Beruflich Dokumente
Kultur Dokumente
Social Practice of the Language: Understand and convey Learning Environment: Product 1:
information about goods and services. Familiar and Community Acting-out a dialogue
Specific Competency: Give and receive information for performing community Achievement (s): Identifies topic, purpose and intended audience. Predicts the
service. general meaning from words and expressions similar to those of the mother
tongue. Distinguishes expressions in oral exchanges. Recognizes the
composition of expressions in oral exchanges. Produces expressions to provide
information. Adjusts volume and speed when constructing oral texts.
Knowing about the Language:
Lesson/ Notes
Lesson
Week/ Activities Procedures &
Stages
Class Materials
All Ready
p. 10-15
All Ready
3. T asks Ss to open their Student Books to page 8 and look at the picture and tells them
that they are going to listen to the conversation between the people in the picture. T Student Book
I build 3. Listen and circle T for True of F for
plays the CD and asks comprehension questions at different points if needed and then
False. 1
asks Ss to circle T of F as they listen. Then T checks answers orally.
Lesson 1 4. T asks Ss to look at the picture on page 9 and tells Ss that they are going to listen to the
Week 1 4. Listen to the conversation and
conversation between the people in the picture, plays the CD pausing if necessary and p. 8 & 9
complete the sentences.
asking comprehension questions at different points. Then T reads the first question aloud
Class 2
and asks Ss to complete the two sentences individually. Finally, T reads the two sentences
5. Match the places to the CD Audio
aloud, having Ss answer altogether.
community service they offer.
5. T asks Ss to match the places to the community service they offer and has them to
track 03 & 04
share and compare their answers with a classmate.
6. T asks Ss to open their Student Books to page 10 and look at the first picture, then has
them to read the first conversation in silence, explains new vocabulary if necessary and
I think 6. Read the underlined expressions asks questions about the conversation to check comprehension, and then repeats with All Ready
in each conversation and decide the other two pictures and conversations.
Student Book
Lesson 1 which ones ask for help and which 7. T asks the Ss to work in pairs and to read the conversations in activity 6 again. To
Week 1 ones offer help or information. distinguish composition of expressions, T asks them to write the underlined expressions 1
7. Read the conversations in Activity under the correct heading, allowing enough time for Ss to do this, and walking around
Class 3 6 again. Write the offers and the class, monitoring and helping if necessary. Then T asks for volunteers to come to the
requests under the correct heading. board and write the offers and requests on the table. p. 10 & 11
8. Complete the sentences. 8. T asks Ss to think about the conversations and complete the sentences on page 11
individually. They have to share and compare their answers with a classmate to foster
confidence within interpersonal relationships.
9. Ss open their Student Books to page 11 and get in pairs. Then look at the sentences in
activity 9 and decide which expressions come first, second, and at the end of the All Ready
9. In pairs, decide which expressions
conversation, and then write the conversation in order on the space provided. T asks for
come first, second, and at the end of
volunteers to act out the conversation and have the rest of the class compare and check Student Book
the conversation. Then write the
Lesson 1 their answers.
conversation in order. 1
Week 2 I practice 10. To determine sequence of enunciation and identify structure of dialogue, Ss have to
10. Divide the conversation into
Class 4 look at the three boxes and notice that conversations have an opening, a body, and
opening, body, and closure.
closure. Ss have to look back at the conversation in activity 9 and divide the conversation. p. 11
11. Write the services each place
They need to share and compare their answers with a classmate.
provides.
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,
All Ready
12. In pairs, take turns saying the if so, explains their meaning and models their pronunciation. Then Ss look at the
sentences. Then match the expressions and match them to make appropriate suggestions. Then Ss read the Student Book
expressions below to make suggestions aloud. They can go to the Glossary on page 156 to clarify the meaning of
I can
appropriate suggestions. words. 1
13. Write the suggestions in activity 13. To compose sentences to provide and be provided with information, T has Ss share
12 and add two of your own. and compare their answers with another classmate and for volunteers to read aloud the p. 12 & 13
sentences they added.
the current grade. Therefore students will be graded gradually in order to bring them closer to the level necessary to proceed with the corresponding lessons.
English Teacher
All Ready
Lesson 2 8. Read the sentences. What do 8. T asks Ss to open their Student Books to page 18 and read the sentences in the Activity
you notice about the word order? 8 and reflect about the word order. Student
Week 3 9. Write the sentences in Activity 8 9. Then Ss write the sentences in the correct place in the table; Ss can work in pairs. Book 1
in the correct place in the table.
10. T ask Ss to look at the pictures, and then elicits them to unscramble the sentences, Ss
Class 7 I practice
10. Unscramble the sentences. can work in groups of tree and compare their answers with other Ss. p. 18
Product 1:
All Ready
Week 4
All ready to Student
8. In pairs, practice the dialogue
8. T decides place and time of the presentations. Ss, after several practices, may act it out
Class 10 and act it out in front of your Book 1
share in front of the group. Together, T and Ss, decide which presentation was the best.
group.
p. 21
Student
Week 4 I learn Check Very well, well or need help. T explains to Ss that they have to check according to their performance. Ss individually
Book 1
need to reflect and answer the self-assessment.
Class 11 p. 21
Class 12 p.166
All Ready 1 Lesson Plan
Unit 1, Lessons 3 and 4
Social Practice of the Language: Read and understand different Learning Environment: Product 2:
types of literary texts of English-speaking countries.
Literary and Ludic Big book
Specific Competency: Read classic tales and write a short story based on them Achievement (s): Uses known comprehension strategies. Recognizes the general
meaning from some details. Formulates and answers questions in order to
locate specific information. Expresses personal reactions to literary texts, using
known oral expressions. Retells events using images. Organizes sentences into
a sequence of actions.
Graphic components.
Textual components.
Narrative elements.
Repertoire of words necessary for this social practice of the language.
Verb tenses: past.
Verb forms: progressive.
Adverbs of time and pronouns.
Non-frequent or absent letter groups found in mother tongue (e.g., ee, gh).
Differences between British and American variants (e.g., -our/-or, -re/-er).
Doing with the Language:
Select and check classic tales.
Read and understand the general meaning and main ideas of a classic tale.
Speak about and rewrite key events of a classic tale.
Being through the Language:
8. T asks Ss to remember when to use each of the verb tenses and elicits some volunteers
8. Complete the sentences using All Ready
Lesson 3 to write on the board some examples of each, after that, Ss complete the rule using
words from the box.
words from the box.
Student Book
9. Number the events from the story
9. Then Ss have to look at the pictures and number the events from the story in the
Week 5 in the correct order. correct order, they can use the story on page 22 and 23 to look for clues. 1
I practice 10. Underline the actions in past 10. Finally, Ss read the paragraph about King Arthur and underline the actions in past
simple and circle the actions in past simple and circle the actions in past continuous; they can check their answers with a p. 25 & 26
continuous. partner.
CD Audio
Class 15 11. Listen to the story and complete 11. T plays the CD and Ss listen to the story to complete the text using the words given. Ss
the text using words from the box. can ask the T to play again the track if they need. Then T asks for some volunteers to read track 07
the paragraphs to check the answers.
12. T asks Ss to open their Student Books to page 26 and ask for some ideas about the
Lesson 3 I practice All Ready
12. Complete the organizer. story they heard last class. Then T encourages Ss to complete the organizer using the
information from the story. Student Book
13. Read the table and complete the
Week 6 organizer. 13. Then T elicits from Ss what a fable is. Then Ss read individually the fable on page 26 1
and complete the organizer about it.
I can 14. Skim and scam the fable again
Class 16 p. 26 & 27
and answer the questions. 14. Ss need to read the fable again and answer the questions. They may check their
answers with a partner.
1. Work in pairs. Choose a story or 1. T elicits some definitions of broadsheet book and tells Ss that they are going to make All Ready
Product 2 I get ready classic tale you like. one. First T asks Ss to work in pairs and choose a story or classic tale they like.
Student
2. Decide on the important events 2. Ss must decide on the important events they remember from the story and write
Week 7 of the story. sentences using past tense. Book 1
I plan
3. Decide how many pages you will 3 & 4. Ss decide the number of pages and what materials they are going to need for the
Class 21 use for your book. broadsheet book. p. 34 & 35
4. What materials do you need? 5. Using the organizer on page 176, Ss write the title, subtitle, main character(s), other
Make a list. characters, setting, events in order, climax or turning point, and conclusion of the story
I do they chose.
5. Complete the organizer on page
176 in the worksheets section with
the text components and key
events of the story you chose.
6. Compose and arrange sentences
I do based on the key events. Try to 6. T asks Ss to open their Student Books to page 34 and draw their attention to the sticky
include these elements. notes, explains that they have to compose the sentences for their books based on the key
events they included in Activity 5, and that they should try to include the information on
7. Write your sentences on the the sticky notes with them to make sure they understand all the possible information that
pages of the broadsheet book and can be included in their stories.
illustrate them.
Product 2 7. T asks Ss to write the sentences they composed in Activity 6 on the corresponding
8. Put the pages of the broadsheet pages of their books and to illustrate each of the pages in their broadsheet book. Guide
All Ready
book together. Design a cover for each of them to choose different sentences to write and illustrate.
I learn Student
Week 8 your book with the names of the
Book 1
authors. 8. Ask Ss to design a cover for their book that includes the title of their story, their names
as authors, and an illustration. Allow time for them to do this. Once they finish, ask them
All ready to p. 35
Class 22 9. In pairs, take turns reading the to put the pages of their books together.
broadsheet out loud to practice
share
pronunciation; change your speed 9. Draw Ss attention to the useful expressions chart and encourage them to use some of
and intonation to make your story these expressions to present their story to the class. Ask Ss to take turns reading their
more interesting. story.
10. Find a primary group to read 10. Have each pair of Ss select a primary group to read their book to, and help them
your book to and donate it to them arrange a reading session for this group.
when you finish.
Self-test
All Ready
Ask Ss what they can do now that they couldnt do at the beginning of the learning
Week 8 Student
I learn environment. Have them answer the I learn box. Explain that its purpose is to asses their
Check the I learn box. Book 1
performance while making the product, in order to improve weaknesses and reinforce
strengths during the process.
Class 23 p. 35
Social Practice of the Language: Understand and write Learning Environment: Product 1: Instruction manual to learn how to use a
instructions. bilingual dictionary.
Formation and Academic
Specific Competency: Achievement (s): Locates and reads the definitions of words both in English and
Spanish. Understands the use of upper case letters, lower case letters and
Write instructions to use a bilingual dictionary. abbreviations in a dictionary. Completes and writes sentences in order to
organize them into a sequence, from a model. Removes and/or adds
Lesson 1 I know 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 All Ready
about it.
Week 9 Student Book
1. Answer the questions.
* T asks Ss to open their Readers to page 33. After that, T has them read the title and
1
flip through the text. Ss have to predict the text. Then T reads out loud with proper
Reading * Reading
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 p. 38
Class 25 answer the six questions about the text and then work in pairs to discuss the three
questions.
Lesson 1 I build 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 All Ready
of the two pages. T asks Ss to go over the book pages, write a list of textual and graphic
Week 9 2. Look at the book pages and answer Student Book
components, and has Ss to look at the book pages to answer the questions, checking
the questions.
answers with the class by asking different Ss to read their answers out loud.
1
I think 3. Read the two dictionary pages in
3. With this activity, Ss will recognize graphic and text components, as well as recognize
Activity 2. Choose the best option.
the number of entries. Ss open their Student Books to page 39. T asks the Ss to read the p. 38 & 39
Class 26 statements, they have to look in their dictionaries, or check in their Readers. Then T has
Ss compare their answers with a partner .
4. T asks Ss to open their Student Books to page 40. Ss have to work individually, T
points to the first dictionary entry and has them describe it, eliciting answers from
different students. To complete this activity, Ss may analyze the dictionary entries
before and also check their Readers to clarify any doubt. Finally, T tells some volunteers
to read the answers to the class and correct any mistakes.
Lesson 1 4. Read these dictionary entries and
answer the questions. 5. Ss have to open their dictionaries, they have to find the page with the numbers, All Ready
symbols, and abbreviations. T explains the importance of this page to understand
Week 9 5. Read the dictionary page and Student Book
information from the dictionary. Then T points to the dictionary page on the Student
complete the table.
Books, interprets the different parts of the page, and completes the table.
1
6. Complete the list of dictionary
6. Ss have to read the words and T asks them where they can find these types of words,
components with words from the box.
eliciting some answers, and has them complete the activity. T can check the answers by p. 40-42
Class 27 7. Match the parts of speech to their asking the whole class to read the sentences out loud.
definitions.
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.
I practice Reader
*Reader. T asks Ss to open their Readers to page 36, starts by reading aloud with proper
inflection and intonation the information about entries. p.36-42
I know
Lesson 2 1. T ask Ss to open their Student Books to page 44. Have Ss look at the different texts
1. Where would you find these and ask them what they have in common. Go over the sentences with the Ss and ask All Ready
instructions? them in what situations they would hear these instructions. Have them discuss their
Week 10 Student Book
answers with a partner.
I build 2. Read the manuals and choose a
1
heading for each from the box. 2. T ask Ss to read the first text. Have them underline the connectors mark a sequence.
Ask them to read the text individually and then elicit the main ideas and key words.
3. Read the manuals in activity 2 again p. 44 & 45
and circle the best option. 3. To establish the number of instructions or steps, have Ss read the texts in Activity 2
Class 29
again and circle the best option.
Lesson 2 I think 4. T explains to Ss that you can use the imperative form to give an order, to give a All Ready
4. Underline the imperative verb in
warning, an advice, an instruction, or to make a request. Ask Ss to open their Student
each sentence. Student Book
Books to page 46. Ask them to complete the activity. Allow them to compare their
Week 10 5. Read the manuals in Activity 2 again. answers with a partner. To check the answers, have some Ss write the verbs on the
1
Underline all the connectors and circle board.
all the imperative verbs. 5. T asks Ss to open their Readers to page 41. Ss read the texts in Activity 2 to recognize p.46 & 47
the imperative verbs and the connectors. Ask them to underline all the connectors and
6. Classify the imperatives from the circle all the imperative verbs.
Class 30 text in Activity 4 in the table.
6. Have Ss complete each phrase to form a sentence. Ask Ss to identify all the
7. Complete the table with phrases imperative verbs and to classify them in affirmative and negative.
from the box.
7. T goes over the phrases with Ss and has them complete the table. To check answers,
8. Circle the best option. T asks Ss to correct any mistakes.
8. Ask Ss to read the title and to tell you what the activity is about. Tell them they have
to complete the activity by choosing the best option. Go around the classroom and give
help where necessary.
Lesson 2
9. T asks Ss to open their Student Books to page 48. To have Ss order the sentences in a
9. Number the instructions in order.
logical sequence, go over the sentences with them. Have Ss complete the first one
Week 11 together. All Ready
10. Write a connector or phrase from
Student Book
I practice the box in front of each instruction in
10. T goes over the connectors in the box with your Ss. Have them go over the 1
Activity 9.
instructions from activity 9 and write a connector or phase in the appropriate place.
p. 48
11. Compare your answers with a
11. T has Ss work in pairs to check their answers. Then T has some volunteers to write
classmate.
Class 31 the answers on the board.
Lesson 2
12. Use this dictionary excerpt to 12. Ask Ss to open their Student Books to page 49. Tell Ss they have to complete the
complete the translation of the activity by looking up the phrase in the dictionary. Go around and give help if necessary.
Week 11 phrase. All Ready
13. Have Ss work in pairs to compare their answers from activity 12. Monitor. Have Student Book
I can
13. Compare your answers with a some volunteers write the answers on the board. 1
classmate.
14. Ask Ss to write the steps they followed individually. Have them edit their p. 49
14. Write the steps you followed to instructions. Monitor and help them to edit the instructions. Then have students
Class 32 look up the word gear in Activity 12. rewrite their instructions.
All Ready
Product 1 I get 1. What dictionary do you use for 1. Ss answer the question on page 50 individually.
Student Book
English class?
2. Have Ss discuss the questions in their groups. Find out your students opinions by 1
ready
Week 11 2. It is useful? Why or why not? asking a speaker from each group to share their answers with the rest of the class.
p. 50
3. Divide the class into groups of five students. Explain to Ss that they are going to work
3. Work in groups of five.
on their first product of this unit: an instruction manual on how to use a Bilingual
All Ready
Dictionary.
4. Distribute in your group the actions Student Book
Class 33 I plan
to make the instruction manual. 1
4. Tell Ss that they have to discuss and decide on the actions they have to perform to
make the instruction manual. Explain to Ss that they have to open their Readers to
5. What materials do you need? Make p. 50
check some information about bilingual dictionaries.
a list.
5. Ask Ss to make a list of materials they need. Go around the class and make sure
everybody participates in the activity.
6. Draw the dictionary pages on a
6. Have Ss work in their groups from previous class. Ask Ss to open their Student Books
white sheet of paper.
to page 50. Ask them to revise the different actions they will follow to write the
7. Copy the entries into the correct instruction manual. Explain to Ss that they have to draw the dictionary pages on a white
dictionary pages. Use alphabetical sheet of paper. Tell them that they can open their bilingual dictionaries. Have them
order. include both sections. Walk around the classroom and give help where necessary.
8. Choose two entries from Activity 7, 7. Explain to Ss that now they have to copy the entries into the correct pages. Remind
one English-Spanish and the other them that it has to be the same way as in a dictionary: in alphabetical order.
Spanish-English. Write them on a
8. Ask Ss to look at the dictionary entries in Activity 7. Have them choose an entry from
white sheet of paper.
the English-Spanish section and another from the Spanish-English section. Then ask Ss
9. Draw lines to the different parts of to write the entries on a white sheet of paper.
the entry and label them.
9. Ask Ss to choose one of the entries and label it with its parts: entry, part of speech, All Ready
Product 1
translation, pronunciation, etc. Have Ss do the same with the other entry. Student Book
I do 10. Make a list of important symbols
1
and abbreviations in a bilingual
Week 12 10. Ask Ss to write the useful symbols and abbreviation on a separate sheet of paper for
dictionary and write it down on a
them to consult. p. 50 & 51
different sheet of paper.
11. Ask to read different instructions from previous activities and the Reader chapter.
11. Write the instructions to find
Help them to summarize their own version of the instructions on how to find a
translations and meanings in the
translation. Monitor and check their dictionary pages.
correct order in your manual.
Class 34
12. Remind them that when they finish, they have to check the punctuation and
12. Re-read to revise punctuation and
spelling of their summaries.
spelling.
13. Have some students read their instructions out loud to the rest of the class and ask
13. Remove and/or add information to
other Ss to recommend improvements.
improve the text.
14. Finally, have Ss take all sheets of paper and staple them to make the manual. Make
14. Take all the sheets of paper and
sure the entire group have finished their manuals.
staple them to make the manual.
All Ready
All ready
15. Display your manual for others to 15. Ask the different groups to display their manuals in the classroom. Then have the Student Book
to share read. different groups read their manuals out loud. Finally, vote for the best manual.
1
p. 51
Self-test
Class 35
Formal
assessment
All Ready
1. Look at the dictionary entries and
Week 12 Student Book
complete the parts of speech. Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest
1
of the class. Give positive feedback for their effort and progress.
2. Number the instructions in order.
p. 168
Class 36
All Ready 1 Lesson Plan
Unit 2, Lessons 3 and 4
Social Practice of the Language: Interpret and express Learning Environment: Product 2:
information published in diverse media
Familiar and Community Plenary
Specific Competency: Achievement (s): Identifies words used to link ideas. Detects speech register.
Writes expressions to produce opinions. Answers questions to express
Exchange opinions regarding the contents of a radio program opinions or points of view about the contents of an oral text. Expands main
ideas in an oral exchange.
Form of communication.
Structure of radio programs.
CONTENTS
Speech registers.
Speaking turns.
Repertoire of words necessary for this social practice of the language.
Connectors.
Verbs: modals.
Syntactic differences between British and American varieties: possessive constructions (e.g., Have you got a notebook?, Do you have a
notebook?).
Syntactic particularities of the English language: absence of relative pronoun.
Doing with the Language:
Understand the general meaning and main ideas: Predict the general meaning. Differentiate parts of a radio program. Recognize
sentences and expressions used by presenter and/or other participants. Identify the use of words to connect ideas. Determine the
relationship between sound effects and contents. Detect speech register. Distinguish behavior adopted by speakers to support meaning
construction. Write sentences used by the presenter and/or the participants. Define sequence of statements.
Exchange opinions regarding the contents: Answer questions to express opinions. Structure, write and read opinions. Formulate questions
about the content of a program. Include relevant details and interesting information in an opinion. Determine tone and intonation of
sentences. Establish rules and turns of participation for an exchange of opinions. Begin an exchange. Use expressions and linguistic
resources to ask for details and explanations.
Lesson 3
All Ready
Student Book
Week 13 I know 1. Divide the class in groups of three. Ask Ss to open their Student Books to page 52. Go 1
over the questions with them. Ask your Ss to take turns asking and answering the
1. Answer these questions.
questions. Go around and listen to some of the students answers. Then have Ss join p. 52
Reading
another group to compare their answers. Find out the students preferences.
Reader p. 50-
51
Class 37
2. Ask Ss to open their Student Books to page 52. To establish subject matter and
intended audience, go over the questions with the students. Play the CD and have
Lesson 3 2. Listen to a radio program and match students match the columns. Check the activity with the class.
the questions to the answers.
All Ready
3. Ask Ss to open their Readers to pages 50-55 and ask them to mention the different
Student Book
Week 13 3. Listen again and circle T for True or F parts of the program. To distinguish behaviors adopted by speakers to support meaning
1
for False. construction and speech register, ask Ss some questions about it and elicit answers
I build
from the whole group. Ask Ss to open their Student Books to page 52. Play the CD and
p. 52 & 53
4. Underline the correct completion have SS circle the correct option.
for each sentence.
CD Audio
4. Ask Ss questions about the radio program. Elicit answers from different Ss. Have Ss
track 08
Class 38 5. Read the programs scripts and open their Student Books to page 53, read the questions, and choose the correct
check the answers in Activity 1. option.
5. Have them read the programs script to check the answers to Activities 1-4.
6. Read the excerpt from another radio 6. Ask Ss to open their Student Book to page 53. Have them read the text in Activity 5
program. Circle the best option. 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.
Lesson 3 7. Work in pairs. Explain to your
classmate how you chose your 7. Divide the class in pairs. Ask Ss to take turns to explain to their partners why they
All Ready
answers. chose their answers.
Student Book
Week 13
8. Listen to the radio program and 8. Tell your Ss that they are going to listen to a radio program. Ask them to read the 1
I think
answer the questions. questions first. Then play the CD for Ss to answer the questions. Check answers with
p. 54 & 55
the class.
9. Complete the table by comparing
CD Audio
characteristics of the two radio 9. Tell Ss that you are going to play the CD to listen to the radio program from the
track 09
Class 39 programs. previous activity. Play the CD again and have Ss to complete the table. Have some Ss
write the answers on the board.
10. Check the characteristics that
make a radio program interesting for 10. Have Ss read the sentences. To promote self-reflection, have Ss answer the activity
teenagers in each pair of sentences. individually. Check answers with the class.
11. Read the scripts and find at least 11. Ask Ss to open their Student Books to page 56. Have them read the scripts and ask
All Ready
one example of each of the them questions about them. Go over the scripts to identify words used to connect
Student Book
I practice expressions. ideas and have Ss underline them. Ask Ss to complete the activity.
Lesson 3 1
12. Complete these sentences with 12. To identify words used to connect ideas, go over the words from the box with your
p. 56
words from the box. Ss. Have them complete the sentences with these words.
Week 14
13. Have Ss read the questions. Tell your Ss that they are going to listen to a new radio
13. Listen to another radio program All Ready
program. Ask them to take notes in their notebooks while they listen. Play the CD for Ss
and answer the questions. Student Book
to answer the questions. You may have to play the CD more than once.
1
I think 14. Listen again and circle the best
14. Have Ss read the statements. Play the CD from the previous activity again and have
Class 40 option. p. 57
them confirm their guesses. Have the class read the answers out loud.
15. Complete the sentences with the CD Audio
15. Go over the words with Ss and make sure they understand them. Elicit one example
words in the box. track 10
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. All Ready
Elicit answers from different Ss. Divide the class into groups of five and ask Ss to open Student Book
Lesson 4 I know 1. Discuss the question. their Student Books to page 58. Have Ss discuss the questions in their groups and give 1
reasons for their answers. Then have a speaker from each group share their answers
with the rest of the class. p. 58
Week 14
2. Have Ss read the questions and make sure they understand them. Pay special All Ready
attention to some features. Play the CD and have Ss answer the questions. Then ask Ss Student Book
2. Listen to the radio program and
to form groups of three and have them compare their answers. Finally, have different 1
complete the evaluation form.
I build groups read their answers.
Class 41 p. 58
3. Listen again and answer the
3. Have Ss read the questions. Tell them they are going to listen to the same program
questions.
again, and they are going to answer the questions. Then have Ss to compare their CD Audio
answers with a partner. track 09
4. Read these sentences and underline 4. Ask Ss to open their Student Books to page 59 and have them read the sentences. All Ready
Lesson 4 the word in each that gives a Ask them to continue in the same way. Refer them to the Glossary on page 159. Then Student Book
I think suggestion or advice. have Ss to complete the activity. 1
Week 14
5. Read the sentences in Activity 4 and 5. Ask Ss to go over the sentences from Activity 4 and analyze them. Have Ss write the p. 59 & 60
answer the questions. sentences on the board according to their degree.
CD Audio
6. Listen to the people giving opinions 6. Go over the instructions in this activity with the Ss. Have them read the sentences track 11
about a radio program. Circle P for and ask them to go to their Glossary at the back of the book if they have any vocabulary
Positive opinion and N for Negative questions. Play the CD. Have your Ss pay attention to the way people talk in the audio.
Class 42 opinion. Play the recording again for Ss to complete the activity.
7. Work in pairs. Take turns reading 7. Have Ss work in pairs. Explain to your Ss that they have to read the opinions in
the opinions in Activity 6 using the Activity 6 out loud to a partner.
appropriate intonation.
8. Call Ss attention to the box and have them complete the ideas. Tell them that they
8. Complete the sentences with can use their dictionaries to check the meanings of words they dont know. Ask two Ss
positive or negative. randomly to read the answers.
Lesson 4 9. Divide the class into pairs and let Ss ask the questions to their partners. Have Ss open
9. Match the questions to the
their Student Books to page 60. Have them match the questions to the answers.
answers.
Week 15 All Ready
10. Go over the words in the box with your Ss. Explain that they have to complete the
10. Write the words in the box in the Student
I practice table with these words. Tell them that they have to read the different sentences from
correct columns in the table. Book 1
left to right and give them plenty of time to complete the activity.
11. Complete the conversation with p. 60 & 61
11. Have Ss read the dialogue. Tell them that they have to complete it with words from
the appropriate words and phrases
the box in activity 10. Check answers with the class by writing the missing words on the
Class 43 from the table in Activity 10.
board.
12. Complete the organizer with the 12. Ask Ss to open their Student Books to page 62. Have Ss to complete the organizer of
main characteristics of a radio a radio program. Explain if they do not remember the name of the main features.
program.
Lesson 4 13. Play the CD once and ask them to write the words or ideas on the board. Ask Ss to
13. Listen to the radio program and read the instructions of the activity. Play the CD a second time and let Ss complete the
All Ready
complete the table. table. Tell them to use the words and ideas on the board if necessary.
Student
Week 15
14. Complete the sentences with 14. To compose and write opinions to support their oral production, including relevant Book 1
I can your own opinions of the program in details and interesting information in an opinion, have Ss complete the sentences with
p. 62 & 63
Activity 13. their own opinions of the program.
CD Audio
15. Write your own opinions of 15. Ask Ss to open their Student Books to page 184 and look at track 10. Have them read
track 10
Class 44 Teens Ask. the audio and go through the previous activities to gather information to write.
16. In groups of five discuss your 16. Divide the class in groups of five. Ask Ss to share their opinions about the program
opinions. When you finish, present a they have just listened to and establish the rules of participation for an exchange of
conclusion to the rest of the class. opinion.
1. Think of two or three radio 1. Ask Ss to open their Ss Book to page 64. Explain that they are going to participate in a
Product 2 I get ready programs that you know and plenary about radio programs, and ask them to decide about what programs they will be
complete the form. talking about. Tell them they have to choose two or three different programs and fill out All Ready
a table. Let them complete the table individually. Student
Week 15
2. Decide on the duration of the Book 1
plenary. 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 p. 64
I plan 3. Work in groups. Choose one decide on the duration of the plenary.
program for everyone to listen to.
3. Tell Ss they have to choose one program from the table in Activity 1 for everyone to
Class 45 4. Establish the turns and the listen. Remind them that they should complete their table with as much information as
duration of each participation. possible.
5. What materials do you need? 4. After all the groups have decided on the duration of the plenary, have Ss establish the
Make a list. turns and the duration of each participation.
I do 6. After you listen to the program, 5. Now that Ss know how the plenary will go, they should consider the materials they
complete the organizer on page 177 will need to use. Have them make a list of materials.
in the Worksheets section.
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.
Product 2 I do 7. Have Ss open their Student Book to page 65. Ask them to write their opinions about
7. In your group, practice and check
the program on a different piece of paper. They have written or given their opinions in
your opinions. Correct any errors in
different activities throughout the unit. Then ask your Ss to correct any mistakes and to
your sentences.
Week 16 rewrite their sentences. Revise that the sentences are understandable. All Ready
Student
8. Discuss the programs in a plenary.
All ready to 8. Go over the procedure with Ss. Ask them to establish the rules and turns for the Book 1
Follow the procedure below.
exchange of opinions.
share 9. Pay attention to the interventions
p. 65
9. Tell them that everybody has to pay attention to their classmates interventions and
of others and ask questions to obtain
Class 46 ask questions to clarify or obtain more information. Foster respect and attention
further information.
towards the opinions of others.
Self-test
Class 47
All Ready
Week 16 Student
Formal 1. Complete the table with the
Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest Book 1
expressions in the box.
assessment of the class. Give positive feedback for their effort and progress.
Class 48 p. 169
2. Match the columns.
All Ready 1 Lesson Plan
Unit 3, Lessons 1 and 2
Specific Competency: Achievement (s): Recognizes future verb forms within sentences. Classifies
sentences by the types of future verb form found in them. Compares sentences
Participate in language games to recognize and comprehend future tense in that express future situations to ones which express past and/or present
forecasts situations. Formulates and answers questions in order to understand forecasts.
Check written forecast examples. Identify situations in which forecasts are made. Recognize topic, purpose and intended audience.
Distinguish graphic and text components.
Understand characteristics of the future tense. Listen to the reading of forecasts containing verb forms in future tense. Identify sentences
that express future situations and conditions, and their composition. Classify sentences according to the future verb form. Complete
sentences with words used in future situations and conditions. Compare sentences that express future situations to those that express
past and/or present situations. Answer questions formulated to create forecasts based on current situations.
Write sentences that express future tenses, in order to make a forecast. Write words that express future tense. Write questions about
future situations. Complete sentences with the future verb form. Arrange sentences in a sequence. Write down sentences to make a
forecast about a real or fictitious situation.
Lesson 1 I know 1. Ask Ss to open their Student Books to page 68. Encourage them to predict first what
they think the lesson will be about. Briefly discuss each of the games addressing the basic All Ready
1. Have you played these games? rules for each game and who plays them. Student Book
Week 17 1
2. What are your favorite types of 2. To use language as a means to promote recreational activities, discuss the differences
games? between board games, video games, card games, word games, guessing games, p. 68
I build playground games, etc. and elicit more examples from Ss. Invite volunteers to share the
3. Read the extract and answer the names of their favorite games with the class. Reader
questions.
Class 49 3. Divide Ss into small groups of four or five, and ask them to take turns reading the p. 59- 68
extract and answering the questions on page 69.
5. Write two things that you will be 5. Ss read the article in Activity 4 again quickly and decide which two predictions they will
Lesson 2 able to tell your friends after reading share with their friends.
the text in Activity 4. All Ready
6. Before playing the recording, ask Ss to read the three statements in the activity. Student Book
Week 18 6. Now listen to the weather forecast Instruct them to listen to the forecast and to mark the answers in their Student Books. 1
and circle T for True or F for False.
7. Ss should be able to see that the first sentence uses the auxiliary verb will while the p. 75
I practice
7. Read these sentences. What do second sentence uses is going to.
you notice? CD Audio
8. Now ask Ss to work with a partner to identify which sentence from Activity 7 best track 13
Class 54
8. Write the correct sentence form describes the first photo and which sentence best describes the second photo. Check
Activity 7 under each picture. answers together.
9. To classify sentences according to the future verb form, ask Ss to open their Student
I practice
Lesson 2 Books to page 76. Instruct them to work with a partner to classify the underlined
9. Look at the Activity 4 and
expressions from Activity 4 into the most appropriate category. Monitor and check
classify the underlined expressions.
answers as a class.
Week 19 All Ready
10. Complete the rules.
10. Tell Ss to use their answers from the previous activity to discover the general rule used Student
for future expressions. Book 1
11. Match the sentences to their
meanings.
11. Now instruct Ss to use the rule from the previous exercise to match the two sentences p. 76 & 77
in this activity to their meanings.
12. Match the two parts of the
Class 55
conversations.
12. Ask Ss to work in groups of three. They should identify the subject of each sentence to
help them match the appropriate response.
Week 19 15. Read this two-day weather 15. Instruct Ss to work individually to draw the appropriate symbol next to each days All Ready
forecast and complete it with the forecast. Student
correct symbols. Book 1
16. Have Ss complete the table about the local weather for the next two days.
16. Write a two-day weather p. 77-79
forecast for the place you live in or 17. Ss work autonomously to compose an e-mail to a friend describing the forecast from
Class 56 a place you know. the previous activity. Design several scenarios as a class to provide the context of the e-
mail.
17. Write an e-mail to a friend
describing the two-day weather
forecast.
1. First Ss individually match the situations in the present with those in the past.
I get ready 1. Match the situations in the
Product 1 All Ready
present with those in the past.
2. Then Ss work in groups of three and select a subject to write about. Student
2. Work in groups of three. Select a Book 1
Week 19 3. Ss now work in their groups to make a list of the information they will include in their
I plan subject to write about.
setting. p. 80 & 81
3. Make a list of the information
4. Ss should use their list from Activity 3 to create a column titled The Present on the left
you will include in the present side of the paper. They should use the right side of the paper to make a second column
setting. titled The Future.
Class 57 4. Brainstorm what the future 5. It is time for Ss to make a preliminary plan for creating their forecast. They must
setting will be like. prepare a list of materials.
Self-test
All Ready
Week 20 Student
Ask Ss what they can do now that they couldnt do at the beginning of the learning
I learn Check the I learn box. environment and listen to their responses. Encourage them to identify the activities that Book 1
they found especially helpful during the process of making the product.
p. 81
Class 59
Product 1
All Ready
Specific Competency: Achievement (s): Answers questions in order to give a description. Structures
and writes sentences. Organize terms and descriptions into a table. Writes
Write notes to describe the components of different human body systems in a sentences in order to write notes. Verifies spelling conventions in order to edit
chart. notes.
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.
Lesson/
Notes
Lesson
Week/
Activities Procedures
Stages
& Materials
Class
2. What other parts of the body or 2. Ask Ss to work in groups of three and brainstorm other organs and systems. p. 82
systems do you know?
3. Ss will listen to Myslim explaining parts of the body to Pepe. As they should pay Reader
3. Listen to the conversation and put a special attention to the body parts that are mentioned so that they can identify the
Class 61 I build cross under the body part that is not body parts. p. 72-81
described.
10. Underline the verbs in each 10. Have Ss open their Student Books to page 85. Have Ss underline the verb in each of
Lesson 3 sentence. Then answer the questions. the sentences. After Ss identify the verbs, answer each of the three questions as a class.
11. Complete the rules. 11. Elicit what the present tense is used for: facts and routines. Based on what the Ss
Week 21 saw in the last activity, they should have enough information to complete the rules as a All Ready
12. Complete the information with a, class. Student
an, or the. Book 1
I practice 12. Ask Ss to work individually to read the information and fill in the missing words.
13. Circle the correct option. Then p. 85 & 86
label the diagrams on page 178 in the 13. Have Ss to read the sentences silently; elicit the body part each sentences is about.
Class 63 worksheets section. 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
14. Label the diagrams. Then complete diagrams in pairs. Monitor and check.
the text below with information from
Activity 13. 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.
15. Read the statements and circle T
Lesson 3 for True or F for False. 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. Complete this organizer with All Ready
Week 22 information about one of the body 16. Have Ss choose a body system in Activity 14 and individually complete the
systems in Activity 14. organizer.
Student
I can
Book 1
17. Make notes about the body system 17. To complete sentences in order to describe components, instruct Ss to select
in Activity 16. information from the Student Book and the Reader.
p. 87
Class 64 18. Find classmate that made notes 18. Tell Ss to stand up and walk around to find a classmate that made notes about
about another body system and share another body system and share your information.
your information.
All Ready
Lesson 4
1. Tell Ss to write as many parts as they can in five minutes. When they have finished, Student
I know 1. Name the parts of the body you
brainstorm their ideas and write them on the board.
know. Book 1
Week 22
2. Ask Ss to label the diagram individually, when they have finished, ask them to work in
2. In pairs, label the diagram. How
pairs and compare their answers.
many words did you remember? p. 88 & 89
3. Ask Ss to open their Readers to page 76-77 and elicit whether it is a narrative or
3. Read Pepes textbook. Then match
informative text. Then have Ss open their Student Books to page 89. Have Ss write the
the sentences on page 90. readers
Class 65 I build names of the bones/parts of the body next to the numbers on the board.
p.76-77
All Ready
Product 2 Student
I get ready 1. Write the system of the body and 1. Instruct Ss to open their Student Books to page 94 and write the name of the system
two parts of the body. of the body and the parts of the body.
Book 1
Week 23 p. 94
2. Tell Ss to work in groups of three and have them to select one of the systems.
2. Work in groups. Select a system in
All Ready
the human body.
3. Tell Ss that they will have to search for information from different sources. Student
I plan
3. Search for information from Book 1
Class 69 4. Elicits Ss to make a list of the information they will include.
different sources.
p. 94 & 95
5. Ss decide the materials they are going to need to present this product.
4. Make a list of the information you
will include.
All Ready
All ready to Student
8. Display your chart for the class to 8. When teams have finished creating their charts, they should be shared with the rest
Class 70 read. of the class and displayed in a prominent place in the classroom.
Book 1
share
p. 95
Self-test
Week 24
1. Look at the sentences and circle All Ready
Formal Student
the correct words.
Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest
of the class. Give positive feedback for their effort and progress.
Book 1
assessment 2. Use the words to write complete
sentences. p. 171
Class 72
All Ready 1 Lesson Plan
Unit 4, Lessons 1 and 2
Specific Competency: Achievement (s): Recognizes the speakers and listeners behavior that supports
the construction of meaning. Requests clarifications. Writes sentences.
Exchange likes and dislikes in a dialogue. Formulates questions to clarify doubts. Anticipates the general meaning to
start a dialogue.
Context clues.
CONTENTS
Speech registers.
Topic, purpose and intended audience.
Structure of dialogues: opening, body and closure.
Acoustic features.
Sentence types.
Repertoire of words necessary for this social practice of the language.
Connectors.
Question tags.
Syntactic particularities of the English language: sentences using like, stranded prepositions (e.g., The man I talked to).
Syntactic differences between British and American varieties: collective nouns concordance.
Doing with the Language:
Listen and check likes and dislikes about leisure activities. Observe and comprehend non-verbal communication. Identify topic, purpose
and intended audience. Recognize situations in which likes and dislikes are shared. Identify leisure activities by name.
Understand the general meaning and main ideas in a dialogue. Anticipate the general meaning. Identify and compare forms for
expressing likes and dislikes. Establish sequence of statements. Identify words used to link ideas. Recognize behavior adopted by speakers
to clarify and confirm comprehension. Identify speech register.
Express likes and dislikes in a dialogue. Write sentences. Organize sentences in a sequence. Include details in main ideas. Express points of
view in favor and against. Use linguistic resources to confirm comprehension. Use non-verbal language. Recognize the appropriate time
to interrupt a speaker. Practice and follow rhythm, speed and pronunciation. Start a dialogue to express likes and dislikes about leisure
activities.
All Ready
Lesson 1 Student
Book 1
Week 24 1. Have Ss open their Student Books to page 98. Ask Ss to identify the topic of the reading
1. What are these texts? What are
and who they believe in the intended audience is. Try to elicit as much vocabulary as you
I know they used for?
can from the Ss. p. 98
p. 85-94
2. Listen to the conversation and 2. Have Ss listen to the conversation and number the following sentences in the order
number the following sentences in you hear them.
Lesson 1 the order you hear them.
I build 3. Tell Ss to listen again, write the name on the quiz, and then circle T for True or F for All Ready
3. Listen again and write the name False. Student
Week 24 on the quiz. Circle T for True or F for Book 1
4. Tell Ss to listen one more time and write the expressions used to confirm that the
False.
person understands.
p. 98 & 99
4. Listen one more time and write
5. Have Ss read the sentences and circle the words that follow the verbs. What do these
the expressions used to confirm that CD Audio
words have in common? What is different?
the person understands. track 17
Class 74 I think
6. Ss look at these sentences and answer the questions.
5. Read the sentences and circle the
words that follow the verbs. What do
these words have in common? What
is different?
9. Complete the sentences. 10. Tell Ss to complete Sissys personality quiz results with and or but. p. 100 &
101
10. Listen and check the personality 11. Then ask them to complete Sissys personality quiz results with and or but on their
I practice own, and later to check answers with the person next to them.
quiz for Ben. CD Audio
Class 75
track 18
11. Complete Sissys personality quiz 12. Follow up the previous activity by asking Ss if they share Sissys likes and dislikes.
results with and or but. Have different volunteers come to the front to complete the text with the information
they heard in the last activity.
12. Complete the conversation.
10. Role play the conversation with 10. Divide Ss into pairs to role play the conversation.
a partner.
11. Ask Ss to open their Student Books to page 108. Ask a volunteer to read the items out
Lesson 2 loud, and then a different volunteer continues to read the column on the right. Have Ss to
11. Match the following columns. match the two columns in pairs.
All Ready
Week 26 12. Unscramble the questions. 12. To get Ss to practice questions tags, ask Ss to look at the word in the scrambled
Student
sentences. Write their opinions on the board, and then ask Ss to unscramble the
13. Complete the following Book 1
questions.
I practice questions with questions tags.
p. 108 &
13. Ask a student to read the instructions and have Ss do the activity in pairs. Check the
14. Complete the sentences with answer and ask a student directly. 109
Class 79 information about you.
14. Give Ss a few minutes to complete the sentences individually, and then share their
answers.
Lesson 2
15. Choose a celebrity and write All Ready
about his or her hobbies and free
Week 26 time. Explain why you like that Student
15. Ask Ss to open their Student Books to page 109. Ss have to choose a celebrity and
celebrity.
write about his or her hobbies and free time. Explain why you like that celebrity.
Book 1
I can 16. Talk about your favorite
16. Then, in groups, Ss talk about their favorite celebrity with their partners. Use follow up
celebrity with your partner. Use
questions and question tags.
follow up questions and question p. 109
Class 80 tags.
Product 1
1. Check the activities you like 1. Ask Ss to open their Student Books to page 110. Have them look at the pictures and
All Ready
doing in your free time. check the activities they like doing in their free time.
Week 26 I get ready
2. Work in pairs. Decide on a topic
Student
2. Ss work in pairs and they have to decide on a topic for your interview.
for your interview.
3. Together decide the time, place, and duration of the interview.
Book 1
3. Decide the time, place, and
duration of the interview. 4. Ss make a list of what materials they are going to need.
p. 110 &
Class 81 I plan
4. What materials do you need? 5. Compose the interview questions and answers about likes and dislikes (include follow
Make a list. up questions and question tags). 111
5. Compose the interview 6. Check the questions and answers for spelling and grammar.
questions and answers about likes
and dislikes (include follow up 7. Decide who will be the interviewer and who will be the interviewee.
questions and question tags).
Self-test
All Ready
Week 27 Student
Ask Ss what they can do now that they couldnt do at the beginning of the learning
I learn
Check the I learn box. environment and listen to their responses. Encourage them to identify the activities that Book 1
they found especially helpful during the process of making the product.
p. 111
Class 83
Formal
p. 172
Class 84
All Ready 1 Lesson Plan
Unit 4, Lessons 3 and 4
Specific Competency: Read and sing songs in order to identify human values in Achievement (s): Recognizes main ideas in songs. Formulates and answers
English-speaking countries and Mexico questions about the treatment of information. Compares information using
Acoustic features.
Antonyms.
Punctuation.
Check songs that reflect human values. Select songs based on key words. Recognize text distribution of songs. Determine topic and
intended audience.
Understand the general meaning and main ideas in songs. Anticipate content. Use diverse comprehension strategies. Clarify meaning of
words. Identify explicit and implicit information. Identify key words in stanzas and chorus. Distinguish language features. Formulate and
answer questions about the content. Compare how human values are expressed in songs of English speaking countries and of Mexico.
Listen to and sing songs. Recognize combination of words and the sounds they represent. Detect rhythm, speed and intonation. Follow
the chorus and recite the lyrics. Write down verses and/or chorus. Sing songs with and without the help of written lyrics.
Lesson/
Notes
Lesson
Week/
Activities Procedures
Stages
& Materials
Class
Lesson 3
All Ready
1. Have Ss to open their Student Books to page 112 and tell them to look at the pictures. Student
Week 28 Ask them if they know the names of the instruments and if anyone plays any of them. Book 1
Tell Ss to work with the person next to them and unscramble the names of each
I know 1. Unscramble the names of these
instrument. p. 112
instruments.
*Have Ss to open their Readers to page 98. Ask Ss to read the chapter. When they Reader
Reading
finish, ask for their opinions.
Class 85 p. 98-107
2. Read the song title and discuss 2. Ask Ss to open their Student Books to page 112. Have Ss read the title and discuss
Lesson 3 what the song will be about. what the song will be about.
All Ready
3. Use your dictionary to clarify the 3. Ss review the vocabulary words. Ask Ss to decide what type of words they are and Student
Week 28 give them opinions. Then have them look up the words in the dictionary. Remind Ss Book 1
meaning of these words.
they can clarify the meaning of words by using the dictionary at the back of their books.
4. Listen to the song and underline p. 112-115
I build 4. Tell them to read the lyrics of the song in pairs and find out the main idea. When they
the best option.
have finished the song they may imagine what the song will be like. Now play the CD. To CD Audio
5. Listen again and number the finish, have Ss answer the four questions in activity 4. track 21
Class 86
pictures in the order you hear them.
5. Ask Ss to look at the pictures to become familiar with the art work. Play the CD again
6. Read and recite the lyrics. Then and have Ss work in pairs with the classmate behind them to number the pictures in
sing along. order.
7. Look at the parts of the song and 6. Lead Ss and recite the lyrics for the whole song out loud as a class. Remind Ss to use
circle T for True of F for False for the their whisper voice in the correct parts of the chorus.
statements below.
7. Ask Ss to think about the meaning of verse and choir. Clarify that chorus is part of the
song while choir is a group of singers. Finally, have volunteers read the three true or
false questions. Play the CD and ask Ss to share their answers.
8. Ask Ss to open their Student Books to page 115. Have volunteers read the
8. Read the lyrics and underline the
instructions. Tell Ss to underline all the verbs in past they can find.
verbs in the past tense.
Lesson 3 9. Encourage Ss to look at these verbs from the song. Circle the regular ones and explain
9. Look at these verbs from the
how you know they are regular.
song. Circle the regular ones and
explain how you know they are All Ready
Week 28 10. Have a volunteer read the instructions. Then read the first sentence and elicit the
regular. Student
answer. Tell Ss to fill in the blanks according to the song lyrics.
Book 1
10. Read the lyrics and write the
I think 11. Have Ss look at the diagrams. Ask them to work in pairs and have a volunteer read
words that follow was/were in these p. 115 &
the first sentence and match it with the corresponding diagram. Then Ss match the rest
sentences. 116
of the sentences individually.
Class 87
11. Match the sentences with the
12. Tell Ss to read the rules in the box. Give Ss a couple of minutes to complete the
corresponding diagram.
sentences. Check general comprehension by asking Ss different examples.
1. Number the musical genres in the 1. Ask Ss to open their Student Books to page 118. First read the instructions. Have Ss
order you hear them. look at the pictures and elicit the gender they see on the page. Then play the CD so Ss
I know can number the pictures.
Lesson 4 2. Listen to the song. Complete with All Ready
words from the box. 2. Have Ss look at the lyrics of the song in pairs. Tell them to look at the words in the Student
box and check that Ss understand them. Then play the CD and have Ss complete the Book 1
Week 29 3. Read the lyrics from Activity 2 and lyrics.
answer the questions. p. 118 &
3. Read the first question out loud, and then ask for volunteers to read the other two 119
4. Check the instruments used in the sentences. Ask Ss to answer the questions and compare them with a classmate.
song. CD Audio
4. In pairs, ask Ss to choose the instruments used in the song in activity 2. Then elicit the track 24 &
Class 89 I build
5. Work in groups of three. Make answers.
25
and answer questions about what
makes you feel happy and what 5. Ss work in groups of three to ask and answer questions about what makes them
makes you feel sad. happy or sad.
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
6. Circle the words that describe
feelings. Do the first one with them and then ask them to do the same with the person
feelings in the song lyrics in Activity
sitting next to them.
Lesson 4 2.
7. Elicit from Ss which adjectives express positive feelings, which ones express negative
7. Which feelings are opposites? All Ready
feelings, and why.
Week 29 Student
8. Work in pairs and make a list of
8. Ask Ss to work in pairs and make a list of values they find important besides Book 1
values you find important besides
friendship.
I think friendship.
p. 120 &
9. Ask a volunteer to read the instructions and the two sentences. Then ask Ss to do the 121
9. Complete the sentences.
Class 90 exercise in pairs.
10. Guess the hidden word.
10. Tell Ss to look at the pictures. Ask Ss if they remember the names of the instruments
11. Complete the sentence. 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.
12. Ask Ss to open their Student Books to page 121. Ask a volunteer to read the
Lesson 4 12. Read the sentences with
instructions. Then read the six words expressing intonation. Ss should pair up with the
different intonations to express the All Ready
person sitting next to them and practice saying the words.
emotions in the box. Student
Week 30 13. This activity should help them understand the lyrics and recognize combinations of Book 1
13. Listen to the song and complete.
words and sounds that represent the rhythm. Play the CD and have Ss listen to the song
14. Listen again and act out the
and fill in the gaps. p. 121-123
I practice
feelings as you hear them.
14. Play the CD one more time and encourage Ss to act out the words. CD Audio
Class 91 15. Underline the compound nuns. track 26
15. Ask Ss to read the instructions and then ask a volunteer to read the words out loud.
Then divide them on lines below.
Then, in pairs, underline the compound nouns. Then divide them on the lines below.
Product 2 1. Listen to these song fragments 1. Ask Ss to open their Student Books to page 124. Explain that you will play only the All Ready
and describe how they make you first minute of some songs so Ss quickly react and describe their emotions for each one. Student
feel. They must record their feelings in the space provided. Book 1
Week 30 I get ready
2. Divide the class in groups. Each 2. Have Ss divide themselves into groups of four. Have each group select a leader and p. 124 &
group selects one song. assign him or her responsibility to introduce their groups song. 125
3. Check that you understand the 3. To understand the contents of the song, locate key words in the verses and chorus. CD Audio
Class 93 I plan contents of the song. Review important words from the songs on the board. track 27
4. Make a copy of the lyrics. Check 4. Ask Ss to take out a large, clean sheet of paper. Have Ss check their lyrics for accuracy
unknown words and phrases in the by comparing their written version with the printed lyrics.
dictionary.
5. Guide the class and select a convenient place, date, and audience for the recital.
5. As a class, determine the place, Consider the resources of your school.
date, and audience for which the
song will be interpreted. 6. Remind Ss that they should prepare a program for the performance that can feature
their songs lyrics inside and the Wh information on the outside cover. Materials needed
I do 6. What materials do you need? for this include items such as construction paper, notebook paper, pencils, color pencils,
Make a list. markers, and glue or stapler.
7. Circle Key words in the verses and 7. Have Ss take out their papers with the written lyrics. Ask them to review any difficult
chorus. words and phrases and mark their copy. Have them circle important words and signal
what is the chorus so they can find it quickly.
8. Play each song and read the lyrics out loud along with the music, asking Ss to follow
8. Read the lyrics along with the along. Ask Ss to mark their copies and indicate when there are pauses or special
music. rhythms made by joining or separating words or syllables. Give examples when possible
Product 2 to reinforce changing rhythms and special intonation.
9. Listen to the song in order to
follow the rhythm. 9. By now, Ss should be more comfortable with their songs and able to relax and listen
Week 31 and enjoy their songs at the speed of the music. All Ready
All ready to 10. Intonate the song at the speed Student
of the music. 10. To emphasize harder beats and special intonation, have Ss practice humming their Book 1
share
song and show the differences with stronger and softer volume in their humming
11. Revise your pronunciation and voices. p. 125
intonation in English while singing.
Class 94 11. Practice for the upcoming recital. Have Ss check their pronunciation and intonation
12. Present the recital to the one more time in preparation for their groups recital at the assigned date.
predetermined audience, in the
planned place on the planned date. 12. Arrange the class by recital groups and make sure each student has their copy of the
lyrics. Enjoy the recital.
Self-test
Class 95
Formal
assessment
1. Underline the best option. All Ready
Formal Student
Week 31 2. Write a word with opposite Briefly, have Ss discuss their responses to the self-assessment in groups or with the rest
meaning. of the class. Give positive feedback for their effort and progress.
Book 1
assessment
Class 96
All Ready 1 Lesson Plan
Unit 5, Lessons 1 and 2
Check a Science topic in diverse sources. Select illustrated texts about a scientific topic. Activate previous knowledge. Identify topic, purpose and intended audience.
Examine graphic and text components. Recognize textual organization.
Understand the general meaning and main ideas in diverse texts. Read texts from diverse sources. Anticipate the general meaning. Detect new words. Identify key
ideas in paragraphs. Distinguish the types of sentences used to express key ideas and back-up information. Use diverse strategies to point out relevant information.
Classify information based on purpose.
Rewrite information. Select previously classified information. Complete sentences with key ideas from a text. Add information to key ideas of sentences to
exemplify, support or enrich them. Formulate and write questions concerning the information in a text. Order words to construct sentences that answer questions.
Paraphrase sentences in order to rewrite them. Rewrite sentences. Order rewritten sentences to articulate them and form paragraphs. Choose paragraphs to
construct notes. Write notes to fill-in cards. Check cards to present a graphic exhibition.
Edit notes with the teachers guidance. Check the use of punctuation and spelling conventions. Mark and clarify doubts. Detect mistakes and correct them. Write
final version.
Being through the Language:
Show willingness to learn to learn.
Make efforts and dialogue to reach common goals.
Take action and favorable decisions about our environment.
Lesson/ Notes
Lesson
Week/ Activities Procedures &
Stages
Class Materials
Stage 1: 1. Decide if the following pictures 1. Ask Ss to open their Student Books to page 128, ask them to identify what they can see
I know represent something that is good in the pictures. Then have them decide if they represent something which is good or bad
or bad for the environment. for the environment by drawing a happy or sad face next to the picture. Encourage Ss to All Ready
Lesson 1 2. Look at the pictures in Activity 1 share their thoughts. Students
and label them with the correct 2. Read out the words from the box and check Ss understand meaning. Then read them
Week 32 Book 1
topic from the box. out again and have Ss call out a corresponding picture number from activity 1. Then have
3. Skim the text for the main idea, them label the pictures in their Student Book.
p. 128
Class 97 Stage 2: then Check the picture that best 3. Point to the pictures in Activity 3 and elicit what they can see. Read the rubric and elicit Reader
I build represents the problem described. the meaning of skim. Tell Ss not to worry about understanding every word. Then have p. 111-120
4. Label the text in Activity 3 with skim the text and graphic components, have them skim the text and check the picture it
Now, Pollution, and Then. refers to. Check answer as a class.
5. Read the questions and circle 5. Ask Ss to open their Student Books to page 129 and have them read through the questions in
Activity 5. Check for understanding. Explain that they are going to read the article in activity 3 again,
the best option for each one.
but this time they need to read it more carefully in order to look for specific information to answer
6. How do you think the ideas
the questions. Check answers.
talked about in the text in activity 6. Elicit from Ss how pollution and other points discussed in the article have affected their
3 have affected your community? community and their country. Then ask Ss what we are doing nowadays to help the environment
All Ready
Lesson 1
7. Choose a phrase or word from and write down their suggestions on the board. Ask Ss to rank the problems in the order they Students
Week 32
each column to match and make consider to be most serious. Book 1
complete sentences. 7. Elicit from Ss what a noun is and have them give you examples. Have Ss look at Activity 7 in their p. 129 &
Class 98 Stage 3: 8. Which words link the Student Books. Direct them to the first column and tell them to underline the final noun in each
130
I think information in the sentences in 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
activity 7?
and the correct second part of the sentence. Monitor and check.
9. Match the words to the
8. In pairs have Ss answer the question. Ask for volunteers to call out the answers.
sentences they describe. 9. Ask Ss to match each relative pronoun with the sentence it describes. Check answers as a class.
10. Read the text in Activity 3
again and write the verbs which
10. Ask Ss to open their Student Books to page, in pairs, have them find and write down as many
have two parts.
verbs as they can. Explain that there are some verbs which have a verb and preposition and that
11. Do the verbs in Activity 10 these are known as phrasal verbs. Walk around and check Ss understand what they are looking for.
have literal or non-literal 11. Check Ss understand the difference between literal and non-literal meaning. Elicit which has a
meanings? Check your answer in literal meaning and which has a non-literal meaning. Tell Ss to look at the phrasal verbs and decide All Ready
Lesson 1
the Glossary on page 164. which ones have a literal meaning and which do not. Check answers. Students
Week 32
12. Look at the sentences and 12. Draw Ss attention to the Reflection Box and have them complete it. Check answers as a class. Book 1
Stage 4: circle the best option to complete 13. Ask Ss to open their book at page 131 and match the words from each column to make p. 130 &
Class 99 I practice each one. complete sentences. Monitor and provide individual help if necessary.
14. Ask Ss to describe what they can see in the photograph in activity 14. Tell them to read the first
131
13. Choose a phrase or word from
sentence and point out that here are many ways we can say the same thing. To paraphrase
each column to match and make
sentences in order to rewrite them, ask Ss to rewrite the sentences, and encourage them to check
complete sentences. their answers with a partner before giving feedback to the whole class.
14. Rewrite these sentences using
words from Activity 13.
Stage 4: 15. Ask Ss to open their Student Books to page 132, refer Ss back to the reflection box
I practice 15. Complete the text with the from activity 9 on page 130 and remind them when to use that, who, and which. Elicit
words from the box. when we add a comma. Ss choose the correct word to fill the gaps. Check answers as a
16. Unscramble the words to make class.
sentences that answer the 16. Ss unscramble the sentences in their books. Walk around and monitor. All Ready
Lesson 1
questions. 17. Refer Ss back to the model in Activity 16 and have them work together to rewrite the Students
Week 33
17. Rewrite the following information to compose sentences. Check answers. Book 1
Stage 5: sentences. Use the relative 18. Have Ss turn to page 133 and explain that they will read a leaflet, and present the p. 132 &
Class 100 I can pronouns in parentheses. main ideas. They will do this by taking notes and extracting only the most important 133
18. Read the text and make notes. information.
19. Use your notes to present the 19. Ask Ss to get into pairs, and using their notes from the previous activity, have them
information to a classmate. take turns to try to reconstruct the text verbally without looking at it, but adding details
that their patterns give them.
Stage 1: 1. Look at the following
1. Ask Ss to open their Student Books to page 134, ask them to look at the photographs.
I know photographs. What do you think
Have them identify the problem in each photo and what they think causes the problem.
are the causes of these problems?
Encourage them to use full sentences.
2. What do you think the All Ready
Lesson 2 2. Elicit how the situations were before. To help them, if necessary, write some key words
situations shown in the
on the board. Students
Week 33 photographs in Activity 1 were like
3. Ask Ss to Skim the text and summarize each paragraph. Check answers. Book 1
Stage 2: before?
4. Have Ss read the text in activity 3 again and answer the sentences in activity 4 as either p. 134 &
Class 101 I build 3. Skim the text for the main ideas.
true or false. Monitor and check. 135
4. Read the text in Activity 3 again
5. Tell Ss to skim the text on page 135 and tell you the main ideas. Then read the
and write T for True or F for False.
questions with them to check the new vocabulary. Give them time to answer the
5. Read the text and answer the
questions. Check answers as a class.
questions.
6. Read the text in Activity 3 again
Lesson 2 6. Ask Ss to open their Student Books to page 136 and read the text in Activity 3 again and All Ready
and circle all the verbs you find.
circle all the verbs they can find.
Week 33 Stage 3: 7. Match the beginning of each Students
7. Tell Ss to work in pairs and match the beginning of each sentence to the correct ending.
I think sentence to the correct ending. Book 1
8. Ask Ss to read each paragraph and determine the main idea of each of them, then
Class 102 8. Read the text in Activity 5 again p. 136
direct Ss to the table and have them complete it.
and complete the following table.
Stage 3: 9. Read the text in Activity 3 and
9. Ask Ss to open their Student Books to page 137, elicit connectors they already know
I think circle the connectors.
and have them look at the text and circle other connectors.
10. Complete the table with the
10. To sort information based on purpose, encourage Ss to make sentences using the
connectors from the text in Activity
connectors they found in the previous activity. Then elicit which column they go in, and
3. All Ready
Lesson 2 have Ss complete the table in activity 10.
11. Complete the sentences with
11. Encourage the class to make some sentences about their classmates using and, as Students
Week 34 words from the box.
well as, and also. Ss complete the sentences in their Ss Books with the correct Book 1
Stage 4: 12. Look at the sentences and
connector. Monitor and check. p. 137 &
Class 103 I practice choose the best option to complete
12. Have Ss read the sentences in Activity 12 and choose the correct words to complete 138
them.
the gaps. Check answers.
13. Look at the diagram and write
13. Have Ss look at the diagram and write sentences about the process.
sentences about the process.
14. Ask Ss read the text and write MI for Main Idea or SI for Supporting Idea. Check
14. Read the text and write MI for
answers.
Main Idea or SI for Supporting Idea.
15. Work in pairs and discuss the
15. Ask Ss to open their Student Books to page 139, explain Ss they are going to listen to
questions.
an organic farmer talk about his farm. Tell Ss to look at the table, encourage them to
16. Listen to the interview with an
think about the information they will hear before they listen.
organic farmer and take notes. All Ready
16. Play the CD and tell them to take notes under distinct headings. Play the CD a
Lesson 2 17. Use your notes from Activity 16 Students
second time and have Ss write notes on their own. Check answers and write any new
to write a paragraph about the
Week 34 Stage 5: vocabulary on the board. Book 1
process.
I can 17. Ask Ss to use their notes from Activity 16 to write a paragraph about the process. p. 139
18. Listen to the interviewer again
Class 104 Ask Ss to read their answers out loud to the rest of the class. CD Audio
and add more information to each
18. Play the CD again and tell Ss to listen to the interviewer again and add more track 28
stage.
information to each stage.
19. Fill in this index card for one of
19. Have Ss Fill in this index card for one of the stages. They can add notes and
the stages. Add notes and
illustrations. Monitor and check.
illustrations to help you.
Stage 1: 1. Look at the list of topics and check
I get ready the two you feel most interested in.
1. Ask Ss to open their Student Books to page 140. Tell them to look at the list of topics
Stage 2: 2. Work in pairs and discuss the
and choose the two they feel most interested in.
reasons for your selection. Decide
I plan 2. Encourage Ss to share their decision from Activity 1 with the class, and try to give
on one topic to research.
Product 1 reasons for why they choose those topics. Divide Ss into pairs and have them decide on
3. Decide on the sources of
Week 34 a topic to research together. All Ready
information you will use to do your
3. Ss decide on the sources of information they will use to do their research.
research. Students
4. Write presentation on the board and elicit materials Ss may wish to use for their
Class 105 4. What materials do you need? Book 1
presentation. Ss decide on the materials they will need for their presentation.
Stage 3: Make a list. p. 140
5. Ss may use the organizer on page 180 in the worksheets section to make notes about
I do 5. Use the organizer on page 180 in
the information researched.
the worksheets section to make
6. Have Ss write three main ideas and three supporting ideas, when they finish, elicit
notes about the information
connectors and their uses. Have them insert the appropriate connector between the
researched.
main and supporting ideas.
6. Write three main ideas and three
supporting ideas.
Stage 3: 7. Put your information together in a
I do paragraph. Remember to use the
passive and connectors. 7. Ask Ss to open their Student Books to page 141. They may put their information
8. Check the spelling and together in a paragraph. Tell the Ss to remember to use the passive and connectors.
punctuation. Correct any mistakes. They can exchange their work with a classmate for peer editing.
Product 1 9. Use index cards to make simple 8. Ask Ss to check the spelling and punctuation. Correct any mistakes. They can All Ready
notes for reference about your exchange their work with a classmate for peer editing.
Week 35 Students
Stage 4: paragraph. 9. Remind them to use index cards to make simple notes for reference about their
10. Add simple sketches to the index paragraph.
Book 1
All ready to
Class 106 cards to help you remember the 10. Ask Ss what they can see in the picture and go through their cards and the p. 141
share
information. Look at the example information and draw corresponding illustrations to provide a graphic presentation.
provided. 11. Tell Ss that they are now going to present their research project to the rest of the
11. Use your index cards to present class, tell them that they can use their index to present the information.
the information to the rest of the
class.
Self test All Ready
Ask Ss what they can do now that they couldnt do at the beginning of the learning
Week 35 Students
I learn Check the I learn box. environment and listen to their responses. Encourage them to identify the activities that
they found especially helpful during the process of making the product.
Book 1
Class 107 p. 141
Formal
All Ready
assessment 1. Unscramble the words to make
Formal Briefly have Ss discuss their responses to the self-assessment in groups or with the rest Students
Week 35 sentences.
assessment of the class. Give positive feedback for their effort and progress. Book 1
2. Circle the best option.
p. 174
Class 108
All Ready 1 Lesson Plan
Unit 5, Lessons 3 and 4
Social Practice of the Language: Interpret and express everyday Learning Environment: Product 2:
life instructions.
Familiar and community Oral warnings
Specific Competency: Achievement (s): Adjusts volume, tone and intonation to emphasize warnings.
Understands conditional and non-conditional warnings. Requests information to
Understand and express specific warnings of public places. confirm the understanding of warnings. Indicates causes and effects of
warnings. Associates warnings to particular situations.
Acoustic features.
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).
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
Lesson 3
All Ready
1. Ask Ss to open their Student Books to page 142. Tell Ss to check the signs that are in Student
1. Check the signs that are in your
Week 36 I know their community. Book 1
community.
2. Ask some volunteer to read out loud the questions: Why do different places use signs p. 142
2. Why do different places use
like these? How do signs help us? And answer in their Student Books.
signs like these? How do signs help
Reading us? Reader
Class 109 p.
13. Ask Ss to open their Student Books to page 145 and look at the words in the box, you
Lesson 3 I practice 14. Complete the sentences and
can ask for some examples of their use to confirm Sss comprehension. Then Ss rewrite
match them to the correct signs.
these sentences using the connectors.
What colour are they?
Week 37 All Ready
14. Invite Ss to look at the pictures on page 146 and work in pairs to complete the
15. Work in pairs. Answer the Student
sentences and match them to the correct signs.
following questions. Book 1
15. Tell Ss that they will continue working in pairs to answer the questions presented.
16. Complete the table. Then draw p. 145-147
one more symbol in the last
16. Now Ss have to complete the table. They need to draw one more symbol in the last
Class 112 column and complete the
column and complete the information about it.
I can information about it.
17. To finish, Ss continue working in pairs to share tables and compare notes.
17. Work in pairs. Share tables and
compare notes.
15. Rewrite these warnings. 15. Ask Ss to open their Student Books to page 153. Ask Ss the meaning of must, have
Lesson 4 them remember when they use must and find the expression that means the opposite,
16. Work in groups. Make notes Tell Ss to look at the sentences and ask them what they mean. Ask them to underline the
about the different ways that you words which express obligation; ask what word we can use to replace them. Then have
Week 38 can contribute to making a better them to paraphrase the three warnings. All Ready
society. Think of signs and Student
warnings needed. 16. Tell the Ss to work in groups to make notes about the different ways that they can Book 1
contribute to making a better society. Think of signs and warnings needed.
17. Write warnings using the notes p. 153
I can
from Activity 16. 17. Write warnings for the situations discussed in Activity 16 using appropriate language
Class 116 for their audience.
18. Share the warnings with the
rest of the class. 18. Tell the Ss to share the warnings with the rest of the class.
Product 2
1. Write one sentence about what 1. Divide the class into pairs and tell them to look at the topics on page 154 of their All Ready
you have learned about the Student Book. Ss then write a sentence about each of the things listed in their Student Student
Week 38 I get ready following things. Books. Book 1
2. Work in pairs and choose two 2. Tell the Ss to work in pairs and choose two things from the list above. Now they are p. 154 &
things from the list above. Write going to write two appropriate announcements of warnings for them. 155
two appropriate announcements
Class 117 I plan of warnings for them. 3. Ss decide what materials they are going to need to create their oral announcements.
3. What materials do you need? 4. Explain the importance of using comma between the two parts of a sentence in
Make a list. conditional sentences. Ss check the spelling and punctuation, correct any mistakes.
Self- test
Class 119
Class 120