. Ask Ss to read the sentences in their books and do the exercise.

p.38-39

Glossary on p. 158

p.40Walk around the classroom

I think


I practice 7. Read the examples and circle..8. Look at the pictures ….9.Complete the sentences10. Write the instructions from Activity 911.Coircle the correct verb forms

7. Ask Ss to write four sentences in their notebooks; two using the gerund and two using the infinitive. Check their work. Then ask them to open their book to page 40, read the examples in the Reflection box, analyze them and circle the best option.8. Ask Ss to look at each of the pictures and describe them, then number the pictures in the correct order.9. Ss complete the sentences with words from the box.10. Ask Ss to read the sentences in Activity 9 again and write them under the correct illustration in Activity 8.11. Ss read each of the sentences and choose the correct verb. To check answers, tell Ss to read the whole paragraph again with the answers they chose. Correct any mistake.

p.40-42


Walk around the classroom

Lesson/ Week/

Lesson Stages


ClassLesson 1Week 10Class 28

I can 12.Look at the pictures and number them in the correct order

13. Listen to the TV show and check your answers. Track 08

14. Work in pairs. Look back at the pictures in Activity 12 and write instructions.

12. As Ss to look at the pictures and predict what the experiment is about. Point to each of the pictures and revise vocabulary. Ask them to identify the order of the pictures. Elicit answers from different Ss. Then ask them to work individually. Have them look at the pictures and number them in the correct order. Compare and discuss their answers.13. Verify the arrangement of the sequences in the sentences, play the CD and have them check their answers. Play the CD more than once. Check answers.14. Play the CD and have Ss take notes. Play the CD more than once. Then ask Ss to organize their notes. After that, help Ss use the words in the box and their notes to write instructions. Then have them to look at the pictures from Activity 12 and write the instructions for the experiments in their books. Check answers.

p. 42-43

Audioscript on p.184 Sbooks

Teacher´s Guide p. 54

Lesson 2 Lesson2Week10Class29

I Know 1. Can you think of any really cool jobs that use science?2. How do you think science can help the environment?3. Read the instructions and complete the title.4.Read the instructions in Activity 3 again and answer those questions

1. Work in groups of three, have Ss take turns to discuss the question. Share their answers.2. Ask Ss how branches of science can help to solve environmental problems. Elicit their ideas and write them on the board.3. Ask Ss to read the list of materials. Tell them to underline the words they don´t know. Ask them to look at the pictures, read the instructions, and complete the title.4. Write on the board the following words: whipping cream, seal, tightly, freezing, frozen, drop, melt. Elicit the meaning of these words from different Ss. Ask some Ss to go to the board and write some examples.

p.44-445

Glossary on p. 158

TGuide p.56

I build


I think5. Look at the illustrations and instructions and answer the questions.6. Listen to the TV program again and match the sentences. Track 087.Write the sentences from Activity6 in the correct column8. Circle the best option.

5. Ask Ss to describe the formats, have Ss look at the illustrations and answer the questions. 6. Play the CD and ask Ss to match the sentences. Check their answers.7. Explain Ss that they are going to write the sentences from Activity 6 in the correct column (simple or complex sentences). Ask Ss to answer the exercise individually. Then ask Ss to share their answers with a partner.8. Ask Ss to read the sentences and to circle the best option.

p.46-47

Audioscript on p. 184 SBooks

Lesson/ Week/Class

Lesson Stages



I practice 9.Combine the two simple sentences10.Write ordinal numbers11. Draw a picture to illustrate each step from Activity 10.

9. Ask Ss to read the sentences from this activity. Have Ss write a complex sentence choosing only one linking word. Check for any mistake.10. Elicit the ordinal numbers from the Ss, have Ss write ordinal numbers to order the instructions.11. After Ss draw the pictures, tell Ss to write instructions under the illustrations.

p.47-48

TGuide p.58-59


Ican

12. Read the experiment and write the missing information from the box.13. Compare your answers with a partner and make any necessary changes.

12. Ss read the experiment. Tell Ss look at the pictures and read the sentences in the box. Have Ss complete the instructions with the missing information from the box. Check answers.13. Have Ss compare their answers with a partner. Then ask some Ss to write the answers on the board.

Ask Ss to take out their Readers and open it to page 33. Ask Ss to read silently to page 42. Then discuss with the class each of the experiments, divide the group in pairs. Have Ss choose one of the experiments and do it with their partner.

p. 49Reader: Science Can Be Fun! p. 33-42Monitor and make sure everybody participates.

Product 1 Stages Activities Procedures for: Instruction Album Notes & materials

Week 11Class 33

I get ready

1.Work in groups. Make a list of fun science experiment.

2.Choose your experiment

3.Make a plan

4. What materials do you know? Make a list.

1. Divide the class in groups of three. Explain to the Ss they are going to make a list of fun science experiments that they have done or heard about. They can refer to school books in the school’s library to complete the list.2. Explain that, in their groups, Ss have to choose one of the experiments. After that, write on the board: Why are you choosing this experiment? Do you think is the easiest? Do you think is the most difficult? Tell them that it is important to consider choosing an experiment that they can actually do.

p.50

Go around the classroom and give help when necessary.

I plan

3. Ask Ss to make a plan. Ask Ss to read the questions. They have to distribute group work.4. Ss make a list of the materials they will need for the experiment.

Bring your materials next class

ProductWeek

Stages Activities Procedures for: Instruction Album Notes & Materials

Week 12Class 34

I do 5. With your group design a manual for your experiment.6. Remember to include…7. Make any necessary corrections to your text and copy it onto clean sheets of notebook paper.8. Put your manual together with the ones from the rest of the class to make an album.9. Agree on the design of the album and write the index.10. Add the album to the classroom´s library.

I Learn

5. Ask Ss to work in the same groups on the following questions: What should the manual for an experiment include? What should it look like? Elicit answers from Ss. Ask Ss to work in their groups to make specific notes on what they will put on each page.6. Ask Ss to give the necessary details for explaining the steps, as well as the materials needed for each step. Recommend your Ss to use these sentences as a checklist for their first draft.7. Ss check if their instructions are clear and complete and if they don’t have errors in grammar, spelling, or punctuation. After that, they can write the final version of the instruction manual.8. Ss have to put their manual together with the ones from the rest of the class to make an album.9. Ask each group to choose a leader. Have the leaders collect and put the manuals together and staple the pages to make an album. Decide who will write the index and to decide on the design of the album.10. Tell Ss that now that they have their albums, they are going to add it to the classroom’s library. This album may be used as a reference book in the future.

Ss answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process.

p.51

Chapter3 of the Reader to get ideas.

Monitor and give help where necessary

All ready to share

Week 12Class 35

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

Week 12 Formal 2. Formal assessment Formal Assessment: page 156 in the Teacher’s Guide.

Class 36 assessment

Lesson/ Week/Class

Lesson Stages



I Know 1.What types of TV shows do you enjoy watching?Reader: All Alone

1. Focus Ss’ attention on the pictures of TV programs. Ask Ss to describe each of them. In groups of three discuss the question. Ask them to give reasons why they like / don’t like the TV shows they mention. Have Ss share their answers with the rest of the class.

Have Ss open their Readers to page 46. Read the title and flip through the text to predict what it will be about. Then ask them: What were your emotions when you saw these pictures? Go to page 46 again. Read the text aloud with proper inflection and intonation and have Ss follow along silently. Pause after page 47 and ask focus questions about the text and illustrations. Discuss the answers. Next have them read the rest of the text silently.

p.52

Readers p.46-56

TGuide p.63

Lesson 3 2. Ask Ss where they can find information about their favorite TV p.52 -53


Teacher:

Unit Title: Week Dates: Social Practice of the Language: Interpret and convey information published in various media

Learning Environment 2: familiar and Community

Product 2: Oral presentation about a TV program

Specific Competency: Share emotions and reactions caused by a TV program

Achievement (s): Can anticipate main ideas and information that explains or supports them, clarify the meaning of words, formulate and answer questions to share emotions or reactions, explain main ideas within an oral exchange.

CON

TEN

TS

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

Doing with the Language:

Using the language in the necessary purposes. Explore a TV program, interpret the general meaning and some details of a TV program, clarify meaning of words, reflect on the relationship between actions, images, dialogues and sound effects, negotiate meaning, point out speech register, share emotions and reactions caused by a TV program.


Transmit and disseminate information objectively, value the credibility of mass media, and acknowledge the influence of media in everyday life.


Week 13Class 38

I build 2.Read the description of a TV show

3Read the TV guide in Activity 24.Is this problem common in your community5. Listen to the first part of the TV show. Track 096. Listen to excerpts from three segments. Track 107. Listen to the excerpts again and write. Track 10

programs. Go back to Activity 1 and review the different types of TV shows. On page 52 examine the distribution and function of texts and graphic components. Tell Ss to look at the text and ask them: Where can you read a text like this? What type of text is this? How do you know?3. Ss read the text again and answer the questions.4. Ask Ss what health problems are the most common in their community.5. Play the CD and ask Ss to answer the questions.6. Direct Ss’ attention to the pictures and have them describe each one. Play the CD and ask Ss to number the scenes.7. Ss determine the role of the participants in a TV program. Tell Ss they have to write who is the host interviewing in each scene. Play the CD.

TGuide p.64I think

Lesson3Week13Class 39

I think8.Look at the transcription 9.Underline the best option10.Complete the questions11. Work in pairs. Compare your answers from Activity 1012.Look at the storyboard scenes13. Listen to the segment from the documentary. Track 11

8. Ss read the transcription from a documentary and answer the questions. Remind them to read the questions first and then read the script and find the answer.9. Direct Ss’ attention to the Reflection Box. Then Ss read the sentences and circle the best option to complete them.10. Ss read and complete the questions.11. In pairs, compare and discuss Activity 10.12. Ss look at the storyboard scenes and number them in order.13. Play the CD and ask Ss to check their answers from Activity 12.

p.54-56

Audioscript on p. 185 SBooks

I practice

Lesson/ Week/Class

Lesson Stages



I can 14.Read the descriptions of a TV show15.Dicuss your answers from Activity 1416.Do you volunteer?

14. Ask Ss to explain what an earthquake is: What is an earthquake? Next have Ss to explain what a tsunami is: What is a tsunami? In their books, page 57, ask Ss to read the text and recognize cognates and the words they know. After that, have Ss look at the text and locate the information. Ask them to complete the notes.15. Ask Ss to work in pairs and share their notes. Then have a whole class discussion on the differences and similarities of the notes.

p.57

Monitor the activityUse dictionaries

16. Ask the questions to the whole class. If the Ss don’t know any place or institution, ask them to research the information and place it on the school’s bulletin board.

Lesson 4 Lesson Stages

Activities Procedures Notes & materials


I know 1. Is it easy for you to express your emotions?2. Check the situations in which you usually express emotions.3. Listen to the conversation and answer the question. How did the kids feel after watching the TV show? Track 12

Reader: All Alone

1. Write on the board the heading: Emotions. Ask Ss to write in their notebooks as many words as they can relate to this word. Divide the class into groups of three. Tell them to discuss the question in their books on page 58. Have them explain if they can or can’t easily express their emotions and why.2. Direct your Ss’ attention to the pictures and ask them to describe each one. Have Ss complete the activity. Compare their answers and tell them to describe what they feel for the situation they have checked.3. Go over the instructions and the questions. Elicit the meaning of upset. Play the CD and ask Ss to answer the questions. Play the recording more than once. Check answers with the class.

p.58Walk around the classroom and find out some of your Ss’ answers

TGuide p.68

I build

Lesson 4Week 14Class 42 I think

4. Read the conversation and underline the expressions.5. Complete the table with the phrases your underlined in Activity 6.Read the phrases in Activity 47. Look the adjectives in Activity 48.Read the sentences and answer the questions below.

4. Go over the instructions with the Ss. Then, ask Ss to complete the activity. Next, have them to compare their answers with a partner.5. Elicit some examples of things that cause positive and negative emotions to your Ss: What makes you feel happy? What makes you feel sad? Ss complete the table. Check answers.6. Ask Ss to go to Activity 6 and answer it. Check answers as a class, ask some Ss to read the answers out loud.7. Ask Ss to complete the activity and discuss the questions8. Go over the questions and ask Ss what the answers will be.

p. 59-60

Glossary on p.159.

TGuide p.69-70

Lesson/ Week/Class

Lesson Stages



I practice

9.Read the sentences and choose the best option in the box

9. Ss read the different texts. Write the underlined words in the first text on the board: groups-group and elicit the relationship between them (plural, singular). Then ask Ss to write down in their notebooks the rest of

p.61

TGuide p.70

10. Complete the table with words from the box.

the underlined words in different sets. Ask Ss to read the two statements in the box and circle the best option in each one. Elicit the answers.10. Go over the words with the Ss and ask them to complete the table. Suggest looking up the words in their dictionaries if necessary.

Dictionary


I can 11. Complete the review of All Alone with nouns and adjectives

12.Complete the conversation

13. Work in pairs. Check your answers and practice the dialogue.

14. Think about a TV program or a movie that is a documentary or is based on real events. Answer the questions

15. Share your answers from Activity14 with your class or with a classmate.

11. Point to the review and ask Ss to identify it and to comment about it: What type of text is that? Where can you find a similar text? Do you usually read this type of texts? Do you like these texts? Why? Ask Ss to read and complete the review with words from the table in Activity 10. Ask them to read the whole text. Check answers.12. Ask them to read the conversation first and then try to guess if they need a word or a phrase.13. Ask Ss to work in pairs. To ask questions about the contents of a TV program, have Ss compare their conversations from Activity 12 with their partners. Ask them to practice the dialogue together. Have different Ss role play their conversation in front of the class.14. Go over the instructions and the questions along with the Ss. To answer questions about the contents of a TV program, have Ss answer the questions. Check as a class.15. Have Ss share their answers from the previous activity with their partners. Ask them to explain their ideas during this discussion. Take some notes and give a whole class feedback session to correct their mistakes after they have finished this activity. This is a good opportunity to assess speaking: clarity when speaking, use of complete sentences, volume, posture, and eye contact.

p.62-63TGuide p.70-71

Go around the classroom and give help when necessary

Product 2 Stages Activities Procedure for: Oral presentation

Week 15I get ready

1. What kind of documentaries are you interested in?

1. Ask Ss about their favorite TV channels to watch documentaries2. Ask Ss to read a program guide and choose a documentary they think

p. 64

Class 45 2. Work in groups. Use a program guide to choose a documentary that sounds interesting to you3. Before watching the program, fill out Part 1 of the Documentary Presentation.4. Watch the program and fill out part 25. Fill part 36. Compare your forms7. What materials do you need?

sounds interesting.3. Ss are going to fill out part 1 of the documentary presentation form in the worksheets section on page 177 about the documentary they chose.4. Ask Ss to watch the program and to take some notes while they are watching. Make sure they fill out part 2 of the form as they watch.5. Finally, have Ss reflect on how the program made them feel. Fill out part 3 of the documentary presentation form individually.6. Ask Ss to compare their forms in their groups.7. Finally, have Ss make a list of materials.

Documentary Presentation Form in Worksheets section p. 177

I plan

I plan

Product 2 Stages Activities Procedures Notes & Materials

Week 16Class 46

I do 8. Use the information in the form9.After you made your outline, prepare your presentation10.Decide who will give each part of the presentation and practice

8. Go over the instructions with the Ss. Explain that they have to make their own outlines in their notebooks. Go over the outline with the Ss and clarify doubts. Make sure they all understand the outline and the activity before they start working.9. Once they have their outline, Ss can start writing the sentences they

p. 64

Walk around

11. Check your sentences

12. Give your presentation13. Pay attention to the intervention of others and live a little time at the end for a question and answer session.

I learn

will use in their presentations.10. Establish turns and extension for each participation. Have Ss decide who will give each part of the presentation.11. Ask Ss to check their sentences for errors in grammar, spelling, and punctuation. Help them correct their sentences and rewrite them without any mistakes.12. Ask Ss to give their oral presentations. Remind them to speak out loudly, and clearly, don’t speak too fast and make eye contact with members of their audience.13. Make sure your Ss understand that everybody should be quiet while the different groups give their presentations.

Ask Ss what they can do now that they couldn´t do at the beginning of the learning environment and listen to their responses. Then have them answer the I learn box in order to improve weaknesses and reinforce strengths during the process.

the classroom and make sure they all are completing their outlines correctly.

TGuide p.73

Continuous and Global Assessment Chart p. 74

All ready to share

Week 16Class 47 Self-Test

1. Self-testSelf-Test: page 169 of the Student Book

Self-Test

Week 16Class 48 Test

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


Teacher:

Unit Title: Week Dates: Social Practice of the Language: Participate in language games to work with specific linguistic features


Product 1: Memory Game

Specific Competency: Participate in language games to comprehend and write irregular verb forms.

Achievement (s): Can compare sentences with and without irregular verb forms, classify sentences according to their verb tense, use perfect verb tenses and the simple past in sentences and texts and compose and dictate sentences with irregular verb tenses.

CON

TEN

TS

Knowing about the Language:Verb tense: present perfect, past perfect, and future perfect, and simple past; verb forms: past, past participle, irregular verb forms, similarities between words, digraphs, textual and graphic components.


Explore word games, understand the characteristics of irregular verb forms, write sentences with irregular verb forms to create a language game.


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


Lesson/ Week/Class

Lesson Stages



I Know1. Do you like to play board games? Which is your favorite? Why you do like it?2. Why do you think that board games are still played in this age of high-tech games?

Reader: Games Unplugged p.59-683.Read the descriptions of four different board games and answer the questions4. Complete the table with the components of these games.

1. Have Ss work in pairs, study the pictures, and identify the games by name. Ask Ss to find three similarities and three differences between the games.2. Draw a large Venn Diagram on the board and add the following heading: Characteristics of Games. One circle corresponds to board games and the other to video games. Have Ss complete their own diagrams with characteristics of both. Elicit answers.

Reader: Games Unplugged. Ss read the title and predict what the text is about. Ss can find the meaning of unknown words in the Glossary on page 70-71. Ss read pages 59-65. Have Ss turn to page 69 and look at the comprehension questions and answer the questions. Check answers.3. Read each of the four questions from the activity out loud and elicit the answers for each question on page 69 and ask Ss to elaborate on the answer.4. Ss complete the table with check marks where appropriate.

p.68- 70

TGuide p.77

Glossary on p.70-71

Reader Answer key on p. 69

I build


I think 5. Listen to the conversation and circle T or F. Track 13.6. Read about the ancient board game and underline the verbs in past.7.Classify the verbs from Activity 58. Read these sentences and underline the irregular verbs.

5. Allow Ss to read the True-False statements and explain that they should listen for the answers.6. Have Ss individually go over the text on page 70, underline the verbs, and then compare their answers with a partner.7. Classify the verbs from Activity 5 in these boxes.8. Have Ss underline the irregular verbs. Then have them circle the auxiliaries: have, had, won’t have.

p.69- 70

TGuide p.77-78

Lesson 1Week 17Class 51 I

practice

9. Read the sentences in Activity 810. Match the sentences11.Complete the rules12. Complete the table.13.Read the sentences and unscramble them14.Complete the sentences with words from the box

9. Elicit the sentence that talks about the future. Next, elicit the sentence that talks about the past. Elicit words that can be used to indicate the future: tomorrow, next year, in 2020, etc.10. Analyze the four diagrams. Ask which of the diagrams best represents an action in the past that is over. Then ask them which one of the four sentences best describes an action that is over and done with, and elicit the second sentence.11. Have Ss work in pairs to complete the rules in the activity. Monitor and check.12. Have Ss complete the chart in page 72 and add two more verbs from the Verb List on page 181.

p.71-72

TGuide p. 79-80

Verb List on p. 181

13. Unscramble the sentence and review responses as a class.14.Complete the sentences and ask Ss to make some by combining a tense on the left with a time expression on the right.

Lesson/ Week/Class

Lesson Stages



I can15. Use some of the verbs in Activity 12 to write five sentences

16. Read the instructions for the Bingo game and put them in order.

17. Work in groups. Make the verb list and the Bingo cards.

18. Play the game.

15. Use the verbs from the table in Activity 12. To compose sentences containing irregular verbs, encourage Ss to write some examples in the negative and interrogative. When Ss have finished writing their examples, ask each S to share one of their examples with a classmate.16. Ask Ss to work with a partner and number the steps listed on page 73 in sequential order. Check answers as a class.17. Divide the class into groups of four. In each group, should devise a list of 25 regular and irregular verbs. Instruct Ss to divide a sheet of paper into twelve rectangles. Ss should then randomly choose twelve verbs and write their past participle forms in the rectangles on their sheet (a different verb for each rectangle), making sure they are not exactly the same. 18. Explain that each team has to nominate one person to call out the verbs in their base form. The caller reads out the base form and Ss mark the verb their hear until someone in the group completes his / her card and calls out Bingo; that person becomes the new caller.

p. 73

TGuide p.80

Lesson 2 Stages Activities Procedures Notes & Materials


I know 1. Work in pairs. How many different words can you make with these letters? Write the words.

1. 1. Write on the board the question: Who was Albert Mosher Butts and what did he do? Ss open their Students Book on page 74.

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

p. 74-75

2.Count the number of pints for each word and add up the total

3. Read the history of a word game and answer the questions

4.Number the events

text, ask Ss to answer the question on the board.3. Some letters are worth more points than others and Ss should therefore

review the letter tile values shown in the image from this activity.4. 3. Now ask Ss to read the text silently and make and acrostic puzzle with

the inventor´s first name and other words in the text, example on Teacher Guide page 81.

5. 4. Divide the class into groups of three and ask them to refer back to the information provided in the extract from Activity 3 to place the events in the order that they happened. Compare their answers with another group. Check answers as a class.

Glossary on p. 160

TGuide p.81

I build


I think5.underline the verbs in the sentence6.Read the sentences and circle the irregular verbs7. Classify the irregular verbs in the table. Notice the patterns.8.

5. Ask Ss to look back at the events listed in Activity 4. Instruct them to underline the verbs in each sentence. Ask Ss if they notice anything in particular that these words have in common.6. Ss underline the irregular verbs7. Instruct Ss to work with a partner to classify the remaining verbs from the activity in the appropriate column.8. Have Ss work in pairs to complete the rules about regular and irregular verbs. Monitor and check.

p. 75-76

TGuide p.82-83

Lesson/ Week/Class

Lesson Stages



I practice 9.Unscramble the verbs10. Complete the text with the verbs in Activity 911.Complete the crossword puzzle12. Use words from the crossword in Activity 11 to complete the sentences.

9. Ss will have to unscramble the words to form the verb inn simple past. Answer individually. Check answers as a class.10. Allow Ss time to read the text and decide the best answer before going to the board.11. Tell Ss to take a minute to read each of the clues listed to complete the crossword puzzle. Working with a partner, Ss should use their irregular verbs list and refer back to the previous activities to help them complete the activity.12. Ss can now use the answers from the crossword to complete the sentences for Activity 12.

p.76-78


Ican

13.Read the text and write six verbs on the cards on p. 7914. Exchange books with a classmate. Find the sets of verbs.15. Listen to the conversation and continue the game. Track 1416. In pairs play irregular verbs. Concentration (Memory)17. Write four sentences using the verbs

13. Instruct Ss to take turns reading the text out loud with a partner. Have Ss select the verbs they will write on the cards on page 79.14. Ask Ss to exchange books and circle the sets of verbs, using different colors with a classmate.15. Play the audio once and ask how much the Ss understood, next play the rest of the audio and ask Ss to explain the rest of the game in their own words.16. Each pair should prepare 18 small squares of construction paper and write the base form of the first verb they choose on one square, the simple past on another and the past participle on the third. Clarify instructions.17. After Ss have collected their sets, they should form silly sentences using each of the three verb forms in the same sentences.

p.78-79

TGuide p.84-85

Verb List on p. 181.

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

Week 19Class 57

I get ready

1. Write a name for each game

2. Check the rules that are for the game

1. Nominate a student to read the first description listed in Activity 1. Elicit which game is being described (Concentration / Memory) Do the same for the next two descriptions given (Don’t Say the Word, Bingo) 2. Review the rules for Concentration as a class before looking at the rules

p.80-81

Glossary on p. 161

I plan of Concentration (Memory)3. Work in pairs select eight irregular

verbs4. What materials will you need? Make a

list.

listed in the activity. After briefly discussing the game, read each of the rules from Activity 2 out loud to the class. As each rule is read, the class should confirm whether it is a rule for the Concentration game or not. On page 80, go over the rules individually and check the rules that correspond to Concentration. Have them compare their answers with a partner.

TGuide p.87

Product: 1 Stages Activities Procedures Notes & Materials

Week 20Class 58

I do 6. Write the irregular on one set of cards.

7. Copy the sentences without the verbs on the other set of cards.

8. Exchange your cards with another pair. Play the Concentration (Memory) Game

9. Read the sentences out loud each time a pair is found

I learn

5. Now that the Ss have their 16 cards they should select eight squares and write the base form of the irregular verbs on them using colored markers.6. Ss copy the sentences they created in Activity 3 on the remaining eight cards, but leaving a blank space for the verb. Check for spelling and grammar mistakes.7. Ask Ss to trade their set with another team. Ss can also play more than once if time allows or switch with more than one group.8. Pairs play against each other. To read the verbs and sentences each time a set is matched. Ss should read the sentences out loud. Ask Ss to come up with an additional sentence using the same verb and tense. Emphasize that Ss should read the sentences out loud to practice their intonation, rhythm, and stress.

Ask Ss what they can do now that they couldn´t do at the beginning of the learning environment and listen to their responses. Then have them answer the I learn box in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.

p. 81

Monitor Ss

TGuide p.87

Continuous and Global Assessment p.100

All ready to share

Week 20Class 59

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

Week 20 Test 4. Formal Evaluation Formal Assessment: page 158 in the Teacher´s Guide Test

Class 60

All Ready Lesson Plan Uness1 and 2

All R All Ready Lesson Plan Unit 3, Lesson 3 and 4

Lesson/ Week/Class

Lesson Stages



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

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

p.82-83

TGuide p.88Glossary on p. 161

I build


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

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

p.84

TGuide p.89-90


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

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

p.85-86

Verb List on p.181

TGuide p.91

Monitor and check

Lesson/ Week/Class

Lesson Stages



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

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

p. 87

TGuide p.92



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

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

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

p.88

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

I build


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

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

p.88-90

TGuide p.94-95

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

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

Lesson/ Week/Class

Lesson Stages



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

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

90-92

TGuide p.95-97


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

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

p.93

TGuide p.97

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

Week 23Class 69

I get ready

I plan

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

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

p.94TGuide p.98

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

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

Week 24Class 70

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

10.Present your report to another group.

11. Put your reports together to create an anthology

12. Make an index

I learn

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

Ask Ss what they can do now that they couldn´t do at the beginning of the learning environment and listen to their responses. Then have them answer the I learn box in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.

p. 95

TGuide p.99

TGuide Continuous and Global Assessment Chart on p. 100

All ready to share

Week 24Class 71

Self-Test

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

Week 24Class 72

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


Teacher:

Unit Title: Week Dates: Social Practice of the Language: Understand and incite oral exchange regarding leisure situations

Learning Environment 1: Familiar and Community

Product 1: Testimonial

Specific Competency: interpret and offer descriptions regarding unexpected situations in an oral exchange.

Achievement (s): Can determine the function of pauses, rhythm and intonation, negotiate meaning, rephrase ideas, use strategies to repairs conversation, and anticipate central sense, main ideas and some details in order to produce an oral text.

CON

TEN

TS

Knowing about the Language: Verb tense: Topic, purpose, and intended audience, contextual clues, speech register, direct and indirect speech, acoustic features, types of sentences, adjectives and adverbs, adverbs of time and quantitative, language formulae (greetings, and courtesy and farewell expressions), syntactic particularities of English: absence of double negative (e.g. They didn´t go anywhere. They had no time to lose)


Listen to and explore descriptions of unexpected situations shared in an oral exchange: identify topic, purpose, and intended audience. Identify attitudes and emotions. Interpret general sense, main ideas, and some details: identify main ideas and information that broadens, exemplifies or explains them. Describe unexpected events: write sentences to describe unexpected situations change direct speech into indirect speech and vice versa, produce spontaneous descriptions of unexpected situations.


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


Lesson/ Week/Class

Lesson Stages



I Know 1.Match the event to the country

Reader: Travel World p. 85-95

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

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

p.98

TGuide p.103

Reader Answer Key on p. 172 of the TGuide.

Lesson 1 I build 2. Listen to the conversation. Track 17 2. Ask Ss: Has anyone ever won a prize? What kind of prize was it? Then p.98-100

Week 25Class 74

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

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

TGuide p. 103-104


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

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

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

Lesson/ Week/Class

Lesson Stages



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

17. Elicit the superlative forms orally. Give Ss time to go through the list of adjectives and think of the superlative form of each one. Then write them down in the lines from their book on page 102.18. Elicit the first answer and then ask them to work in pairs and complete the rest of the activity.19. Ask Ss to read Carmen’s testimonial with the blank lines. Elicit the first answer. Point out that the verbs must be changed to the past tense. Ss complete the testimonial in pairs and share their answers with the class.20. Ss brainstorm and make notes about answers to the questions. Then

p.102-103

Glossary on p.162

TGuide p.106

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

Lesson 2 Stages Activities Procedures Notes &Material


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

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

104-105

TGuide p. 107-108

Glossary on p.162

I build

Lesson/ Week/Class

Lesson Stages



I practice 11. Complete the sentences with..12. Read the sentences. Circle..13. Complete the sentences with..14. Listen to the interview. Track 2015. Read the article and complete..

11. Read the first sentence and work with the class to figure out the words that correspond in the blanks. Have Ss do the rest of the activity in pairs.12. Ask: What is direct speech? and explain it. Have Ss circle the sentences that represent direct speech. Then focus on sentences 1 and 4. Elicit why they are indirect speech.13. Read the instructions and read the words in the box. Have Ss read the first sentence and ask Ss to fill the blanks. Check answers.14. Ss look at the options given before they listen to the CD. Play the CD. Have Ss listen again. Check their answers.

p. 106-108

TGuide p.110

Audioscript on p. 187 in Sbooks

Glossary on p. 162

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


I can 16.Change the sentence to direct speech17. Change the sentences to indirect speech18. Use the picture to complete…19. Work in pairs. Share your testimonial with your partner

16. Write opening quotation marks on the board and ask Ss to complete the sentences. Check if all Ss agree and, if necessary, review the elements of direct speech.17. Answer the first sentence as a whole class and tell Ss to finish the activity on their own. Check their answers.18. Working in pairs, ask Ss to use the pictures to help them fill in the gaps in the article and to follow the cues of an unexpected situation. Monitor and check the work.19. Switch pairs and share their unexpected situations.

p.108-109

TGuide110-111

Product 1 Stages Activities Procedures for: Testimonial Notes & Materials

Week 27Class 81

I get ready

1. Look at the pictures of unexpected situations. Has anything similar ever happened to you? 2. Brainstorm an unexpected situation3. Choose one unexpected situation4. Establishing the order in which each group will present their testimonial5. What material do you need?

1. Tell Ss to look at the pictures and discuss if they are similar to any situation that has ever happened to them. Exchange thoughts. Then ask if someone would like to share their unexpected experience. 2. Think about some unexpected situations they have experienced. After individual brainstorming, tell Ss to talk about their experiences with their group.3. In teams, Ss choose one of the unexpected situations they have talked about by voting for which is the most interesting or amusing one.4. Have Ss decide the order in which they will present their testimonial. Explain that each team will have a fixed amount of time.5. Ss think about the materials they might need to carry out this task and ask them to make a list.

p. 110-111

TGuide p.112I plan

Lesson/ Week/Class

Lesson Stages


Week 28Class 82

I do 6. Make a graphic organizer7. Write sentences to describe8. Organize the sentences into a text.9. Proofread your text10. Practice reading your text out loud. Think about speed, volume, and dramatic effects.

6. Have Ss make a graphic organizer to elaborate on all the details needed to describe the unexpected situations. Remind Ss to include information to answer all the Wh-questions: who, where, when, what, and why.7. Next, have Ss write sentences to describe their unexpected situation.8. Have Ss put their sentences into an organized paragraph. Remind them about the need to have an introduction, body, and closing, as well as to specify and be very clear about the when, where, what, who, and how,

p.111

All ready to share

11. Participate in an exchange of testimonials. Ask follow-up questions.

I Learn

plus general information about their experience.9. Ask Ss to revise their text and to ask their group members to proofread it carefully. Explain that peer editing allows group members to make a lot of progress in a safe environment. As a team, they should check that all members are contributing to the creation of a clear and organized text.10. Ask Ss to practice their testimonials to their group partners before they exchange experiences with other groups. Ask Ss to focus on intonation, speed, and pronunciation.11. Have teams choose another group to work with and then the two teams get together. Establish the time in which each group has to share their testimonials. Encourage Ss to ask follow-up questions and to obtain as much information as possible.

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

TGuide p.113

Continuous and Global Assessment p.126

Week 28Class 83

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

Week 28Class 84

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


Lesson/ Week/Class

Lesson Stages



I Know 1.What is the difference between these types of entertainment2. Look at the different styles of texts. Check the one used in theater plays.

Reader: The Big Sell p.98-107

1.Ss look at the pictures and tell what they represent. Make predictions about the lesson’s topic. Get them involved by asking questions about their favorite programs or how often they go to the theater, the types of movie genre they prefer, etc.2. Have Ss look at the texts shown in the pictures in Activity 2. Ask: What kind of texts are these? Can you recognize which of these correspond to a theater play? How do you know? What elements show that a text is a theatrical script? Ask Ss how they would feel about participating in a public performance and explain this will be this learning environment’s project.

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

p.112

TGuide 114-114

Reader Answer Key on p. 172 of the TGuide.


I build 3. Listen to the advertisement for a local production of the Big Sell. Track 21.

3. Tell Ss to look at the poster for the play The Big Sell. Ask Ss to share their opinions on the poster: Is it attractive? What kind of information does it show? Play the CD, have Ss identify the elements that differ between the

p.112-115

Audioscript on


Teacher:

Unit Title: Week Dates: Social Practice of the Language: Understand and express differences and similarities between cultural features from Mexico and English speaking countries


Product 2: Performance of a short play

Specific Competency: Read plays in order to compare attitudes and behaviors adopted by English-speaking and Mexican persons.

Achievement (s): Can use various comprehension strategies, formulate and answer questions about the attitude and behavior of persons, link non-verbal communication with the dialogue´s sense and read short plays

CON

TEN

TS

Knowing about the Language: Acquisition of structured knowledge: Genre, topic, purpose, and audience. Text and graphic components. Colophon, acoustic features, Text arrangement: stage directions, dialogues, etc; Adverbs: of time, of place; verb forms: imperative: verb tenses: present (simple, progressive, perfect), past. Punctuation: dash, parentheses, squared brackets, etc.


Select and explore short plays suitable for a young audience: identify textual arrangement, identify author(s), and determine topic, purpose, and intended audience. Read a short play and understand general sense, main ideas, and details: identify stage directions, determine current actions which are still taking place in the present and/ or begin in the past and conclude in the present. Perform a dramatized reading of a short play, etc)]


Value drama as a reflection of attitudes and behavior, participate in communal cultural expressions, be conscious of one´s own and other´s ideas and emotions

4.Read the script and answer the questions

5. Read the script in Activity 4 again and underline the stage directions.6.Label the script with words from the box7.Check the best option to describe the main character

written text and the audio.4. Have Ss look at the clipboards. Ask them: What text is it? Draw their attention to characters / cast and elicit from them the difference between both.5. Ask: What do you notice about parenthesis? Why do you think there are two different types of parenthesis?6. Read the instructions and the words in the box. Give Ss a couple of minutes to finish labeling the text and then have some volunteers share their answers.7. Ask Ss if they recognize which sentence defines the main character: Ask: Which definition describes the traits of a main character. Then, ask them to identify and describe the main character of The Big Sell. Explain that the second definition describes a secondary or incidental character and elicit examples

p. 186

TGuide 116

Glossary on p. 163


I think 8.Read the definition and answer the questions9. Complete the table with words from the box.10. Read the script and choose the best option.11.Read the play script in Activity 1012. Listen and complete the poster advertising new play King Blear. Track 2

8. Ask a volunteer to read the definition.9. Ask Ss to complete the sentences with the words in the box.10. Ask volunteers to signal its different parts (author, title, setting, characters, etc) Then ask Ss to choose the best option to complete the sentence below.11. Ask Ss to get in pairs and decide the stage directions they would write for the dialogue.12. Ask Ss to tell you what information is missing. Play the CD. 12. 12. Have Ss listen again and look at the Audio script.

p.115-116

TGuide p.117

Audioscript p. 188

I Think

Lesson/ Week/Class

Lesson Stages


Lesson 3Week 30Class 88 I can

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

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

p.117

TGuide p. 118



I know 1. What makes someone a good actor?2. Listen to the Big Sell excerpt and circle T or F. Track 233. Listen to the two readings of the excerpt from the play The Big Sell Track 244. Circle the characteristics that make the reading of the play in Activity 3 better.5. Answer the questions about the play

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

p. 118

TGuide p. 119- 120

I build


6. Listen to these lines said with different stage direction. Does the meaning change? Track 257. Complete the sentences with words from the box.8. Read the paragraph. Circle the..9.Match the sentences10. Read the sentences

6. Play the CD twice and have Ss place arrows where the intonation goes significantly up or significantly down.7. Have different volunteers read the sentences out loud and elicit answers.8. Have a volunteer read the paragraph out loud. Then tell Ss to circle the verbs in the text.9. Ask Ss to read the list of tenses in the left column and then the sentences in the right column. Then match the tense.10. Work in pairs and answer the questions.

p.119-120

TGuide p.120-121

I plan

I do

Product Stages Activities Procedures for: Performance Notes & Materials

Lesson 4Week 31Class 91 I practice

11. Read the table and complete12. Work in pairs. Act out13. Answer the riddles using…

10. 14. Look at Liliana´s backpack

11. Ask them to get in pairs and fill in the blanks. Check answers as a class.12. Ask them to choose a speaker and perform a dramatized reading of the text with their partners.13. Have Ss read the riddles and fill in the gaps.14. Ask them to take a look at the items and describe them. Ask Ss to unscramble the sentences.

p.120-122

TGuide p.122


15. Choose a theme to write a…16. Write out the riddle from Activity1517. Complete the conversation to make a script.18. You are in Mexico City

11. 19. Work in pairs. Act out

15. Ss must take notes to have a clear idea of what they will write about.16. Ask Ss to follow the model on the board and write their own riddle.17. Ask Ss to complete the conversation on their own.18. Ask Ss to get in groups of three and share information about Mexico City. Then have a brainstorm and write on the board ideas about interesting places.19. Give Ss a couple of minutes to practice their telephone conversations and choose the best way to say them.

p.122-123

TGuide p.123

Product 2 Stages 12. Activities Procedures for: Performance of a Short Play

Week 31 I get 1. Can you name these famous plays? 1. Ask Ss what they know about the works of William Shakespeare. Ask p.124

Class 93ready

2.Select a short play3. Determine who will interpret the protagonist, secondary, …4. Read the selected play out loud5. Plan the stage directions6. Determine the date and time for each group´s performance7. What materials will you need? Make a list.8.Read and rehearse the dialogues

them to share their thoughts about these classics and discuss the meaning of the topics of each play in the illustrations on page 124.2. Organize the Ss in groups, each group chooses their own short play.3. Have Ss consider who will play each role. Ask them to take into consideration the length of the dialogues, the characteristics of each character, etc.4. Have Ss read their dialogues and determine the best way to say them.5. Have Ss write their stage directions on their scripts.6. Have Ss decide in which order they will perform their plays.7. Ask Ss to think about all the things they will need in order to carry out their performances.8. Rehearse their short plays. Encourage them to rehearse several times at home. Tell them to pay special attention to pronunciation and intonation. A good practice is reading your lines first very slowly and then very fast.

TGuide p.124I plan

I do

Product Stages Activities Procedures for: Performance Notes & Materials

Week 32Class 94

I do 13. Have a dress rehearsal

14. Perform the play in front of the class

I Learn

9. Advise S to choose clothing that is suitable for their play.

10. Remind groups about their order of appearance, as agreed last class. Have each group come to the front to perform. Give positive feedback to actors once they’ve finished performing.

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

p. 125

T Guide 125

Continuous and Global Assessment Chart p.126

All ready to share

Week 32Class 95

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

Week 32Class 96

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

All Ready Lesson Plan

Unit 5, Lesson 1 and 2

All Ready Lesson Plan Unit 4, L

}

Lesson/ Week/Class

Lesson Stages



I Know 1. Look at the pictures and describe them to a classmate.2. Work in pairs. Discuss which situations from Activity 1 are controversial and which not.3. Match the opinions to the correct pictures.

Reader: Make the World a Better Place p.111-120

4. Skim the text and underline the most appropriate title of the debate.

5. Read the text in Activity 4 again and match the beginning of each sentence to the correct ending.

1. Ask them look at the photographs and describe them. Point out that they should try to recognize the topic or the common factor linking the photographs.2. Elicit ideas from the meaning of controversial and, if necessary, explain or elaborate the meaning. Have Ss work in pairs and let them discuss the situations shown from Activity 1 they think are controversial.3. Read the three opinions out loud and check for understanding. Ask Ss if they agree or disagree which each statement.

Reader: Make the World a Better Place. Ask Ss open the Reader on page 111. Ask them to guess what they think the chapter will be about. Ask Ss to go through it by just looking at the photos and ask them what they think the functions of the photos are. Write the following questions on the board: What is a debate? What does the moderator do? What’s abstention? Is a decision always reached? Share their views with the rest of the class. Ask: What debates would you like to see at school? Elicit suggestions and write them on the board. Then ask Ss to read through the rest of the chapter. Once they have finished, ask them to compare if any of the topics that were raised in the text matched the suggestions on the board. Look at the comprehension questions on page 121 and ask them

p.128-129

TGuide p.128-129

Reader: Make the World a Better Place p.111-120


Teacher:

Unit Title: Week Dates: Social Practice of the Language: Produce texts to participate in academic events

Learning Environment 1: Formation and Academic Environment

Product 1: Debate

Specific Competency: Write arguments in favor or against a subject to intervene in a debate

Achievement (s): Can detect and establish links between a personal stance and information which agrees or disagrees with it., emphasize or clarify agreements or disagreement, solve doubts and encourage feedback in order to edit agreements and/disagreements.

CON

TEN

TS

Knowing about the Language: Topic, purpose and intended audience, textual and graphic components. Word repertoire; synonyms; verb forms: passive, connectors (but, while, however, yet); possessive genitive; pronouns: personal and reflexive. Regular and irregular verbs. Word endings (e.g. –y, ie, and –e), punctuation.


Explore a topic of interest from various sources, read texts and interpret general sense, main ideas, and some details: use strategies to point out information in agreement and/or disagreement with a personal stance, identify relationships between parts of the text, establish connection between a personal stance and information in agreement or disagreement with a personal stance. Write agreements or disagreements about a topic of interest to participate in a debate: write a short text that expresses agreements and/disagreements. Edit agreements and or disagreements.


Solve conflicts and foster understanding and respect, propose foundations for collective work, and promote cooperation, constructive criticism, and respect other people´s opinion,

to work in pairs and answer the questions.

4. Ask Ss to read the two titles from the box in Activity 4 and say if they agree with them or not.5. Elicit from Ss the two positions in a discussion or debate for and against. Tell them to think what the arguments for and against wearing a uniform at school could be.


I think 6.Look at the pictures and guess7. Listen to the teen radio. Track 268.Read the sentences and answer9. Complete the sentences with words from the box.

6. Look at the pictures in Activity 6. From what they can see, ask them to guess what the teen radio debate is about. Have them describe the pictures and help them with vocabulary to express their ideas.7. Ss will listen to a debate about school uniforms and then complete the table.8. Ask Ss to read and answer the question and underline passive verbs in the text. Check their answers.9. Ss complete the sentences by choosing the correct word from the box. Check answer.

p.130

TGuide p.130

Audioscript p.189


I think 10.Add the apostrophe to the correct place in the underline words11.Match the beginning of each sentence12. Read the sentences13.Match the beginning with the end14.Complete the sentences

10. Ss Add apostrophes where appropriate. Check answers.11. Ask Ss to work individually and match the first part of each sentence to the correct ending.12. Ss read the sentences and underline words with similar meanings.13. Ss read the sentences and match the beginning of each one to the correct ending. Check answers.14. Complete the gaps in the sentences. Check their answers.

p.131-132

TGuide p.131

Lesson/ Week/Class

Lesson Stages



I can 15.Unscramble the words to make phrases16. Rewrite the following sentences using synonyms of the underlined words.17. Read the opinions and write C for

15. Ss unscramble the phrases and write them out in their Sbooks. Remind them to use the correct punctuation and to think about capital letters, etc. Check answers as a class.16. Tell Ss to read the sentences and choose a word from the box to replace the underlined words in the sentences17. Ask Ss what the main topics. Then, ask them to put an H for

p.132-133

TGuide p.132

Cell phones and H for Homework.18. Choose one of the topics from Activity 17, cell phones or homework.19. Work in groups. Discuss and compare your opinions

homework and C next to the opinions referring to usage of cell phones. Check answers as a class.18. Divide Ss into groups. Ask Ss to go the corresponding p. of their Readers (113-118) and look at the arguments. Allow them a few minutes to read the information and then each group should decide who is going to be for against. Then they select information to write their arguments in their Sbooks. Monitor and check.19. Ss in their groups, begin their debates comparing opinions and ideas. Check and offer individual help where necessary.

Walk around the classroom



I know 1.Complete the questionnaire for you2.Complete the questionnaire in Activity1 for a classmate3. Do you think video games are a good influence on teenagers?..4. Look at the pictures in the text in Activity6. 5. Skim the text in Activity 6.6. Read the text and label it.

1. Ask them if they remember the first video game they played. Then Ss work individually in the questionnaire on p.134 and complete the first column about themselves.2. Ss complete the second column of the questionnaire for their classmate.3. Ask Ss to read the question and answer it. Share their answers.4. Ss look at the pictures in Activity 6. Without reading, have them tell you which of the topics from Activity 4 the text refers to.5. Ask Ss to skim the text and write two advantages and two disadvantages of video games. Share their answers.6. Ss individually read the text and label it with the components from the box. Check answers as a class.

p. 134-135

TGuide p.133-135

I build


I build 7. Read the text in Activity 6 again8. Read the text and underline9. Match the beginning of each…10. Read the sentences and circle11. Complete the sentences with words from the box

7. Ask Ss to read the text and underline the main ideas that show agreement and circle the ones that show disagreement.8. Ask Ss to read the text and find and underline the expressions that show agreement and disagreement. Check answers.9. Match the beginning of each sentence to the correct ending.10. Ss circle the connectors that join two ideas. Check the answers.11. Ss complete the sentences in this activity. Check the answers.

p.135-137

TGuide p.134-135Monitor

I think

Lesson/ Week/Class

Lesson Stages



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

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

p.137-138

TGuide p.136

I practice


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

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

p. 139

TGuide p.137

Walk around and monitor

Product 1 Stages Activities Procedure for: Debate

Week 35Class 105

I get ready

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

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

p. 140-141

TGuide p.138-139

I plan

I do

Product 1 Stages Activities Procedures for : Debate Notes & Materials

Week 36Class 106

All ready to share

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

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

p. 141

TGuide p.139

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

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

Week 36Class 107

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

Week 36Class 108

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

Lesson/ Week/Class

Lesson Stages



I Know 1.Make a list of the differences you see between the pictures2. Work in pairs. Look at the items used for camping and number them.3. Work in groups. Decide on the same order of importance for the items in

1. Ss look at the pictures in Activity 1. Elicit what is happening in each one. Then elicit the main features that are different. Finally, ask Ss where they would prefer to go and why.2. Ask: What equipment do you need to go camping? Elicit ideas. Then have Ss working in pairs look at the pictures and identify the camping items.

p.142-143

Glossary on p. 165


Teacher:

Unit Title: Week Dates: Social Practice of the Language: Interpret and convey instructions found in daily life

Learning Environment 2: Familiar and Community Environment

Product 2: Activity Schedule

Specific Competency: Understand and offer instructions to plan a field trip.

Achievement (s): Can adjust volume, intonation, and tone to emphasize or clarify instructions, offer explanations to clarify instructions, rephrase instructions to confirm comprehension, compose instructions, appraise the pertinence of following or not, instructions.

CON

TEN

TS

Knowing about the Language: Topic, purpose, and intended audience, context clues, word repertoire; verbs: modals; verb tenses; verb forms: imperative; future tense verb forms


Listen to and explore instructions to plan a field trip: identify place and medium, distinguish volume, tone, rhythm, speed, and intonation. Interpret general sense, main ideas, and some details: infer meaning, identify sentence structure, and establish sequence of enunciation. Offer instructions for the planning of a field trip: write instructions, determine speech register, rephrase ideas, and judge the relevance of instructions.


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

All Ready Lesson PlanUnit 5, Lesson 3 and 4

All Ready Lesson Plan

Unit 5, Lesson 3 and 4

Activity 2Reader: A Week Away p.124-1344.Look at the pictures and guess what the telephone call is about5. Listen to the message to confirm your prediction. Track 276. Listen to the message again and check. Track 277. Listen to the message and match. Track 27

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

Reader: A Week Away. Read the title of the Chapter 10. Elicit ideas as to what they think the chapter is about. Ask them to read pages 124-133. Ss go to page 134 and look at the comprehension questions. Share and compare their answers.4. Ss describe what they can see. Elicit ideas and write them on the board for reference.5. Tell Ss they are going to listen to the message and see if matches their predictions from Activity 4. Play the CD.6. Ss listen to the message again and check the items Amy needs to pack for the trip.7. Ss listen to the message again, but this time they need to match the first half of the sentences in Activity 7 to the correct endings.

TGuide p. 140-141

Reader Answer Key on p. 172.

I build


8. Read the text and write MI for main idea or D for detail.9. Read the sentences and circle the best option to complete each one10. Complete the sentences with words from the box.

8. Ss read the text and write MI or D in the gaps.9. Read the sentences in Activity 9 and circle the best option.10. Ask Ss to read the sentences in Activity10 and to try and complete them orally. Then ask them to complete them in their Sbooks and check their answers with a partner.

p.144

TGuide p.142

Lesson 3Week 37Class 111 I practice

11. Read the letter.12.Match the beginning of each13. read the sentences and number14. Complete the instructions15. Read the sentences and write16.Read the sentences and write the appropriate instructions

11. Ss circle the sentences with need and underline the sentences which give instructions. Check answers as a class.12. Draw Ss’ attention to the list of items attached to the letter in Activity 1. Have Ss look at the beginnings and endings of the sentences and match them to make complete sentences.13. Ss read the sentences and put them in the correct order.14. Ask Ss to think of instructions they could make with those verbs. Finally, have Ss complete the sentences.15. Ss read the sentences and write which instruction from Activity 14 they refer to.16. Ss look at the sentences. Ask if they are problems or instructions. Ss write the corresponding instructions. Check answers as a class.

p.145-146

TGuide p.142-143

Lesson/ Week/Class

Lesson Stages



I can17. Match the beginning of each beach activity18. Read the flyer and make a list19. Work in pairs. Share your list20. Work in pairs. Take turns to say sentences21.What places would you recommend to visit

17. Ask Ss about different activities they can do on the different types of trips. Then Ss match each beach activity to the correct ending.18. Ask Ss what type of text they think is. Ask them to read the flyer and make a list of the things they might need to take to the beach with them.19. In pairs, ask them to share their lists of things they might need to take with them and to explain why they need those items.20. Encourage Ss to give further explanations to clarify instructions, elicit the response. Point out the conversation in their book, model it, and have them practice it.21. Ask Ss to brainstorm some famous places to visit in their city or town. Ask them to individually choose their favorite and think of the reasons why they like that place best. When Ss finish, ask them to share their lists with two other pairs.

p.147

Glossary p.165

TGuide p.144

Lesson 4 LessonStages



I know 1. What do you like to do on …..?2. Have you ever traveled with …?3. Read the text and underline ….4. Listen to the Head Explorer and check. Track 285. Listen to the conversation and identify. Track 296. Listen to the conversation. Track29

1. Elicit the activities. Ask Ss what they usually do on the weekend, and if ever includes any of these activities.2. Elicit answers. In pairs, ask them to discuss the questions together.3. Ask Ss to read the text and underline the plans mentioned.4. Play the CD and ask Ss to complete the activity by recognizing general information regarding a field trip.5. Play the CD and ask Ss to identify the gist of the conversation.6. Give Ss some time to read over the sentences before playing the CD. Alternatively have Ss listen again and look at the Audioscript, to check their answers.

p.148-150

TGuide p.145-146

Audioscript p.190

I build


I think7.Look at the itinerary8. Read the sentences9. Read the sentences and circle10. Read the text and circle the verb

7. Ask Ss to read the sentences expressing plans. Elicit answers.8. Ss write N (Now) or F (Future) next to each sentence.9. Ss read the sentences and decide whether each one is T or F.10. Ask Ss to read the text to find out the verbs that refer to the future.

p.150-151

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

Lesson/ Week/Class

Lesson Stages



I practice 12. Underline the phrases 13.Complete the sentences14. Listen to the conversation. Track 3015. Use the information16. Rewrite the following sentences

12. Ask Ss read the conversation. Elicit phrases that they think are used to help clarify information, and ones that express that the speakers are apologizing for misunderstanding.13. Ask Ss to complete the sentences using going to or will. Tell them to check their answers in pairs and then check as a class.14. Ask Ss what they think Tom could be doing on the weekend. Play the CD and Ss make their notes. Play the CD again for them check their answers.15. Ss use their notes to describe what Tom is doing on the weekend.16. Ask Ss to look at the questions and rewrite the sentences to clarify information or to apologize.

p.151-152

TGuide p.147-148

Monitor


I can 17. Look at the different destinations18. Make a list of some the things19. Write reasons to explain20. Write an itinerary

17. Have Ss check their favorite destinations. Share their answers.18. Ss complete the list of items they would need to take their destination of choice from Activity 17.19. Ss write down reasons why they chose to bring those particular items.20. Ss complete their itinerary for the weekend in note form.

p. 153

TGuide p.149

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

Week 39 Class 117

I get ready

1. Work in groups. Choose a field trip destination for your class.2. What materials do you need? Make a list3. Use the organizer on p. 1804. Write instructions for the activities written down in Activity 3

1. Ss select one of the destinations to plan a field trip for their class.2. Ask Ss what materials they will need to make their activity schedule, and to write a list.3. Tell Ss to choose which activities they would like to try or talk about those they have already done. Ss turn to page 180 and look at the graphic organizer. Ss complet the organizer.4. Ss think of the different activities they are going to do at their camp

p.154-155

TGuide p.150-151.

Organizer p.180 in the Worksheet

I plan

I do

5. Share your sentences6. Work in groups. Compare your activity7. Work in groups and decide on the final version

and things they need take to do these activities.5. Ask Ss to share their sentences in groups.6. Ss compare all their activity schedules and instructions.7. In their groups, decide in the final version of their activity.

Section

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

Week 40Class 118

All ready to share

8. Present your activity schedule to the rest of the class.

I learn

Ss share the instructions and activity schedules for their chosen destination. Have each group of four present their field trip activity. Remind them to think about their pronunciation, and give them time beforehand to practice the enunciation of the schedule.

Ask Ss what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Then have them answer the learn box on p. 155 of their Student Books. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.

P.155

TGuide p.151

Continuous and Global AssessmentChart p.152

Week 40Class 119

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

Week 40Class 120

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

Education

All ready! 3 lesson plans