Beruflich Dokumente
Kultur Dokumente
Plan
Unit 1, Lessons 1
School:
Teacher:
Grade:
1st
Group:
Week Dates:
CONTENTS
Sentence types.
Connectors (e.g., if, then, and, because).
Verbs: modals.
Being through the Language:
Participate appropriately during oral exchanges.
Foster confidence within interpersonal relationships.
Lesson/
Week/
Class
Lesson
Stages
Activities
Procedures
Notes
&
Materials
All Ready
Leadin
I know
Class introduction
1. Number the pictures in the
order you hear them.
Lesson 1
Week 1
Class 1
Readi
ng
Student
Book 1
p.8
CD Audio
track 02
Reader
p. 7-17
I build
Lesson 1
Week 1
Class 2
5. Match the places to the
community service they offer.
I think
Lesson 1
Week 1
Class 3
Lesson 1
Week 2
Class 4
I
practi
ce
All Ready
Student
Book 1
p. 8 & 9
CD Audio
track 03 &
04
All Ready
Student
Book 1
p. 10 & 11
All Ready
Student
Book 1
p. 11
I can
11. T asks Ss to the example to write the services and elicits answers
with a classmate and for volunteers to read their answers.
12. T asks Ss to read the sentences in silence and asks them if there
are any new words, if so, explains their meaning and models their
pronunciation. Then Ss look at the expressions and match them to make
appropriate suggestions. Then Ss read the suggestions aloud. They can
go to the Glossary on page 156 to clarify the meaning of words.
All Ready
p. 12 & 13
Student
Book 1
All Ready
I know
Lesson 2
Week 2
Class 5
I build
1. Ss open their Student Book to page 14 and look at the pictures, and
then match the expressions to the person who normally says it, after
that compare with a partner.
2. Ss look at the pictures in exercise 2 and T asks where they see that
kind of signs, then Ss match them with the places. Then Ss compare
answers with a partner.
3. T plays the CD and Ss listen to the song, after that, in pairs, answer
the questions about the song, some volunteer can read his/her answers
aloud.
Student
Book 1
p.14 & 15
CD Audio
track 05
Lesson 2
Week2
Class 6
I think
All Ready
Student
Book 1
p.16 & 17
6. Ss look at the picture and say what they are doing, and then read the
conversation individually, after that they have to label the parts of the
conversation and compare with a partner.
7. Finally, Ss have to write on the space given how they say the
sentences in the last conversation in Spanish.
CD Audio
track 06
Lesson 2
Week 3
I
Class 7
practice
Lesson 2
Week 3
I can
Class 8
Product
1:
Actingout a
I get
ready
11. Ss read the list of community services given. Then they have to write
what they can do there, they may use the words given. T elicits
volunteers to read aloud their answers, the whole class checks them.
12. Ss in pairs need to choose a community service to write expressions
to start, find information, and end the conversation; they can use the
conversations of the unit as examples.
13. Then Ss write the conversation on the space given and act out with a
classmate; they can change roles to practice.
2. Then they may work in pairs and plan what they need form the
service they chose.
3. After that discuss which materials they can bring next class to help
them do a better job.
All Ready
Student
Book 1
p. 18
All Ready
Student
Book 1
p. 19
All Ready
Student
Book 1
dialogue
Week 3
I plan
p. 20 & 21
Product
1:
Acting-
I do
out a
dialogue
4. T elicits the Ss to continue with their product; they work in pairs again
and then decide what questions the need to ask in the conversation.
5. Then they have to discuss the possible answers with details, they may
use their dictionaries.
6. After that, Ss write the dialogue with a proper ending. They can look
at the examples or use them.
7. Finally, they need to decide what role to take and their turn of
participation. They must practice several times before the presentation.
All Ready
Student
Book 1
p. 21
All Ready
Week 4
All
ready to
Class 10
Student
Book 1
share
p. 21
All Ready
Self-Test
Week 4
I learn
Class 11
Formativ
Student
Book 1
p. 21
Formati
All Ready
e
Assessm
ent
Week 4
Class 12
ve
Assessm
ent
sentences.
Student
Book 1
p.166
1st
Grade:
Teacher:
Week Dates:
Learning Environment:
Product 2:
Big book
CONTENTS
Group:
Lesson/
Week/
Notes
Lesso
n
Activities
Procedures
Stage
Class
Material
I know
I build
Lesson 3
Week 5
I think
Class 13
Lesson 3
Week 5
Class 14
&
1. Ss open their Student Books to page 22 and look at the picture, then
T elicits some volunteers to tell their classmates what they remember
about the Story of King Arthur.
2. Ss read the Story and then circle T or F, they can work in pairs, at the
end T asks for some volunteer to read the answers aloud, the rest of the
group can correct them.
All Ready
Student
Book 1
For activities 3 and 4, Ss have to skim the text, write on the lines the
main ideas of each paragraph, and then scan them to answer the
questions.
p. 22 & 23
5. Ss have to reflect about the elements of the narrative and the text
components, and then they may match the columns about them.
All Ready
Student
Book 1
p. 24
Lesson 3
Week 5
I
practi
ce
Class 15
All Ready
Student
Book 1
p. 25 & 26
CD Audio
track 07
I
Lesson 3
Week 6
Class 16
Lesson 4
practi
ce
I can
I know
Week 6
Class 17
I build
Week 6
I think
12. T asks Ss to open their Student Books to page 26 and ask for some
ideas about the story they heard last class. Then T encourages Ss to
complete the organizer using the information from the story.
All Ready
13. Then T elicits from Ss what a fable is. Then Ss read individually the
fable on page 26 and complete the organizer about it.
Book 1
14. Ss need to read the fable again and answer the questions. They may
check their answers with a partner.
p. 26 & 27
1. T
and
and
one
2. Then Ss look at the pictures and read the sentences, they have to
match them.
Book 1
3. Ss read the sentences about the last story, and then they have to
number the events in the correct order.
p. 28 & 29
Student
Lesson 4
Class 18
4. T writes on the board like and dont like and asks for some volunteers
to write the things that they like and dont like. Then T asks them to
open their Student Books to page 29 and put a cross next to the things
they didnt like and a check mark next to the things they liked.
5. Then Ss have to read the story of the Silkies again and, in pairs,
answer the questions about them. Finally, T asks for some volunteers to
read aloud their answers to check them.
All Ready
Student
All Ready
Student
Book 1
p. 29 & 30
I think
Lesson 4
Week 7
I
Class 19
practice
7. T asks Ss to open their Student Books to page 30 and asks for some
volunteers to comment about the story of the Silkies in Activity 4. Then
Ss individually have to match the words to the descriptions.
8. Then the Ss complete the table about likes and dislikes, using
complete sentences and the words from the box.
9. Ss write the correct sentences under the cause or effect using the
phrases from the box.
All Ready
Student
Book 1
p. 30 & 31
10. Finally, Ss read the sentences and decide the correct option to
complete them; they have to circle them.
Lesson 4
Week 7
Class 20
I can
11. Ss read the story and write the correct tense of the verb in each
parenthesis. Then T asks for volunteers to read aloud some sentences to
check answers.
12. Ss work in pairs to complete the paragraphs, according to the events
in the story. After that, Ss exchange books with another pair of Ss to
check answers.
All Ready
13. Ss individually read the story in Activity 11 and answer the questions
about it. Afterwards, T asks some Ss to read a question and its answer
aloud, and the rest of the Ss correct their work.
Student
14. T explains what an organizer is. Then elicits some examples of cause
and consequences. Subsequently, Ss complete the organizer individually
with the information about the story of the City Mouse and the Country
Mouse.
p. 32 & 33
15. Finally, Ss work in pairs to rewrite the story of the City Mouse and
the Country Mouse but writing a different ending to the story.
Book 1
I get
ready
Product
I plan
Week 7
Class 21
I do
1. T elicits some definitions of broadsheet book and tells Ss that they are
going to make one. First T asks Ss to work in pairs and choose a story or
classic tale they like.
2. Ss must decide on the important events they remember from the
story and write sentences using past tense.
3 & 4. Ss decide the number of pages and what materials they are going
to need for the broadsheet book.
5. Using the organizer on page 176, Ss write the title, subtitle, main
character(s), other characters, setting, events in order, climax or turning
point, and conclusion of the story they chose.
All Ready
Student
Book 1
p. 34 & 35
I do
Product
2
Week 8
Class 22
I learn
All
ready to
share
Self-test
Week 8
Class 23
I learn
All Ready
Student
Book 1
p. 35
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment. Have them answer the I learn box. Explain
that its purpose is to asses their performance while making the product,
in order to improve weaknesses and reinforce strengths during the
process.
All Ready
Student
Book 1
p. 35
Product
2
Formal
assessm
Week 8
ent
Class 24
All Ready
Student
Book 1
p. 167
1st
Grade:
Teacher:
Group:
Week Dates:
Learning Environment:
Formation and Academic
Specific Competency:
Write instructions to use a bilingual dictionary.
CONTENTS
Connectors.
Verb forms: imperative.
Upper and lower case letters.
Punctuation.
Doing with the Language:
Select and check bilingual dictionaries.
Understand the use of the textual components in bilingual dictionaries.
Write instructions.
Edit instructions.
Being through the Language:
Show curiosity and interest in searching and obtaining information.
Favor cooperation and integration in school work.
Lesson/
Week/
Notes
Lesso
n
Activities
Procedures
Stage
Class
Lesson 1
Material
s
1. T asks Ss to open their Student Books to page 38. To select bilingual
dictionaries, T directs Ss attention to the pictures and asks them
questions encouraging speaking about it.
I know
Week 9
Readi
* Reading
ng
Class 25
Lesson 1
Week 9
Class 26
I build
I think
&
* T asks Ss to open their Readers to page 33. After that, T has them
read the title and flip through the text. Ss have to predict the text.
Then T reads out loud with proper intonation and asks Ss to follow
along silently. The Ss can summarize the main ideas of the text.
Finally, Ss must complete the comprehension questions on page 43;
first they answer the six questions about the text and then work in
pairs to discuss the three questions.
2. T asks Ss to open their Student Books to page 38, points at the first
picture, and asks what type of book it is, and does the same with the
next picture. Next, Ss describe each of the two pages. T asks Ss to go
over the book pages, write a list of textual and graphic components,
and has Ss to look at the book pages to answer the questions,
checking answers with the class by asking different Ss to read their
answers out loud.
3. With this activity, Ss will recognize graphic and text components, as
well as recognize the number of entries. Ss open their Student Books
to page 39. T asks the Ss to read the statements, they have to look in
their dictionaries, or check in their Readers. Then T has Ss compare
their answers with a partner.
All Ready
Student
Book 1
p. 38
All Ready
Student
Book 1
p. 38 & 39
Lesson 1
Week 9
Class 27
All Ready
Student
Book 1
6. Ss have to read the words and T asks them where they can find
these types of words, eliciting some answers, and has them complete
the activity. T can check the answers by asking the whole class to read
the sentences out loud.
7. T writes a sentence on the board and asks some volunteers to
underline the noun, verb, adjective, adverb, pronoun, and conjunction,
and then asks Ss the definition of each part of speech. T clarifies any
doubts. Then T asks Ss to open their Student Books to page 42 and
has them match the parts of speech with the definitions. T checks
answers with the class by asking to read the definitions out loud.
p. 40-42
practi
Lesson 1
ce
Week 10
Class 28
I can
I know
Lesson 2
Week 10
I build
Class 29
Lesson 2
I think
8. T goes over the words in the box with the Ss. Have them explain
what those words mean. To identify entries and subentries, have them
label the parts of the dictionary entry with the words in the box. Read
the answers and have them correct any mistakes.
9. T asks Ss to open their Student Books to page 43 and calls the Ss
attention to the words on the entries. To locate words in English and in
their native language in a dictionary, T asks Ss to complete the activity
by reading the entries.
10. T calls Ss attention to the picture and has them say what type of
text it is, asks them to mention some characteristics of newspapers,
and then asks them to complete the table. Ss can compare their
translations with a partner and read out loud the parts of speech to
confirm their answers.
1. T ask Ss to open their Student Books to page 44. Have Ss look at
the different texts and ask them what they have in common. Go over
the sentences with the Ss and ask them in what situations they would
hear these instructions. Have them discuss their answers with a
partner.
2. T ask Ss to read the first text. Have them underline the connectors
mark a sequence. Ask them to read the text individually and then elicit
the main ideas and key words.
Reader
p.36-42
All Ready
Student
Book 1
p. 42-43
All Ready
Student
Book 1
p. 44 & 45
All Ready
Student
partner. To check the answers, have some Ss write the verbs on the
board.
Week 10
Class 30
Book 1
p.46 & 47
Lesson 2
Week 11
I
practi
ce
11. Compare your answers with
a classmate.
Class 31
Lesson 2
Week 11
I can
Class 32
Product 1
Week 11
I get
ready
I plan
Class 33
12. Ask Ss to open their Student Books to page 49. Tell Ss they have to
complete the activity by looking up the phrase in the dictionary. Go
around and give help if necessary.
13. Have Ss work in pairs to compare their answers from activity 12.
Monitor. Have some volunteers write the answers on the board.
14. Ask Ss to write the steps they followed individually. Have them edit
their instructions. Monitor and help them to edit the instructions. Then
have students rewrite their instructions.
p. 48
11. T has Ss work in pairs to check their answers. Then T has some
volunteers to write the answers on the board.
All Ready
Student
Book 1
All Ready
Student
Book 1
p. 49
All Ready
Student
Book 1
p. 50
All Ready
Student
Book 1
p. 50
Product 1
Week 12
Class 34
I do
All Ready
Student
Book 1
p. 50 & 51
All Ready
All
ready
to
15. Ask the different groups to display their manuals in the classroom.
Then have the different groups read their manuals out loud. Finally,
vote for the best manual.
share
Student
Book 1
p. 51
Self-test
Week 12
I learn
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful during
the process of making the product.
All Ready
Student
Book 1
p. 51
Class 35
Formal
assessme
nt
Week 12
2. Number the instructions in
order.
Class 36
All Ready
Student
Book 1
p. 168
Grade:
1st
Teacher:
Week Dates:
Learning Environment:
Product 2:
Plenary
Specific Competency:
Exchange opinions regarding the contents of a radio program
CONTENTS
Group:
Lesson/
Week/
Notes
Lesso
n
Activities
Procedures
Stage
Class
Material
Lesson 3
I know
Week 13
Readi
ng
Class 37
Lesson 3
Week 13
I build
Class 38
&
All Ready
Student
Book 1
p. 52
Reader p.
50-51
All Ready
Student
Book 1
p. 52 & 53
CD Audio
track 08
Lesson 3
Week 13
I think
Class 39
6. Ask Ss to open their Student Book to page 53. Have them read the
text in Activity 5 and underline the words that the host uses to
welcome his guests. Have them also say how many participants take
part in the program. Have Ss circle the best option.
7. Divide the class in pairs. Ask Ss to take turns to explain to their
partners why they chose their answers.
8. Tell your Ss that they are going to listen to a radio program. Ask
them to read the questions first. Then play the CD for Ss to answer the
questions. Check answers with the class.
9. Tell Ss that you are going to play the CD to listen to the radio
program from the previous activity. Play the CD again and have Ss to
complete the table. Have some Ss write the answers on the board.
10. Have Ss read the sentences. To promote self-reflection, have Ss
answer the activity individually. Check answers with the class.
All Ready
Student
Book 1
p. 54 & 55
CD Audio
track 09
I
practi
Lesson 3
ce
Week 14
13. Listen to another radio
program and answer the
questions.
Class 40
I think
Lesson 4
Week 14
I know
11. Ask Ss to open their Student Books to page 56. Have them read
the scripts and ask them questions about them. Go over the scripts to
identify words used to connect ideas and have Ss underline them. Ask
Ss to complete the activity.
12. To identify words used to connect ideas, go over the words from
the box with your Ss. Have them complete the sentences with these
words.
13. Have Ss read the questions. Tell your Ss that they are going to
listen to a new radio program. Ask them to take notes in their
notebooks while they listen. Play the CD for Ss to answer the
questions. You may have to play the CD more than once.
14. Have Ss read the statements. Play the CD from the previous
activity again and have them confirm their guesses. Have the class
read the answers out loud.
15. Go over the words with Ss and make sure they understand them.
Elicit one example with each of the words on the board and have Ss
complete the sentences.
1. Write on the board: Ads. Ask Ss what the word means and where we
can find ads. Elicit answers from different Ss. Divide the class into
groups of five and ask Ss to open their Student Books to page 58.
Have Ss discuss the questions in their groups and give reasons for
their answers. Then have a speaker from each group share their
answers with the rest of the class.
All Ready
Student
Book 1
p. 56
All Ready
Student
Book 1
p. 57
CD Audio
track 10
All Ready
Student
Book 1
p. 58
Class 41
I build
Lesson 4
Week 14
I think
Class 42
2. Have Ss read the questions and make sure they understand them.
Pay special attention to some features. Play the CD and have Ss
answer the questions. Then ask Ss to form groups of three and have
them compare their answers. Finally, have different groups read their
answers.
3. Have Ss read the questions. Tell them they are going to listen to the
same program again, and they are going to answer the questions.
Then have Ss to compare their answers with a partner.
p. 58
CD Audio
track 09
4. Ask Ss to open their Student Books to page 59 and have them read
the sentences. Ask them to continue in the same way. Refer them to
the Glossary on page 159. Then have Ss to complete the activity.
6. Go over the instructions in this activity with the Ss. Have them read
the sentences and ask them to go to their Glossary at the back of the
book if they have any vocabulary questions. Play the CD. Have your Ss
pay attention to the way people talk in the audio. Play the recording
again for Ss to complete the activity.
7. Have Ss work in pairs. Explain to your Ss that they have to read the
opinions in Activity 6 out loud to a partner.
All Ready
Student
Book 1
8. Call Ss attention to the box and have them complete the ideas. Tell
them that they can use their dictionaries to check the meanings of
words they dont know. Ask two Ss randomly to read the answers.
All Ready
Student
Book 1
p. 59 & 60
CD Audio
track 11
Lesson 4
Week 15
I
practice
Class 43
Lesson 4
Week 15
I can
Class 44
9. Divide the class into pairs and let Ss ask the questions to their
partners. Have Ss open their Student Books to page 60. Have them
match the questions to the answers.
10. Go over the words in the box with your Ss. Explain that they have
to complete the table with these words. Tell them that they have to
read the different sentences from left to right and give them plenty of
time to complete the activity.
All Ready
Student
Book 1
p. 60 & 61
11. Have Ss read the dialogue. Tell them that they have to complete it
with words from the box in activity 10. Check answers with the class by
writing the missing words on the board.
12. Ask Ss to open their Student Books to page 62. Have Ss to
complete the organizer of a radio program. Explain if they do not
remember the name of the main features.
13. Play the CD once and ask them to write the words or ideas on the
board. Ask Ss to read the instructions of the activity. Play the CD a
second time and let Ss complete the table. Tell them to use the words
and ideas on the board if necessary.
14. To compose and write opinions to support their oral production,
including relevant details and interesting information in an opinion,
have Ss complete the sentences with their own opinions of the
program.
15. Ask Ss to open their Student Books to page 184 and look at track
10. Have them read the audio and go through the previous activities to
gather information to write.
16. Divide the class in groups of five. Ask Ss to share their opinions
about the program they have just listened to and establish the rules of
participation for an exchange of opinion.
All Ready
Student
Book 1
p. 62 & 63
CD Audio
track 10
I get
ready
Product
2
I plan
Week 15
Class 45
I do
1. Ask Ss to open their Ss Book to page 64. Explain that they are going
to participate in a plenary about radio programs, and ask them to
decide about what programs they will be talking about. Tell them they
have to choose two or three different programs and fill out a table. Let
them complete the table individually.
2. Divide the class into groups of four or five. Tell Ss that first they have
to complete the information they included in their tables from the
previous stage and then they have to decide on the duration of the
plenary.
3. Tell Ss they have to choose one program from the table in Activity 1
for everyone to listen. Remind them that they should complete their
table with as much information as possible.
4. After all the groups have decided on the duration of the plenary,
have Ss establish the turns and the duration of each participation.
5. Now that Ss know how the plenary will go, they should consider the
materials they will need to use. Have them make a list of materials.
6. Ss discuss about the program they listened to. Have them complete
the organizer on page 177. Monitor and make sure the different teams
have completed the organizer.
All Ready
Student
Book 1
p. 64
Product
I do
2
Week 16
All
ready to
share
Class 46
7. Have Ss open their Student Book to page 65. Ask them to write their
opinions about the program on a different piece of paper. They have
written or given their opinions in different activities throughout the
unit. Then ask your Ss to correct any mistakes and to rewrite their
sentences. Revise that the sentences are understandable.
8. Go over the procedure with Ss. Ask them to establish the rules and
turns for the exchange of opinions.
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful during
the process of making the product.
All Ready
Student
Book 1
p. 65
Self-test
Week 16
I learn
All Ready
Student
Book 1
p. 65
Class 47
Week 16
Formal
assessm
Class 48
ent
All Ready
Student
Book 1
p. 169
Grade:
1st
Group:
A, B, C, D, E, F.
JORGE CHACON
Week Dates:
Learning Environment:
Literary and Ludic
Specific Competency:
CONTENTS
January
7th,
Lesson/
Week/
Notes
Lesso
n
Activities
Procedures
Stage
Class
Material
I know
Lesson 1
Week 17
I build
Lesson 1
Week 17
Class 50
Class 49
&
All Ready
Student
Book 1
p. 68
Reader
p. 59- 68
3. Divide Ss into small groups of four or five, and ask them to take turns
reading the extract and answering the questions on page 69.
I think
4. Instruct Ss to open their Student Books to page 69. Read each of the
statements out loud to the class. To identify sentences that express
future situations and conditions, and their composition, ask Ss to work
with a partner to classify them according to whether they are past,
present, or future. Monitor and check.
p. 69 & 70
CD Audio
track 12
6. Play the interview for the Ss and ask them to match the predictions
according to what they hear on the recording.
7. Ss look at the sentences in Activity 6 and answer the question.
All Ready
Student
Book 1
question.
8. Complete the rules.
I
practi
Lesson 1
ce
Week 17
I can
Class 51
All Ready
Student
Book 1
p. 71 - 73
12. Ss write three sentences from the interview on the previous page to
express future tense.
CD Audio
13. Divide Ss into pairs. Then Ss compare predictions and discuss three
more possible advances or changes in gaming with their partners. Ss
then add their new predictions to their existing list. Monitor and provide
individual help.
track 12
Lesson 1
Week 18
I can
Class 52
I know
Lesson 2
I build
Week 18
2. What is your sign?
3. What other things can you
make predictions about?
Class 53
I think
Lesson 2
Week 18
I
practi
ce
Class 54
14. Tell pairs to join another pair to discuss their predictions. Propose
several questions for the new groups to consider. Monitor group
discussions.
15. Ask Ss to open their Student Books to page 73. Have Ss work in
groups of four. Tell them to refer back to the components written on the
board to guide them through the creation process. Ss should present
their posters to their classmates at the end of the class and give an
informal explanation of their poster.
All Ready
Student
Book 1
p. 73
5. Ss read the article in Activity 4 again quickly and decide which two
predictions they will share with their friends.
6. Before playing the recording, ask Ss to read the three statements in
the activity. Instruct them to listen to the forecast and to mark the
answers in their Student Books.
7. Ss should be able to see that the first sentence uses the auxiliary
verb will while the second sentence uses is going to.
8. Now ask Ss to work with a partner to identify which sentence from
Activity 7 best describes the first photo and which sentence best
describes the second photo. Check answers together.
All Ready
Student
Book 1
p. 74
All Ready
Student
Book 1
p. 75
CD Audio
track 13
picture.
I
Lesson 2
practice
Week 19
Class 55
Lesson 2
Week 19
Class 56
I can
All Ready
Student
Book 1
p. 76 & 77
12. Ask Ss to work in groups of three. They should identify the subject of
each sentence to help them match the appropriate response.
All Ready
Student
Book 1
16. Have Ss complete the table about the local weather for the next two
days.
p. 77-79
I get
Product
ready
1
Week 19
I plan
Class 57
All Ready
Student
Book 1
p. 80 & 81
Product
I do
Week 20
All
ready to
Class 58
share
All Ready
Student
Book 1
p. 81
Self-test
All Ready
Week 20
I learn
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage them
to identify the activities that they found especially helpful during the
process of making the product.
Student
Book 1
p. 81
Class 59
Product
All Ready
1
Formal
Week 20
assessm
ent
Student
Book 1
p. 170
Class 60
Grade:
Teacher: MARTIN
JORGE
CHACON.
Group: A, B, C, D, E, F.
30TH. FEBRUARY 2ND. 4TH. 7TH.
CONTENTS
2015.
Social Practice of the Language: Read Environment:
Product 2:
and rewrite informative texts from a
Academic and educational
Charts of human body systems. Also
particular field.
make a dialogue.
Specific Competency: Write notes to describe the
Achievement (s): Answers questions in order to give a description.
components of different human body systems in a
Structures and writes sentences. Organize terms and descriptions into a
chart.
table. Writes sentences in order to write notes. Verifies spelling
conventions in order to edit notes.
Knowing about the Language:
Graphic and textual components.
Text organization patterns.
Repertoire of words necessary for this social practice of the language.
Verb tense: simple present.
Determiners: demonstratives.
Nouns: with/without determiner, compound, countable/uncountable.
Verb forms: passive, past participle.
Adjectives: comparative and superlative.
Punctuation.
Doing with the Language: Select and check charts of human body systems. Examine distribution of
graphic and text components. Recognize text organization. Reflect on the use of images and/or illustrations.
Identify topic, purpose and intended audience.
Understand information from reading out loud. Recognize description of components. Identify new words.
Point out information. Answer questions to describe components. Identify the graphic resources used to link
components and descriptions.
Write notes to describe a chart. Complete sentences in order to describe components. Organize terms and
descriptions on a table. Rewrite simple sentences about descriptions. Determine the number of descriptions
necessary in relation to images. Choose graphic resources in order to link the text to images. Structure and
write sentences.
Edit charts, with the teachers guidance. Check punctuation and spelling conventions. Mark and clarify
doubts. Add or remove information to improve a text. Adjust language in accordance to intended audience
and purpose. Write final version.
Being through the Language:
Take the proper decisions to favor ones self and ones surroundings.
Reflect and act on ones own and others physical well-being.
Promote respect and collaboration at work.
Notes
Lesson/
Lesson
Week/
&
Activities
Procedures
Stages
Material
Class
s
Lesson 3
I know
Week 21
1. Tell Ss to open their Student Books to page 82. Ask them to identify
the organs and systems shown in the pictures and discuss what the
purpose of each organ is.
2. Ask Ss to work in groups of three and brainstorm other organs and
systems.
Lesson 3
4. Ss take turns reading the four statements in the activity. Play the
recording and tell Ss to circle the correct answer.
Week 21
5. Ask Ss to write down the part of the body that they would most like
to visit.
Class 61
I build
All Ready
Student
Book 1
p. 82
Reader
p. 72-81
All Ready
Student
Book 1
p. 83 &
Class 62
I think
84
CD Audio
track 14
& 15
Lesson 3
Week 21
I
practic
Class 63
10. Have Ss open their Student Books to page 85. Have Ss underline
the verb in each of the sentences. After Ss identify the verbs, answer
each of the three questions as a class.
11. Elicit what the present tense is used for: facts and routines. Based
on what the Ss saw in the last activity, they should have enough
information to complete the rules as a class.
12. Ask Ss to work individually to read the information and fill in the
missing words.
13. Have Ss to read the sentences silently; elicit the body part each
sentences is about. Then instruct Ss to work with a partner to choose
the correct verb form in each sentence. Then have Ss turn to page
178 in the Worksheets section, and label the diagrams in pairs.
Monitor and check.
14. Have Ss work in pairs and label the diagrams. Then have them
look back at Activity 3 and complete the missing information. Monitor
and check.
All Ready
Student
Book 1
p. 85 &
86
Lesson 3
Week 22
15. Tell Ss to open their Student Books to page 87. They have to read
the statements and say if the sentences are true or false.
16. Have Ss choose a body system in Activity 14 and individually
complete the organizer.
I can
Class 64
18. Tell Ss to stand up and walk around to find a classmate that made
notes about another body system and share your information.
All Ready
Student
Book 1
p. 87
All Ready
Lesson 4
I know
Week 22
Class 65
I build
Student
Book 1
p. 88 &
89
readers
p.76-77
Lesson 4
Week 22
I think
4. Tell Ss to silently read the extract from Pepes textbook again. Ask
Ss to explain the parts of the body positions and to write their answers
and opinions in their Student Books.
5. Ask Ss to work individually to answer the questions in activity 3.
Encourage Ss to answer in complete sentences.
All Ready
Student
Book 1
I
practi
ce
Class 66
p. 90 &
91
Lesson 4
Week 23
I
practice
Class 67
Lesson 4
Week 23
I can
Class 68
Product
2
I get
ready
All Ready
Student
Book 1
p. 92 &
93
All Ready
Student
Book 1
p. 93
CD Audio
track 16
All Ready
Student
Book 1
p. 94
Week 23
I plan
2. Tell Ss to work in groups of three and have them to select one of the
systems.
All Ready
Student
Class 69
3. Tell Ss that they will have to search for information from different
sources.
4. Elicits Ss to make a list of the information they will include.
5. Ss decide the materials they are going to need to present this
product.
Book 1
p. 94 &
95
Product
2
I do
Week 24
All
ready to
Class 70
share
All Ready
Student
Book 1
p. 95
All Ready
Student
Book 1
p. 95
Self-test
Week 24
I learn
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful during
the process of making the product.
All Ready
Student
Book 1
p. 95
Class 71
Week 24
Formal
assessm
Class 72
ent
All Ready
Student
Book 1
p. 171
Grade:
Teacher:
Group:
Week Dates:
Learning Environment:
Product 1:
Interview
Specific Competency:
Exchange likes and dislikes in a dialogue.
CONTENTS
1st
Connectors.
Question tags.
Syntactic particularities of the English language: sentences using like, stranded prepositions (e.g., The man
I talked to).
Syntactic differences between British and American varieties: collective nouns concordance.
Doing with the Language:
Listen and check likes and dislikes about leisure activities. Observe and comprehend non-verbal
communication. Identify topic, purpose and intended audience. Recognize situations in which likes and
dislikes are shared. Identify leisure activities by name.
Understand the general meaning and main ideas in a dialogue. Anticipate the general meaning. Identify and
compare forms for expressing likes and dislikes. Establish sequence of statements. Identify words used to link
ideas. Recognize behavior adopted by speakers to clarify and confirm comprehension. Identify speech
register.
Express likes and dislikes in a dialogue. Write sentences. Organize sentences in a sequence. Include details in
main ideas. Express points of view in favor and against. Use linguistic resources to confirm comprehension.
Use non-verbal language. Recognize the appropriate time to interrupt a speaker. Practice and follow rhythm,
speed and pronunciation. Start a dialogue to express likes and dislikes about leisure activities.
Being through the Language:
Use language to Exchange common interests.
Promote interpersonal relationships.
Lesson/
Week/
Notes
Lesso
n
Activities
Procedures
Stage
Class
&
Material
s
All Ready
Lesson 1
Student
Week 24
I know
1. Have Ss open their Student Books to page 98. Ask Ss to identify the
topic of the reading and who they believe in the intended audience is.
Try to elicit as much vocabulary as you can from the Ss.
Book 1
p. 98
Reader
Class 73
p. 85-94
Lesson 1
Week 24
Class 74
I build
I think
All Ready
Student
Book 1
p. 98 &
99
CD Audio
track 17
Lesson 1
Week 24
9. Complete the sentences.
I
practi
Class 75
ce
Lesson 1
Week 25
I can
All Ready
Student
Book 1
p. 100 &
101
CD Audio
track 18
13. Explain that they will take the quiz and that they should check all the
activities they like. Ss take the quiz, check all the activities they like, and
find out which category fits those best.
14. Ask a student to read out loud Bens paragraph. Ss write a short
paragraph about them based on their quiz results, they can use Bens
paragraph as a model.
15. Ask Ss to work in groups and discuss their likes and dislikes
All Ready
Student
Book 1
p. 102 &
103
Class 76
I know
Lesson 2
I build
2. Listen to the
conversations and match
the hobbies to the celebrity.
3. Listen again and write the
first sentences used to start
each conversation.
Week 25
Class 77
I think
Lesson 2
Week 25
Class 78
I
practice
1. Ask Ss to open their Student Books to page 104. Give them time to
look at the page. Ask them to answer the questions.
2. Ask Ss to pair up with the person sitting next to them. Then direct Sss
attention to the three boxes in the book. Play the CD. Tell them to listen
to the conversation and then match the columns.
All Ready
Student
Book 1
3. Ss Listen again and write the first sentences used to start each
conversation.
p. 104 &
105
CD Audio
track 19
5. Have Ss look at the sentences and underline the reason given in each
sentence. Then circle the word that comes before the reason.
6. Ask Ss to open their Student Books to page 106 and look at the
questions to circle the open question. After that underline the question
tag.
All Ready
Student
Book 1
7. Give Ss to fill in the gaps on their own. Then have them check their
answers with the persons next to them.
p. 106 &
107
8. Ask Ss if they recognize the girl in the picture. Elicit what the listening
might be about. Help Ss anticipate the central sense of a conversation
from known words and expressions. Play the CD and fill in the blanks in
pairs.
CD Audio
track 20
Lesson 2
Week 26
I
practice
Class 79
Lesson 2
Week 26
I can
Class 80
Product
1
Week 26
I get
ready
Class 81
12. To get Ss to practice questions tags, ask Ss to look at the word in the
scrambled sentences. Write their opinions on the board, and then ask Ss
to unscramble the questions.
13. Ask a student to read the instructions and have Ss do the activity in
pairs. Check the answer and ask a student directly.
All Ready
Student
Book 1
p. 108 &
109
All Ready
15. Ask Ss to open their Student Books to page 109. Ss have to choose a
celebrity and write about his or her hobbies and free time. Explain why
you like that celebrity.
16. Then, in groups, Ss talk about their favorite celebrity with their
partners. Use follow up questions and question tags.
1. Ask Ss to open their Student Books to page 110. Have them look at
the pictures and check the activities they like doing in their free time.
2. Ss work in pairs and they have to decide on a topic for your interview.
Student
Book 1
p. 109
All Ready
Student
Book 1
I plan
11. Ask Ss to open their Student Books to page 108. Ask a volunteer to
read the items out loud, and then a different volunteer continues to read
the column on the right. Have Ss to match the two columns in pairs.
p. 110 &
111
I do
7. Decide who will be the interviewer and who will be the interviewee.
Product
All Ready
1
Week 27
All
ready to
Student
Ask Ss to open their Student Books to page 111, practice, and perform
the interview in front of the class.
share
Book 1
p. 111
Class 82
Self-test
All Ready
Week 27
I learn
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage them
to identify the activities that they found especially helpful during the
process of making the product.
Student
Book 1
p. 111
Class 83
Formal
assessm
ent
Week 27
All Ready
Formal
assessm
ent
Student
Book 1
p. 172
Class 84
Grade:
1st
Teacher:
Group:
Week Dates:
Learning Environment:
Product 2:
Recital
CONTENTS
Notes
Lesson/
Week/
Lesson
Activities
Procedures
Stages
&
Material
Class
s
Lesson 3
Week 28
I know
1. Have Ss to open their Student Books to page 112 and tell them to
look at the pictures. Ask them if they know the names of the
instruments and if anyone plays any of them. Tell Ss to work with the
person next to them and unscramble the names of each instrument.
*Have Ss to open their Readers to page 98. Ask Ss to read the chapter.
When they finish, ask for their opinions.
Reading
Lesson 3
I build
Class 86
p. 112
Reader
p. 98-107
Class 85
Week 28
All Ready
Student
Book 1
2. Ask Ss to open their Student Books to page 112. Have Ss read the
title and discuss what the song will be about.
3. Ss review the vocabulary words. Ask Ss to decide what type of words
they are and give them opinions. Then have them look up the words in
the dictionary. Remind Ss they can clarify the meaning of words by
using the dictionary at the back of their books.
4. Tell them to read the lyrics of the song in pairs and find out the main
idea. When they have finished the song they may imagine what the
song will be like. Now play the CD. To finish, have Ss answer the four
questions in activity 4.
5. Ask Ss to look at the pictures to become familiar with the art work.
Play the CD again and have Ss work in pairs with the classmate behind
All Ready
Student
Book 1
p. 112115
CD Audio
track 21
Lesson 3
Week 28
I think
Class 87
All Ready
Student
Book 1
11. Have Ss look at the diagrams. Ask them to work in pairs and have a
volunteer read the first sentence and match it with the corresponding
diagram. Then Ss match the rest of the sentences individually.
p. 115 &
116
12. Tell Ss to read the rules in the box. Give Ss a couple of minutes to
complete the sentences. Check general comprehension by asking Ss
different examples.
I
Lesson 3
practice
Week 29
Class 88
I can
13. Ask Ss to open their Student Books to page 116 and take a look at
the song. Then read the first verse. Ask Ss to read the next part of the
song and ask again what part it is. Finish the exercise in this same way
until Ss have labeled all the parts.
14. Challenge them to see if they remember what goes in the blanks
without looking at the lyrics. After that, play the CD so Ss can check
their answers.
15. Ask Ss to choose five verbs in past from the song and fill their
bingo card. Then Ss play Verb bingo. The first student to cross out all
his or her verb wins.
16. In pairs, tell Ss to write their own verse. Draw Sss attention to the
fact that they need to be creative.
Class 89
I know
I build
p. 116 &
117
CD Audio
track 22
& 23
17. In this activity your Ss will perform their verses for the rest of the
class. Dont ask them to come to the front of the class or stand up.
Encourage Ss to memorize their songs and to perform seating in their
place without looking at the lyrics.
Lesson 4
Week 29
All Ready
Student
Book 1
1. Ask Ss to open their Student Books to page 118. First read the
instructions. Have Ss look at the pictures and elicit the gender they see
on the page. Then play the CD so Ss can number the pictures.
2. Have Ss look at the lyrics of the song in pairs. Tell them to look at
the words in the box and check that Ss understand them. Then play
the CD and have Ss complete the lyrics.
3. Read the first question out loud, and then ask for volunteers to read
the other two sentences. Ask Ss to answer the questions and compare
them with a classmate.
All Ready
Student
Book 1
p. 118 &
119
CD Audio
track 24
& 25
Lesson 4
Week 29
I think
Class 90
6. Ask Ss to open their Student Books to page 120. Ask for two
volunteers to read the instructions, and then ask them to go back to
page 118 to circle the words that describe feelings. Do the first one
with them and then ask them to do the same with the person sitting
next to them.
7. Elicit from Ss which adjectives express positive feelings, which ones
express negative feelings, and why.
8. Ask Ss to work in pairs and make a list of values they find important
besides friendship.
9. Ask a volunteer to read the instructions and the two sentences.
Then ask Ss to do the exercise in pairs.
10. Tell Ss to look at the pictures. Ask Ss if they remember the names
of the instruments on page 119, because that is the key for this
exercise.
11. Ask Ss to fill in the space with what they just learned about
compound words.
All Ready
Student
Book 1
p. 120 &
121
Lesson 4
Week 30
I
practice
Class 91
Lesson 4
Week 30
I can
Class 92
12. Ask Ss to open their Student Books to page 121. Ask a volunteer to
read the instructions. Then read the six words expressing intonation.
Ss should pair up with the person sitting next to them and practice
saying the words.
13. This activity should help them understand the lyrics and recognize
combinations of words and sounds that represent the rhythm. Play the
CD and have Ss listen to the song and fill in the gaps.
14. Play the CD one more time and encourage Ss to act out the words.
15. Ask Ss to read the instructions and then ask a volunteer to read the
words out loud. Then, in pairs, underline the compound nouns. Then
divide them on the lines below.
All Ready
Student
Book 1
p. 121123
CD Audio
track 26
16. Ask Ss to open their Student Books to page 123 and to work in
pairs. Then Ss complete the organizer on page 179 in the Worksheets
section.
17. Ss have to work in pairs to write an original song extract and write
a verse and a chorus.
18. Then Ss can practice singing their verse and chorus using the
music from their favorite songs.
All Ready
Student
Book 1
p. 123
Product 2
Week 30
I get
1. Ask Ss to open their Student Books to page 124. Explain that you
will play only the first minute of some songs so Ss quickly react and
describe their emotions for each one. They must record their feelings
All Ready
Student
Book 1
ready
2. Divide the class in groups.
Each group selects one song.
I plan
Class 93
I do
p. 124 &
125
5. Guide the class and select a convenient place, date, and audience
for the recital. Consider the resources of your school.
CD Audio
track 27
Product 2
Week 31
All
8. Play each song and read the lyrics out loud along with the music,
asking Ss to follow along. Ask Ss to mark their copies and indicate
when there are pauses or special rhythms made by joining or
separating words or syllables. Give examples when possible to
reinforce changing rhythms and special intonation.
ready to
share
Class 94
All Ready
Student
Book 1
p. 125
Self-test
Week 31
I learn
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful during
the process of making the product.
All Ready
Student
Book 1
p. 125
Class 95
Formal
assessme
nt
Week 31
Formal
assessm
ent
Class 96
All Ready
Student
Book 1
p. 173
Grade:
Teacher:
Group:
Week Dates:
CONTENTS
1st
Learning Environment:
Product 1:
Academic and educational.
Exhibition about a science topic
Achievement (s): Identifies and distinguishes types of sentences that
express main ideas within paragraphs, using previously established goals.
Uses various strategies in order to point out relevant information. Selects
information in order to rewrite and paraphrase sentences. Organizes
sentences to make a paragraph. Points out and clarifies doubts in order to
edit notes.
Lesson/
Week/
Class
Lesson
Stages
Stage 1:
I know
Lesson 1
Week 32
Class 97
Stage 2:
I build
Activities
1. Decide if the following
pictures represent
something that is good or
bad for the environment.
2. Look at the pictures in
Activity 1 and label them
with the correct topic from
the box.
3. Skim the text for the
main idea, then Check the
picture that best represents
the problem described.
4. Label the text in Activity
3 with Now, Pollution, and
Then.
Procedures
1. Ask Ss to open their Student Books to page 128, ask them to identify
what they can see in the pictures. Then have them decide if they
represent something which is good or bad for the environment by
drawing a happy or sad face next to the picture. Encourage Ss to share
their thoughts.
2. Read out the words from the box and check Ss understand meaning.
Then read them out again and have Ss call out a corresponding picture
number from activity 1. Then have them label the pictures in their
Student Book.
3. Point to the pictures in Activity 3 and elicit what they can see. Read
the rubric and elicit the meaning of skim. Tell Ss not to worry about
understanding every word. Then have skim the text and graphic
components, have them skim the text and check the picture it refers to.
Check answer as a class.
Notes
&
Materials
All Ready
Students
Book 1
p. 128
Reader
p. 111120
5. Ask Ss to open their Student Books to page 129 and have them read through
Lesson 1
Week 32
Class 98
Stage 3:
I think
Lesson 1
Week 32
Class 99
Stage 4:
I
practice
the questions in Activity 5. Check for understanding. Explain that they are going
to read the article in activity 3 again, but this time they need to read it more
carefully in order to look for specific information to answer the questions. Check
answers.
6. Elicit from Ss how pollution and other points discussed in the article have
affected their community and their country. Then ask Ss what we are doing
nowadays to help the environment and write down their suggestions on the
board. Ask Ss to rank the problems in the order they consider to be most
serious.
7. Elicit from Ss what a noun is and have them give you examples. Have Ss look
at Activity 7 in their Student Books. Direct them to the first column and tell them
to underline the final noun in each sentence. Elicit which one refers to people.
Remind them to look for the commas in the first part of the sentences as this is
a big clue. Then ask them to match the sentences with the relative pronouns
and the correct second part of the sentence. Monitor and check.
8. In pairs have Ss answer the question. Ask for volunteers to call out the
answers.
9. Ask Ss to match each relative pronoun with the sentence it describes. Check
answers as a class.
10. Ask Ss to open their Student Books to page, in pairs, have them find and
write down as many verbs as they can. Explain that there are some verbs which
have a verb and preposition and that these are known as phrasal verbs. Walk
around and check Ss understand what they are looking for.
11. Check Ss understand the difference between literal and non-literal meaning.
Elicit which has a literal meaning and which has a non-literal meaning. Tell Ss to
look at the phrasal verbs and decide which ones have a literal meaning and
All Ready
Students
Book 1
p. 129 &
130
All Ready
Students
Book 1
p. 130 &
131
page 164.
12. Look at the sentences
and circle the best option to
complete each one.
13. Choose a phrase or
word from each column to
Stage 4:
I
practice
Lesson 1
Week 33
Class 100
Stage 5:
I can
Stage 1:
I know
Lesson 2
Week 33
Class 101
Lesson 2
Week 33
Class 102
Stage 2:
I build
Stage 3:
I think
15. Ask Ss to open their Student Books to page 132, refer Ss back to the
reflection box from activity 9 on page 130 and remind them when to use
that, who, and which. Elicit when we add a comma. Ss choose the
correct word to fill the gaps. Check answers as a class.
16. Ss unscramble the sentences in their books. Walk around and
monitor.
17. Refer Ss back to the model in Activity 16 and have them work
together to rewrite the information to compose sentences. Check
answers.
18. Have Ss turn to page 133 and explain that they will read a leaflet,
and present the main ideas. They will do this by taking notes and
extracting only the most important information.
19. Ask Ss to get into pairs, and using their notes from the previous
activity, have them take turns to try to reconstruct the text verbally
without looking at it, but adding details that their patterns give them.
All Ready
Students
Book 1
p. 132 &
133
1. Ask Ss to open their Student Books to page 134, ask them to look at
the photographs. Have them identify the problem in each photo and
what they think causes the problem. Encourage them to use full
sentences.
2. Elicit how the situations were before. To help them, if necessary, write
some key words on the board.
3. Ask Ss to Skim the text and summarize each paragraph. Check
answers.
4. Have Ss read the text in activity 3 again and answer the sentences in
activity 4 as either true or false. Monitor and check.
5. Tell Ss to skim the text on page 135 and tell you the main ideas. Then
read the questions with them to check the new vocabulary. Give them
time to answer the questions. Check answers as a class.
All Ready
Students
Book 1
p. 134 &
135
6. Ask Ss to open their Student Books to page 136 and read the text in
Activity 3 again and circle all the verbs they can find.
7. Tell Ss to work in pairs and match the beginning of each sentence to
the correct ending.
8. Ask Ss to read each paragraph and determine the main idea of each
of them, then direct Ss to the table and have them complete it.
All Ready
Students
Book 1
p. 136
Stage 3:
I think
Lesson 2
Week 34
Class 103
Lesson 2
Week 34
Stage 4:
I
practice
Stage 5:
I can
Class 104
Product 1
Week 34
Class 105
Stage 1:
I get
ready
Stage 2:
I plan
Stage 3:
I do
All Ready
Students
Book 1
p. 137 &
138
All Ready
Students
Book 1
p. 139
CD Audio
track 28
All Ready
Students
Book 1
p. 140
Stage 3:
I do
Product 1
Week 35
Class 106
Self test
Week 35
Class 107
Formal
assessme
nt
Week 35
Class 108
Stage 4:
All
ready to
share
I learn
Formal
assessm
ent
6. Have Ss write three main ideas and three supporting ideas, when
they finish, elicit connectors and their uses. Have them insert the
appropriate connector between the main and supporting ideas.
7. Ask Ss to open their Student Books to page 141. They may put their
information together in a paragraph. Tell the Ss to remember to use
the passive and connectors. They can exchange their work with a
classmate for peer editing.
8. Ask Ss to check the spelling and punctuation. Correct any mistakes.
They can exchange their work with a classmate for peer editing.
9. Remind them to use index cards to make simple notes for reference
about their paragraph.
10. Ask Ss what they can see in the picture and go through their cards
and the information and draw corresponding illustrations to provide a
graphic presentation.
11. Tell Ss that they are now going to present their research project to
the rest of the class, tell them that they can use their index to present
the information.
All Ready
Students
Book 1
p. 141
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage
them to identify the activities that they found especially helpful during
the process of making the product.
All Ready
Students
Book 1
p. 141
All Ready
Students
Book 1
p. 174
1st
Grade:
Teacher:
Week Dates:
Learning Environment:
Product 2:
Oral warnings
Specific Competency:
Understand and express specific warnings of public places.
CONTENTS
Group:
Connectors.
Sentence types.
Repertoire of words necessary for this social practice of the language.
Lexical differences between British and American variants (e.g., car, park, parking lot; motorway, freeway).
Doing with the Language:
Check warnings relative to public places. Identify topic, purpose and intended audience from previous
knowledge. Recognize situations and public places in which warnings are communicated. Distinguish
speakers attitudes and turns of participation. Identify volume, intonation and tone. Understand the general
meaning and main ideas of warnings. Listen to warnings particular to public places. Anticipate the general
meaning. Establish the reason for some warnings. Distinguish between conditional and non-conditional
warnings. Determine sequence of statements (e.g., description, instruction). Relate warning statements to
their written form. Identify speech register.
Express warnings particular to public places. Organize sentences into a sequence. Use non-verbal language
to aid the elaboration of warnings. Use strategies to emphasize meaning. Express causes and effects of
warnings. Paraphrase the message of some warnings. Express warnings particular to public places
Being through the Language:
Use language to prevent problems and respect social norms.
Assume responsibilities in society.
Recognize cultural differences in social norms.
Notes
Lesson/
Week/
Lesson
Activities
Procedures
Stages
&
Material
Class
s
Lesson 3
Week 36
I know
Reading
1. Ask Ss to open their Student Books to page 142. Tell Ss to check the
signs that are in their community.
2. Ask some volunteer to read out loud the questions: Why do different
places use signs like these? How do signs help us? And answer in their
Student Books.
Lesson 3
I build
I think
Class 110
p. 142
Reader
p.
Class 109
Week 36
All Ready
Student
Book 1
3. Ask Ss to open their Student Books to page 142. Ask Ss to look at the
pictures and predict what each situation is about.
4. Tell Ss to listen to the information and number the situations in
Activity 3 in the order they hear them.
5. Have Ss listen to the information again and write who gives the
following instructions.
6. Ask a volunteer to read the question: Why do you think the
instructions in Activity 5 are necessary? Ss answer in their notebooks.
7. Elicit Ss to read the text. Tell them to circle the words that express
cause and underline the effects.
8. Tell Ss to complete the table with examples that demonstrate the
rules.
All Ready
Student
Book 1
p. 142 &
143
CD Audio
track 29
Lesson 3
Week 36
I
practice
Class 111
All Ready
Student
Book 1
p. 144 &
145
I
Lesson 3
practice
Week 37
Class 112
I can
Lesson 4
Week 37
I know
I build
Class 113
13. Ask Ss to open their Student Books to page 145 and look at the
words in the box, you can ask for some examples of their use to confirm
Sss comprehension. Then Ss rewrite these sentences using the
connectors.
14. Invite Ss to look at the pictures on page 146 and work in pairs to
complete the sentences and match them to the correct signs.
15. Tell Ss that they will continue working in pairs to answer the
questions presented.
All Ready
Student
Book 1
p. 145147
16. Now Ss have to complete the table. They need to draw one more
symbol in the last column and complete the information about it.
17. To finish, Ss continue working in pairs to share tables and compare
notes.
All Ready
Student
Book 1
p.148 &
149
CD Audio
track 30
& 31
Lesson 4
Week 37
I think
Class 114
6. Tell Ss they are going to listen one more time to the police officer and
to circle T for True or F for False.
7. Ask Ss to open their Student Books to page 150. Ask for volunteers to
read each of the sentences out loud. Then ask them to circle the word if
in each sentence and underline the verbs. They can check answers with
a partner.
8. Ask new volunteers to read the sentences and, in pairs, they have to
circle the best option to complete each one.
9. Explain what modal verb is and the differences with infinitives. Then
ask Ss to underline the modal verbs and circle the infinitive verbs.
10. Ss are going to look at the words from the box and then complete
the sentences with words them.
All Ready
Student
Book 1
p. 150 &
151
Lesson 4
Week 38
I
practice
Class 115
Lesson 4
Week 38
I can
Class 116
Product
2
I get
11. Ask Ss to open their Student Books to page 151. Then ask them to
match the beginning of each sentence to the correct ending.
12. Ss need to look at the words, and then tell them to unscramble them
to make sentences.
13. Ask Ss to look at the pictures. Ask some volunteers to describe them,
then tell the Ss that they need to write warnings for these public places.
14. Read the text out loud and tell the Ss to find words related to each
topic to add to the organizer. They can look back through the unit to add
more words and invite them to use the Glossary on page 165.
15. Ask Ss to open their Student Books to page 153. Ask Ss the meaning
of must, have them remember when they use must and find the
expression that means the opposite, Tell Ss to look at the sentences and
ask them what they mean. Ask them to underline the words which
express obligation; ask what word we can use to replace them. Then
have them to paraphrase the three warnings.
16. Tell the Ss to work in groups to make notes about the different ways
that they can contribute to making a better society. Think of signs and
warnings needed.
All Ready
Student
Book 1
p. 151 &
152
All Ready
Student
Book 1
p. 153
All Ready
Student
Book 1
ready
Week 38
I plan
Class 117
I do
2. Tell the Ss to work in pairs and choose two things from the list above.
Now they are going to write two appropriate announcements of warnings
for them.
3. Ss decide what materials they are going to need to create their oral
announcements.
4. Explain the importance of using comma between the two parts of a
sentence in conditional sentences. Ss check the spelling and
punctuation, correct any mistakes.
p. 154 &
155
I do
Product
2
Week 39
All
ready to
Class 118
5. Draw graphics to
accompany your
announcements.
share
All Ready
Student
Book 1
p. 155
Self- test
Week 39
I learn
Ask Ss what they can do now that they couldnt do at the beginning of
the learning environment and listen to their responses. Encourage them
to identify the activities that they found especially helpful during the
process of making the product.
All Ready
Student
Book 1
p. 155
Class 119
Formal
Formal
assessm
assessm
ent
ent
All Ready
Student
Book 1
p. 175
Week 39
Class 120