JUNIOR HGH 2006-2007 TEACHER__WILBER W. VIVAS B.

___ LEVEL _INTERMEDIATE_______

UNIT PURPOSE THE PURPOSE OF THIS UNIT IS TO ENABLE

___PLEASE CALL ME BETH___________________________ STUDENTS TO GIVE PERSONAL INFORMATION, GREETINGS,
COUNTRIES & NATIONALITIES

SOCIAL PRACTICE
1.1 GETTING PERSONAL INFORMATION WHAT IS YOUR NAME, MY NAME IS DAVID GARZA, WHERE ARE YOU FROM? I’M FROM. HOW ABOUT
YOU, WHO’S SUN HEE, SHE IS MY CLASTMATE.
1.2 CHECKING INFORMATION. WHAT’S YOUR NAME AGAIN, WHAT DO PEOPLE CALL YOU? HOW DO YOU SPELL YOUR LAST NAME?
1.3 CONVERSATION: NICE TO MEET YOU. WHAT IS SEOUL LIKE?
1.4 GRAMMAR FOCUS: I’M FROM MEXICO YOU ARE FROM, MY NAME IS, WHAT IS YOUR NAME? ARE YOU FREE,
1.5 PRONUNCIATION:LINKED SOUNDS
1.6 WORDS. HELLOS & GOOD BYE.

PERFORMANCE EVIDENCE
STUDENT’S RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY ( OBTAIN INFORMATION /LEAR HOW TO
COLLECT PERSONAL INFORMATION ABOUT CLASSMATES.
USE KNOWLEDGE OF THE WORD AND CLUES (ILUSTRATION) TO MAKE PREDICTION ABOUT THE TEXT.
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, INTRODUCING THEMSELVES, EXCHANGING PERSONAL INFORMATION,
SAYING HELLOS AND GOOD BYES,
DESCRIMINATE FROM IRRELEVAN INFORMATION, IN ORDER TO IDENTIFY A PERSON OR HIS/HER MAIN ACTION /HABIT/ ROUTINES, AND
RESPOND TO A CONVERSATION
REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
STUDENTS NOTICE STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
• THAT HE WH QUESTIONS ARE FOR A SPECIFIC PURPOSE TO EASE AND ENRICH COMMUNICATION
• THE MEANING OF HOW’S IT GOING? IS SIMILAR TO HOW ARE *RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
YOU? *RELY ON TONE OF VOICE
• THAT THE FINAL CONSONANTE SOUND ARE OFTEN LINKED *STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
TO THE VOWEL THAT FOLLOW THEM. VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
• I’M_A NEW CLUB MEMBER *SUPPORT MESSAGE WITH GESTURES
• THAT THE POSSESSIVE ADJECTIVE REQUIRE A NOUN MY *REFER TO DICTIONARY ENTRIES
CAR, HER HOUSE, THEIR BOOKS. *ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT 1 BE TREATED IN AN INTEGRATED FASION. IT’S IMPORTAN TO FOCUS FIRST THE PRESENTATION OF PERSONAL INFORMATION WHICH
CAN BE INTRODUCED TROUGH A WRITTEN TEXT AND THEM MOVE TOWARDS CREATING A CONVERSATION BETWEEN TWO FRIENDS
IF STUDENTS WANTS TO GET INTERNET RESOURSE TO GET INFORMATION ABOUT FAMOUS PEOPLE & PRACTICE ALL THE NEW EXPRESION
TO EVALUATE ORAL SKILL THE TEACHER MAY SET A SITUATION IN WHICH TWO FRIENDS MET, EVALUTION SHOULD FOCUS ON STUDENTS’
ABILITY TO CONVEY MEANING.
STUDENT MAY DO PARALLEL WRITING, AN ALTERNATIVE TO EVALUTE WRITING IS TO PROVIDE A PAPER & ASK FOR PERSONAL
INFORMATION ABOUT PEOPLE.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS BENITEZ_ LEVEL _INTERMEDIATE_

UNIT PURPOSE THE PURPOSE OF THIS UNIT IS STUDENTS DISCUSS

__HOW DO YOU SPEND YOUR DAY____ WORK AND SCHOOL ACTIVITIES, THEY ASK AND ANSWER QUESTION
ABOUT DIFFERENT TYPES OF JOBS, ROUTINES & DAILY SCHEDULES.

SOCIAL PRACTICE
1 STUDENTS DESCRIBE WORK AND SCHOOL FISHERMAN, TAXI DRIVER, COWBOY, CONSTRUCTION WORKER, DANCHER, LUMBERJACK
OCCUPATION
CHECKING INFORMATION WHERE DO YOU WORK, JASON HAS A FULL TIME JOB.
CONVERSATION. WHAT DO YOU DO THERE
WRITING WRITE A BIOGRAPHY USING THE SIMPLE PRESENT
TENSE SIMPLE PRESENT
GRAMMAR FOCUS. TIME EXPRESSIONS AT 7:00. AROUND 10, EARLY, LATE, UNTIL, BEFORE, AFTER,

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QOUTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY OBTAIN INFORMATION/ LEARN HOW TO
COLLECT & ANSWER WH QUESTION AND STATEMENT, QUESTION WHEN, TIME EXPRESSION, AT, IN, ON, AROUND, EARLY, LATE, UNTIL,
BEFORE, AFTER,
USE KNOWLEDGE OF THE WORD AND CLUES ILUSTRATION TO MAKE PREDICTIONS ABOUT THE TEXT
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION , LISTENING & DESCRIBING JOBS & DAILY SCHEDULES
WRITE A BIOGRAPHY OF A CLASSMATE USING THE PRESENT SIMPLE
READING ABOUT PEOPLE WHO NEED JOBS. & DISCUSSING THE ISSUE BETWEEN THEM.
REFLECTION ON LANGUAGE
STUDENT NOTICE:
THAT THE WH QUESTIONS ARE FOR A SPECIFIC PURPOSE
THE MEANING OF EACH PREPOSITION AT, IN, ON AROUND, EARLY,
UNTIL, BEFORE & AFTER.
IDENTIFY THE 3A PERSON OF THE SINGULAR IN THE SIMPLE
PRESENT CARLA FLIES TO MEXICO CITY EVERY MONTH.
I FLY TO MEXICO EVERY MONTH
EXPRESSING CLOCK TIME CORRECTLY.
STRATEGIC COMPETENCE
STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
TO EASE AND ENRICH COMUNICATION
RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
RELY ON TONE OF VOICE,
ST. RECOGNIZE WHEN CONFUSE & USE VERBAL OR NON VERBAL
LANGUAGE TO REPAIR COMUNICATION BREAKDOWN.
SUPPORT MESSAGE WITH GESTURES REFERT TO DICTIONARY
ENTRIES
ASK AND GIVE EXAMPLES TO ILUSTRATE A MESSAGE.

UNIT FOCUS
UNIT II IT’S TREATED IN AN INTEGRATED FASHION, IT’S IMPORTAN TO FOCUS FIRST THE PRESENTATION OF WORK & SCHOOL. DAILY
SCHEDULES WHICH CAN BE INTRODUCE TROUGH A WRITTEN TEXT AND THEM MOVE TOWARDS CREATING A CONVERSTAION BETWEEN
FRIENDS.
IF STUDENTS WANTS TO GET INTERNET RESOURSE TO GET INFORMATION ABOUT DIFFERENT KIND OF WORK, OCCUPATION AND PRACTICE
ALL THE NEW PREPOSITION IN, ON, AT ETC.
TO EVALUATE ORAL SKILL THE TEACHER MAY SET A SITUATION IN WHICH TWO FRIENDS MET EVALUATION SHOULD FOCUS ON STUDENTS
ABILITY TO CONVEY MEANING.
SUTDENT MAY DO PARALLEL WRITING AN ALTERNATIVE TO EVALUATE WRITING IS TO PROVIDE A PAPER & ASK FOR STUDENT’S DAILY
SCHEDULES.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B._ LEVEL ___INTERMEDIATE________

UNIT PURPOSE THE PURPOSE OF THIS UNIT IS STUDENT DISCUSS

____HOW MUCH IS IT?__________________________ PRICES, GIVING OPINIONS Y DISCUSSING PREFERENCES MAKING
COMPARISON, BUYING AND SELLING THINGS, USING DEMOSTRATIV.

SOCIAL PRACTICE
STUDENTS TALK ABOUT PRICES SHOPPING AND PRICES, ST DISCUSS MONEY ESPECIALLY WITH REGARD TO SHOPPING THEY TALK ABOUT
PRICES USING DEMOSTRATIVES AND THE PRONOUNS ONE/ONES, THEY TALK ABOUT PREFERENCES USING COMPARISONS WITH ADJECTIVES
GRAMMAR DEMOSTRATIVES. ONE/ONES, THIS ,THAT, THESE, THOSE.
CONVERSATION WHICH ONE DO YOU PREFER?
PRONUNCIATION, LINKED WORDS.

PERFORMANCE EVIDENCE
STUDENT RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY OBTAIN IFORMATION LEARN HOW TO
COLLECT & ANSWER WH QUESTION & STATEMENT. QUESTION WITH ONE, ONES, THIS, THAT, THESE, THOSE, USE
USE KNOWLEDGE OF THE WORD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT.
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, LISTENING & DESCRIBING JOBS & DAILY SCHEDULES READING ABOUT THE
WORLD ONLINE MARKETPLACE E-BAY.
REFLECTION ON LANGUAGE
STUDENTS NOTICE
THAT THE WH QUESTIONS ARE FOR SPECIFIC PURPOSE
THE MEANING OF THIS, THAT, THESE, THOSE AND COMPARISONS
WITH ADJECTIVES, PRICES 42 DOLLARS FORTY-TWO DOLLARS
PREFERENCES WITH ADJECTIVES.
STRATEGIC COMPETENCE
STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
TO EASE AND ENRICH COMMUNICATION
*RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
*RELY ON TONE OF VOICE
*STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
*SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
*ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT III IT’S TREATED IN AN INTEGRATED FASHION, IT’S IMPORTAN TO FOCUS FIRST THE PRESENTATION OF PRICES GIVING
OPINION.DISCUSSING PREFERENCES AND MAKING COMPARISON, BUYING & SELLINGS WHICH CAN BE INTRODUCE TROUGH A WRITTEN
TEXT AND THEM MOVE TOWARDS CREATING A CONVERSTAION BETWEEN FRIENDS.
IF STUDENTS WANTS TO GET INTERNET RESOURSE TO GET INFORMATION ABOUT DEMOSTRATIVES THIS, THAT, THESE, THOSE, ONE, ONES
ETC.
TO EVALUATE ORAL SKILL THE TEACHER MAY SET A SITUATION IN WHICH TWO FRIENDS MET EVALUATION SHOULD FOCUS ON STUDENTS
ABILITY TO CONVEY MEANING.
SUTDENT MAY DO PARALLEL WRITING AN ALTERNATIVE TO EVALUATE WRITING IS TO PROVIDE A PAPER & ASK FOR STUDENT’S OBJECT
LOCATION.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B._____ LEVEL _INTERMEDIATE___

UNIT PURPOSE THE PURPOSE OF THIS UNIT IS TO ENABLE STUDENS

___UNIT 4 DO YOU LIKE RAP?____________________ TO PARTICIPE IN CONVERSATION IN WHICH THEY DISCUSS
ENTERTAINMENT & PERSONAL LIKES AND DISLIKES.

SOCIAL PRACTICE
ENTERTAINMENT & PERSONAL LIKES & DISLIKES DO YOU LIKE RAP? ( SALSA, GAME SHOWS, NEWS, POP, ETC.) I REALLY LIKE POP MUSIC
CONVERSATION LIKES & DISLIKES , YES/NO QUESTIONS WITH DO
PRONUNCIATION INTONATION IN QUESTION ( RISING ENTONATION)
LISTENING STUDENT DEVELOP LISTENING SKILLS FOR DETAILS
CONVERSATION ST PRACTICE MAKING PLANS . SEE WOULD & VERB + TO +VERB IN A CONTEXT.

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY WHAT KIND OF MUSIC DO YOU LIKE?
WOULD YOU LIKE TO GO OUTON FRIDAY, DOES HE PLAY THE PIANO, DO THEY LIKE THE BEATLES.
OBJECT PRONOUNS, USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MA KE PREDICTION ABOUT THE TEXT CRISTINA
AGUILERA READING,
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, TALKING ABOUT THEIR LIKE AND DISLIKES.
REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
STUDENTS NOTICE STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
THAT HE WH QUESTIONS ARE FOR A SPECIFIC PURPOSE WHO’S MY TO EASE AND ENRICH COMMUNICATION
DATE? DOES HE PLAY THE PIANO? *RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
LIKES & DISLIKES, VOCABULARY FOR TYPES OF ENTERTAINMENT, *RELY ON TONE OF VOICE
INTONATION IN QUESTION *STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
*SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
*ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT IV IT’S TREATED IN AN INTEGRATED FASHION, IT’S IMPORTAN TO FOCUS FIRST TO PARTICIPE IN CONVERSATION IN WHICH THEY
DISCUSS ENTERTAINMENT & PERSONAL LIKE AND DISLIKES THEY WILL MAKE INVITATION & EXCUSES USING WOULD AND VER +TO +VERB ,
TYHEY WILL ALSO TALK ABOUT MUSIC USING YES/NO QUESTIONS WITH DO WHICH CAN BE INTRODUCE TROUGH A WRITTEN TEXT AND
THEM MOVE TOWARDS CREATING A CONVERSTAION BETWEEN FRIENDS.
IF STUDENTS WANTS TO GET INTERNET RESOURSE TO GET INFORMATION ABOUT DEMOSTRATIVES THIS, THAT, THESE, THOSE, ONE, ONES
ETC.
TO EVALUATE ORAL SKILL THE TEACHER MAY SET A SITUATION IN WHICH TWO FRIENDS MET EVALUATION SHOULD FOCUS ON STUDENTS
ABILITY TO CONVEY MEANING.
SUTDENT MAY DO PARALLEL WRITING AN ALTERNATIVE TO EVALUATE WRITING IS TO PROVIDE A PAPER & ASK FOR STUDENT’S OBJECT
LOCATION.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B.___ LEVEL _INTERMEDIATE___

UNIT PURPOSE THE PURPOSE OF THIS UNIT IS TO ENABLE STUDENTS

__UNIT 5 TELL ME ABOUT YOUR FAMILY_______ DISCUSS ABOUT FAMILY LIFE, OWN AND OTHER FAMILIES USING P.
CONTINUOUS, DISCUSS FACTS ABOUT FAMILIES USING QUANTIFIERS

SOCIAL PRACTICE
GRAMMAR FOCUS: PRESENT CONTINUOUS YES/NO QUESTIONS AND WH QUESTIONS, STATEMENTS, AND SHORT ANSWERS ARE YOU LIVING
AT HOME NOW? YES, I AM , NO I ‘M NOT WHERE ARE YOU WORKING NOW? I’M NOT WORKING. I NEED A JOB.
QUANTIFIERS: ALL, NEARLY ALL, MOST, MANY, A LOT OF, SOME, NOT MANY, A FEW, AND FEW, PRONOUN NO ONE.
PRONUNCIATION & LISTENING: INTONATION IN STATEMENT, LISTENING FOR FAMILY RELATIONSHIP SELF-STUDY LISTENING TO
DESCRIPTIONS OF SPORTS PARTICIPACION
WRITING & READING: WRITING AN E-MAIL ABOUT FAMILY, READING ABOUT AN AMERICAN FAMILY.

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY IS YOUR SISTER WORKING FOR THE
GOVERNMENT? ARE ED AND JILL GOING TO COLLEGE THIS YEAR? YES THEY ARE. SIMPLE PRESENT VS PRESENT CONTINUOUS
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT READING TYPICAL FAMILIES & THE
CHANGING FAMILY.
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, ASKING ABOUT FAMILIES, I COME FROM A BIG FAMILY,
RECOGNIZE COGNATES WITH A PARTICULAR REFERENCE FAMILY RELATIONSHIP
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN ASKING FOR AND GIVING PERSONAL INFORMATION ABOUT THEIR FAMILY.
REFLECTION ON LANGUAGE
THE DIFFERENCE IN USE BETWEEN THE SIMPLE PRESENT VS
PRESENT CONTINUOUS ( E.G I AM STUDYING ENGLISH IN THE
SCHOOL RIGHT NOW , SHE STUDIES ENGLISH IN THE SCHOOL
EVERY DAY ) 3RD PERSONS OF SINGULAR S OR ES
COMPARE AND DISCUSS STATISTICS ABOUT FAMILIES IN
DIFFERENT COUNTRIES 41% 81% ETC.
PRACTICE QUANTIFIERS USING PRESENT FACTS NEARLY ALL/
ALL/MOST FAMILIES HAVE ONLY ONE CHILD
WRITE AN E-MAIL DESCRIBING THEIR OWN FAMILY
STRATEGIC COMPETENCE
STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
TO EASE AND ENRICH COMMUNICATION
*RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
*RELY ON TONE OF VOICE
*STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
*SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
*ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT V ST INTEGRATE THE FOUR SKILL, SINCE INFORMATION ABOUT FAMILIES RELATED CAN BE BOTH WRITTEN AND ORAL, IT IS
ESSENTIAL TO PRESENT VOCABULARY RELATED TO QUANTIFIERS, THIS FUNCTION ALSO OFFERS A GOOD OPPORTUNITY FOR
PERSONALISATION, STUDENTS MAKE DESCRIPTIONS OF THEIR FAMILY, RELATIVES, IF THEY COME FROM A BIG FAMILY AND ALSO ABOUT
THEIR OWN COMMUNITY. THE FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF QUANTIFIERS ( ALL,
NEARLY ALL, MOST, MANY, A LOT OF, SOME, NOT MANY, A FEW, FEW, NO ONE.)
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (ESPECIALLY FAMILY TREES) CAN
BE USED AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM FAMILIES AND INTEGRATE THAT LANGUAGE
WITH FIXED PRESESE USD TO ASK FOR FAMILY RELATIONSHIP.
STUDENTS CHOOSE A FAMOUS SINGER/ACTOR/SOCCER PLAYER AND DO SOME RESEARCH ABOUT THEM IN ORDER TO PRODUCE THEIR
FAMILY TREE.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B.___ LEVEL _INTERMEDIATE____

UNIT PURPOSE THE PURPOSE OT THIS UNIT IS TO ENABLE STUDENS

__UNIT 6 HOW OFTEN DO YOU DO EXERCISE?_____________ DISCUSS ABOUT SPORT, EXERCISE AND LEISURE ACTIVITIES, USING
ADVERBS OF FREQUENCY, AND QUESTIONS WITH HOW ,SHORT ANS

SOCIAL PRACTICE
GRAMMAR FOCUS: ADVERS OF FRECUENCY: ALWAYS, ALMOST, ALWAYS, USUALLY, OFTEN, SOMETIMES, HARDLY EVER, ALMOST, NEVER,
QUESTIONS: HOW LONG, HOW OFTEN, HOW WELL, AND HOW GOOD, SHORT ANSWERS.
SPEAKING: ASKING ABOUT AND DESCRIBING ROUTINES AND EXERCISES, TALKING ABOUT FREQUENCY, DISCUSSING SPORT AND ATHLETES
TALKING ABOUT ABILITIES
WRITING: WRITING ABOUT FAVORITE ACTIVITIES “HEALT AND FITNESS QUIZ” READING ABOUT AND TAKING A QUIZ
PRONUNCIATION/LISTENING: INTONATION WITH DIRECT ADDRESS LISTENING TO PEOPLE TALKING ABOUT FREE TIME ACTIVITIES,
LISTENING TO DESCRIPTIONS OF SPORTS PARTICIPATION

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY I HARDLY EVER EXERCISE, SPORTS AND
ATHLETES, I AM A REAL FITNESS BREAK QUESTIONS WITH HOW; SHORT ANSWERS SIMPLE PRESENT.
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT READING I HARDLY EVER EXERCISE
AND HEALTH AND FITNESS QUIZ.
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, ASKING ABOUT SPORT, EXERCISE, AND LEISURE ACTIVITIES, ATHLETES
RECOGNIZE ADVERS OF FREQUENCY WITH A PARTICULAR REFERENCE SPORTS, AND LEISURE ACTIVITIES
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN ASKING FOR AND GIVING PERSONAL INFORMATION ABOUT THEIR FAVORITE SPORT AND LEISURE ACTIVITIES.
REFLECTION ON LANGUAGE
THE DIFFERENCE IN USE BETWEEN GO + ACTIVITIES ENDING IN
ING, EXCEPT WEIGHT TRAINING , PLAY + GAMES. SUCHA AS SPORT
PLAYED WITH A BALL AND DO + FITNESS ACTIVITIES AND
INDIVIDUAL EXERCISES
PRACTICE ADVERBS OF FREQUENCY ALWAYS, ALMOST ALWAYS
USUALLY, OFTEN, SOMETIMES, HARDLY EVER, QUESTIONS: HOW
OFTEN, HOW LONG, HOW WELL, AND HOW GOOD, SHORT
ANSWERS
HEAL AND FITNESS QUIZ READING ABOUT AND TAKING A QUIZ
DO YOU DANCE? FINDING OUT ABOUT CLASSMATES’ ABILITIES
STRATEGIC COMPETENCE
STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
TO EASE AND ENRICH COMMUNICATION
*RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
*RELY ON TONE OF VOICE
*STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
*SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
*ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT VI ST INTEGRATE THE FOUR SKILL, SINCE INFORMATION ABOUT SPORTS, EXERCISES,AND LEISURE ACTIVITIES RELATED CAN BE BOTH
WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT VOCABULARY RELATED TO SPORTS, AND LEISURE ACTIVITES THIS FUNCTION ALSO
OFFERS A GOOD OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS OF THEIR FAVORITE SPORTS, HOW OFTEN DO THEY
EXECISE THE FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF ADVERBS OF FREQUENCY ( ALWAYS,
USUALLY, OFTEN, SOMETIMES, HARDLY EVER, ALMOST NEVER, AND NEVER, QUESTIONS: HOW OFTEN, HOW LONG, HOW WELL, HOW GOOD)
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (ESPECIALLY SPORT AND FITNESS)
CAN BE USED AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM SPORTS AND ATHLETES AND INTEGRATE
THAT LANGUAGE WITH FIXED PRESESE USD TO ASK FOR GAMES AND ATHLETES.
STUDENTS CHOOSE A FAMOUS ATHLETES LIKE A SOCCER PLAYER AND DO SOME RESEARCH ABOUT THEM IN ORDER TO PRODUCE THEIR
ABILITIES.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B._____ LEVEL _INTERMEDIATE___

UNIT PURPOSE: THE PURPOSE OF THIS UNIT IS TO ENABLE STUDENS

_UNIT 7 WE HAD A GREAT TIME !_________________ DISCUSS ABOUT DAILY, LEISURE AND VACATIONS ACITIVITIES,
USING THE SIMPLE PAST With REGULAR AND IRREGULAR VERBS

SOCIAL PRACTICE
GRAMMAR FOCUS: SIMPLE PAST YES/NO AND WH-QUESTIONS, STATEMENT, AND SHORT ANSWERS WITH REGULAR AND IRREGULAR VERBS,
PAST OF BE.
SPEAKING: TALKING ABOUT PAST EVENTS, GIVING OPININOS ABOUT PAST EXPERIENCES, TALKING ABOUT VACATIONS
WRITING: WRITING A POSTCARD “VACATION POSTCARDS” READING ABOUT DIFFERENT KINDS OF VACATIONS.
PRONUNCIATION/LISTENING: REDUCTION OF DID YOU, LISTENING TO DESCRIPTION AND OPINION OF PAST EVENT AND VACATIONS SELF-
STUDY LISTENING TO A POLICE OFFICER INTERVIEWING A POSSIBLE THIEF.

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY WE HAD A GREAT TIME! DID YOU DO
ANYTING SPECIAL, SIMPLE PAST, REDUCCTION OF DID YOU? WHAT DID YOU DO LAST NIGHT, HOW WAS YOUR VACATIONS, PAST OF BE
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT READING VACATIONS POSTCARDS
READING ABOUT DIFFERENT KINDS OF VACATIONS.
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, ASKING ABOUT LEISURE ACTIVITIES AND VACATIONS ACTIVITIES,
RECOGNIZE ADVERS OF FREQUENCY WITH A PARTICULAR REFERENCE DAILY, LEISURE ACTIVITIES. VACATIONS ACTIVITIES
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN ASKING FOR AND GIVING PERSONAL INFORMATION ABOUT THEIR FAVORITE LEISURE ACTIVITIES.
REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
THE DIFFERENCE BETWEEN SIMPLE PRESENT AND SIMPLE PAST. STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
DID + SUBJECT + VERB SIMPLE FORM? TO EASE AND ENRICH COMMUNICATION
WH-QUESTION + DID + SUBJECT + VERB SIMPLE FORM? *RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
THEY WILL ALSO IDENTIFY THE REGULAR AND IRREGULAR VERBS *RELY ON TONE OF VOICE
REGULAR VERBS IRREGULAR VERBS *STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
WORK-WORKED HAVE- HAD VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
INVITE-INVITED GO – WENT *SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
PAST OF BE: *ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
WAS/WERE + SUBJECT+ VERB *PARAPHRASE.
WH-QUESTION+ WAS/WERE + SUBJECT+ VERB

UNIT FOCUS
UNIT VII ST INTEGRATE THE FOUR SKILL, SINCE INFORMATION ABOUT DAILY ACTIVITIES. LEISURE ACTIVITIES & VACATION ACTIVITIES
RELATED CAN BE BOTH WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT VOCABULARY RELATED TO LEISURE ACTIVITES THIS FUNCTION
ALSO OFFERS A GOOD OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS OF THEIR FAVORITE DAILY ACTIVITIES,
WHAT DID YOU DO IN YOUR FREE TIME THE FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF SIMPLE
PAST ( DID YOU) YES/NO QUESTIONS AND WH QUESTIONS ALSO THE USES OF PAST OF BE WERE YOU IN THE DISCO YESTERDAY?
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (ESPECIALLY DAILY AND LEISURE
ACTIVITIES) CAN BE USED AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM DAILY AND LEISURE ACTIVIES
AND INTEGRATE THAT LANGUAGE WITH FIXED PRESESE USD TO ASK FOR VACATIONS ACTIVITIES.
STUDENTS CHOOSE THEIR FAVORITE VACATION ACTIVITY AND SHARE WITH THEIR PARTNERS.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B.___ LEVEL _INTERMEDIATE_____

UNIT PURPOSE: ENABLE STUDENTS DISCUSS ABOUT THERE IS/ HERE

_UNIT 8 WHAT’S YOUR NEIGHBORHOOD LIKE?_____ ARE AND PREPOSITIONS OF PLACE, THEY DISCUSS NEIGHBORHOOD
PROBLEMS USING COUN & NONCOUNT NOUN W HOW MANY/MUCH

SOCIAL PRACTICE
GRAMMAR FOCUS: THERE IS / THERE ARE, ONE ANY, AND SOME, PREPOSITIONS OF PLACE, QUANTIFIERS, QUESTIONS HOW MANY AND HOW
MUCH, COUNT AND NONCOUNT NOUNS
SPEAKING: ASKING ABOUT AND DESCRIBING LOCATIONS OF PLACES, ASKING ABOUT AND DESCRIBING NEIGHBORHOOD, ASKING ABOUT
QUANTITIES
WRITING: WRITING A ROOMMATE WANTED AD, THE WORD IN ONE NEIGHBORHOOD READING ABOUT A NEW YORK CITY NEIGHBORHOOD
PRONUNCIATION/LISTENING: REDUCTION OF THERE IS/THERE ARE LISTENING FOR LOCATIONS AND DESCRIPTIONS OF PLACES,
INTERCHANGE ACTIVITY: NEIGHBORHOOD COMMITTEE MAKING A NEIGHBORHOOD A BETTER PLACE.

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY WHAT’S YOUR NEIGHBORHOOD LIKE?
THERE IS THERE ARE ONE, ANY AND SOME PREPOSITIONS OF PLACE QUANTIFIER QUESTIONS HOW MANY AND HOW MUCH COUN AND
NONCOUNT NOUNS
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT THE WORD IN ONE NEIGHBORHOOD,
READING ABOUT A NEW YORK CITY NEIGHBORHOOD.
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, ASKING ABOUT AND DISCRIBING LOCATION OF PLACES & NEIGHBORHOOD
RECOGNIZE THERE IS /THERE ARE ONE ANY, AND SOME. .LOCATION REDUCCION OF THERE IS AND THERE ARE
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN ASKING FOR AND GIVING NEIGHBORHOOD CHARACTERISTICS.
REFLECTION ON LANGUAGE
THE DIFFERENCE BETWEEN THERE IS/ THERE ARE
IS THERE + A SINGULAR NOUN + A PREPOSITION +A PLACE
ARE THERE ANY + PLURAL NOUN+ A PREPOSITION + A PLACE
PREPOSITION
ON , NEXT TO, NEAR/ CLOSE TO , ACROSS FROM/ OPPOSITE, IN
FRONT OF, IN BACK OF / BEHIND, BETWEEN, ON THE CORNER OF.
QUANTIFIER
MANY, A LOT, A FEW, NOT MANY NOT ANY, NONE, HOW MANY
MUCH, A LOT, A LITTLE, NOT MUCH, NOT ANY, NONE HOW MUCH,
STRATEGIC COMPETENCE
STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
TO EASE AND ENRICH COMMUNICATION
*RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
*RELY ON TONE OF VOICE
*STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
*SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
*ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT VII ST INTEGRATE THE FOUR SKILL, SINCE INFORMATION ABOUT PLACES AND THERE IS AND THERE ARE ACTIVITIES RELATED CAN BE
BOTH WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT VOCABULARY RELATED TO PLACES THIS FUNCTION ALSO OFFERS A GOOD
OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS OF THEIR FAVORITE NEIGHBORHOOD, WHAT IS A BARBER SHOP ,
THE FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF THERE IS AND THERE ARE?
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (THE WORLD IN ONE
NEIGHBORRHOD) CAN BE USED AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM PLACESAND LEISURE AND
INTEGRATE THAT LANGUAGE WITH FIXED PRESESE USD TO ASK FOR PLACES
STUDENTS CHOOSE THEIR FAVORITE VACATION ACTIVITY AND SHARE WITH THEIR PARTNERS.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B.______ LEVEL _INTERMEDIATE__

UNIT PURPOSE : ST DESCRIBE PEOPLE’S APPEARENCES. THEY

_UNIT 9 WHAT DOES SHE LOOK LIKE!________________ IDENTIFY PEOPLE USING M0DIFIERS WITH PARTICIPLES AND
PREPOSITION TO DESCRIBE WHAT THEY ARE WEARING OR DOING.

SOCIAL PRACTICE
GRAMMAR FOCUS: QUESTIONS FOR DESCRIBING PEOPLE: WHAT … LOOK LIKE, HOW OLD, HOW TALL, HOW LONG, AND WHAT COLOR,
MODIFIER WITH PARTICIPLE AND PREPOSITIONS.
SPEAKING: ASKING ABOUT AND DESCRIBING PEOPLE’S APPEREANCE, IDENTIFYING PEOPLE.
WRITING: WRITING AN E-MAIL DESCRIBING PEOPLE HIP-HOP STYLE READING ABOUT CLOTING STYLES
PRONUNCIATION/LISTENING: CONTRASTIVE STRESS. LISTENING TO DESCRIPTIONS OF PEOPLE, IDENTIFYING PEOPLE.
INTERCHANGE ACTIVITY: FIND THE DIFFERENCES: COMPARING TWO PICTURES OF A PARTY.

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY WHAT DOES SHE LOOK LIKE? HOW OLD
IS YOUR BROTHER? HEIGHT HOW TALL IS SHE, HAIR HOW LONG IS HER HAIR, FIND THE DIFFERENCES, MODIFIER WITH PARTICIPLES AND
PREPOSITIONS
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT HIP-HOP STYLE, READING ABOUT HIP-
HOP FASHIONS,
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, ASKING ABOUT AND DISCRIBING PERSON APPEREANCES PERSONAL AND
ABOUT ANOTHER PERSON.
RECOGNIZE GENERAL APPEARANCE, AGE, HEIGHT AND HAIR
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN ASKING FOR AND GIVING PERSONAL APPERANCES.
REFLECTION ON LANGUAGE
GENERAL APPEARANCE WHAT DOES SHE LOOK LIKE?
AGE: HOW OLD IS SHE? SHE’S ABOUT 32
HEIGH HOW TALL IS SHE? SHE’S 1 METER 88.
HAIR HOW LONG IS HER HAIR? IT’S MEDIUM LENGTH.
MODIFIERS WITH PARTICIPLES AND PREPOSITIONS
PARTICIPLES
WHO’S RAOUL? HE’S THE MAN WEARING A GREEN SHIRT.
WHICH ONE IS RAOUL? HE’S THE ONE TALKING TO LIX
PREPOSITION
WHO’S LIZ? SHE IS THE WOMAN WITH SHORT BLACK HAIR
WHICH ONE IS JULIA? SHE’S THE TALL ONE IN JEANS
STRATEGIC COMPETENCE
STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
TO EASE AND ENRICH COMMUNICATION
*RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
*RELY ON TONE OF VOICE
*STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
*SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
*ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT IX ST INTEGRATE THE FOUR SKILL, SINCE INFORMATION ABOUT PERSONAL APPEARANCE ACTIVITIES RELATED CAN BE BOTH
WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT VOCABULARY RELATED TO PHISICAL APPEARANCE THIS FUNCTION ALSO OFFERS A
GOOD OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS OF THEIR FAVORITE ACTOR, ACTREESS, BEST FRIEND,
RELATIVES, AND PARENTS, WHAT DOES YOUR MOTHER LOOK LIKE? , THE FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND
CONSOLIDATE THE USE OF MODIFIERS WITH PARTICIPLES AND PREPOSITIONS
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (HIP-HOP STYLE) CAN BE USED AS
CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM PERSONAL APPEARANCES AND INTEGRATE THAT LANGUAGE
WITH FIXED EXPRESSION USED TO ASK FOR PHYSICAL CHARACTERISTICS
STUDENTS CHOOSE THEIR FAVORITE ACTOR, ACTREESS, SINGER SPORT PLAYER, FAMILY ETC AND SHARE WITH THEIR PARTNERS THEIR
COMMENT ABOUT THOSE PEOPLE.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B._____ LEVEL __INTERMEDIATE______

UNIT PURPOSE: ST TALK ABOUT PAST EXPERIENCES, AND RECENT

UNIT 10 HAVE YOU EVER RIDDEN A CAMEL?____________ ACTIVITIES USING THE PRESENT PERFECT, ALREADY, AND YET.
THEY DISCUSS EXPERIENCES FROM THE RECENT AND DISTANT PAST

SOCIAL PRACTICE
GRAMMAR FOCUS: PRESENT PERFECT YES/NO AND WH QUESTIONS, STATEMENTS, AND SHORT ANSWERS UIT REGULAR AND IRREGULAR
PAST PARTICIPLES, ALREADY AND YET, PRESENT PERFECT VS SIMPLE PAST, FOR AND SINCE.
SPEAKING: DESCRIBING PAST EXPERIENCES, EXCHANGING INFORMATION ABOUT PAST ESPERIENCES AND EVENTS
WRITING; WRITING A LETTER TO AND OLD FRIEND “TAKING THE RISK” READING ABOUT UNUSUAL OR DANGEROUS SPORTS
PRONUNCIATION /LISTENING: LINKED SOUND, LISTENING TO DESCRIPTIONS OF EVENTS. LISTENING TO A JOB INTERVIEW,
INTERCHANCE ACTIVITY: LIFESTYLE SURVEY. FINDING OUT ABOUT A CLASSMAT’S LIFESTYLE.

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY HAVE YOU EVER RIDDEN A CAMEL?
REGULAR PAST PARTICIPLES CALL-CALLED, IRREGULAR PAST PARTICIPLES BE-BEEN ACTUALLY, I HAVE PRESENT PERFECT VS SIMPLE
PAST, HOW LONG HAVE YOU LIVE IN MIAMI WITH SINCE AND FOR
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT TAKING THE RISK, READING ABOUT
LIFESTYLES,
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, ASKING ABOUT AND DISCRIBING PAST EXPERIENCES; EXCHANGING
INFORMATION ABOUT PAST EXPERIENCES AND EVENTS.
RECOGNIZE ALREADY AND YET, WITH PRESENT PERFECT AND (SINCE AND FOR)
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN USE THE PRESENT PERFECT FOR AND INDEFINITE TIME IN THE PAST, AND USE THE SIMPLE PAST FOR A SPECIFIC
EVENT IN THE PAST.
REFLECTION ON LANGUAGE
THE PRESENT PERFECT IS FORMED UIT THE VERB HAVE + THE
PAST PARTICIPLE
HAVE YOU BEEN TO A JAZZ CLUB? YES I’VE BEEN TO SEVERAL
NO, I HAVEN’T BEEN TO ONE
CONTRACCTIONS I’VE= I HAVE YOU’VE = YOU HAVE
REGULAR PARTICIPLES CALL- CALLED
IRREGULAR PAST PARTICIPLES BE- BEEN
PRESENT PERFECT FOR AND INDEFINITE TIME IN THE PAST
HAVE YOU EVER EATEN MOROCCAN FOOD?
YES, I HAVE. I ATE IT ONCE IN PARIS.
STRATEGIC COMPETENCE
STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
TO EASE AND ENRICH COMMUNICATION
*RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
*RELY ON TONE OF VOICE
*STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
*SUPPORT MESSAGE WITH GESTURES
*REFER TO DICTIONARY ENTRIES
*ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT X ST INTEGRATE THE FOUR SKILL, INFORMATION ABOUT ACTIVITIES FOR INDEFINITE TIME IN THE PAST PRESENT PERFECT AND
ACTIVITIES FOR A SPECIFIC EVENT IN THE PAST. AND THERE ARE ACTIVITIES RELATED CAN BE BOTH WRITTEN AND ORAL, IT IS ESSENTIAL
TO PRESENT VOCABULARY RELATED VERBS IN PAST PARTICIPLE THIS FUNCTION ALSO OFFERS A GOOD OPPORTUNITY FOR
PERSONALISATION, STUDENTS MAKE DESCRIPTIONS OF THEIR FAVORITE FOOD, RISKY SPORT , THE FUNCTION ALSO PROVIDES AN
OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF HAVE YOU EVER BEEN, HAS YOUR MOTHER BEEN?
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (THAKING THE RISK) CAN BE USED
AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM RISKY ACTIVITIES AND INTEGRATE THAT LANGUAGE
WITH FIXED PRESESE USD TO ASK FOR SPORTS
STUDENTS CHOOSE THEIR FAVORITE SPORT OR ACTIVITY AND SHARE WITH THEIR PARTNERS.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS BENITEZ LEVEL __INTERMEDIATE___

UNIT PURPOSE: ST. TALK ABOUT HOMETOWNS, CITIES, AND

_UNIT 11 IT’S A VERY EXCITING PLACE!_______________ COUNTRIES, THEY TALK ABOUT THEIR HOMETOWNS USING ADVERB
ADJECTIVES AND CONJUNTIONS & DISCUSS VACATIONS PLACES

SOCIAL PRACTICE
GRAMMAR FOCUS: ADVERBS BEFORE ADJECTIVES; CONJUNTIONS: AND, BUT, THOUGH AND HOWEVER; MODAL CAN AND SHOULD
SPEAKING: ASKING ABOUT AND DESCRIBING CITIES, ASKING FOR AND GIVING SUGGESTIONS, TALKING ABOUT TRAVEL AND TOURISM
WRITING/READING: WRITING A MAGAZINE ARTICLE “GREETING FROM…”: READING ABOUT FAMOUS CITIES
PRONUNCIATION/LISTENING: CAN’T AND SHOULDN’T LISTENING TO DESCRIPTIONS OF EVENTS, LISTENING TO A JOB INTERVIEW, LISTENING
TO DESCRIPTIONS OF VACATION DESTINATIONS.

PERFORMANCE EVIDENCE
STUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY DESCRIBING SOMETHING, ASKING FOR
INFORMATION, TALKING ABOUT ADVISABILITY, ASKING FOR AND GIVING SUGGESTIONS,
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT GREETINGS FROM.., READING ABOUT
POPULAR VACATIONS PLACES,
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, PRACTICE A CONVERSATION ABOUT A CITY, SEE ADVERBS BEFORE
ADJECTIVES, AND CONJUNTIONS, IN CONTEXT AND ALSO WRITING A ARTICLE ABOUT A PLACE USING ADVERBS BEFORE ADJECTIVES, AND
CONJUNCTIONS.
RECOGNIZE ADVERBS BEFORE ADJECTIVES, CONJUNCTIONS, MODAL VERBS CAN AND SHOULD
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN USE ADVERBS BEFORE ADJECTIVES, CONJUNTIONS, CAN AND SHOULD.
REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
ADVERBS: EXTREMELY, VERY, REALLY, PRETTY, FAIRLY, STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
SOMEWHAT, TO EASE AND ENRICH COMMUNICATION
SAN JUAN IS REALLY NICE. *RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
IT’S FAIRLY BIG *RELY ON TONE OF VOICE
CONJUCTIONS: AND BUT , THOUGH AND HOWEVER *STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
IT’S A BIG CITY, BUT IT’S NOT TOO BIG. VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
IT’S A BIG CITY. IT’S NOT TO BIG, THOUGH. *SUPPORT MESSAGE WITH GESTURES
IT’S A BIG CITY. IT’S NOT TOO BIG, HOWEVER. *REFER TO DICTIONARY ENTRIES
MODAL VERBS: CAN AND SHOULD *ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
WHAT CAN I DO IN MEXICO CITY? *PARAPHRASE.
WHAT SHOULD I SEE THERE?

UNIT FOCUS
UNIT XI ST INTEGRATE THE FOUR SKILL, INFORMATION ABOUT POPULAR VACATIONS PLACES USING CAN ANS SHOULD, HOMETOWNS,
CITIES, AND COUNTRIES USING ADVERBS, ADJECTIVES AND CONJUNCTION. AND ACTIVITIES FOR A SPECIFIC EVENT IN VACATIONS. AND
THERE ARE ACTIVITIES RELATED CAN BE BOTH WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT VOCABULARY RELATED VACATIONS
PLACES THIS FUNCTION ALSO OFFERS A GOOD OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS OF THEIR FAVORITE
FOOD,FAVORITE PLACE TO GO ON VACATIONS , THE FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE
OF ADVERBS EXTREMELY, VERY, RALLY, PRETTY, FAIRLY, SOMEWHAT?
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (GREETINGS FROM…) CAN BE USED
AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM RISKY ACTIVITIES AND INTEGRATE THAT LANGUAGE
WITH FIXED PRESESE USD TO ASK FOR SPORTS
STUDENTS CHOOSE THEIR FAVORITE VACATIONS PLACES AADJECTIVES SHARE WITH THEIR PARTNERS.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B.____ LEVEL _INTERMEDIATE___

UNIT PURPOSE: ST. TALK ABOUT HEALTH PROBLEMS AND GIVE

_UNIT 12 IT REALLY WORKS!________________________ ADVICE USING INFINITIVE COMPLEMENTS. THEY ALSO ASK FOR
ADVICE AND GIVE SUGGESTIONS ABOUT HEALTH CAN, COULD, MAY

SOCIAL PRACTICE
GRAMMAR FOCUS: INFINITIVE COMPLEMENTS, MODAL VERBS SHOULD FOR SUGGESTIONS, MODAL VERBS CAN, COULD, AND MAY FOR
REQUESTS.
SPEAKING: TALKING ABOUT HEALTH PROBLEMS, ASKING FOR AND GIVING ADVICE, MAKING REQUESTS, ASKING FOR AND GIVING
SUGGESTIONS.
WRITING/READING: WRITING A LETTER TO AN ADVICE COLUMNIS. RAIN FOREST REMEDIES? READING ABOUT TIPPING CUSTOMS.
PRONUNCIATION/LISTENING: LISTENING TO HEALTH PROBLEMS AND ADVICE

PERFORMANCE EVIDENCE
TUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY DESCRIBING SOMETHING, ASKING FOR
INFORMATION, TALKING ABOUT ADVISABILITY, ASKING FOR AND GIVING SUGGESTIONS,
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE PREDICTION ABOUT THE TEXT RAIN FOREST REMEDIES USING
SHOULD, CAN, COULD, MAY
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, PRACTICE A CONVERSATION ABOUT HEALT PROBLEMS GIVING ADVICES,
THEY ALSO CREATE ANSWERS TO A DIFFICUL SITUATIONS, WHAT DO YOU DO WHEN, AND USING MODALS OF REQUEST CAN/MAY I HELP
YOU, CAN I HAVE A BOX OF COUGH DROPS? COULD I HAVE SOMETHING FOR A COUGH? ETC.
RECOGNIZE SOME MODALS CAN, COULD MAY FOR REQUEST AND FOR SUGGESTIONS
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN USE MODALS OF REQUESTS AND SUGGESTIONS.
REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
INFINITIVE COMPLEMENT STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
WHAT SHOULD YOU DO FOR A COLD? TO EASE AND ENRICH COMMUNICATION
IT’S IMPORTANT TO GET A LOT OF REST *RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
I’S SOMETIMES HELPFUL TO EAT GARLIC SOUP *RELY ON TONE OF VOICE
IT’S A GOOD IDEA TO TAKE SOME VITAMIN C. *STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
MODALS VERBS *SUPPORT MESSAGE WITH GESTURES
CAN/MAY I HELP YOU *REFER TO DICTIONARY ENTRIES
CAN I HAVE A BOX OF COUGH DROPS? *ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
COULD I HAVE SOMETHING FOR A COUGH? *PARAPHRASE.

UNIT FOCUS
UNIT XII ST INTEGRATE THE FOUR SKILL, INFORMATION ABOUT HEALTH PROBLEMS USING MODAL VERB AS CAN, SHOULD, COULD ,MAY,
FOR REQUEST AND SUGGESTIONS. AND THERE ARE ACTIVITIES RELATED CAN BE BOTH WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT
VOCABULARY RELATED HEALTH PROBLEMS LIKE HEADACHE, BACKACHE, SORE MUSCLES, STOMACHACHE, COLD, COUGH, FLU, INSOMNIA
THIS FUNCTION ALSO OFFERS A GOOD OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS FOREST REMEDIES , THE
FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF MODALS VERBS CAN, COULD, MAY FOR REQUEST
AND SUGGESTIONS
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (RAIN FOREST REMEDIES) CAN BE
USED AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM HEALTH AND INTEGRATE THAT LANGUAGE WITH
FIXED PRESESE USD TO ASK FOR REMEDIES
STUDENTS CHOOSE THEIR FAVORITE REMEDIES AND SHARE WITH THEIR PARTNERS.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B.____ LEVEL _INTERMEDIATE___

UNIT PURPOSE: ST. TALK ABOUT FOOD, THEY AGREE AND DISAGREE
_UNIT 13 MAY I TAKE YOUR ORDER?___________________ ABOUT FOOD PREFERENCES USING SO, TOO, NEITHER, EITHER, THEY
ORDER FOOD ATA A RESTAURANT USING MODAL V. WOULD, WILL

SOCIAL PRACTICE
GRAMMAR FOCUS: SO, TOO , NEITHER, EITHER, MODAL VERBS WOULD AND WILL FOR REQUEST.
SPEAKING: EXPRESSING LIKES AND DISLIKES; AGREEING AND DISAGREEING; ORDERING A MEAL.
WRITING/READING: WRITING A RESTAURANT REVIEW “TO TIP OR NOT TO TIP” READING ABOUT TIPPING CUSTOMS.
PRONUNCIATION/LISTENING: STRESS IN RESPONSES, LISTENING TO PEOPLE DISCUSSING CHIANG MAI.

PERFORMANCE EVIDENCE
TUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY DESCRIBING SOMETHING, ASKING FOR
INFORMATION, TALKING ABOUT FOOD, THEY AGREE AND DISAGREE ABOUT PREFERENCES. USING SO. TOO, NEITHER, EITHER ASKING FOR
AND GIVING SUGGESTIONS,
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE AGREEMENT ABOUT THE TEXT TO TIP OR NOT TO TIP USING SO, TOO,
NEITHER, EITHER.
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, PRACTICE A CONVERSATION ABOUT HEALT PROBLEMS GIVING ADVICES,
THEY ALSO CREATE ANSWERS TO A DIFFICUL SITUATIONS, WHAT DO YOU DO WHEN, AND USING MODALS VERBS WOULD AND WILL WHAT
WOULD YOU LIKE? I WILL HAVE A SMALL SALAD, WHAT KIND OF DRESSING WOULD YOU LIKE? ETC.
RECOGNIZE SOME MODALS WOULD AND WILL FOR REQUEST
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN USE MODALS OF REQUESTS AND SUGGESTIONS.
REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
POSITIVE STATEMENT STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
SO + AUX + ☺ ☺+ AUX + TOO TO EASE AND ENRICH COMMUNICATION
*RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
NEGATIVE STATEMENT *RELY ON TONE OF VOICE
NEITHER + AUX POSITIVE+ ☺ ☺ + AUX NEGATIVE+ EITHER *STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
MODALS VERBS FOR REQUEST *SUPPORT MESSAGE WITH GESTURES
WOULD AND WILL *REFER TO DICTIONARY ENTRIES
WHAT WOULD YOU LIKE I’D LIKE THA LAMB KEBABS. I WILL *ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
HAVE A SMALL SALAD *PARAPHRASE.

UNIT FOCUS
UNIT XIII ST INTEGRATE THE FOUR SKILL, INFORMATION ABOUT FOOD USING MODAL VERB FOR REQUEST AS WOULD AND WILLFOR
REQUEST AND SUGGESTIONS. AND THERE ARE ACTIVITIES RELATED CAN BE BOTH WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT
VOCABULARY RELATED TO FOOD, NATIONALITIES LIKE NOODLES, COFFEE, CHOCOLATE, FRENCH FRIES, SUSHI, THE SANDWICH, PIZZA, THE
HAMBURGUERA THIS FUNCTION ALSO OFFERS A GOOD OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS FOOD
HABITS , THE FUNCTION ALSO PROVIDES AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF MODALS VERBS WOULD, WILL FOR
REQUEST
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (TO TIP OR NOT TO TIP) CAN BE
USED AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM FOOD AND INTEGRATE THAT LANGUAGE WITH
FIXED PRESESE USD TO ASK FOR HEALTHY FOOD.
STUDENTS CHOOSE THEIR FAVORITE FOOD AND SHARE WITH THEIR PARTNERS.
 JUNIOR HGH 2006-2007 TEACHER_WILBER W. VIVAS B.____ LEVEL _INTERMEDIATE___

UNIT PURPOSE: ST. TALK ABOUT WORLD GEOGRAPHY USING THE

_UNIT 14 THE BIGGEST AND THE BEST!_________ COMPARATIVE ND THE SUPERLATIVE FORMS OF ADJECTIVES, THEY
DISCUSS DISTANCES, MEASUREMENT & PLACES USING HOW.

SOCIAL PRACTICE
GRAMMAR FOCUS: COMPARATIVES, AND SUPERLATIVES FORMS OF ADJECTIVES: HOW FAR, HOW BIG, HOW HIGH, HOW DEEP, HOW LONG,
HOW HOT, AND HOW COLD
SPEAKING: DESCRIBING COUNTRIES; MAKING COMPARISONS, EXPRESSING OPINIONS, TALKING ABOUT DISTANCES AND MEASUREMENTS.
WRITING/READING: WRITING AN ARTICLE ABOUT A COUNTRY “THINGS YOU CAN DO TO HELP THE ENVIROMENT” READING ABOUT THE
ENVIROMENT.
PRONUNCIATION/LISTENING: QUESTIONS OF CHOICE, LISTENING TO A T.V. GAME SHOW.

PERFORMANCE EVIDENCE
TUDENTS RECOGNIZE & UNDERSTAND QUOTIDIAN TEXT IN ORDER TO USE THEM PURPOSEFULLY DESCRIBING SOMETHING, ASKING FOR
INFORMATION, TALKING ABOUT COUNTRIES, THEY MAKE COMPARISONS, EXPRESSING OPINIONS, DISTANCES AND MEASUREMENT,
USE KNOWLEDGE OF THE WORLD AND CLUES ILUSTRATION TO MAKE AGREEMENT ABOUT THE TEXT “THINGS YOU CAN DO TO HELP THE
ENVIROMENT”
IDENTIFY THE OVERALL MESSAGE IN A BRIEF CONVERSATION, PRACTICE A CONVERSATION ABOUT COUNTRIES, THEY ALSO CREATE
ANSWERS TO A DIFFICUL SITUATIONS, WHAT DO YOU DO WHEN, AND USING COMPARATIVE AND SUPERLATIVE FORMS OF ADJECTIVES,
QUESTIONS: HOW FAR, HOW BIG, HOW HIGH, HOW DEEP, HOW LONG, HOW HOT AND HOW COLD.
RECOGNIZE SOME COMPARISONS WITH ADJECTIVES
USE KNOWLEDGE OF TH EWORLD TO ANTICIPATE TYPE OF INFORMATION REQUIRED, EXPECTED WAYS OF INTERACTION AND POSSIBLE
LANGUAGE NEEDED WHEN USE COMPARATIVES AND SUPERLATIVES.
REFLECTION ON LANGUAGE STRATEGIC COMPETENCE
COMPARISONS WITH ADJECTIVES STUDENTS USE SOME VERBAL AND/OR NON VERBAL INFORMATION
ADJECTIVES COMPARATIVE SUPERLATIVE TO EASE AND ENRICH COMMUNICATION
LONG LONGER THE LONGEST *RELY ON GESTURES, FACIAL EXPRESSION AND VISUAL CONTACT.
DRY DRIER THE DRIEST *RELY ON TONE OF VOICE
BIG BIGGER THE BIGGEST *STUDENTS RECOGNIZE WHEN CONFUSE & USE VERBAL & NON
FAMOUS MORE FAMOUS THE MOST FAMOUS VERBAL LANGUAGE TO REPAIR COMUNICATION BREAK DOWN
BEAUTIFUL MORE BEAUTIFUL THE MOST BEAUTIFUL *SUPPORT MESSAGE WITH GESTURES
GOOD BETTER THE BEST *REFER TO DICTIONARY ENTRIES
BAD WORSE THE WORST *ASK FOR/GIVE EXAMPLE TO ILUSTRATE MESSAGE
*PARAPHRASE.

UNIT FOCUS
UNIT XIV ST INTEGRATE THE FOUR SKILL, INFORMATION ABOUT GEOGRAPHY USING COMPARISONS COMPARATIVE WITH ADJECTIVES AND
SUPERLATIVES. AND THERE ARE ACTIVITIES RELATED CAN BE BOTH WRITTEN AND ORAL, IT IS ESSENTIAL TO PRESENT VOCABULARY
RELATED TO GEOGRAPHY AS COUNTRIES INFORMATION, LARGER, DRIER, BIGGER, MORE FAMOUS, MORE BEAUTIFUL ETC. THIS FUNCTION
ALSO OFFERS A GOOD OPPORTUNITY FOR PERSONALISATION, STUDENTS MAKE DESCRIPTIONS COUNTRIES , THE FUNCTION ALSO PROVIDES
AN OPPORTUNITY TO REVISE AND CONSOLIDATE THE USE OF SUPERLATIVE AND COMPARATIVE
PUT GREATER EMPHASIS ON ORAL WORK (SPEAKING AND LISTENING) HOWEVER, SOME WRITTEN TEXTS (THINGS YOU CAN DO TO HELP THE
ENVIRONMENT) CAN BE USED AS CUES FOR ORAL PRODUCTION, IT IS IMPORTAN TO RECYCLE LANGUAGE FROM GEOGRAPHY AND
INTEGRATE THAT LANGUAGE WITH FIXED PRESESE USD TO ASK FOR COUNTRIES.
STUDENTS CHOOSE THEIR FAVORITE COUNTRY AND SHARE WITH THEIR PARTNERS.