.

LIFE IN THE FUTURE

Social Practice
Specific
Competency
Social Learning
Environment
Stage of Products

Purpose of class
Didactic
Strategy/ies of
Class

Class Sequence of

understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
Understand and give instructions to plan a field trip
Familiar and community

Check that sentences are understood when said and heard.

Practice the enunciation of testimonies.
Establish turns of participation.
Participate in an exchange of testimonies.

Adapt their language to unexpected communicative needs.

KNOWING WITH THE LANGUAGE:
Listen to and explore instructions to plan a field trip.

Distinguish volume, tone, rhythm, speed, and intonation.

Interpret general sense, main ideas, and some details.

Infer meaning from explicit information.

Identify sentence structure.

Establish sequence of enunciation.

Identify general information regarding the planning of a field trip.

Offer instructions for the planning of a field trip.

Write instructions.

Determine speech register.

Rephrase ideas.

Use words and expressions to link ideas together Use strategies to influence, strengthen or negotiate meaning.

Use strategies to restore a failed conversation.

Offer instructions with the support of non-verbal language.

Give further explanations to clarify instructions.

Rephrase instructions to confirm understanding.

Judge the relevance of instructions.

knowing ng about the language

Topic, purpose, and intended audience.

Contextual clues.

Repertoire of words necessary for this social practice of the language.

Verbs: modals.

Verb tenses: future.

Verb forms: imperative.

Consistency in the use of a variant.

bei ng through the language

Foster group interaction.

Strengthen interpersonal bonds.

PROCEDURE

INTERACTION &
TIME

Activities.

Materials
Assessment

Teacher writes an incomplete affirmative sentence, where it doesnt have will, after
that the teacher match will with the sentence.
Student identifies the correct use of will in affirmative sentences.
Teacher presents incomplete sentences without (will) and the main verb and some
representative images of each one.
Ss participate with the teacher to match the sentences identifying the possible
answer to complete the sentences when student use will and verb with the image.
Teacher explains an exercise matching some images with sentences using will and
verb, Students answer the exercise using what theyve learned.
Get in pairs.
Student make six sentences using will, after they will pronounce them in class.
Enciclomedia. Flashcards. Book and Notebook.

EVALUATION OF HEADINGS
END POINTS BY RUBRICS
Performance Level
Qualification
1 Insufficient
5.0
2 Low
6.0
3 Acceptable
7.0 y 8.0
4 Highlights
9.0 y 10
HEADING

LEVEL OF
PERFORMANCE

Participation with the group in the

conversation on to verify the
pronunciation
Pronounce correctly words and phrases
without self-conscious in front of their
peers
Shows interest in demonstrating
acceptable discipline class
The language is written in clear and
readable book
Is good understanding of written and
spoken dialogue
Performs tasks and activities planned by
2

the teacher in both team and individual

LESSON 2

Class sequence

Objective

Interacti
on &
time

Procedure

The kids talking about their future.

Students identify the

time future

5 minutes.

Reflection about future time, true or

false?

Students reflect
about future time

15 minutes

Predict

Students check and

make their
prediction.
Students will
practice in oral form.

15 minutes

Students can use their knowledge to make their prediction when they finish
high school.

15 minutes.

Students practice in oral and write form with their prediction in future.

Students will practice.

Teacher plays an audio cd about the time future.

Students listen about their future.

The students reflect the content of the text about future and they make a little
exercise when they write true or false..

Assessment
(Products)
Practicing future time in
oral way.

LESSON 3

Class sequence

Objective

Interacti
on &
time

Procedure

Assessment
(Products)
3

Presentation of an illustrated chat

room conversation

Reflection.

Make a conversation
Oral form

The students identify

about future tense.

5 minutes.

Students learn how to

have a conversation
using the future.

10 minutes.
in group

Students used their

model written and their
knowledge
Practice the oral form

20 minutes
In pairs

Teacher makes the presentation of an illustrated chat room conversation

with questions and answers in future

Students Observe and read the conversation to identify the future. .

Teacher explains and makes a examples about a short conversation
with questions and answer about future.

Student complete an exercise about some questions about the

conversation that teacher showed.
Students invent a conversation between two students (partner) about future
time with questions and answers, could be a prediction of thing that they
can do in the future.
Students practice the oral form about the conversations invented with his
partner into the classroom and show them.

15 minutes

LESSON 4

Class sequence

Objective

Interacti
on &
time

Use of: wont and verb in simple

form.

Student identify the

correct use of the
wont and correct
application of the
verb
student use the
obtain knowledge to
reflection

5 minutes.

Use model spoken

and written

15 minutes.

True or false?

Make negative sentences with

wont.

Guess the negative action.

Student use all his

knowledge to guess
in group

10 minutes.

20 minutes.

Procedure

Assessment
(Products)

Teacher writes an incomplete negative sentence where it doesnt have the

auxiliary wont, after that teacher match wont with the sentences using the
correct verb
Students identify the correct use of wont in negative sentences.
Teacher shows some negative sentences with wont with different verbs
and ask student true or false of each sentences.
Ss participate with the teacher to identify and reflection the possible
answers.

Get in pairs.

Students make five negative sentences using wont and verb in simple
form, after they will pronunciation them in class.
In four team.
The team Hill make an original sentence in negative form, after they will
performance the action of the sentence.
The group guesses the correct means.

LESSON 5

Class sequence

Objective

Interacti
on &
time

Procedure

Assessment
(Products)
4

Presentation of different types of

invitation cards.

Interpretation and answers

Listen and circle

Point to a card.

The students interpret

and identify the
elements.

5 minutes.

Teacher makes a presentation of flashcard about some invitation card,

about the future.

The students reflexion

about some invitations
in future
Learn to listen and
interpret

15 minutes

. Students practice the

model spoken

5 minutes.

25 minutes

Students will remember their last knowledge, after they begin to

understand how to interpret some invitation in future.
Teacher makes a presentation of different cards with question about them,
Students reflex about cards and they answers some questions to it
interpretation.
Teacher makes the presentation of a listening about cards
mentioned about exercise 2.
Students make an exercise about cards and the listening and after
he circle the cards listened

Teacher shows a lot of cards about where they content some

questions in future

Ss. Close your eyes and point to a card

Example : what will happen to you next week?

LESSON 6

Class sequence
Use auxiliary verb will in
questions and verb in
simple form.
Underline.

Match questions with

different verbs

Objective
Student identifies the correct
use of the auxiliary will and
correct application of the verb
in questions.
Student use the obtain
knowledge to reflection.
Student use the write form to
match

Interacti
on &
time
5 minutes.

Procedure

Teacher writes an incomplete question where it doesnt have the auxiliary will, after
that the teacher match with the correct verb.
Student identifies the correct use of will in questions.

10 minutes.

Teacher shows some questions in future form with different verbs and teacher order

15 minutes.

Students participate with the teacher to identify and reflection the possible answers.
Teacher will show some incomplete questions with different verbs in future in power

student to underline the auxiliaries and verbs

point presentation.

Make questions in past

Assessme
nt
(Products)

Use model spoken and written

20 minutes.

Student will write the exercise and match to corrects answers.

Get in pairs.
Student make five questions in future using will y verb in simple form, after
they will pronunce them in class.

LESSON 7

Class sequence

Objective

Interacti
on &

Procedure

Assessment
(Products)
5

time
Presentation of interview
about predictions

Students learn about

predictions

5 minutes.

Underline.

The students learn identify

and reflect about predictions

20 minutes.

Write who!

The students practice the

write form

Make predictions.

The students use their

creative to make predictions.

Ss will read text about the clairvoyants prediction and identify the elements of
the future
Teacher gives two students come on front of the board they will read the
interview.
Teacher makes a presentation about interview again.
Students participate in the classmate and they underline the predictions they are
agree with it.

15 minutes.

10 min.

Teacher explains again the interview and writes some sentences about it.
Students write which of these sentences refer to the interview.
Get in pairs.
Students make a list of Mexican celebrities and give it to another pair.
They make predictions for the celebrities they chose.

LESSON 8

Class sequence

Objective

Intera
ction
&
time

Procedure

Use of to be as a main
verb (am, is, are) and
going to

Student identify the correct

use of the going to and verb
to be

5
minutes.

Teacher writes incomplete affirmative sentences where they dont have going to and
to be, after teacher matches them with the sentences
Student identifies the correct use of going to and to be in affirmative sentences

Match sentences

student use the obtain

knowledge to reflection

10

Teacher shows and match some incomplete sentences without (to be) and going
to

Students participate with the teacher matching the sentences identifying and
reflecting the possible answer to complete the sentences when student use to be
and going to

Write and answer

Make sentences with to

be and make the
pronunciation them

Student write a exercise and

match

minu
tes.

15
minutes.

Use model spoken and written

20
minutes.

Assessment
(Products)

Teacher explains an exercise about matching some images with sentences using to
be and going to

Students answer the exercise using what they have learned.

Get in pairs.
Student make six sentences using to be and going to, after they will practice
the pronunciation in class.

LESSON 9
Class sequence

Objective

Presentation of a
science newspaper
article.

Students interpret the

elements about future into the
article.

Underline

The students reflex about

elements of future

Interacti
on &
time
10 minutes.

Procedure

Assessment
(Products)

Teacher makes a presentation about a science newspaper article.

Students read the science newspaper article and put a check some topics the journalist

size, classroom, the teachers role, extra- curricular activities ..

15 minutes

Teacher uses the article again to identify the sentences in future.

Discuss the article

Talk about article

15 minutes.

Ss underline all sentences in future and write in the notebook.

Everybody read article again and the teacher makes a questions about the article, the
students answer to questions.

Write some ideas

Ss practice the model written.

10 minutes.

Students write some ideas in his notebook about schools ideas for the future share your
predictions.

LESSON 10
Class sequence

Objective

Use of am, is,

are(not) and use
the going to

Students identify the correct

use the Negative form of am,
is, are and the correct
application of going to

Interacti
on &
time
5 minutes.

Procedure

True or false.

Student practice what theyve

learned.

10 minutes.

Make negative
sentences with am,
is, are (not)

Use model spoken and written

15 minutes.

Guess the negative

action.

Student use all his knowledge

to guess in group.

20 minutes.

Assessment
(Products)

Teacher writes an incomplete negative sentence where it doesnt have the auxiliary am,
is, are (not), after that teacher matches them with the sentences using going to
Student identifies the correct use of am, is, are (not) in sentences .
Teacher shows some negative sentences with am, is, are (not) with going to and ask
student true or false of each sentences.
Students participate with the teacher to identify and reflection the possible answers.

Get in pairs.
Student make five negative sentences using am, is, are (not) y going to, after
they will practice the pronunciation.

In four team.
The team Hill make an original sentence in future negative form, after they will

performance the action of the sentence.

The group guess the correct means

LESSON 11
Class sequence

Objective

Presentation of an
essay.

Students look at the essays

and identify and interpret.

Read again and

complete

Reflexion

Answers the
questions

Ask and answer and talk

about future

Class discussion

Interacti
on &
time
10 minutes.

15 minutes.

Ask and answers

Model written and spoken

15 minutes.

10 minutes.

Procedure

Assessment
(Products)

Students look at the essays and identify to interpret positives and negatives
ideas.
Students read again and complete the table about Dolores and Franks view about
the future.
Ideas about the future.
Positive words and negative words.

Teacher writes some questions about future.

Students write answers about questions.

What will people do in the future? I think

The teacher and students discussion and share the answers of last exercise. They
decide which the most creative ideas are.

LESSON 12
Class sequence

Objective

Use auxiliary verb

am, is, are in
questions and going
to .
Underline.

Student identify the correct

use of the auxiliary am, is,
are and correct application of
going to in questions.
Student use the obtain
knowledge to reflection.

Interacti
on &
time
5 minutes.

Procedure

10 minutes.

Assessment
(Products)

Teacher writes an incomplete question where it doesnt have the auxiliary am, is,
are after teacher matches with going to
Students identify the correct use of am, are and is in questions.
Teacher shows some questions in future form with different verbs and teacher
order student to underline the auxiliaries and verbs

Student participates with the teacher to identify and reflection the possible
answers.

Match questions with

different auxiliaries
(am, is, are).

Student use the write form to

match.

15 minutes.

Teacher will show some incomplete questions with am, is, are and going to in
future in power point presentation.

Student will write the exercise and match to corrects answers.

Make questions in
future.

Use model spoken and written

20 minutes.

Get in pairs.
Student make five questions in future using am, is, are

and going to, after

they will practice the pronunciation in class.

LESSON 13
Class sequence

Objective

Interaction
& time

Presentation of a poem.

Student identify the elements

necessary to make using of
rhymes.

5 minutes

Reflection

Students reflection about using

of rhymes

15 minutes

Second part of poem

Make your own poem

Students practice the write form

and use their knowledge
Students will use the knowledge
learned about rhymes

15 minutes
25 minutes

Procedure

Assessme
nt
(Products
)

Teacher makes a presentation of a poem with elements futures but

the important is identify the rhymes.
Students observe and read the first parts of poem and identify the
rhymes.

Teacher shows the first part of poem again.

Students underline the words that rhyme into of first parts of the
poem.
Students complete and fill in the blank about the second part of poem. Use the
words in the box: Night, wheels, be, me, feel, sight.

Students make your own poem about rhymes used elements of future

tense.

Try to make the words rhyme

Read the poem aloud, including your verse.