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SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE:

1ST THAT WILL ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR FOREIGN LANGUAGE LESSONS. TOPIC: SAYING HELLO AND GOODBYE. STRATEGIC COMPETENCE: .

A TABLE OF CONTENTS SAY HELLO AND GOODBYE TO DIFFERENT PEOPLE.

SEQUENCE OF LEARNING

CONNECTION WITH OTHER SUBJECTS

BEGINNING: BRAINSTORM. ASK: HOW DO YOU GREET YOUR TEACHER IN ENGLISH? HI! HELLO!; HOW ARE YOU?;HOW DO YOU DO?: I M FINE, THANKS. AND YOU? I M OK. DEVELOPMENT:  LISTEN TO THE CONVERSATIONS.  REFLECT ON LANGUAGE: LOOK AT THE EXAMPLES AND ANSWER.  FIND THE FOLLOWING GREETINGS IN THE DIALOGUES.  LISTEN AND MATCH THE EXPRESSIONS IN THE BOX.  COMPLETE THE FORMAL AND INFORMAL CONVERSATIONS.

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD.

ASSESSMENT

THE STUDENTS GREET THEIR TEACHER AND CLASSMATES IN ENGLISH.

SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR FOREIGN LANGUAGE LESSONS. TOPIC: USING CLASSROOM LANGUAGE. STRATEGIC COMPETENCE: STUDENTS CAN INTERRUPT A CONVERSATION POLITELY AND ASK FOR THE MEANING OF WORD.

A TABLE OF CONTENTS USE ENGLISH IN THE CLASSROOM.

SEQUENCE OF LEARNING

CONNECTION WITH OTHER SUBJECTS

BEGINNING: BRAINSTORM. ASK: HOW DO YOU GREET YOUR TEACHER IN ENGLISH? FORMAL AND INFORMAL; WHAT INSTRUCTIONS DO YOU HEAR IN THE CLASSROOM? DEVELOPMENT:  LISTEN AND FOLLOW THE INSTRUCTIONS.  REFLECT ON LANGUAGE: READ THESE EXPRESSIONS AND CHOOSE THE CORRECT OPTION.  FOLLOW YOUR TEACHER S INSTRUCTIONS.  LISTEN AND ASWER PRESENT/HERE WHEN YOU HEAR YOUR NAME.  MATCH THE COLUMNS.  CIRCLE THE CORRECT OPTION.  WRITE EXPRESSIONS.  CD-ROM: CONCENTRATION ACTIVITY

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER.

ASSESSMENT

THE STUDENTS FOLLOW THE INSTRUCTIONS IN ENGLISH.

SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR FOREIGN LANGUAGE LESSONS. TOPIC: LEARNING HOW TO SPELL. STRATEGIC COMPETENCE: STUDENTS LEARN TO RELY ON THE TONE OF VOICE TO HELP UNDERSTAND A CONVERSATION. STUDENTS CAN ASK FOR THE SPELLING OF A WORD WHEN THEY DON T UNDERSTAND. A TABLE OF CONTENTS SPELL YOUR NAME AND OTHER WORDS. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: HOW MANY LETTERS DOES THE ENGLISH ALPHABET HAVE? DEVELOPMENT:  LISTEN AND MATCH THE QUESTIONS WITH THE CORRECT ANSWER.  STRATEGIC COMPETENCE: STUDENTS LEARN TO RELY ON THE TONE OF VOICE.  LISTEN TO MARTIN AND FRED S TONE OF VOICE. CIRCLE THE APPROPIATE OPTION.  LISTEN AND REPEAT THE ALPHABET.  REFLECT ON PRONUNCIATION AND STRESS: ARE THE LETTERS OF THE ENGLISH ALPHABET THE SAME IN SPANISH? IS THE PRONUNCIATION THE SAME IN ENGLISH AND IN SPANISH?  LISTEN AND WRITE THE MISSING LETTERS IN THE CHART.  SPELLING GAME. IN PAIRS, PRACTICE SPELLING CITIES AND STATES.  LISTEN AND COMPLETE THE REGISTRATION FORM.  THINK OF AN ENGLISH NAME FOR YOURSELF AND WRITE IT ON A PIECE OF PAPER.  STRATEGIC COMPETENCE: WHEN YOU DON T UNDERSTAND YOU CAN ASK FOR THE SPELLING OF A WORD.  CD-ROM: THE ALPHABET CHANT SONG.

SPELLING BEE: A LIST OF WORD USED IN CLASS, THE STUDENTS STAND UP TO REPEAT THE WORD, SPELL IT AND REPEAT IT AGAIN, IF THEY FAIL, THEY WILL SIT DOWN.

SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR FOREIGN LANGUAGE LESSONS. TOPIC: TALKING ABOUT DAYS AND MONTHS. STRATEGIC COMPETENCE: . A TABLE OF CONTENTS SAY AND WRITE THE DATE. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT ARE ORDINAL NUMBERS FOR? SAY THE ORDINAL NUMBERS FROM 1ST TO 10TH. WRITE THE MONTHS OF THE YEAR. DEVELOPMENT:  LISTEN AND CIRCLE THE MONTHS THAT ARE SIMILAR IN SPANISH.  REFLECT ON LANGUAGE: WHICH IS CORRECT? January / January. IN ENGLISH YOU WRITE WORDS EXACTLY LIKE THEY SOUND. T F  COMPLETE THE CHART WITH THE ORDINAL NUMBERS.  LOOK AT THE CALENDAR AND COMPLETE THE SENTENCES.  LISTEN AND NUMBER THE DAYS OF THE WEEK IN ORDER.  RESEARCH ACTIVITY: HOW DO PEOPLE WRITE THE DATE IN THE U.S.A.? AND IN ENGLAND?  CD-ROM: FILL IN THE BLANKS ACTIVITY, SORTING ACTIVITY. CLOSING:  IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THE PICTURES.

CONVERSATION.

SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSIONS PURPOSE: TO PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR FOREIGN LANGUAGE LESSONS. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. A TABLE OF CONTENTS STUDENTS SHOW A PROYECT ABOUT ADVICES FOR LEARNING ENGLISH. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK WHITEBOARD. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT IS A CONCEPTUAL MAP FOR? TO ORGANIZE INFORMATION. IT IS FORMED BY A CENTRAL WORD AND AROUND IT, IS DRAWN FROM 5 TO 10 MAIN IDEAS RELATED TO THE CENTRAL WORD. WHAT IS A DIAGRAM? IT IS FORMED BY SPECIFIC WORDS, BRIGHT COLORS, LOGIC, NUMBERS AND IMPORTANT PICTURES ABOUT A TOPIC TO SHOW THE SIMPLE WAY THAT THEY ARE RELATED. DEVELOPMENT:  BRAINSTORM IDEAS THAT THEY USE TO LEARN ENGLISH.  THEY DECIDE HOW TO PRESENT THEIR PROYECT.  THEY CHOOSE THEIR SOURCES.  THEY DECIDE WHAT NEEDS TO BE DONE AND DESIGNATE PEOPLE IN YOUR TEAM TO DO THEM: WHO IS GOING TO MAKE THE MATERIALS?, WHO IS GOING TO LOOK FOR?, WHO IS GOING TO PRESENT THE PROYECT.  THEY PREPARE THEIR FIRST DRAFT OF THEIR PROYECT: CONTENT, LANGUAGE, PUNTUACTION, SPELLING, CLARITY. CLOSING:  PRACTICE YOUR PRESENTATION IN YOUR GROUP: PLACE:, TIME:, EQUIPMENT:, TEAM ROLES:.

THE STUDENTS COPY THE CRITERIAL CHART AND THEY COMPLETE IT (PEER AND SELFEVALUATION). PROYECT.

SUBJECT: ENGLISH UNIT: INTRO SESSIONS: 1 SESSION PURPOSE: TO PROVIDE YOU WITH SOME BASIC CLASSROOM LANGUAGE GRADE: 1ST THAT WILL ENABLE YOU TO COMMUNICATE IN ENGLISH AT ALL TIMES DURING YOUR FOREIGN LANGUAGE LESSONS. TOPIC: LEARNING HOW TO USE A DICTIONARY. STRATEGIC COMPETENCE: STUDENTS CAN UNDERSTAND HOW DICTIONARIES ARE ORGANIZED FOR EASY REFERENCE. A TABLE OF CONTENTS USE A MONOLINGUAL AND BILINGUAL DICTIONARY. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU DO WHEN YOU DO NOT KNOW THE MEANING OF A WORD? THE PARTS OF A BILINGUAL DICTIONARY, CONCEPTS: NOUN, VERB, ADJECTIVE, COGNATE AND THE ALPHABET. DEVELOPMENT:  WHAT DO YOU UNDERSTAND FOR MONOLINGUAL AND BILINGUAL DICTIONARY.  LABEL THE DICTIONARY ENTRIES WITH WORDS FROM THE BOX.  STRATEGIC COMPETENCE: YOU CAN UNDERSTAND HOW DICTIONARIES ARE ORGANIZED FOR EASY REFERENCE.  LISTEN TO THE WORDS AND UNDERLINE THE STRESSED SYLLABLE.  READ THE DICTIONARY ENTRIES AND FOLLOW THE INSTRUCTIONS.  WRITE THE CORRECT WORDS UNDER EACH PICTURE. CLOSING:  PORTFOLIO: IN PARIS. WHERE CAN YOU LOOK FOR INFORMATION ABOUT THE TOPICS (BOOKS AND INTERNET SITES AND MATERIAL FROM THE LIBRARY)? Carolinas handmake book\Doc1.docx Didia's handmake book\Doc0.docx  CD-ROM: HANGMAN ACTIVITY.

NOTEBOOK: WRITE A LIST OF REFERENCE BOOKS THEY CAN USE IN THEIR ENGLISH CLASS.

SUBJECT: ENGLISH GRADE: 1ST EXCHANGE PERSONAL DETAILS. A TABLE OF CONTENTS USE NUMBERS TO GIVE YOUR ADDRESS AND TELEPHONE NUMBER. SEQUENCE OF LEARNING

UNIT: I SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND TOPIC: USING NUMBERS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT / ASK FOR REPETITION. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHEN DO YOU USE NUMBERS? DEVELOPMENT:  LISTEN TO THE PRONUNCIATION OF THE NUMBERS.  LISTEN TO THESE NUMBERS AND UNDERLINE THE STRESSED SYLLABLE.  REFLECT AND PRONUNCIATION AND STRESS: STRESS THE CORRECT SYLLABLE TO IDENTIFY THE NUMBERS. CLOSING:  ADD THE NUMBERS AND WRITE THE RESULTS IN WORDS. BEGINNING: BRAINSTORM.  THE STUDENTS WRITE THE NUMBERS ON THE BOARD. DEVELOPMENT:  LISTEN AND WRITE THE MISSING NUMBERS.  READ AND UNDERLINE THE QUESTIONS.  WRITE THE QUESTIONS FOR THESE ANSWERS.  STRATEGIC COMPETENCE: CAN YOU REPEAT THAT, PLEASE? CLOSING: PORTFOLIO: IN YOUR NOTEBOOK MAKE A CLASS DIRECTORY. USE THE QUESTIONS FROM EXERCISE 3. HOMEWORK: LOOK FOR FROM INTERNET SITE SOME ADDRESSES FROM PEOPLE WHO LIVE IN U.S.A. HTTP://WWW.WHITEPAGES.COM/

PORTFOLIO.

SUBJECT: ENGLISH GRADE: 1ST EXCHANGE PERSONAL DETAILS. A TABLE OF CONTENTS TALK ABOUT YOUR OWN AND OTHER PEOPLE S NATIONALITIES AND THE COUNTRY THEY ARE FROM. SEQUENCE OF LEARNING

UNIT: I SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND TOPIC: TALKING ABOUT NATIONALITY. STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. MAP. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT COUNTRIES CAN YOU SAY IN ENGLISH? DEVELOPMENT:  LISTEN, LOOK AT THE PICTURE AND WRITE THE NAMES ON THE SUITCASES.  READ AND COMPLETE THE REST OF THE CONVERSATION.  LOOK AT THE PICTURE ABOVE AND WRITE THE NAMES OF THE COUNTRIES, THEN LISTEN AND UNDERLINE THE STRESSED SYLLABLE.  REFLECT AND PRONUNCIATION AND STRESS: IS THE STRESSED SYLLABLE ALWAYS THE SAME FOR THE COUNTRY AND THE NATIONALITY?  STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. CLOSING:  HOMEWORK: THE STUDENTS LOCALIZE AND WRITE THE COUNTRIES AND NATIONALITIES FROM THEIR INTERACTIVE DICTIONARY.  LEARN TO LEARN VOCABULARY, P. 45. EX. 3. BEGINNING: BRAINSTORM.  IN GROUPS OF THREE. THE STUDENTS COMPARE THEIR MAPS. DEVELOPMENT:  MATCH THE COLUMNS. COMPARE WITH A PARTNER.  LISTEN AND COMPLETE THE SENTENCES.  WORK IN PAIRS. CHOOSE A COUNTRY, INTRODUCE YOURSELF

PORTFOLIO. CONVERSATION.

AND SAY WHERE YOU ARE FROM.  STRATEGIC COMPETENCE: STUDENTS CAN SELF-CORRECT PRONUNCIATION. CLOSING: PORTFOLIO: IN PAIRS, FIND OUT THE NAMES OF TEN MORE COUNTRIES. MAKE A COUNTRIES QUIZ SIMILAR TO THE ONE ABOVE. EXCHANGE IT AND ANSWER IT. SUGGESTED SITE: WWW.INFOPLEASE.COM/COUNTRIES.HTML RESEARCH ACTIVITY: WHY DO COUNTRIES HAVE FLAGS? LEARN TO LEARN VOCABULARY, P. 49. EX. 3. CD-ROM: UNIT 1 SONG: CONCENTRATION AND SORTING ACTIVITIES.

SUBJECT: ENGLISH UNIT: I SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND GRADE: 1ST EXCHANGE PERSONAL DETAILS. TOPIC: ASKING ABOUT OCCUPATIONS. STRATEGIC COMPETENCE: STUDENTS CAN RE-READ A TEXT QUICKLY TO SPECIFIC INFORMATION AND, USE MIME AND GESTURES TO COMMUNICATE THEIR IDEAS. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

ASK PEOPLE WHAT BEGINNING: BRAINSTORM. THEIR OCCUPATION IS. ASK: WHAT OCCUPATIONS ARE YOU INTERESTED IN? DEVELOPMENT:  LOOK AT THE TEXTS QUICKLY AND CIRCLE THE APPROPRIATE OPTION.  CIRCLE THE OCCUPATIONS. FIND AND UNDERLINE THE COGNATES.  STRATEGIC COMPETENCE: YOU CAN RE-READ A TEXT QUICKLY TO FIND SPECIFIC INFORMATION.  LISTEN TO THE INTERVIEW. WHICH JOB IS THE PERSON APPLYING FOR? CIRCLE IT IN RED. CLOSING:  LOOK FOR AND COMPLETE THE APPLICATION FORM.  HOMEWORK: THE STUDENTS LOOK FOR WHICH OCCUPATIONS ARE MORE APPLIED AND WRITE A LIST.  LEARN TO LEARN VOCABULARY, P. 49. EX. 2.  CD-ROM: HANGMAN ACTIVITY. BEGINNING: BRAINSTORM.  IN GROUPS OF THREE. THE STUDENTS COMPARE THEIR LISTS AND WRITE 1 LIST. DEVELOPMENT:  LISTEN AND CIRCLE THE CORRECT ANSWER.  WRITE A OR AN BEFORE THE OCCUPATIONS. THEN MATCH THEM WITH THE PICTURES.

CONVERSATION.

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 LISTEN, CHECK AND SAY THE OCCUPATIONS.  REFLECT ON LANGUAGE: WHEN DO WE USE A? BEFORE NOUNS STARTING WITH A VOWEL SOUND (A, E, I, O, U). CLOSING:  MIME AN OCCUPATION AND ASK YOUR CLASSMATES TO GUESS WHAT IT IS.  STRATEGIC COMPETENCE: MIMING AND GESTURES HELP YOU COMMUNICATE IN A FOREIGN LANGUAGE.  HOME WORK: INTERACTIVE DICTIONARY, P. 161: OCCUPATIONS/JOBS. LEARN TO LEARN VOCABULARY, P. 49. EX. 2.

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SUBJECT: ENGLISH UNIT: I SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND GRADE: 1ST EXCHANGE PERSONAL DETAILS. TOPIC: INTRODUCING FRIENDS. STRATEGIC COMPETENCE: STUDENTS CAN USE MIME AND GESTURES TO COMMUNICATE THEIR IDEAS, AND COPE WITH NOT BEING ABLE TO UNDERSTAND PARTS OF AN ORAL TEXT. A TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH OTHER. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU SAY IN ENGLISH WHEN YOU MEET SOMEBODY? DEVELOPMENT:  READ AND COMPLETE THE DIALOGUE.  MATCH THE SENTENCES TO THE PICTURES.  REFLECT ON LANGUAGE: THIS IMPLIES PROXIMITY/DISTANCE. THAT IMPLIES PROXIMITY/DISTANCE.  LOOK AT THE CARD AND CHOOSE A CHARACTER.  STRATEGIC COMPETENCE: STUDENTS CAN USE MIME AND GESTURES TO COMMUNICATE THEIR IDEAS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 49. EX. 2. BEGINNING: BRAINSTORM.  STUDENTS LISTEN THE PARTY MUSIC, THEN DESCRIBE THE ILLUSTRATION FROM EXERCISE 1. DEVELOPMENT:  LISTEN AND LABEL THE PEOPLE MENTIONED IN THE DIALOGUE.  LISTEN AGAIN AND COMPLETE WITH NATIONALITIES AND OCCUPATIONS.  REFLECT ON LANGUAGE: MATCH THE FULL FORM TO THE CONTRACTION: I AM SHE S HE IS IM

CONVERSATION.

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SHE IS THEY RE THEY ARE HE S  LISTEN TO THE REST OF THE DIALOGUE AND CIRCLE THE APPROPRIATE OPTIONS IN THE TABLE.  IN PAIRS, TALK ABOUT THE PEOPLE IN THE PICTURE. CLOSING:  HOMEWORK: THE STUDENTS LISTEN THE ENTONATION FROM THE CONVERSATION. LEARN TO LEARN VOCABULARY, P. 49. EX. 2. 3.

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SUBJECT: ENGLISH UNIT: I SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND GRADE: 1ST EXCHANGE PERSONAL DETAILS. TOPIC: TALKING ABOUT PEOPLE. STRATEGIC COMPETENCE: STUDENTS PAY ATTENTION JUST TO THE INFORMATION THEY NEED TO COMPLETE AN EXERCISE, AND USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA DEL AULA BOOKS TO LOOK FOR HELP. A TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH OTHER. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS THE NOBEL PRIZE IN PHYSICS: 2010 ANDRE GEIM, KONSTANTIN NOVOSELOV. 2009 CHARLES K. KAO, WILLARD S. BOYLE, GEORGE E. SMITH. 2008 YOICHIRO NAMBU, MAKOTO KOBAYASHI, TOSHIHIDE MASKAWA. NOBEL PRIZE IN CHEMISTRY. RICHARD F. HECK, EIICHI NEGISHI, AKIRA SUZUKI. 2009 VENKATRAMAN RAMAKRISHNAN, THOMAS A. STEITZ, ADA E. YONATH. EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU ASK WHERE A PERSON COMES FROM IN ENGLISH? THE STUDENTS TELL THE NAMES OF DIFFERENT COUNTRIES. DEVELOPMENT:  LISTEN TO THE DIALOGUE AND TAKE NOTES.  STRATEGIC COMPETENCE: IS THE DIALOGUE DIFFICULT? DON T WORRY. PAY ATTENTION JUST TO THE INFORMATION YOU NEED TO COMPLETE THE EXERCISE.  LISTEN TO THE INTERVIEW AGAIN AND WRITE THE QUESTION FOR PLACE OF ORIGIN AND OCCUPATION.  READ THE ARTICLE ABOUT DR. MOLINA AND UNDERLINE THE WORDS YOU DO NOT UNDERSTAND. CLOSING:  HOMEWORK: HTTP://NOBELPRIZE.ORG/ LOOK FOR THE NAMES FOR THE LAST THREE YEARS: PEACE, LITERATURE, CHEMISTRY, PHYSICS, ECONOMICS.)  LEARN TO LEARN VOCABULARY, P. 49. EX. 2. 3. BEGINNING: BRAINSTORM.  COMPARE THE NAMES OF THE NOBEL S NAMES. DEVELOPMENT:  LISTEN AND LABEL THE PEOPLE MENTIONED IN THE

CONVERSATION.

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DIALOGUE.  LISTEN AGAIN AND COMPLETE WITH NATIONALITIES AND OCCUPATIONS.  REFLECT ON LANGUAGE: MATCH THE FULL FORM TO THE CONTRACTION: I AM SHE S HE IS IM SHE IS THEY RE THEY ARE HE S  LISTEN TO THE REST OF THE DIALOGUE AND CIRCLE THE APPROPRIATE OPTIONS IN THE TABLE.  IN PAIRS, TALK ABOUT THE PEOPLE IN THE PICTURE. CLOSING:  HOMEWORK: THE STUDENTS LISTEN THE ENTONATION FROM THE CONVERSATION. LEARN TO LEARN VOCABULARY, P. 49. EX. 2. 3.

2008 OSAMU SHIMOMURA, MARTIN CHALFIE, ROGER Y. TSIEN. NOBEL PRIZE IN LITERATURE: 2010 MARIO VARGAS LLOSA. 2009 HERTA MLLER. 2008 JEANMARIE GUSTAVE LE CLZIOI

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SUBJECT: ENGLISH GRADE: 1ST AND EXCHANGE PERSONAL DETAILS. CLARIFICATION. A TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH OTHER. SEQUENCE OF LEARNING

UNIT: I SESSIONS: 11 AND 12 SESSIONS TOPIC: ASKING ABOUT PEOPLE.

PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, STRATEGIC COMPETENCE: STUDENTS LEARN HOW TO ASK FOR

CONNECTION WITH OTHER SUBJECTS

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU ABOUT YOUR FAVORITE CHARACTER? ASK QUESTIONS IN THIRD PERSON: WHAT DOES HE/SHE DO? WHERE IS HE/SHE FROM? WHERE DOES HE/SHE LIVE? DEVELOPMENT:  READ THE ANSWERS AND WRITE THE MISSING QUESTIONS.  CIRCLE T (TRUE), F (FALSE) OR NI (NO INFORMATION).  READ AND COMPLETE THE DIALOGUE BETWEEN HANS AND MARTN.  STRATEGIC COMPETENCE: HOW DOES HANS ASK FOR CLARIFICATION? SORRY  IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THESE PEOPLE. CLOSING:  HOMEWORK: LOOK FOR THE PHOTO OF THEIR FAVORITE CHARACTER.  CD-ROM: DRAG AND DROP ACTIVITY. BEGINNING: BRAINSTORM. ASK QUESTIONS: WHERE IS JUANES FROM? HOW OLD IS HE? WHAT DOES HE DO? WHERE DOES HE LIVE? DEVELOPMENT:  FILL OUT THE CARDS FOR TWO FRIENDS.  IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THE PEOPLE IN EXERCISE 1.

EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. CLASS CD. NOTEBOOK. WHITEBOARD. COMPUTER.

ASSESSMENT

CONVERSATION, PORTFOLIO.

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 COMPLETE THE TEXT ABOUT JUAN ESTEBAN ARISTIZABAL.  TAKE THER PHOTOS ABOUT THEIR FAVORITE CHARACTER AND IN THEIR NOTEBOOK, WRITE A PARAGRAPH ABOUT A FAMOUS PERSON. EXCHANGE WITH A PARTNER CLOSING:  PORTFOLIO: WRITE EXERCISE 4, PAGE 45 ON PAPER. Carolinas handmake book\Doc3.docx Didia's handmake book\Doc1.docx

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SUBJECT: ENGLISH GRADE: 1ST AND EXCHANGE PERSONAL DETAILS. A TABLE OF CONTENTS INTRODUCE YOUR FRIENDS TO EACH OTHER. SEQUENCE OF LEARNING

UNIT: I SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS LEARN HOW TO ASK FOR CLARIFICATION. CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT TYPE OF TEXT IT IS? A CHAT IS A FORM OF ENTERTAINMENT AND ALSO IT IS A TEACHING RESOURCE THAT EXPLOITS THE COOPERATIVE LEARNING. DEVELOPMENT:  READ JUAN MEDINA S PROFILE AND ANSWER THE QUESTIONS.  WRITE A CHAT MESSAGE.  COMPLETE YOUR PROFILE FOR FRIENDSBOOK. CLOSING:  WRITE A NETWORK MESSAGE TO YOUR NEW FRIEND AND TELL THEM ABOUT YOU.

CONVERSATION, PORTFOLIO.

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SUBJECT: ENGLISH GRADE: 1ST EXCHANGE PERSONAL DETAILS. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

UNIT: I SESSIONS: 15 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, AND TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS LEARN HOW TO ASK FOR CLARIFICATION.

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

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SUBJECT: ENGLISH GRADE: 1ST AND EXCHANGE PERSONAL DETAILS.

UNIT: I SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO INTRODUCE YOURSELF AND OTHERS, TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS LEARN HOW TO ASK FOR CLARIFICATION.

Carolinas handmake book\Doc4.docx Didia's handmake book\Doc8.docx EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT: VERY GOOD GOOD NEED TO IMPROVE

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SUBJECT: ENGLISH UNIT: II SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: TALKING ABOUT COLORS AND POSSESSIONS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS ASK QUESTIONS ABOUT PEOPLE S POSSESSIONS. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE COLOR? DEVELOPMENT:  LISTEN TO THE RADIO PROGRAM AND CHOOSE THE CORRECT ANSWER.  REFLECT ON LANGUAGE: JESSIE S NEW CAP AD T-SHIRT ARE FROM LUCILLE BOUTIQUE. S INDICATES A) POSSESSION B) A CONTRACTION.  LOOK AT THE CLOTHES AND THE COLORS AND WRITE SENTENCES IN YOUR NOTEBOOK. CLOSING:  DESCRIBE WHAT YOUR CLASSMATES ARE WEARING.  HOMEWORK: BRING CUT OUTS FROM AN ARTIST.  LEARN TO LEARN VOCABULARY, P. 75, EX. 2  CD-ROM: HANGMAN ACTIVITY. BEGINNING: BRAINSTORM. ASK: WHAT S THE NAME OF THE CLOTHES? DEVELOPMENT:  READ THE WEB PAGE ARTICLE AND COLOR THE CLOTHES.  REFLECT ON LANGUAGE: HER T-SHIRT IS PINK. HIS T-SHIRT IS GREEN. WHAT S THE DIFFERENCE BETWEEN THESE TWO SENTENCES? WHEN DO WE USE HER? WHEN DO YOU USE HIS?  ANSWER THE QUESTIONS AND WRITE THE COLORS.

CONVERSATION, PORTFOLIO.

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 ASK AND ANSWER QUESTIONS ABOUT THE PEOPLE IN THE PICTURE.  FIND THE WORD TO COMPLETE THE RIDDLE. CLOSING:  CARDBOARD: STICK THE CUT OUTS AROUND THE CLASSROOM AND WRITE 3 SENTENCES WITH HIS AND 3 WITH HER.  LEARN TO LEARN VOCABULARY, P. 75, EX. 1 AND 3.

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SUBJECT: ENGLISH UNIT: II SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: TALKING ABOUT SPECIFIC CLOTHES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT ACCESSORIES DO YOU WEAR? WEARING. DEVELOPMENT:  LISTEN AND UNDERLINE THE PHRASES YOU HEAR.  REFLECT ON LANGUAGE: WE USE THIS AND THAT WITH SINGULAR NOUNS. WE USE THESE AND THOSE WITH PLURAL NOUNS. THIS AND THESE INDICATE PHYSICAL PROXIMITY. THAT AND THOSE INDICATE DISTANCE.  COMPLETE THE SENTENCES WITH THIS, THAT, THESE OR THOSE. CLOSING:  HOMEWORK: BRING 5 CUT OUTS FROM CLOTHES.  CD-ROM: WORD SEARCH ACTIVITY. BEGINNING: BRAINSTORM. ASK: IS THIS / THAT GLORIA S BAG? DEVELOPMENT:  LISTEN TO THE CONVERSATION AND CIRCLE THE APPROPRIATE OPTION.  WRITE THE WORDS IN THE CORRECT ORDER TO MAKE QUESTIONS. MATCH THE QUESTIONS WITH THE ANSWERS.  REFLECT ON LANGUAGE: JEANS GLASSES SHORTS PANTS DO THEY HAVE A SINGULAR FORM? CLOSING:  CD-ROM: CONCENTRATION ACTIVITY.  WRITE 5 DISORGANIZED QUESTIONS ABOUT THE CUTOUTS AND WRITE THEM IN THE CORRECT ORDER, THEN ANSWER THEM.

CONVERSATION, PORTFOLIO.

23

SUBJECT: ENGLISH UNIT: II SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: ASKING ABOUT WHAT PEOPLE ARE WEARING. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT ARE YOU WEARING TODAY? WEARING. DEVELOPMENT:  READ THE POEM AND UNDERLINE THE WORDS THAT REFER TO CLOTHES.  REFLECT ON LANGUAGE: THE COMMAS (,) AND THE WORD AND: A) SHOW CONTRAST. B) LINK IDEAS.  FIND THE QUESTIONS TO ASK ABOUT WHAT PEOPLE ARE WEARING.  IN PAIRS: ASK AND ANSWER QUESTIONS ABOUT YOUR CLASSMATES. CLOSING: PORTFOLIO: WRITE A SHORT DESCRIPTION OF THE CLOTHES YOU BOTH ARE WEARING AND ILLUSTRATE IT. Carolinas handmake book\Doc5.docx Didia's handmake book\Doc2.docx BEGINNING: BRAINSTORM. ASK: IS ____ WEARING A PINK JACKET? YES, SHE IS / NO, SHE ISN T / SHE S WEARING DEVELOPMENT:  LOOK AT THE CLOTHES THEY RE WEARING. ANSWER THE QUESTIONS.  REFLECT ON LANGUAGE: IS CINDY WEARING A GREEN SKIRT? CINDY IS WEARING A GREEN SKIRT. WHAT DIFFERENCE DO YOU NOTICE BETWEEN THE QUESTION AND THE STATEMENT?  MATCH THE QUESTIONS WITH THE ANSWERS.  IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THE PEOPLE IN THE PICTURE.

CONVERSATION, PORTFOLIO.

24

CLOSING:  IN YOUR NOTEBOOK DESCRIBE YOUR CLOTHES.  HOMEWORK: BRING PHOTOS ABOUT YOUR FAMILY.  LEARN TO LEARN VOCABULARY, P. 75, EX. 3

25

SUBJECT: ENGLISH UNIT: II SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: ASKING ABOUT CURRENT ACTIONS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS ASK QUESTIONS ABOUT PEOPLE S POSSESSIONS. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT ARE THE MEMBERS OF YOUR FAMILY DOING RIGHT NOW? DEVELOPMENT:  LISTEN AND COMPLETE.  REFLECT ON LANGUAGE: SHE S FIXING THE CAR. HE S COOKING BREAKFAST. THEY RE WASHING THEIR CLOTHES. WHEN ARE THE ACTIONS HAPPENING? A) IN THE P AST B) IN THE FUTURE C) NOW  IN GROUPS OF THREE, ROLE-PLAY A DIALOGUE SIMILAR TO THE ONE IN EXERCISE 1. CLOSING:  HOMEWORK: LOOK FOR SOME CUTOUTS FORM A NEWSPAPER OR MAGAZINE FROM PEOPLE ON THE BEACH OR ON THE STREET.  LEARN TO LEARN VOCABULARY, P. 75, EX. 4.  CD-ROM: CONVERSATION ACTIVITY. BEGINNING: BRAINSTORM. ASK: WHAT ARE THEY DOING? THE STUDENTS WRITE 3 SENTENCES ABOUT THE CUTOUTS. DEVELOPMENT:  WRITE 3 VERBS ACCORDING TO THE LAST DOUBLE CONSONANT AND THE CONSONANT THAT DOESN T DOUBLE.  WRITE THE ING FORM OF THE VERBS IN THE BOX: SWIM, RUN, PAINT, SING, PLAY, READ, LISTEN TO, SLEEP, WATCH, EAT.  REFLECT ON LANGUAGE: SWIM SWIMMING PAINT PAINTING

CONVERSATION, PORTFOLIO.

26

RUN RUNNING SING SINGING WHAT DO YOU NOTICE ABOUT THE ING FORM OF THESE VERBS?  LOOK AT THE ILLUSTRATION: HOW MANY CHARACTERS ARE THERE? WHAT ARE THEY DOING?  WRITE A POSTCARD. CLOSING:  PORTFOLIO: IMAGINE YOU AND YOUR FAMILY ARE AT THE BEACH. WRITE A POSTCARD AND SEND IT TO A CLASSMATE. Carolinas handmake book\Doc6.docx Didia's handmake book\Doc3.docx  CD-ROM: SONG I M HAVING FUN.

27

SUBJECT: ENGLISH UNIT: II SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: IDENTIFYING PEOPLE IN A CROWD. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHO IS SITTING NEXT TO YOU? WEARING. DEVELOPMENT:  LOOK AT THIS INFORMATION.  LOOK AT THE PICTURE AND CIRCLE T (TRUE) OR F (FALSE).  LOOK AT THE PICTURE CAREFULLY AND TELL YOUR PARTNER 10 THINGS ABOUT IT.  REFLECT ON LANGUAGE: UNDERLINE THE CORRECT OPTION. THE WORDS NEXT TO, BEHIND, IN, ON, IN FRONT OF , AND BETWEEN INDICATE. A) PLACE B) TIME. CLOSING:  CD-ROM: MATCHING ACTIVITY. BEGINNING: BRAINSTORM. ASK: THE STUDENTS TAKE AN OBJECT AND PUT THEM WHATEVER THEY WISH. THE OTHERS ANSWER WHERE THE OBJECT IS. DEVELOPMENT:  READ THE E-MAIL AND LABEL THE PEOPLE IN THE PICTURE.  WRITE AN E-MAIL TO A FRIEND DESCRIBING A PHOTO OF YOUR FAMILY. USE THE WORDS IN THE BOX: NEXT TO, BEHING, MOM, DAD, IN FRONT OF, AUNT, IN, SISTER, BROTHER, BETWEEN, HOUSE. CLOSING:  PORTFOLIO: EXCHANGE YOUR E-MAIL WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK. REWRITE YOUR E -MAIL. Carolinas handmake book\Doc7.docx Didia's handmake book\Doc4.docx

CONVERSATION, PORTFOLIO.

28

 HOMEWORK: LOOK INFORMATION ABOUT VENUS AND SERENA WILLIAMS AND WRITE A PARAGRAPH ABOUT THEM IN ENGLISH.

29

SUBJECT: ENGLISH UNIT: II SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: TALKING ABOUT FAMOUS PEOPLE. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) Serena Williams and her sister Venus became stars of women's tennis in the late 1990s. Serena was a child prodigy who began playing tennis before she reached kindergarten. She is also AfricanAmerican. Serena is a year younger than Venus and about three inches shorter, but she became the first sister to win a major tournament by claiming the singles title at the 1999 U.S. Open. Serena went on to EDUCATIONAL ASSESSMENT RESOURCES (ACTIVITIES) STUDENT`S BOOK. CONVERSATION, NOTEBOOK. PORTFOLIO. WHITEBOARD. COMPUTER. Alphabet game: Ana Guevara, Cuauhtmoc Blanco, Julio Cesar Chvez, Lorena Ochoa, Paola Espinosa, Fernando Valenzuela, Hugo Snchez, Rafael Mrquez, Salvador Snchez, El Santo, Vinicio Castilla

TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHO IS YOUR FAVORITE SPORTSMAN / WOMAN? WEARING. DEVELOPMENT:  WRITE WHAT YOU KNOW ABOUT VENUS AND SERENA WILLIAMS AND THEIR FAMILY.  READ THIS E-MAIL FROM A SECONDARY STUDENT TO HER E-PAL.  COMPLETE THE FOLLOWING QUESTIONS AND USE THEM TO ASK YOUR CLASSMATES ABOUT ANOTHER FAMOUS PERSON THEY KNOW. CLOSING:  RESEARCH ACTIVITY: FIND INFORMATION ABOUT A FAMOUS MEXICAN SPORSTMAN / WOMAN. SUGGESTED SITE: Carolinas handmake book\Doc8.docx HTTP://EN:WIKIPEDIA.ORG/WIKI/LIST_OF_MEXICANS#SPORTS BEGINNING: BRAINSTORM. ASK: THE STUDENTS SPEAK ABOUT THE MEXICAN SPORTSMAN / WOMAN. DEVELOPMENT:  SOME WORDS ARE USED TO REPLACE NOUNS. CIRCLE WHO THEY REFER TO IN SILVIA S E-MAIL.  REFLECT ON TEXT PROCESS AND PRODUCTION: CAN YOU IDENTIFY THE FOLLOWING PARTS OF THE E-MAIL? NUMBER THEM IN THE E-MAIL. 1 GREETING 2 OPENING 3 MAI-BODY 4 CLOSING 5 SIGNATURE WHY IS IT IMPORTANT TO ORGANIZE INFORMATION IN AN E -MAIL?  WRITE A SIMILAR E-MAIL TO A FRIEND ABOUT A FAMOUS MEXICAN SPORSTMAN / WOMAN YOU RESEARCHED.

30

 STRATEGIC COMPETENCE: BEFORE CORRECTING YOUR PARTNER S EMAIL, ASK YOURSELF IF IT MAKES SENSE. CLOSING:  PORTFOLIO: EXCHANGE YOUR E-MAIL WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK. REWRITE YOUR E -MAIL. Carolinas handmake book\Doc9.docx Didia's handmake book\Doc5.docx

eclipse Venus as the dominant women's tennis player of the early 2000s; in 200203 she won the "Serena Slam" by holding all four grand slam titles at once: the 2002 French Open, Wimbledon and U.S. Open titles, and the 2003 Australian Open. Her other major titles are Wimbledon in 2003, 2009, and 2010, the Australian Open in 2005, 2007, 2009, and 2010, and the U.S. Open in 2008.

31

SUBJECT: ENGLISH UNIT: II SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: ASKING ABOUT WHAT IS HAPPENING. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT ARE YOU DOING? WEARING. DEVELOPMENT:  COMPLETE THE DIALOGUE.  REFLECT ON LANGUAGE: WHAT IS LUCY DOING? WHAT IS JIM DOING? WHAT ARE FRANK AND GREG DOING? WHAT ARE YOU DOING? WE USE WHAT IS WHEN WE REFER TO __________ WE USE WHAT ARE WHEN WE REFER TO _______________________  READ THE DIALOGUE AGAIN AND UNDERLINE THE QUESTIONS THAT ASK WHAT PEOPLE ARE DOING. CLOSING:  MEMORY GAME. WORK IN PAIRS. STUDENT 1: WHAT IS LUCY DOING? STUDENT 2: SHE S COOKING. BEGINNING: BRAINSTORM. ASK: WHAT ARE YOU DOING? DEVELOPMENT:  LOOK AT THE TABLE AND NUMBER THE CATEGORIES IN ORDER OF YOUR PREFERENCE.  TAKE A SURVEY. WHAT IS THE DOMINANT INTELLIGENCE IN YOUR CLASS? CLOSING:  PORTFOLIO: P. 67, EX. 2. Didia's handmake book\Doc5.6.docx

CONVERSATION, PORTFOLIO.

32

SUBJECT: ENGLISH UNIT: II SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: TALKING ABOUT CURRENT ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT BEGINNING: BRAINSTORM. PEOPLE ARE ASK: WHAT ARE YOUR CLASSMATES DOING? WEARING. DEVELOPMENT:  LOOK AT FRED S PHOTO. READ THIS POSTCARD TO HIS WIFE. ARE ALL THE FACTS CORRECT?  GAME. IN GROUPS MIME ACTIONS FOR YOUR CLASSMATES TO GUESS. CLOSING:  . BEGINNING: BRAINSTORM. ASK: WHAT ARE YOU DOING? DEVELOPMENT:  FIND A PHOTO OF YOUR LAST VACATION AND WRITE A POSTCARD TO A FRIEND DESCRIBING WHAT YOU ARE DOING.  EXCHANGE POSTCARDS WITH A PARTNER AND THEN REPORT TO THE CLASS WHAT HE / SHE IS DOING. CLOSING:  .

CONVERSATION, PORTFOLIO.

33

SUBJECT: ENGLISH UNIT: II SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: TALKING ABOUT WHAT PEOPLE ARE DOING. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TO TALK ABOUT GLOBAL WARMING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. NEW TECHNOLOGY ASK: WHY IS THE EARTH S CLIMATE CHANGING? INFORMATION (NTI) DEVELOPMENT:  LOOK AT THE TEXTS AND MATCH THEM WITH THE FOLLOWING TEXT ELEMENTS.  STRATEGIC COMPETENCE: WHAT ELEMENTS OF A TEXT HELP YOU UNDERSTAND OR PREDICT ITS CONTENT?  READ THE TEXTS AND CIRCLE THE COGNATES.  SURF THE INTERNET AND FIND INFORMATION ABOUT GLOBAL WARMING. SUGGESTED SITE: WWW.CLIMATECRISIS.NET/TAKEACTION/ IF YOU DON T HAVE ACCESS TO THE INTERNET, USE REFERENCE BOOKS. THEY LOOK THE ICON: WHAT YOU CAN DO. MAKE A LIST. Didia's handmake book\Doc6.docx CLOSING:  FIND INFORMATION ABOUT GLOBAL WARNING AND THE CONSEQUENCES: WWW.NRDC.ORG. LOOK FOR THE NET: CONSEQUENCES OF GLOBAL WARMING. AND THEY RESPOND: WHAT IS GLOBAL WARMING? CONSEQUENCES OF GLOBAL WARMING. Carolinas handmake book\Doc10.docx BEGINNING: BRAINSTORM. ASK: WHAT IS THE EARTH S CLIMATE CHANGING? WRITE 3 IDEAS. DEVELOPMENT:  LOOK AT THE PICTURES AND TITLES. ANSWER THE QUESTIONS.  UNDERLINE FIVE NEW WORDS AND GUESS THEIR MEANING.

CONVERSATION, PORTFOLIO.

34

 REFLECT ON LANGUAGE: IS THE WORLD GETTING HOTTER? WHAT ARE WE DOING? DO THE QUESTIONS REFER TO ACTIONS IN PROGRESS? FIND MORE EXAMPLES IN THE TEXT. CLOSING:  DESIGN AN INFORMATIVE BROCHURE ABOUT GLOBAL WARMING WITH A TEAM OF FRIENDS. Didia's handmake book\Doc7.docx

35

SUBJECT: ENGLISH UNIT: II SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT DEVELOPMENT: PEOPLE ARE  READ THE LETTER FROM MERCY TO ALEX. WHICH WEARING. PHOTOGRAPH IS MERCY DESCRIBING?  WHAT S THE NAME OF YOUR BEST FRIEND FROM PRIMARY SCHOOL? WHAT DO YOU REMEMBER ABOUT HIM / HER? DO YOU HAVE ANY PHOTOGRAPHS OF YOUR FRIENDS FROM PRIMARY SCHOOL? DESCRIBE THEM. IF YOU DON T HAVE, WRITE SOME NOTES TO ORGANIZE YOUR IDEAS AND THEN DESCRIBE YOUR FRIENDS TO YOUR PARTNER.  IMAGINE THAT THESE ARE YOUR FRIENDS FROM SECONDARY SCHOOL AND NAME EACH PERSON. TAKE TURNS DESCRIBING WHAT YOUR FRIENDS ARE WEARING AND THEIR POSITION IN RELATION TO EACH OTHER. WHEN IT IS YOUR TURN TO LISTEN, GUESS WHICH PHOTOGRAPH YOUR PARTNER IS DESCRIBING. CLOSING:  WRITE A LETTER TO A FRIEND DESCRIBING THE PICTURE YOU CHOSE. INCLUDE YOUR FRIEND S NAMES, THEIR INTERESTS AND WHAT THEY ARE WEARING.

CONVERSATION, PORTFOLIO.

36

SUBJECT: ENGLISH UNIT: II SESSIONS: 21 SESSION PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

37

SUBJECT: ENGLISH UNIT: II SESSIONS: 23 AND 24 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP.

EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:

VERY GOOD

GOOD

NEED TO IMPROVE

38

SUBJECT: ENGLISH UNIT: III SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: TALKING ABOUT SPORTS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE SPORT? DEVELOPMENT:  READ THE WEB PAGE AND LABEL THE AVENTURE SPORTS ON THE MAP WITH THE NUMBERS FROM THE TEXT.  TELL A PARTNER ABOUT THE ADVENTURE SPORTS YOU LIKE AND DONT LIKE. USE THE WEBSITE.  STRATEGIC COMPETENCE: YOU CAN SUPPORT MESSAGES WITH GESTURES. CLOSING:  LEARN TO LEARN VOCABULARY, P. 99, EX. 4.  CD-ROM: TAE KWON DO SONG. BEGINNING: BRAINSTORM. ASK: THE STUDENTS TO MAKE TWO LISTS ABOUT WHAT SPORTS DO THEY LIKE AND THE SPORTS THEY DON T LIKE. DEVELOPMENT:  LISTEN AND NUMBER THE SPORTS IN THE ORDER YOU HEAR THEM.  TELL A PARTNER ABOUT THE SPORTS YOU LOVE, LIKE, DON T LIKE, OR HATE.  REFLECT ON LANGUAGE: LOOK AT THE EXAMPLES AND MATCH. ____ 1 AND A INDICATES AN ALTERNATIVE. ____ 2BUT B INDICATES ADDITION.

CONVERSATION, PORTFOLIO.

39

____ 3 OR C INDICATES CONTRAST.  PORTFOLIO: WRITE ABOUT THE SPORTS YOU LIKE AND DON T LIKE. Carolinas handmake book\Doc11.docx Didia's handmake book\Doc9.docx CLOSING:  INTERNET PROJECT: FIND A PICTURE OF YOUR FAVORITE SPORT AND DESCRIBE IT IN YOUR NOTEBOOK. SUGGESTED SITE: HTTP://SPORTS.YAHOO.COM/

40

SUBJECT: ENGLISH UNIT: III SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: ASKING ABOUT LIKES AND DISLIKES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE HOBBY? DEVELOPMENT:  LOOK AT THE ARTICLE QUICKLY AND CIRCLE THE APPROPRIATE OPTION.  LISTEN AND COMPLETE THE INTERVIEW.  REFLECT ON LANGUAGE: READ THE INTERVIEW AND ANSWER. WHAT DO THE VERBS LIKE, HATE AND LOVE EXPRESS? WHAT DO YOU NOTICE ABOUT THE WORDS THAT FOLLOW THEM?  ASK YOUR PARTNERS ABOUT WHAT THEY LIKE.  STRATEGIC COMPETENCE: USE YOUR DICTIONARY TO LOOK UP WORDS FROM THE TEXT YOU DON T UNDERSTAND. CLOSING:  HOMEWORK: INTERVIEW MEMBERS OF YOUR FAMILY ABOUT FROM SPORTS AND HOBBIES, THEY MUST DO 3 QUESTIONS TO EVERYONE. Carolinas handmake book\Doc12.docx BEGINNING: BRAINSTORM. ASK: CHECK THE HOMEWORK. DEVELOPMENT:  CHECK THE ACTIVITIES YOU LIKE AND DON T LIKE.  ASK YOUR CLASSMATES ABOUT THE ACTIVITIES THEY LIKE AND DON T LIKE. WRITE THEIR NAMES IN THE TABLE .  IN YOUR NOTEBOOK, WRITE ABOUT THE ACTIVITIES YOU LIKE AND DON T LIKE. USE AND, BUT AND OR. Didia's handmake

CONVERSATION, PORTFOLIO.

41

book\Doc10.docx CLOSING:  RESEARCH ACTIVITY: WHAT IS THE MOST POPULAR MOVIE EVER? SUGGESTED SITE: HTTP://WWW.AFI.COM/TVEVENTS/100YEARS/MOVIES.ASPX MAKE A POSTER ABOUT THAT MOVIE.  BRING YOUR FAVORITE C.D., BOOK OR A PICTURE.

42

SUBJECT: ENGLISH UNIT: III SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: TALKING ABOUT PEOPLES ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOUR FRIENDS LIKE DOING? DEVELOPMENT:  LOOK AT THE PICTURES AND GUESS WHICH BOARD IS RITA S AND WHICH IS MIKE S.  LOOK AT RITA S BOARD READ THE E -MAL AND CIRCLE THE CORRECT OPTION IN EACH SENTENCE.  REFLECT ON LANGUAGE: LOOK AT THE E-MAIL AND COMPLETE THE SENTENCE.  WHEN TALKING ABOUT SOMEONE S PREFERENCES USING HE OR SHE, THE NEGATIVE FORM OF LIKE IS _________________  GO TO PAGE 83EX 2. IN YOUR NOTEBOOK, WRITE ABOUT YOUR CLASSMATES PREFERENCES. CLOSING:  PORTFOLIO: EX3 PAGE 84. Carolinas handmake book\Doc13.docx Didia's handmake book\Doc11.docx  LEARN TO LEARN VOCABULARY, P. 99, EX. 5. BEGINNING: BRAINSTORM. ASK: DOES ________________ LIKE PLAYING AN INSTRUMENT? DEVELOPMENT:  IN YOUR NOTEBOOK, WRITE THE WORDS IN THE BOX IN THE APPROPRIATE CATEGORY.  READ THE CHAT ROOM CONVERSATION. UNDERLINE THE QUESTIONS THAT ASK ABOUT PREFERENCE AND CIRCLE THE

CONVERSATION, PORTFOLIO.

43

SHORT ANSWERS.  WRITE THESE SENTENCES IN ORDER.  REFLECT ON LANGUAGE: LOOK AT EXERCISES 2 AND 3 AND COMPLETE THE SENTENCE.  WHEN TALKING ABOUT SOMEONE S PREFERENCES USING HE OR SHE, WE USE THE WORD __________ TO FORM QUESTIONS AND SHORT ANSWERS.  MEMORY GAME. WORK IN PAIRS. USE THE PHRASES FROM EXERCISE 1. CLOSING:  LEARN TO LEARN VOCABULARY, P.99, EX 4.  CD-ROM: CONCENTRATION ACTIVITY.

44

SUBJECT: ENGLISH UNIT: III SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: TALKING ABOUT FREE TIME. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU LIKE TO DO IN YOUR FREE TIME? DEVELOPMENT:  LISTEN AND CIRCLE THE CORRECT ANSWERS BELOW.  STRATEGIC COMPETENCE: NOTICE HOW FRED ASKS FOR CLARIFICATION WHEN HE DOESN T UNDERSTAND A WORD.  LISTEN AND REPEAT THE WORDS.  REFLECT ON LANGUAGE: LISTEN TO THE DIALOGUE AGAIN AND CIRCLE THE CORRECT ANSWER. THE S BIRDS, ANIMALS AND MAMMALS INDICATES: A) THIRD PERSON SINGULAR. B) B) PLURAL. THE S IN LIKES AND SUGGESTS INDICATES: A) THIRD PERSON SINGULAR. B) PLURAL.  CIRCLE THE CORRECT PRONUNCIATION PATTERN. LISTEN, CHECK AND REPEAT.  IN GROUPS OF THREE, ASK EACH OTHER ABOUT THE THINGS YOU LIKE DOING WHEN VISITING ANOTHER CITY OR TOWN. CLOSING:  LEARN TO LEARN VOCABULARY, P. 99, EX. 1. BEGINNING: BRAINSTORM. ASK: DOES ________________ LIKE PLAYING AN INSTRUMENT? DEVELOPMENT:

CONVERSATION, PORTFOLIO.

45

 READ THE ARTICLE, UNDERLINE THE COGNATES, AND CIRCLE THE CORRECT OPTIONS BELOW.  FIND SOMEONE WHO... LIKES WATCHING TV. LIKES SURFING THE INTERNET. LIKES WATCHING VIDEOS. LIKES PLAYING VIDEO GAMES. LIKES WATCHING SPORTS. LIKES DOWNLOADING VIDEOS AND MUSIC. CLOSING:  IN YOUR NOTEBOOK. WRITE AN E-MAIL TO A FRIEND TELLING HIM/HER ABOUT YOUR CLASSMATES PREFERENCES. YOU CAN USE THE E-MAIL ON PAGE 84 AS A MODEL. EXCHANGE YOUR E-MAILS AND CORRECT IF NECESSARY. Carolinas handmake book\Doc14.docx Didia's handmake book\Doc12.docx  RESEARCH ACTIVITY: WHAT IS THE HISTORY OF THE INTERNET. SUGGESTED SITE: HTTP://EN.WIKIPEDIA.ORG/WIKI/HISTORY

46

SUBJECT: ENGLISH UNIT: III SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL INTERESTS, GRADE: 1ST AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: MAKING AND ACCEPTING SUGGESTIONS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU SUGGEST DOING AT THE WEEKEND? DEVELOPMENT:  COMPLETE THE DIALOGUES WITH THE WORDS IN THE BOX.  LOOK AT THE DIALOGUES. UNDERLINE THE SUGGESTIONS IN BLUE AND THE RESPONSES IN RED.  STRATEGIC COMPETENCE: YOU CAN GUESS HOW PEOPLE ARE FEELING FROM THEIR TONE OF VOICE.  MATCH THE SUGGESTIONS WITH THE RESPONSES.  IN PAIRS DECIDE WHAT TO DO DURING THE WEEKEND. DISCUSS THE DIFFERENT OPTIONS, ACITIVITIES OR PLACES TO GO. CLOSING:  LEARN TO LEARN VOCABULARY, P. 99, EX. 3. BEGINNING: BRAINSTORM. ASK: WHAT WOULD YOU GO TO EAT OR REST? DEVELOPMENT:  LISTEN TO THE SUGGESTIONS AND CIRCLE THE CORRECT ANSWER.  REFLECT ON LANGUAGE: LISTEN TO THE CONVERSATIONS AGAIN AND ANSWER. HOW DO YOU REFUSE A SUGGESTION IN ENGLISH.  WRITE A SUGGESTION IN THE SPEECH BUBBLE. SHARE YOUR IDEA WITH YOUR CLASSMATES.

CONVERSATION, PORTFOLIO.

47

 USE YOUR DICTIONARY TO WRITE NEW SUGGESTIONS TO HELPO WITH THE PROBLEMS IN THE TABLE.  STRATEGIC COMPETENCE: YOU CAN LOOK UP UNFAMILIAR WORDS TO FIND THEIR MEANING.  USE THE PROBLEMS AND THE SUGGESTIONS IN THE TABLE TO MAKE A DIALOGUE WITH A PARTNER. CLOSING:  HOMEWORK:

48

SUBJECT: ENGLISH UNIT: III SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL GRADE: 1ST INTERESTS, AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: TALKING ABOUT WHERE TO EAT. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE FOOD? DEVELOPMENT:  LISTEN AND CHECK THE SUGGESTIONS YOU HEAR.  REFLECT ON LANGUAGE: LOOK AT THE EXAMPLES AND ANSWER. IT S A TERRIBLE RESTAURANT. I LIKE INDIAN FOOD BUT I D PREFER TO GO TO AN ITALIAN RESTAURANT. I D PREFER TO GO TO MAMA MIA. WHAT DOES THE EXPRESSION INDICATE?  LOOK AT THE TEXTS ABOUT THE RESTAURANTS AND CHOOSE THE APPROPRIATE OPTION BELOW.  WORK IN PAIRS. FIND OUT WHAT TYPE OF FOOD YOUR PARTNER PREFERS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 99, EX. 3. BEGINNING: BRAINSTORM. ASK: VEGETABLES, FRUIT, MEAT, DAIRY, PRODUCTS, DRINKS. DEVELOPMENT:  GUESS THE CORRECT ANSWER AND CIRCLE IT.  PORTFOLIO: IN GROUPS, ORGANIZE A BIRTHDAY PARTY FOR A FRIEND IN A RESTAURANT. USE THE EXPRESSIONS BELOW. Carolinas handmake book\Doc15.docx Didia's handmake book\Doc13.docx

CONVERSATION, PORTFOLIO.

49

CLOSING:  INTERNET PROJECT: FIND INFORMATION ABOUT MEXICAN S FOOD PREFERENCES AND EATING HABITS. SUGGESTED SITE: HTTP://WWW.WHATS4EATS.COM/4REC_MEXICO.HTML

50

SUBJECT: ENGLISH UNIT: III SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL GRADE: 1ST INTERESTS, AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: RESPONDING TO AN INVITATION. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: HOW DO YOU INVITE AND RESPOND TO INVITATIONS? DEVELOPMENT:  LISTEN AND CIRCLE THE APPROPRIATE OPTION.  STRATEGIC COMPETENCE: YOU CAN RELY ON NON-VERBAL INFORMATION LIKE THE TONE OF VOICE TO UNDERSTAND AN ORAL TEXT.  WORK IN PAIRS. LISTEN AGAIN AND REPEAT THE DIALOGUES WITH THE SAME INTONATION.  REFLECT ON LANGUAGE: LOOK AT THE AUDIOSCRIPTS SECTION P 177 AND FIND THE FOLLOWING: 1 AN EXPRESSION TO INVITE SOMEONE FORMALLY 2 AN EXPRESSION TO INVITE SOMEONE INFORMALLY CLOSING:  PORTFOLIO: EX 3 P 92. Carolinas handmake book\Doc16.docx Didia's handmake book\Doc14.docx BEGINNING: BRAINSTORM. ASK: INVITATIONS: WHEN DO THEY DO INVITATIONS?. DEVELOPMENT:  READ THE INVITATIONS AND ANSWER THE QUESTIONS.  ANSWER THE QUESTIONS IN THE BOX TO WRITE AN

CONVERSATION, PORTFOLIO.

51

INVITATION. CLOSING:  CD-ROM: FILL IN THE BLANKS ACTIVITY.

52

SUBJECT: ENGLISH UNIT: III SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO EXPRESS YOUR PERSONAL GRADE: 1ST INTERESTS, AROUND THE TOPIC OF HOBBIES, LEISURE AND SPORT, AND TO MAKE AND RESPOND TO INVITATIONS TO EVENTS AND PLACES RELATED TO THE TOPIC. TOPIC: REFUSING AN INVITATION. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHEN DO YOU REFUSE AN INVITATION? DEVELOPMENT:  LOOK AT THE INFORMATION ON TATALPA AND CIRCLE T (TRUE) OR F (FALSE).  READ THE ARTICLE, LOOK AT THE SUBTITLES IN THE BOX AND MATCH THEM WITH THE APPROPRIATE PARAGRAPH.  INVITE A FRIEND TO DO AN ACTIVITY IN TATALPA.  STRATEGIC COMPETENCE: USE YOUR DICTIONARY TO LOOK UP WORDS YOU DON T UNDERSTAND.  WORK IN PAIRS. FIND OUT WHAT TYPE OF FOOD YOUR PARTNER PREFERS. CLOSING:  BRING CUT OUTS ABOUT DIFFERENT TURISTIC PLACES. BEGINNING: BRAINSTORM. ASK: NOTEBOOK: WRITE PHRASES TO MAKE INVITATIONS. DEVELOPMENT:  PREPARE FOUR INVITATIONS. USE DIFFERENT EXPRESSIONS.  IN GROUPS OF FOUR. EXCHANGE YOUR NOTEBOOK, REFUSE THE INVITATIONS IN EXERCISE 1 AND GIVE A REASON.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND WRITE A, B, OR C. 1 NO, THANKS. I M VERY BUSY. _____ 2 NO, THANKS. I HATE POP MUSIC. _____ 3 NO, WHY DON T WE GO TO THE

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53

MOVIES? _____ A) EXCUSE B) SUGGESTION  IN PAIRS, LOOK AT THE PICTURES. CLOSING:  LEARN TO LEARN VOCABULARY, P. 99, EX. 4.  CD-ROM: MATCHING ACTIVITY.

C) REASON

54

SUBJECT: ENGLISH UNIT: III SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN GRADE: 1ST INFORMATION ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT DEVELOPMENT: PEOPLE ARE  READ THE LETTER FROM MERCY TO ALEX. WHICH WEARING. PHOTOGRAPH IS MERCY DESCRIBING?  WHAT S THE NAME OF YOUR BEST FRIEND FROM PRIMARY SCHOOL? WHAT DO YOU REMEMBER ABOUT HIM / HER? DO YOU HAVE ANY PHOTOGRAPHS OF YOUR FRIENDS FROM PRIMARY SCHOOL? DESCRIBE THEM. IF YOU DON T HAVE, WRITE SOME NOTES TO ORGANIZE YOUR IDEAS AND THEN DESCRIBE YOUR FRIENDS TO YOUR PARTNER.  IMAGINE THAT THESE ARE YOUR FRIENDS FROM SECONDARY SCHOOL AND NAME EACH PERSON. TAKE TURNS DESCRIBING WHAT YOUR FRIENDS ARE WEARING AND THEIR POSITION IN RELATION TO EACH OTHER. WHEN IT IS YOUR TURN TO LISTEN, GUESS WHICH PHOTOGRAPH YOUR PARTNER IS DESCRIBING. CLOSING:  WRITE A LETTER TO A FRIEND DESCRIBING THE PICTURE YOU CHOSE. INCLUDE YOUR FRIEND S NAMES, THEIR INTERESTS AND WHAT THEY ARE WEARING.

CONVERSATION, PORTFOLIO.

55

SUBJECT: ENGLISH UNIT: II SESSIONS: 19 SESSION PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

56

SUBJECT: ENGLISH UNIT: II SESSIONS: 21 AND 22 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP.

EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT:

VERY GOOD

GOOD

NEED TO IMPROVE

57

SUBJECT: ENGLISH UNIT: IV SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: ASKING AND TELLING TIME. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT TIME IS IT? DEVELOPMENT:  THIS IS THE STUART FAMILY. MOM IS GOING TO BE LATE. ORGANIZE THE MESSAGES ACCORDING TO THE TIME THEY HAVE TO DO THEIR DIFFERENT CHORES.  LISTEN TO THE DIFFERENT TIMES FROM THE FAMILY S MESSAGES. MATCH THEM WITH THE CORRECT CLOCK.  WORK IN GROUPS O FOUR. WRITE MESSAGES SIMILAR TO THE ONES IN EXERCISE 1 TO REMIND EACH OTHER ABOUT DIFFERENT THINGS YOU HAVE TO DO. DON T FORGET TO INCLUDE THE TIME. CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 3.  CD-ROM: AROUND THE CLOCK SONG.  RESEARCH ACTIVITY: WHAT TIME IS IT IN L.A. WHEN IT IS 5 P.M. IN N.Y.? SUGGESTED SITE: HTTP://WWW.HORLOGEPARLANTE.COM/SPANISH/ESTADOS_ UNIDOS_NEW_YORK_793.PHP. BEGINNING: BRAINSTORM. ASK: THE STUDENTS WHAT TIME IS IT? DEVELOPMENT:  LOOK AT THE CULTURE AND ENTERTAINMENT SECTION OF A

CONVERSATION, PORTFOLIO.

58

NEWSPAPER. LISTEN AND CIRCLE THE EVENT JANE AND KIM WANT TO GO TO.  REFLECT ON LANGUAGE: LOOK AT THE PHRASES YOU UNDERLINED AND ANSWER. WHEN DO WE USE AT? WHEN DO WE USE ON? ____ 1 AND A INDICATES AN ALTERNATIVE. ____ 2BUT B INDICATES ADDITION. ____ 3 OR C INDICATES CONTRAST.  READ THE INFORMATION ABOUT THE CULTURAL WEEK AND UNDERLINE THE WORDS BEFORE THE TIME AND THE DAYS.  WORK IN PAIRS. DECIDE WHICH CULTURAL EVENT YOU WANT TO GO TO. SAY THE DAY AND THE TIME. CLOSING:  INTERNET PROJECT: FIND OUT WHAT TIME IT IS IN TORONTO, CANADA, IN PARIS, FRANCE, IN DELHI, INDIA, IN TOKIO, JAPAN AND IN SYDNEY, AUSTRALIA. WRITE DOWN WHAT YOU THINK THE PEOPLE IN THERE CITIES ARE DOING AND HOW THIS TIME DIFFERENCE AFFECTS COMMUNICATION. SUGGESTED SITE: HTTP://WWW.WORLDTIMESERVER.COM

59

SUBJECT: ENGLISH UNIT: IV SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT SCHOOL SUBJECTS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT TIME IS YOUR ENGLISH CLASS? DEVELOPMENT:  READ THE CHAT ROOM CONVERSATION AND COMPLETE BETH S NOTES.  REFLECT ON LANGUAGE: LOOK AT THESE EXAMPLES AND ANSWER. WHAT TIME IS THE BIOLOGY EXAM? WHEN IS OUR MATH EXAM? WHICH QUESTION REFERS TO THE TIME AND WHICH REFERS TO A DAY?  THINK ABOUT YOUR IDEAL EXAM TIMETABLE AND DESIGN IT IN YOUR NOTEBOOK. WORK IN PAIRS AND DECIDE WHICH ONE IS THE BEST. CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 4.  CD-ROM: FILL IN THE BLANKS ACTIVITY. BEGINNING: BRAINSTORM. ASK: WHAT TIME IS YOUR ENGLISH CLASS? WHAT TIME IS YOUR RECESS? DEVELOPMENT:  LOOK AT THE ARTICLE AND CIRCLE THE TOPIC.  READ THE ARTICLE AND UNDERLINE THE BEST OPTIONS.  TELL A PARTNER WHICH MENTAL GYM EXERCISE FROM THIS

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60

PAGE YOU LIKE THE MOST. CLOSING:  RESEARCH ACTIVITY: FIND OUT OTHER WAYS OF IMPROVING YOUR MENTAL CAPACITY. SUGGESTED SITE: HTTP://WWW.CBC.CA/TESTTHENATION/EPISODES/TRIVIA/M ENTALGYM/GYM2.HTML

61

SUBJECT: ENGLISH UNIT: IV SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT PREFERENCES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR DAILY SCHEDULE? DEVELOPMENT:  LOOK AT THE TITLE OF THE ARTICLE AND PREDICT THE CONTENT. COMPARE WITH A PARTNER.  STRATEGIC COMPETENCE: YOU CAN FIND IMPORTANT DETAILS IN TEXTS WITHOUT UNDERSTANDING EVERY WORD.  READ THE ARTICLE AND WRITE THE SUBTITLES.  READ THE TEXT AGAIN. CIRCLE TRUE (T) OR FALSE (F). CLOSING:  . BEGINNING: BRAINSTORM. ASK: WHAT KIND OF TV PROGRAMS CAN YOU SEE? (SOAP OPERAS, QUIZ SHOWS, ETC.). DEVELOPMENT:  LOOK AT TV PROGRAM GUIDE AND ANSWER THE QUESTIONS.  MATCH THE PICTURES WITH THE TYPE OF PROGRAMS. COMPARE WITH A PARTNER.  REFLECT ON STYLE: LOOK AT THE TV PROGRAM GUIDE AND THE ARTICLE ON PAGE 108, EXERCISE 2. HOW IS THE INFORMATION ORGANIZED IN THE TWO TEXTS? WHY IS IT IMPORTANT TO UNDERSTAND THE ORGANIZATION OF DIFFERENT TYPES OF TEXTS?  ASK A PARTNER ABOUT HIS / HER FAVORITE TV PROGRAMS .

CONVERSATION, PORTFOLIO.

62

CLOSING:  HOMEWORK: BRING CUTOUTS ABOUT SYMBOLS FROM THE INDEPENDENCE OF MEXICO.

63

SUBJECT: ENGLISH UNIT: IV SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT CELEBRATIONS. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: HOW DO WE CELEBRATE INDEPENDENCE DAY? DEVELOPMENT:  READ THE TEXT AND CIRCLE THE FLAGS ACCORDING TO HOW MEXICO AND THE U.S.A. CELEBRATE THEIR INDEPENDENCE DAY.  READ THE TEXT AGAIN AND COMPLETE THE VENN DIAGRAM IN YOUR NOTEBOOK.  REFLECT ON COLLOCATIONS: READ THE TEXT AGAIN AND COMPLETE WITH COLLOCATIONS. HAVE __________ , __________ , _________ WATCH _____ PLAY __________ , __________ , _________ LISTEN TO ____ CLOSING:  . BEGINNING: BRAINSTORM. ASK: IN PAIRS. TALK ABOUT CELEBRATIONS WITH THEIR FAMILY IN MEXICO. THEY COMPLETE A VENN DIAGRAM IN YOUR NOTEBOOK. DEVELOPMENT:  COMPLETE THE TABLE WITH INFORMATION ABOUT HOW YOUR FAMILY CELEBRATES THESE ACTIVITIES.  PORTFOLIO: IN YOUR NOTEBOOK, WRITE ABOUT HOW YOU CELBRATE CHRISTMAS EVE.  COMPARE YOUR PARAGRAPH WITH A PARTNER AND CHECK IF YOU CELEBRATE IN THE SAME WAY. Carolinas handmake

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64

book\Doc20.docx  STRATEGIC COMPETENCE: YOU CAN RELY ON VISUAL CONTENT TO GET INFORMATION AND COMMUNICATE IDEAS. CLOSING:  RESEARCH ACTIVITY: HOW DO PEOPLE CELEBRATE CHRISTMAS IN ENGLAND AND THE U.S.A.? SUGGESTED SITE: HTTP://WWW.BRITAINUSA.COM/SECTIONS/ARTICLES_SHOW _NT1.ASP=41108&L1=41011&L2=41110&A=28475&D=4

65

SUBJECT: ENGLISH UNIT: IV SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT IMPORTANT DATES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S THE MOST IMPORTANT CELEBRATION IN YOUR COMMUNITY? DEVELOPMENT:  COMPLETE THE FIRST TWO SECTIONS OF THE TABLE. READ THE ARTICLE AND COMPLETE SECTION NUMBER 3. COMPARE YOUR NOTES WITH YOUR CLASSMATES.  REFLECT ON LANGUAGE: WHAT DOES THE WORD IT REFER TO IN THE FIRST PARAGRAPH? AND IN THE SECOND? AND IN THE FOURTH?  READ THE ARTICLE AGAIN. CIRCLE T (TRUE) OR F (FALSE).  PORTFOLIO: WHAT DO YOU KNOW ABOUT THE FESTIVITIES MENTIONED ON PAGE 111? IN GROUPS, WRITE WHAT YOU KNOW. USE A SIMILAR TABLE TO THE ONE IN EXERCISE 1. AT HOME, USE REFERENCE BOOKS AND THE INTERNET TO DISCOVER NEW INFORMATION. CLOSING:  PORTFOLIO. Carolinas handmake book\Doc17.docx Didia's handmake book\Doc15.docx  POSTER: USE THE INFORMATION ABOUT HOW DO PEOPLE CELEBRATE CHRISTMAS IN ENGLAND AND THE U.S.A.? AND THEY MAKE A CHART TO COMPARE. Didia's handmake book\Doc16.docx BEGINNING: BRAINSTORM.

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66

ASK: IN GROUPS OF THREE. WHERE DO THEY OBTAIN THE INFORMATION AND TEACH THEM THE CORRECT FORM TO WRITE A BIBLIOGRAPHY: KIDDER, T. (1981). THE SOUL OF A NEW MACHINE. BOSTON: LITTLE, BROWN & COMPANY. DEVELOPMENT:  IN PAIRS. THEY MAKE A LIST ABOUT THE DIFFERENT CELEBRATIONS IN MEXICO AND THEIR DATES. MATCH THE CELEBRATIONS TO THE PICTURES.  REFLECT: WRITE IN OR ON. _____ + MONTH _____ + DATE  ANSWER THE QUESTIONS. 1 WHEN IS LABOR DAY? IT S IN MAY OR IT S ON MAY 1 ST 2 WHEN IS THE DAY OF THE DEAD? _______ OR __________ 3 WHEN IS MOTHER S DAY? ____________ OR __________ 4 WHEN IS BENITO JUREZ S BIRTHDAY? ___ OR __________ 5 WHEN IS MEXICAN FLAG DAY? _________ OR __________ CLOSING:  EXTRA ACTIVITY: THE TEACHER SAYS A CELEBRATION AND THE STUDENT ANSWERS THE CORRECT DATE (THEY USE THE PREPOSITIONS).

67

SUBJECT: ENGLISH UNIT: IV SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT ROUTINES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR DAILY ROUTINE? DEVELOPMENT:  THIS IS MARTIN S ROUTINE MONDAY THROUG FRIDAY. LISTEN AND WRITE THE TIMES. LISTEN AGAIN AND COMPLETE THE TABLE WITH THE WORDS IN THE BOX.  WORK IN GROUPS OF THREE AND TALK ABOUT YOUR SUNDAY ROUTINE. IS IT THE SAME?  REFLECT ON LANGUAGE: DO THE WORDS ALWAYS, USUALLY, OFTEN, NEVER AND SOMETIMES GO BEFORE OR AFTER THE VERB? CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 4.  CD-ROM: HANGMAN ACTIVITY. BEGINNING: BRAINSTORM. ASK: SAY ONE DAY OF THE WEEK AND THE STUDENTS DESCRIBE AN ACTIVITY. SAY ONE STUDENT S DATE AND AN ADVERB, THE STUDENT ANSWERS ONE ACTIVITY. DEVELOPMENT:  READ ZERO S ROUTINE AND UNDERLINE THE FREQUENCY WORDS. COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: READ THE SENTENCES AND ANSWER THE QUESTIONS.

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ZERO ALWAYS GOES AROUND AND AROUND. ZERO IS ALWAYS IN TOM S BEDROOM. ZERO NEVER SAYS THANK YOU . ZERO IS NEVER SAD. WHAT DO YOU NOTICE ABOUT THE POSITION OF ALWAYS AND NEVER?  THINK OF A LITERARY CHARACTER YOU KNOW ABOUT. IN YOUR NOTEBOOK, DESCRIBE HIS / HER EVERYDAY ROUTINE . GIVE YOUR PARAGRAPH TO A PARTNER. CORRECT HIS / HER PARAGRAPH AND GIVE IT BACK. WRITE A FINAL VERSION. BE CREATIVE! Carolinas handmake book\Doc18.docx Didia's handmake book\Doc17.docx  READ THE TEXT AGAIN AND GUESS WHO ZERO IS. DRAW ZERO IN THE SPACE PROVIDED. COMPARE WITH A PARTNER. CLOSING:  EXTRA ACTIVITY: THE TEACHER SAYS A CELEBRATION AND THE STUDENT ANSWERS THE CORRECT DATE (THEY USE THE PREPOSITIONS).

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SUBJECT: ENGLISH UNIT: IV SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT WEEKEND ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU DO ON THE WEEKENDS? DEVELOPMENT:  READ ABOUT LINDA CLERK S WEEKEND ROUTINE AND THEN NUMBER THE PICTURES IN THE ORDER THEY ARE MENTIONED.  READ THE TEXT AGAIN AND UNDERLINE THE ANSWERS TO THE FOLLOWING QUESTIONS.  REFLECT ON LANGUAGE: UNDERLINE THE CORRECT OPTION. QHE WORDS: NEXT, AFTER THAT, LATER AND THEN INDICATE A) CONTRAST. B) A SEQUENCE OF EVENTS.  WORK IN GROUPS OF THREE. TALK ABOUT YOUR WEEKEND. CLOSING:  PORTFOLIO: DESCRIBE WHAT YOU USUALLY DO ON SATURDAYS. Didia's handmake book\Doc18.docx BEGINNING: BRAINSTORM. ASK: SAY ONE DAY OF THE WEEK AND THE STUDENTS DESCRIBE AN ACTIVITY. SAY ONE STUDENT S DATE AND AN ADVERB, THE STUDENT ANSWERS ONE ACTIVITY. DEVELOPMENT:  LOOK AT THE TEXT QUICKLY AND CIRCLE THE APPROPRIATE OPTION.  READ AGAIN AND ANSWER THE QUESTIONS.  WORK IN PAIRS. COMPLETE THE DIALOGUE WITH INFORMATION FROM EXERCISE 1. ACT IN OUT TO ANOTHER

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PAIR. GIVE SUGGESTIONS TO IMPROVE IT. CLOSING:  .

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SUBJECT: ENGLISH UNIT: IV SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: ASKING ABOUT HABITUAL ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU USUALLY DO EVERY DAY? DEVELOPMENT:  READ AND CORRECT THE PARTS OF GABRIEL S ESSAY CIRCLED IN RED. COMPARE WITH A PARTNER.  PREPARE AN ESSAY ABOUT SOMEONE YOU ADMIRE. IN YOUR NOTEBOOK, ANSWER THE FOLLOWING QUESTIONS TO ORGANIZE YOUR INFORMATION.  REFLECT ON TEXT PRODUCTION: READ GABRIEL S ESSAY AGAIN AND ANSWER. WHAT KIND OF MISTAKES DID HE MAKE? WHAT CAN YOU DO TO AVOID MAKING THOSE MISTAKES WHEN WRITING AN ESSAY?  USE THE ANSWERS TO YOUR QUESTIONS TO WRITE YOUR ESSAY. GIVE IT TO YOUR PARTNER. CORRECT HIS / HER WORK. WRITE A FINAL VERSION INCLUDING YOUR PARTNER S CORRECTIONS. CLOSING:  PORTFOLIO: P. 118, EX. 3. Didia's handmake book\Doc19.docx BEGINNING: BRAINSTORM. ASK: SAY ONE DAY OF THE WEEK AND THE STUDENTS DESCRIBE AN ACTIVITY. SAY ONE STUDENT S DATE AND AN ADVERB, THE STUDENT ANSWERS ONE ACTIVITY. DEVELOPMENT:

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 LOOK AT THE PICTURE FOR TWO MINUTES. COVER THE PICTURE AND CIRCLE T (TRUE) OR F (FALSE).  IN YOUR NOTEBOOK, RE-WRITE THE FALSE SENTENCES ABOUT JANE WITH THE CORRECT INFORMATION.  MEMORY GAME. WORK IN PAIRS. CLOSING:  .

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SUBJECT: ENGLISH UNIT: IV SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC:ASKING ABOUT THE FREQUENCY OF ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: HOW OFTEN DO YOU EXERCISE? DEVELOPMENT:  GUESS HOW OFTEN CINDY DOES THE FOLLOWING ACTIVITIES. COMPLETE THE TABLE WITH THE NUMBERS IN THE BOX. COMPARE WITH A PARTNER. LISTEN AND CHECK.  REFLECT ON LANGUAGE: LOOK AT THE ENDINGS OF THESE VERBS IN THIRD PERSON. HE / SHE BUYS HE / SHE WASHES WALKS DOES WHAT IS THE DIFFERENCE?  LOOK AT THE TABLE FROM EXERCISE 1 AND COMPLETE THE DIALOGUE.  IN PAIRS, TALK ABOUT YOUR FAMILY S ROUTINE. CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 2. BEGINNING: BRAINSTORM. ASK: SAY: DOES SHE BUY CANDY AT THE RECCESS? DEVELOPMENT:  ROUTINE: DO YOU .. ONCE A WEEK / EVERY DAY / ETC? OR HOW OFTEN DO YOU ? READ AND ANSWER THE QUESTIONNAIRE. USE EXPRESSIONS IN THE BOX.  WRITE FIVE SENTENCES ABOUT YOUR ACTIVITIES.

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 WORK IN PAIRS. COMPARE YOUR SENTENCES FROM EXERCISE 2. TRY TO MEMORIZE AS MUCH INFORMATION AS POSSIBLE. IN YOUR NOTEBOOK, WRITE A SHORT PARAGRAPH ABOUT YOUR PARTNER S ROUTINE.  EXCHANGE YOUR PARAGRAPHS. CORRECT HIS / HER WORK. GIVE IT BACK. WRITE A NEW VERSION INCLUDING YOUR PARTNER S CORRECTION. CLOSING:  PORTFOLIO: EXE. 3 P. 121. Didia's handmake book\Doc20.docx

75

SUBJECT: ENGLISH UNIT: IV SESSIONS: 19 AND 20 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT LEISURE ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT DO YOU USUALLY DO WHEN YOU ARE NOT AT SCHOOL? DEVELOPMENT:  MATCH THE ACTIVITIES YOU THINK THE MEMBERS OF THE RALLY ON TOUR GROUP USUALLY DO ON SATURDAYS. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  REFLECT ON LANGUAGE: LOOK AT THE EXAMPLES AND ANSWER. I USUALLY COOK BREAKFAST. YOU TAKE JAPANESE CLASSES. AMY COOKS DINNER. KIOSHI TAKES SPANISH CLASSES. WHAT DO THESE SENTENCES EXPRESS? A) PREFERENCES B) FACTS C) HABITS  TODAY IS SUNDAY. LOOK AT THE PICTURES FOR ONE MINUTE. THEN TELL A PARTNER WHAT YOU REMEMBER ABOUT THE ACTIVITIES OF THE MEMBERS OF THE RALLY ON TOUR GROUP.  TELL A PARTNER WHAT YOUR FAMILY USUALLY DOES ON THE WEEKEND. CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 2. BEGINNING: BRAINSTORM. ASK: THEY INVESTIGATE THE WORD: ECOTURISM. DEVELOPMENT:  READ THE BROCHURE AND UNDERLINE THE WORDS THAT ARE SIMILAR IN SPANISH.

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 LISTEN TO THE INFORMATION ABOUT YUMKA PARK AND COMPLETE THE TABLE.  STRATEGIC COMPETENCE: YOU CAN USE REFERENCE BOOKS (DICTIONARIES, ENCYCLOPEDIAS, TEXTBOOKS), THE INTERNET, AND YOUR BIBLIOTECA DEL AULA BOOKS TO LOOK FOR HELP.  READ THE BROCHURE AGAIN AND USE THE WORDS YOU UNDERLINED IN EXERCISE 1 TO WRITE A SHORT PARAGRAPH ABOUT A PARK OR ZOO YOU KNOW. CLOSING:  CD-ROM: WORD SEARCH ACTIVITY.  PORTFOLIO: EXE. 3, P. 123.

77

SUBJECT: ENGLISH UNIT: IV SESSIONS: 21 AND 22 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT DAILY ACTIVITIES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT TIME DO YOU USUALLY WAKE UP? DEVELOPMENT:  COMPLETE THE TEXTS ABOUT WHAT THESE PEOPLE DO WITH THE WORDS IN THE BOX.  ANSWER THE FOLLOWING QUESTIONS AND COMPARE YOUR ANSWERS WITH A PARTNER.  REFLECT ON LANGUAGE: LOOK AT THE QUESTIONS AND CIRCLE THE CORRECT OPTION. 1 WHAT TIME DO YOU USUALLY GET UP? ________________ 2 WHAT TIME DO YOU USUALLY HAVE BREAKFAST? _______ 3 WHAT TIME DO YOU USUALLY TAKE A SHOWER? _______ 4 WHAT TIME DO YOU USUALLY DO YOUR HOMEWORK? ___ 5 WHAT TIME DO YOU USUALLY GO TO BED? ____________ CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 2.  RESEARCH ACTIVITY: WHAT TIME DO PEOPLE USUALLY HAVE BREAKFAST AND LUNCH IN THE U.S.A.? SUGGESTED SITE: WWW.ASKJEEVES.COM BEGINNING: BRAINSTORM. ASK: COMPARE THE INFORMATION ABOUT BREAKFAST TIME IN THE U.S.A. DEVELOPMENT:  LISTEN AND COMPLETE. COMPARE WITH A PARTNER. THEN

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LISTEN AGAIN AND CHECK.  LOOK AT THE INFORMATION BOARDS ABOVE AND ANSWER THE QUESTIONS.  COMPLETE THE INFORMATION FOR THE ZOO.  WRITE THREE QUESTIONS ABOUT THE ZOO. IN PAIRS, ASK AND ANSWER YOUR QUESTIONS. CLOSING:  CD-ROM:.

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SUBJECT: ENGLISH UNIT: IV SESSIONS: 23 AND 24 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT GRADE: 1ST HAPPEN DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT TEENAGE LIFE. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: HOW OFTEN DO YOU EXERCISE? DEVELOPMENT:  READ THE CHAT ROOM CONVERSATION AND UNDERLINE THE QUESTIONS AND PHRASES WITH DO.  REFLECT ON LANGUAGE: READ THE FOLLOWING EXAMPLES. HOW OFTEN DO YOU DO THE SHOPPING? I USUALLY DO THE SHOPPING ONCE A WEEK. WHAT DO YOU NOTICE ABOUT THE VERB DO IN THESE SENTENCES?  LISTEN TO THESE WORDS AND TIME EXPRESSIONS. WRITE THEM BELOW.  IN YOUR NOTEBOOK, MAKE A LIST OF ALL THE EVERYDAY ACTIVITIES MENTIONED IN THE UNIT. MAKE SURE THEY INCLUDE A VERB AND A NOUN. CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 2, 4. BEGINNING: BRAINSTORM. ASK: THEY WRITE 5 QUESTIONS ABOUT ROUTINES AND ASK TO THEIR PARNTNERS. DEVELOPMENT:  LOOK AT THE INFORMATION ABOUT AMY AND ANSWER THE QUESTION.  READ THE ARTICLE ABOUT AMY S WEEKLY ACTIVITIES. LOOK AT THE INFORMATION OF THE CHAT ROOM CONVERSATION

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ON PAGE 126 AND CORRECT THE INFORMATION FROM THE ARTICLE.  INTERVIEW A PARTNER ABOUT HIS / HER ACTIVITIES. USE EXERCISE 1, PAGE 126, AS A MODEL.  USE THE INFORMATION YOU HAVE FROM YOUR PARTNER AND IN YOUR NOTEBOOK PREPARE AN ARTICLE ABOUT HIS / HER WEEKLY ACTIVITIES. WORK IN GROUPS OF FOUR. EXCHANGE YOUR ARTICLES, CORRECT AND IMPROVE THEM. PUT THEM TOGETHER, MAKE A CLASS MAGAZINE AND PRESENT IT TO THE CLASS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 131, EX. 4.  PORTFOLIO: EX.4, P. 127.

81

SUBJECT: ENGLISH UNIT: III SESSIONS: 25 AND 26 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN GRADE: 1ST INFORMATION ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT DEVELOPMENT: PEOPLE ARE  READ THE LETTER FROM MERCY TO ALEX. WHICH WEARING. PHOTOGRAPH IS MERCY DESCRIBING?  WHAT S THE NAME OF YOUR BEST FRIEND FROM PRIMARY SCHOOL? WHAT DO YOU REMEMBER ABOUT HIM / HER? DO YOU HAVE ANY PHOTOGRAPHS OF YOUR FRIENDS FROM PRIMARY SCHOOL? DESCRIBE THEM. IF YOU DON T HAVE, WRITE SOME NOTES TO ORGANIZE YOUR IDEAS AND THEN DESCRIBE YOUR FRIENDS TO YOUR PARTNER.  IMAGINE THAT THESE ARE YOUR FRIENDS FROM SECONDARY SCHOOL AND NAME EACH PERSON. TAKE TURNS DESCRIBING WHAT YOUR FRIENDS ARE WEARING AND THEIR POSITION IN RELATION TO EACH OTHER. WHEN IT IS YOUR TURN TO LISTEN, GUESS WHICH PHOTOGRAPH YOUR PARTNER IS DESCRIBING. CLOSING:  WRITE A LETTER TO A FRIEND DESCRIBING THE PICTURE YOU CHOSE. INCLUDE YOUR FRIEND S NAMES, THEIR INTERESTS AND WHAT THEY ARE WEARING.

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SUBJECT: ENGLISH UNIT: II SESSIONS: 27 SESSION PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

83

SUBJECT: ENGLISH UNIT: II SESSIONS: 29 AND 30 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. Didia's handmake book\Doc21.docx EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT: VERY GOOD GOOD NEED TO IMPROVE

84

SUBJECT: ENGLISH UNIT: V SESSIONS: 1 AND 2 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: DESCRIBING A TOWN. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT CAN YOU SAY ABOUT YOUR HOMETOWN? DEVELOPMENT:  READ THE CHAT ROOM CONVERSATION AND CIRCLE MARTN S HOMETOWN. COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: LOOK AT THE SENTENCES. CHOOSE THE CORRECT OPTION. IT S THE CAPITAL OF THE STATE. IT S A CLEAN COLONIAL CITY. THE = A) THE ONLY ONE A = A) THE ONLY ONE B) ONE OF MANY B) ONE OF MANY  COMPLETE THE SENTENCES WITH THE OR A.  WORK IN PAIRS OR GROUPS OF THREE. IN YOUR NOTEBOOK WRITE A CHAT ROOM CONVERSATION TALKING ABOUT YOUR HOMETOWN. COMPARE WITH A PARTNER. CORRECT HIS / HER WORK AND GIVE IT BACK. WRITE A NEW VERSION INCLUDING YOUR PARTNER S CORRECTIONS. CLOSING:  LEARN TO LEARN VOCABULARY, P. 155, EX. 4.  PORTFOLIO: EXE. 3, P. 136. Didia's handmake book\Doc22.docx BEGINNING: BRAINSTORM. ASK: WHAT PLACES WOULD YOU LIKE TO KNOW? DEVELOPMENT:  COMPLETE THE SENTENCES WITH WORDS IN THE BOX.

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COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: READ THE SENTENCES IN EXERCISE 1. CIRCLE THE WORDS THAT MEAN ADDITION AND UNDERLINE THE WORD THAT MEANS CONTRAST. WHEN DO WE USE AT? WHEN DO WE USE ON?  GUESSING GAME. THINK OF A CITY AND DESCRIBE IT TO A PARTNER.  READ THE BROCHURE AND UNDERLINE THE COGNATES. CLOSING:  PORTFOLIO: DESIGN A TOURIST BROCHURE FOR YOUR HOMETOWN. P. 137, EXE. 4. Carolinas handmake book\Doc21.docx Didia's handmake book\Doc23.docx  LEARN TO LEARN VOCABULARY, P. 155, EX. 4.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 3 AND 4 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT FAMOUS PLACES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT CAN A TOURIST DO IN YOUR HOMETOWN? DEVELOPMENT:  LISTEN AND COMPLETE THE DIALOGUE.  MATCH THE ACTIVITIES WITH THE PLACES.  TALK ABOUT MEXICO. USE THE INFORMATION ABOVE OR GIVE OTHER INFORMATION YOU KNOW.  IN YOUR NOTEBOOK, WRITE ABOUT WHAT PEOPLE CAN DO IN YOUR HOMETOWN. CLOSING:  LEARN TO LEARN VOCABULARY, P. 155, EX. 3.  PORTFOLIO; EX. 4, P. 138. BEGINNING: BRAINSTORM. ASK: GUESS: WHICH CITY IS IT? DEVELOPMENT:  READ THE BROCHURE AND ANSWER THE QUESTIONS.  REFLECT ON LANGUAGE: MATCH. AND AND COMMAS (,) INDICATE SEQUENCE THEN INDICATES ADDITION  READ THE NOTES ON MRIDA, YUCATN. IN YOUR NOTEBOOK, WRITE A SIMILAR TEXT TO THE ONE IN EXERCISE 1. REMEMBER TO USE AND, COMMAS AND THEN. CLOSING:  PORTFOLIO: EX. 2, P. 155, EX. 3.

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 LEARN TO LEARN VOCABULARY, P. 155, EX. 3

88

SUBJECT: ENGLISH UNIT: V SESSIONS: 5 AND 6 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: DESCRIBING PLACES IN A TOWN. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT PLACES DO YOU KNOW NEAR YOUR HOUSE? DEVELOPMENT:  READ THE POEM AND CIRCLE THE COGNATES. LABEL THE PICTURES BELOW.  COMPLETE THE DESCRIPTION.  REFLECT ON LANGUAGE: WHAT EXPRESSIONS CAN YOU USE TO GIVE SIMPLE INFORMATION ABOUT A PLACE? ______________________________________  LISTEN TO THE WORDS. THEN LISTEN AGAIN AND SAY THEM WITH THE STRESS ON THE UNDERLINED SYLLABLE.  WORK IN PAIRS AND READ THE POEM ALOUD. MAKE SUGGESTIONS TO EACH OTHER ON HOW TO IMPROVE YOUR PRONUNCIATION. THEN WRITE A TITLE FOR IT. CLOSING:  CD-ROM: WORD SEARCH ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 155, EX. 1. BEGINNING: BRAINSTORM. ASK: IN MY TOWN THERE IS (A BIG STADIUM). DEVELOPMENT:  FIND FIVE DIFFERENCES BETWEEN THE PICTURES. TALK ABOUT THEM WITH A PARTNER.  DESIGN YOUR OWN TOWN AND DRAW IT BELOW. IN PAIRS, TAKE TURNS TO DESCRIBE YOUR TOWN SO THAT YOUR

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PARTNER CAN DRAW IT IN HIS/HER NOTEBOOK. THEN COMPARE THE NEW DRAWING WITH THE ORIGINAL ONES.  WRITE YOUR OWN TOWN POEM. READ IT TO YOUR CLASSMATES. CLOSING:  CD-ROM: MATCHING ACTIVITY.

90

SUBJECT: ENGLISH UNIT: V SESSIONS: 7 AND 8 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: TALKING ABOUT LOCATION. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHERE IS YOUR CLASSROOM? DEVELOPMENT:  LISTEN AND POINT TO THE PLACES.  REFLECT ON LANGUAGE: UNDERLINE THE CORRECT OPTION. THE WORD NEXT TO, BESIDE, NEAR, BETWEEN, ACROSS FROM, BEHIND AND FAR FROM INDICATE A) TIME. B) PLACE.  LOOK AT THE MAP AND COMPARE THE SENTENCES.  IN PAIRS, TALK ABOUT THE LOCATION OF THE DIFFERENT AMUSEMENT PARK ATTRACTIONS. CLOSING:  CD-ROM: SORTING ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 155, EX. 1. BEGINNING: BRAINSTORM. ASK: PARK ATTRACTIONS. DEVELOPMENT:  CHOOSE THREE MORE PARK ATTRACTIONS OR PLACES AND MARK THEM ON YOUR MAP. THEN DRAW THREE MORE PLACES ON THE MAP.  COMPARE WITH A PARTNER.  OBSERVE WHERE YOUR CLASSMATES ARE SEATED. WRITE ABOUT THEIR LOCATION IN THE CLASSROOM. COMPARE WITH A PARTNER.

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CLOSING:  .

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SUBJECT: ENGLISH UNIT: V SESSIONS: 9 AND 10 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN DAILY OR GRADE: 1ST PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: ASKING ABOUT SPECIFIC PLACES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT INTERESTING PLACES ARE THERE IN YOUR NEIGHBORHOOD? DEVELOPMENT:  LISTEN TO THE DIALOGUE AND COMPLETE THE SENTENCES. COMPARE WITH A PARTNER.  REFLECT ON LANGUAGE: READ THE EXAMPLES AND ANSWER THE QUESTION. IS THERE A MALL NEAR HERE? THERE IS A MALL NEAR HERE. WHAT S THE DIFFERENCE BETWEEN THE QUESTION AND THE STATEMENT?  ASK A PARTNER ABOUT PLACES AROUND THE SCHOOL.  WORK IN PAIRS. LOOK AT THE MAP OF THE MALL AND DESCRIBE WHERE THE PLACES ARE. CLOSING:  CD-ROM: MY NEIGHBORHOOD SONG.  LEARN TO LEARN VOCABULARY, P. 155, EX. 1. BEGINNING: BRAINSTORM. ASK: THEY MAKE QUESTIONS WITH: IS THERE ? / ARE THERE ? DEVELOPMENT:  WHAT DO YOU KNOW ABOUT ZACATECAS? CIRCLE T (TRUE) OR F (FALSE).  STRATEGIC COMPETENCE: YOU CAN LOOK UP UNFAMILIAR

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WORDS IN A DICTIONARY TO FIND THEIR MEANING.  READ THE INFORMATION ABOUT ZACATECAS AND CHECK YOUR ANSWERS.  REFLECT ON LANGUAGE: READ THE TEXT AGAIN AND UNDERLINE EXAMPLES OF THE WORDS AND, BUT AND OR. OBSERVE THE SENTENCES WHERE THESE WORDS ARE USED AND MATCH THE COLUMNS. 1 AND A) CONTRASTS TWO IDEAS. 2 BUT B) MEANS AND NOT 3 OR C) CONNECTS TWO SIMILAR IDEAS.  CIRCLE THE CORRECT WORD.  IN YOUR NOTEBOOK, WRITE A DESCRIPTION OF YOUR HOMETOWN. READ IT TO YOUR CLASSMATES. CLOSING:  PORTFOLIO: EX. 4, P. 143. Didia's handmake book\Doc24.docx  CD-ROM: FILL IN THE BLANKS ACTIVITY.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 11 AND 12 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: ASKING ABOUT THE EXACT LOCATION OF PLACES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. NEW TECHNOLOGY ASK: HOW GOOD ARE YOU AT FOLLOWING DIRECTIONS? INFORMATION (NTI) DEVELOPMENT:  READ THE TEXT MESSAGES AND FIND THE GAS STATION ON THE MAP.  REFLECT ON LANGUAGE: LOOK AT THE EXAMPLE AND CIRCLE THE CORRECT WORD. IT S ON THE CORNER OF THE WORD ON INDICATES A) TIME. B) PLACE.  LOOK AT THE MAP AND ANSWER THESE PEOPLE S QUESTIONS.  IN PAIRS, ASK AND ANSWER ABOUT THE LOCATION OF DIFFERENT PLACES. REFER TO A MAP. SUPPORT YOUR ANSWERS WITH GESTURES. CLOSING:  LEARN TO LEARN VOCABULARY, P. 155, EX. 1, 2. BEGINNING: BRAINSTORM. ASK: THE LOCATION ABOUT SOME PLACES. DEVELOPMENT:  READ THE DESCRIPTIONS AND COMPLETE THE CROSSWORD PUZZLE USING INFORMTAION FROM THE MAP.  UNDER THE SENTENCES TO CREATE A LOGICAL DIALOGUE. READ IT WITH A PARTNER TO CHECK.  HAVE A DIALOGUE SIMILAR TO THE ONE IN EXERCISE 2. THEN CHANGE THE ORDER OF THE SENTENCES. GIVE IT TO A

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PARTNER FOR HIM / HER TO RE-ORDER. ROLE-PLAY THE DIALOGUE TO YOUR CLASSMATES. Carolinas handmake book\Doc22.docx CLOSING:  PORTFOLIO: EX. 3, P. 147. Didia's handmake book\Doc25.docx  INTERNET PROJECT: SURF THE INTERNET AND FIND A MAP OF YOUR NEIGHBORHOOD. WORK WITH A PARTNER AND ASK ABOUT THE EXACT LOCATION OF DIFFERENT PLACES. SUGGESTED SITE: WWW.GUIRAROJI.COM.MX

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SUBJECT: ENGLISH UNIT: V SESSIONS: 13 AND 14 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: ASKING FOR AND GIVING DIRECTIONS IN A TOWN. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: DO YOU KNOW HOW TO GIVE DIRECTIONS? DEVELOPMENT:  LISTEN AND CHECK THE PHRASES YOU HEAR.  REFLECT ON LANGUAGE: UNDERLINE THE WORDS THAT GIVE AN INSTRUCTION AND CIRCLE THE WORDS THAT GIVE DIRECTIONS. IS THERE ANY DIFFERENCE? TURN RIGHT. OPEN YOUR BOOK. GO ALONG THIS STREET. BE QUIET!  MATCH THE INSTRUCTIONS WITH THE SYMBOLS.  STRATEGIC COMPETENCE: LOOK AT THE PICTURE. YOU CAN SUPPORT MESSAGES WITH GESTURES.  IN PAIRS, ASK FOR DIRECTIONS TO PLACES ON THE MAP. YOU ARE AT FRED S HOTEL. CLOSING:  LEARN TO LEARN VOCABULARY, P. 155, EX. 1, 2. BEGINNING: BRAINSTORM. ASK: HOW DO THEY GET TO THE ZOCALO? DEVELOPMENT:  READ THE BROCHURE AND CIRCLE THE PLACES MENTIONED IN THE BROCHURE ON THE MAP.  REFLECT ON LANGUAGE: LOOK AT THE EXAMPLES AND UNDERLINE THE CORRECT OPTIONS. A BIG DEPARTMENT STORE

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THE INDEFINITE ARTICLE A GOES BEFORE WORDS BEGINNING WITH A A) VOWEL SOUND B) CONSONANT SOUND AN IMPRESSIVE BUILDING THE INDEFINITE ARTICLE AN GOES BEFORE WORDS BEGINNING WITH A A) VOWEL SOUND B) CONSONANT SOUND  COMPLETE THE SENTENCES WITH A OR AN.  IN YOUR NOTEBOOK, WRITE A BROCHURE ABOUT YOUR NEIGHBORHOOD SIMILAR TO THE ONE IN EXERCISE 1. CLOSING:  PORTFOLIO: EX. 3, P. 149. Carolinas handmake book\Doc23.docx  LEARN TO LEARN VOCABULARY, P. 155, EX. 2.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 15 AND 16 SESSIONS PURPOSE: TO ENABLE YOU TO DESCRIBE ACTIONS THAT HAPPEN GRADE: 1ST DAILY OR PERIODICALLY IN YOUR LIFE OR IN THE LIVES OF PEOPLE AND ANIMALS YOU ARE INTERESTED IN. TOPIC: ASKING FOR AND FINDING PLACES. STRATEGIC COMPETENCE: STUDENTS CAN REPEAT/ASK FOR REPETITION. A TABLE OF CONTENTS TALK ABOUT HOBBIES, LEISURE ACTIVITIES AND SPORTS THAT YOU LIKE DOING. SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

BEGINNING: BRAINSTORM. ASK: WHAT S YOUR FAVORITE PLACE LIKE? DEVELOPMENT:  READ AND COMPLETE THE DIALOGUE WITH THE WORDS IN THE BOX. COMPARE WITH A PARTNER. THEN ROLE-PLAY THE DIALOGUE TOGETHER.  LISTEN AND COMPLETE.  COMPLETE THE PARAGRAPH ACCORDING TO THE FLOOR PLAN. USE THE WORDS IN THE BOX.  IN PAIRS, ASK AND ANSWER QUESTIONS ABOUT THE DEPARTMENT STORE. CLOSING:  LEARN TO LEARN VOCABULARY, P. 155, EX. 2. BEGINNING: BRAINSTORM. ASK: HOW DO YOU GET TO THE AMALUCAN S IMSS? DEVELOPMENT:  READ THE DIALOGUES AND CHOOSE THE APPROPRIATE OPTIONS. REFER TO THE MAP.  REFLECT ON LANGUAGE: READ THE DIALOGUES AGAIN AND UNDERLINE THREE EXPRESSIONS USED FOR ASKING ABOUT THE LOCATION OF PLACES. COMPARE WITH A PARTNER. THEN LISTEN AND CHECK.  ASK A PARTNER HOW TO GET TO DIFFERENT AREAS. YOU ARE AT THE INFORMATION CENTER.

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CLOSING:  CD-ROM: HANGMAN ACTIVITY.  LEARN TO LEARN VOCABULARY, P. 155, EX. 2.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 17 AND 18 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: INTEGRATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. A TABLE OF CONTENTS SEQUENCE OF LEARNING CONNECTION WITH OTHER SUBJECTS NEW TECHNOLOGY INFORMATION (NTI) EDUCATIONAL RESOURCES (ACTIVITIES) STUDENT`S BOOK. NOTEBOOK. WHITEBOARD. COMPUTER. ASSESSMENT

TO TALK ABOUT WHAT DEVELOPMENT: PEOPLE ARE  SAMUEL IS GIVING A BIRTHDAY PARTY FOR BETH. READ THE WEARING. INSTRUCTIONS TO GET TO HIS PLACE AND ANSWER WHAT ARE THE STARTING POINTS? WHAT IS THE ENDING LOCATION? ARE ALL DIRECTIONS CORRECT? CHECK WITH THE MAP.  WORK IN PAIRS. YOU ARE MEETING WITH A FRIEND TO GO TO BETH S PARTY. DRAW A MAP TO SHOW HIM/HER WHERE TO MEET. THEN SHOW IT TO ANOTHER PARTNER AND EXPLAIN HOW TO GET THAT PLACE. CLOSING:  WRITE AN E-MAIL GIVING DIRECTIONS TO GET TO YOUR MEETING POINT. REMEMBER TO MENTION THE STARTING POINT AND ENDING LOCATION.

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SUBJECT: ENGLISH UNIT: V SESSIONS: 19 SESSION PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION ABOUT GRADE: 1ST POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: SELF-EVALUATION. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. TABLE CRITERIAL PORTFOLIO EVALUATION CREATIVITY

4 THE PORTFOLIO IS ORIGINAL AND CREATIVE.

3 THE MOST OF WORKS ARE CREATIVE, ORIGINAL, SPOTLIGHTING THE CONTENT OF THE PORTFOLIO. THE MOST OF PORTFOLIO IS WELL ORGANIZED AND CLEAR. THE MOST OF THE TEXTS ARE CLEAR, COHERENT, WITH SOME GRAMATICAL MISTAKES AND A RANGE OF VOCABULARY.

2 IT IS EVIDENT SOME CREATIVITY AND ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. IN SOME PART OF THE PORTAFOLIO IS ORGANIZED AND CLEAR. SOME TEXTS ARE CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND A RANGE OF LIMITED VOCABULARY.

ORGANIZATION

THE PORTFOLIO IS WELL ORGANIZED AND CLEAN. THE TEXTS ARE CLEAR, COHERENT, WITHOUT GRAMATICAL MISTAKES AND A WIDE RANGE OF VOCABULARY.

1 IT DOESN T EXIST THE CREATIVITY AND THE ORIGINALITY IN ORDER TO SPOTLIGHT THE CONTENT OF THE PORTFOLIO. THE PORTFOLIO ISN T ORGANIZED AND CLEAR. THE TEXTS AREN T CLEAR AND COHERENT, THEY INCLUDE GRAMATICAL MISTAKES AND THEY DON T HAVE A RANGE OF VOCABULARY.

EDITORIAL: WRITING

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SUBJECT: ENGLISH UNIT: II SESSIONS: 21 AND 22 SESSIONS PURPOSE: TO ENABLE YOU TO GIVE AND OBTAIN INFORMATION GRADE: 1ST ABOUT POSSESSIONS AND TO DESCRIBE ACTIONS IN PROGRESS AT THE MOMENT OF SPEAKING. TOPIC: MY PROYECT. STRATEGIC COMPETENCE: STUDENTS CAN USE REFERENCE BOOKS, THE INTERNET, AND THE BIBLIOTECA AULA BOOKS TO LOOK FOR HELP. Carolinas handmake book\Doc24.docx EXCELLENT MY PARTICIPATION OUR TEAM PERFORMANCE HOW CAN I IMPROVE? HOW CAN OUR TEAM IMPROVE? DOES YOUR PROYECT BENEFIT THE SCHOOL COMMUNITY? REFLECTION FOR NEXT RESEARCH PROJECT: VERY GOOD GOOD NEED TO IMPROVE

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