Allready 2

All Ready Lesson Plan
Unit 1 Lessons 1 and 2
School: Grade: Group:
Teacher:
Week Dates:
Social Practice of the Language: Understand Learning Environment 1: Product 1: Catalogue of

and convey information about goods and Familiar and Community Goods.
services. Environment
Specific Competency: Offer and understand Achievement (s): Can anticipate central sense and main ideas
suggestions in order to purchase or sell a from known oral expressions. Can distinguish main ideas within
product. oral exchanges. Can seek confirmation in an oral exchange.
Can produce expressions to argue or object. Can adjust tone,
rhythm and intonation when composing oral texts.
Knowing about the Language:
Acquisition of structured knowledge: modal verbs (should, shall), Verbs forms subjunctive: (she
suggests he buy) acoustic features: tone (courteous, serious, etc.), rhythm, speed, intonation,
CONTENTS
pauses, connectors; adjectives: qualifying, comparative, compound (fifteen minute process, two-
wheel vehicle); comparative structures (a as ; like; more slowly, less quickly; the least the
most quickly); adverbs of degree (very, too, rather); sentence types: declarative, interrogative,
imperative, exclamatory.
Doing with the Language:
Using the language in the necessary purposes. Predict messages and main ideas from known
conversation phrases. Differentiate ideas within conversations, conform information during
conversations, produce phrases to buy and sell products, speak softly and slowly or louder and
faster when having a conversation.
Being through the language:
Developing independence, critical way of thinking and judgment. To use the language in order to
make, accept or refuse suggestions, taking decisions in an assertive way and encourage
politeness through interpersonal exchanges.
Lesson Lesson Activities Procedures Notes

/ Week Stages &
/ Materials
Class
1. Look at the picture and 1. 1. Ask Ss: What was the last thing you bought? p.8-9
Lesson I know listen to the conversations Where did you buy it? Was it expensive? Then ask
1 Ss to look at the pictures form p. 8 and say: Who are Audio
Week 1 they? Where are they? What are they going to buy? script on
Class 1 Ask them to close their eyes and play the track. Make p.183
I build
2. Read the descriptions of a pause after the first conversation and ask: Who Student
the teens and circle T or F. was speaking? Are they friends? Where are they?
Book
Play the track and ask them to number the pictures in
3. Listen to the order. T
conversation, 2. 2. Ask Ss to read the descriptions then make
monitors
Track 3 comprehension questions after each description,
such as Whats the teenagers name? How old is he / the class
4 Answer Yes / No she? by
questions 3. 3. Play the CD. Ask: Where are they? What are they walking
going to buy? Play the CD again and Ss have to around
Reader: What should I complete the information. Ask Ss to share and the class
buy? compare their answers.
Pages 7-19 4. Ask Ss to read the questions with yes or no
individually.
5. Ask Ss to listen to track 3 again and ask them to

Lesson I think 5. Listen again to Track 3 pay attention to the opening, body, and closure part
1 and complete. of the conversation, as well as to the expressions. P.10-11
Class 2 Play the CD again and give time for Ss to write the
6. Look, underline and expressions where they belong. Let them share and Ask Ss to
circle. compare answers. bring
6. Ask Ss to pay attention to the phrases in page 10, white
7. Put the phrases in the read them out loud and ask them to circle the word(s) sheet
correct heading. that show comparison and to underline the word(s) papers for
that show description.
next
8. Complete the table. 7. Ask Ss to read each of the examples individually.
Then read each of the sentences out loud and have class.
9. Complete the sentences Ss to classify the phrases correctly under each
using information from heading.
activity 8 8. Ask Ss to look at the illustrations, hold the book
upfront and point to a picture asking, What are they?
How are they different? Make sure to elicit adjectives
like new / old, cheap / expensive. Then explain the
rule for comparative adjectives and have them
complete the table.
9. Ask Ss to look back at the table in act 8 and to use
the information in it to complete the sentences.
10. Listen to the 10. Ask Ss to look at the illustration and ask: What do P.12
Lesson I conversation and complete. you think the girls are going to do? Then play the CD.
1 practice Track 4 Ask them to follow the conversation and complete. T walks
Class 11. Listen again and answer 11. Ask Ss to read the questions. Make sure they around
3 the questions. understand them, play the CD, and ask them to the class
12. Read the advertisement answer the questions. Have them share and compare and
and complete. responses. monitor
12. In pairs, ask Ss to look at the pictures, tell them to Ss Actv.
complete the sentences using that information. 12
CD
player.

/ Week Stages & Materials
/
Class
13. Questions using 13. In pairs, ask Ss to take turns asking a P.13
Lesson comparative adjectives. classmate questions about the 2 bicycles using
1 comparative adjectives from the box. T walks
Week 2 I can 14. Discuss which bicycle 14. Ss work in pairs and make suggestions to a around the
Class 4 is the best to buy. classmate using comparative adjectives in the class and
boxes in activity. monitor Ss
15. In pairs practice the 15. Ask Ss to practice their conversation in pairs conversation
conversation. and walk around the classroom to monitor and practice.
make corrections if necessary.
P.14
Lesson 1. What kind of products 1. Write the word catalogue on the board. Ask Ss:
2 I know do you look at in What kind of catalogues do you know? Who are Glossary to
Class 5 catalogues? they intended to? Why are they promoted? Then identify the
ask Ss to look at page 14 and ask: What kind of meaning of
catalogue do you think it is? Then let them read unknown
and answer the questions. words
2. Ask Ss to look the illustration, What is it about?

2. Listen and repeat the Who has a bicycle? Can you describe your bike? P.14-15
Lesson I build jazz chant. Track 05 Play the CD. Ask Ss to listen and follow the chant
2 in their books, what two-wheel vehicles the chant is
Class 6 about? Ask comprehension questions then play it Walk around
3.Read the chant, answer again and ask Ss to repeat it. the class,
T or F 3. Ask Ss to read the chant again and answer T or monitor and
F the statements. help Ss if
4. Draw Ss attention to the illustration. Ask: Who necessary
4. Listen to the are they? What are they talking about? Play the
conversation and answer CD and ask: Whats the relationship between the CD player.
the questions. Track 6 speakers? Whats the name of the phone the son
wants? Why does he want this phone? Is the father
going to buy it? Play the CD again and ask Ss to
answer the questions. Share and compare
responses.
Lesson / Lesson Activities Procedures Notes

Week / Stages & Materials
Class
5. Ask Ss to look at page 15. Based on the
Lesson picture ask: What do you think the conversation P.15-16-17
2 is about? Play the CD and ask Ss to write the
Week 3 5. Listen to the suggestions they hear. Ask them: How many did Walk
Class 7 I think conversation and write the you get right? Then complete the activity. around the
suggestions. Track 7 6. In pairs, have Ss look at the sentences and class,
6.Look at the sentences answer the questions. Share and compare the monitor
and answer the questions answers. and help
7. Underline the words. 7. Remind Ss that to compare 2 or more things Ss if
8. Look and check. or people, we use the superlative form of the necessary.
9. Rewrite the sentences adjective. Ask them to look the sentences and
from activity 8. underline the words that compare. Check
10. Complete the answers and have them compare responses.
organizer 8. Ask Ss to read the sentences and to identify
11. Complete the table which ones talk about comparing things and
which ones about comparing actions. Ask them
to check or cross out the corresponding
answers.
9. Ask Ss to look back at the sentences and the
headings in activity 8. Ask Ss to rewrite the
sentences under the correct heading, adding
one of their own to each.
10. Draw Ss attention to the organizer. Elicit
from them the function of every part of speech
then ask them to complete the organizer. Let
them share and compare.
11. Ask Ss to look at the comparative and
superlative form of an adverb and ask them to
complete the rule table based on what they
have learned previously. Ask them to share and
compare.
12. In pairs, ask Ss to read the conversation P.17

Lesson 12. Put the conversation in and put it in the correct order. Have Ss share T monitors
2 I practice order. and compare their responses orally. the class
Class 8 13. Complete the 13. Ask Ss to read the words from the box then
conversation. draw their attention to the illustration and ask: T. guide p.
What are they doing? Then read the
conversation and let them complete. Share and
compare answers.
14.Give suggestions 14. In pairs, ask Ss to look and choose one
15. Invent detailed product, ask them to give three suggestions to P.18
Lesson I can information about the buy or object to buy it, like the example. Share
2 products. P.19 and present the answers.
Class 9 16. Write a conversation. 15. Have Ss look at the pictures and elicit from
17. Do you think you are a them the names of the products. Explain they
compulsive or a have to invent detailed information about each
responsible shopper? product to make them look attractive and worth
14. Write the sentences buying. Ask volunteers to present their work.
under the corresponding 16. In pairs, explain to Ss that they have to
illustration. complete the conversation by giving
suggestions or objecting to purchase the
product.
17. In pairs, let Ss answer these questions and
share their answers with the rest of the class.
Product Stages Activities Procedures for: Catalogue of goods. Notes &

1 Materials
I get ready 1. Work in groups 1. Explain to Ss that they are going to design P.20
and illustrate a goods catalogue. Ask them to
work in groups of five. Allow time for Ss to Walk
discuss, brainstorm ideas and decide which around the
goods will be including in the catalogue. class and
Lesson2 2. Plan the catalogues 2. Ask them to group the products they monitor
Week 4 format previously listed in the chart in page 20.
Class I plan 3. Decide on the size and 3. Ask Ss to think on how many pages and the Ss must
10 number of pages. size their catalogue will have,, then tell them bring
4. What materials do you they can use photos, drawings, or paper cutouts scissors,
need? to illustrate their work. glue,
4. Ask Ss to think about the materials they will magazines,
need to design the catalogue. markers,
paper
sheets for
next class.
p.21
Lesson 5. Compose the 5. Explain to Ss that they have to make a buying Walk
2 I do suggestions about the suggestion for each product on their catalogue. around the
Class products included in the class
11 catalogue. monitor
and help
Ss if
necessary
6. Ss will design and illustrate their work, and
6. Illustrate your catalogue will practice the enunciation of the suggestions.
Lesson All ready to and write your 7. Ask for volunteers to present their catalogue P.21
2 share suggestions to present it. to the class. The rest will listen and say if theyd
Class 7. Present the catalogue. buy any of the products. Walk
12 I learn: Ask Ss what they can do now that they around the
couldnt do at the beginning of the learning class
I learn environment. Then have them answer the, I monitor
learn box on page 21. Give positive feedback and help
for their effort and progress. Ss if
Ask Ss what they can do now that they couldnt necessary
do at the beginning of the learning environment
and listen to their responses. Then have them
answer the I learn box and take note.
p.166
Class Self-Test 1. Self- test 1. Ask Ss to go to page 166 in their Student
12 Books.
Formal 2. Apply the formal 2. Ss do their formal assessment from page 154 Teachers
Class assessment assessment in the Teachers Guide. Guide
12 p.154

Teacher:
Unit Title: Week Dates:
Social Practice of the Language: Read and Learning Environment 2: Product 2: Comic Book.
understand different types of literary texts Literary and Ludic
distinctive of English-Speaking countries. Environment.
Specific Competency: Read fantasy literature Achievement (s): Can use strategies to support the
and describe characters. comprehension of narratives. Can anticipate central sense and
main ideas from some details. Can distinguish between explicit
and implicit information. Can formulate and answer questions to
distinguish and verify specific information. Can describe
characteristics and abilities.
Acquisition of structured knowledge: adjectives: qualifying; verb tenses: past and present perfect;
adverbs: of time (yet, already); verb forms: gerund, past participle; conditionals (if she were she
would) ; direct and indirect speech.
Using the language in the necessary purposes. Use strategies to build comprehension of texts.
CONTENTS
Recognize message and main ideas from details. Differentiate between explicit and implicit
information. Ask and answer questions to differentiate and check information. Talk about
characteristics and abilities.
Developing independence, critical way of thinking and judgment. To represent the reality,
recognize the imagination and creativity in the perception of reality and stimulate the pleasure of
reading.

Week / Stages &
Class Materials
1. Imagine you have 1. Ask Ss what superheroes they know and their p.22
Lesson I know superpowers. powers, write them on the board, then ask Ss to
3 imagine they have superpowers and allow them to Refer Ss
Week 5 share their ideas. to the
Class 4. Glossary
13 I build 2. Draw on the board a mind map. Write movie in the
on p.157
2. Read the story and center. Have Ss copy it in their notebooks and ask
answer the questions. to clarify
them to write as many words related to movies as
the
they can in the mind map. Ask for volunteers to do it
3. Write T or F. meaning
on the board. Direct Ss attention to page 52 and
of words
play the CD, then ask Ss to match each
conversation.
4. Ask Ss to read the sentences and ask them to

Lesson I think identify the unreal conditions. Once they do it, P.23-24
1 4. Circle the part of the explain why they cant be real.
Class sentence that expresses an 5. Ask Ss to complete the rule in the table. Draw their Walk
14 unreal condition. attention to the example. around
6. Ask Ss to look at column A and ask what they the class
5. Complete the table. notice. Explain that saying exactly what someone monitor
says is called direct speech. Now have them look at and help
column B and ask again what they notice (no Ss if
6. Read and answer. P.24 quotations marks are used, and the verbs are in past necessary
tense), reporting what someone says is called
7. Write D for direct and I reported or indirect speech. Answer the question.
for indirect speech. 7. Ask Ss to read and decide if the sentences are
direct or indirect speech. Share and compare
8. Complete the table. answers.
8. Ask Ss to read and complete the rules. Ask
volunteers to read out loud.
9. Ask Ss to skim and scan the story on page 22.
Lesson 9. Read and match. P.25 Ask: What is the main idea? What are other key P.25
1 10. Write what you liked ideas? Have them read the questions on page 25
Class and didnt like about The and match them with the correct answer. Check and Walk
I
15 magic skateboard story. compare. around
practice 11. Read and complete 10. Have Ss reflect about the magic in the the Class
using reported speech. skateboard story. Ask them to think what they liked and
P.26 and didnt like about it and to write their ideas in the monitor
12. Complete with would or spaces provided. activity.
could and the correct verb 11. Draw Ss attention to the illustration and ask:
form. What kind of text is it? Elicit the word comic. Have
them read the text and ask comprehension questions
like: What is the girls problem? What powers does
super teen have? Finally, ask them to complete the
sentences using reported speech. Share and
compare answers.
12. Draw Ss attention to the title of the story and
elicit the meaning of daydreaming. Ask questions
like: What is the girl dreaming about? Have them
look at the sentences and elicit the conditional form.
Remind them about the rules and ask them to
complete the activity using the correct form of the
verb in parenthesis.
/ Week Stages &
/ Materials
Class
13. Read and complete the 13. Draw Ss attention to page 27. Have them look at p.26-27
Lesson bubbles. the pictures and ask: What is the story about? Have
3 them underline new words and let them read. Then Teachers
Week 6 I can 14. What are your countrys ask the following comprehension questions: What is Guide p
Class beliefs about magic? the girls name? Where did she live? What was she 39-40
16 wishing for? Ask them to complete the bubbles. Walk
15. Complete the 14. Explain to Ss what is considered as magic. Elicit around the
sentences. from Ss magical costums or traditions they have or Class and
have heard of in their locations. monitor
16. Write an ending for the 15. Ss complete the sentences based on the
story. characters actions, using the appropriate form of the Refer Ss
verb in parenthesis. Share and compare. to the
16. Have Ss write a possible ending for the story in Glossary
the space provided. in p.156-
157.
Lesson 1. Do you prefer to read 1. Ask Ss: What are the differences between a book P.28
4 I know books or comics? Why? and a comic? Have different Ss to participate. Then
Class 2. What is your favorite ask: What do you prefer to read, books or comics? Teachers
17 book, comic or movie? Talk Why? Allow them to express their opinions. Guide p.41
about it 2. In pairs, have Ss talk about their favorite books, Reader:
Reader: The five movies, or comics. Walk around monitoring and Pp.20-29
Joaquins. correcting if necessary.
p. 20-29
3. Number the paragraphs

Lesson I build in order. 3. Ask volunteers to retell the Five Joaquins story. P.28-29
4 Then ask them to read the paragraphs silently, to
Class 4. Label the paragraphs with underline the main events, and finally, to number the Refer Ss
18 the correct heading. paragraphs in the correct order. to the
4. Go over the headings with Ss and make sure they Glossary
5. Read the article in pairs understand them, ask them to label each paragraph in p.156-
with the correct heading. Have them share and 157.
compare answers.
5. Have Ss read the article in pairs and give them
some time. When they finish, ask them to exchange
opinions (agree or disagree) and share with the rest
of the class with a partner.

Class
6. Label the book. P.30 6. Draw Ss attention to Activity 6 and ask them
Lesson 7. Underline the to read and label the book with the appropriate P.30
4 adjectives. words. Share and compare.
Week 7 I think 8. Complete the rule. 7. Ask Ss to read the sentences first and ask
Class 9. Write past perfect or them to underline the adjectives that qualify and Teachers
19 present perfect. describe. Share and compare. Guide p.42-
10. Complete the table. 8. Ask Ss to complete the rule and say the word 43
11. Underline the words. they used to complete it. .
12. Complete the 9. Ask Ss to pay attention to the sentences on
sentences page 30 and ask them what they notice about
the verbs. Explain the use of present and past
perfect and the adverbs of time for and since.
Let Ss identify which sentences are written in
past perfect and which ones in present perfect.
Share and compare answers.
10. Ask Ss to go over the rules in the table and
to complete them with the name of the
appropriate verb tense.
11. Ask Ss to identify words that indicate ability.
Have them underline the words. Pay attention to
the use of can and could and remind them of
the use of them as auxiliary verbs for the
present and past possibilities and abilities.
12. Ask Ss to complete the sentences with the
appropriate word.
Lesson 13. Have Ss rewrite the letter in first person, as

4 I practice 13. Rewrite the letter. if they were Joaquin Murrieta. Monitor the p. 31-32
Class 14. Work in pairs. activity and check for corrections. Have them
20 15. Complete the check and share their work. Walk
interview. 14. Tell Ss they have to describe the physical around the
16. Write a conversation characteristics and abilities of the superheroes. class and
and act it out. Refer them to the Glossary for new words. monitor Ss
15. Have Ss look at the illustration. Then ask
them to read and complete with the correct form Teachers
of the verb in parentheses. Guide p.44
16. Explain to Ss that they are going to
interview a superhero (Zenda). Have them p.32-33
choose their part to play to work in pairs and let
them organize their time and questions. Finally,
have them practice and write on the spaces
provided.
17. Circle the correct word 17. Ask Ss to read the story silently and then to p.32- 33
and complete the story. complete it by circling the correct word in each Teachers
Lesson I can 18.Answer the questions case. Guide p.45
4 18. Ask Ss answer the questions based on the Monitor the
Class story, monitor the activity. Check, compare, and work
21 share answers.
Product Stages Activities Procedures for: Comic Book Notes &

2 Materials
I get ready 1. Decide on the story you 1. Ask Ss to form groups of 4 or 5. Explain that p.34
will read to make a comic they are going to create a comic book. Have Teachers
book. them look at the illustrations to pick up a Guide p.46
narrative or they can also invent a new one. Refer Ss on
Then ask them to think of main ideas to include p.176
Lesson4 in it.
Week 8
Class 2. Decide on the number 2. Advice Ss not to make the comic book too Ss must
22 I plan of pages. long. Direct them to pages 176-177, so they bring
have an idea of the space theyll use. materials
3. What materials do you 3. Ask Ss to make a list of the materials they will for next
need? need. class.
4. Divide the story in 4. Ss will design a format for the comic book P.34- 35
Lesson episodes. dividing the story in episodes, defining spaces Refer Ss to
4 I do 5. Give brief descriptions for dialogues and descriptions. the
Class for the characters and the 5. Ask Ss to adjust the information they have to
23 events. make the dialogues and descriptions. In teams Worksheets
6. Go to the work sheet they can write their ideas. section on
section on p. 176-177. 6. Direct Ss to pages 176-177 to use the p. 176-177
7. Write the dialogues template for the comic book. They can also use
white sheets of paper if they want to. Teachers
7. Have Ss write the narrative and dialogues in Guide p.47
a paper sheet for corrections and spelling. Then
have them copy it into the bubbles and ask
them to illustrate their comic book.
8. In groups, have Ss rehearse the dramatized
8. Rehearse the reading of the comic, then, ask for volunteers to
Lesson All ready to presentation. present it for the class.
4 share Ask Ss what they can do now that they couldnt
Class I learn do at the beginning of the learning environment
24 and listen to their responses. Then have them
answer, the I learn box and take note.
1. Ask Ss to go to page 167 in their Student p.167
Class Self-Test 1. Self- test Books.
24
Formal 2. Apply the formal 1. 2. Ss do their formal assessment from page 155 Teachers
Class assessment assessment in the Teachers Guide. Guide
24 p.155

Teacher:

Social Practice of the Language: Understand Learning Environment 1: Product 1: Instruction Manual
and write instructions. Formation and academic
environment
Specific Competency: Understand and Achievement (s): Can clarify the meaning of unknown terms in
compose instructions about facing an order to broaden and refine their vocabulary. Can understand
environmental emergency and point out the order of the components, useful information
and main ideas of an emergency manual. Can write and classify
sentences in order to create instructions sequences. Can
remove, add or edit and instruction manual.
Acquisition of structured knowledge: Sentences types; adverbs: of time (since, for), of
sequence(after, firstly, next); abbreviations (ASAP, S.O.S); pronouns (who, whom, etc.) and
relative adverbs (how, why, when, where); prepositions (by, about, for, in, into) and prepositional
phrases (at the end of, in front of)

CONTENTS
Using the language in the necessary purposes. Learn more words to increase my vocabulary.
Know the elements of an emergency manual. Write instruction sequences and edit an instruction
manual.
Developing independence, critical way of thinking and judgment. To prevent and face problems, to
protect and guard the physical integrity and to be empathic and responsible with the class and the
community.
/
Class
1. Answer these questions 5. 1. Ask Ss to open their books to page 38 p.38
Lesson I know and ask: What are these signs for? In T monitors the
1 pairs, have them to discuss these activity by walking
Week 9 questions and the answers. Walk around around the
Class and encourage Ss to use English. Refer classroom
25 2. Read the information Ss to pages 33-43 in their Readers.
from the emergency 6.
procedures. 7. 2. Ask Ss to look at the text and ask:
What is it about? Have you ever read a
similar emergency procedures manual?
Then let them read the information and
answer the questions.
I build
3. Read and label the 3. Ask Ss to read the previous excerpt p.39
Lesson I think words. again and ask them to label it with the
1 words from the box. Pay attention to
Class 4. Read, circle and answer abbreviations and explain their meanings. p.40-41
26 T or F. Share and compare answers. Extra activity: take
4. Make sure Ss understand the meaning time to explain and
5. Match the instructions of bullets, bold, and italics. Have them enhance the
with the pictures. observe the components of the text and importance and
the uses of images and illustrations. Let proper use of the
6. Answer the questions. them read and answer T or F. dictionary.
5. Ask Ss to look at the pictures, making
7. Read the excerpts from sure they understand the meaning of
the manual and write the flood, throw away, dirty flood water. Ask
meanings of the words. them to match the instructions to the
8. How did you know the picture. Share and compare answers.
meaning of the words? 6. Ask Ss to look at the previous
9. Circle the best option. illustrations and ask them to describe
Reader: What to do in an them. Then have them answer the
emergency? questions on page 40.
Pages 33-42 7. Ask Ss to read the excerpts from the
manual and to write the meaning of the
underlined words in the spaces provided.
8. In pairs, have Ss complete Activity 8 on
page 41. Walk around and listen; correct
if necessary.
9. Ask Ss: What did you do to find the
words in the dictionary? Which problems
did you face when looking up words?
Then have Ss check on the statements
and have them circle the best option.
10. Listen to the p.42
Lesson I conversation and complete. 10. Ask Ss to look and recognize the T walks around the
1 practice Track 4 p.12 organization of an instructions manual, class and monitor Ss
Class 11. Check the answers and have them read the instructions and Actv. 11
27 make corrections. number them. Elicit the adverbs of
sequence (first, then, next).
11. Ask Ss to work in pairs. Have them
compare their answers and make
corrections if necessary.

/
Class
12. Look at the pictures; 12. Look at the pictures from a different manual. p.43
Lesson write the instructions in the Have Ss to describe them. Ask: What happened to
1 correct picture. the boy? What are they doing? Where are they? T walks
Week I can Refer Ss to the Glossary for unknown words; finally, around the
10 13. Number the instructions have them write the instructions under the correct class and
Class in activity 12 under the picture. monitor Ss
28 correct order. conversation
13. Ask Ss to read the instructions. Have them look practice.
14. Compare your answers for any sequence word and instruct them to number
with a partner. the instructions.
14. Ask Ss to compare their answers with a partner,

to make arguments about their answers and to
decide which the correct answer is before they
make any change, ask for volunteers to share out
loud for the rest of the class.
Glossary to
Lesson 1. Circle the things that you 1. Draw Ss attention to the illustrations, elicit the identify the
2 I know think could cause an name of the objects. Read the instructions together meaning of
Class emergency. and allow Ss to work individually. unknown
29 words
2. Write on the board: What do you do in the case of

2. Listen to a recording of an emergency? Who do you call? Play the CD and p. 44-45
Lesson I build emergency instructions and ask Ss to answer the questions by circling the best
2 answer the questions. option. Check, share, and compare answers.
Class Track 08 p.44
30 3. Play the CD again. Have Ss listen and complete
the sentences with the words from the box. Check
3. Listen again and and make corrections if necessary.
complete.

Class
4. Read these two 4. Write on the board: Some Ss like to study in the p.45
Lesson sentences and underline morning. John and George play basketball every
2 the subject and circle the afternoon. Have Ss copy these sentences in their T walks
Week 11 I think verb. notebooks and ask them to underline the around the
Class subject(s) and the verb(s). Make sure Ss class and
31 5. Read the sentences; understand. Enhance the importance of monitor Ss
write S for simple and C for dependent and independent clauses. Have Ss conversation
complex. P.46 look at page 45 and ask them to repeat the practice.
underlined process with the sentences in the
6. Read the sentences in book. Share and compare answers.
activity 5 again and 5. Have Ss work in groups of three. Ask them to
underline the connectors. copy the sentences in their notebooks. Have them
7. Complete sentences underline subjects and circle verbs, ask them to
with words from the box. put an S if is a simple sentence, and a C if its
complex. Check for corrections.
6. Have Ss to reread the previous sentences and
to underline the words used as connectors. Ask
volunteers to share and check answers.
7. Write on the board, Swedish is very difficult. If
you study German, Swedish wont be difficult to
learn. Ask Ss which sentence is complex and
which one is simple. Read instructions to activity 7
and let Ss answer it.
8. Complete the tables. 8. Write on the board: It is important to know what

Lesson to do before an emergency happens. Plan a safe
2 I 9. Combine the pairs of place outside for everyone to meet after you T. guide
Class practice simple sentences to make escape from a fire. Ask Ss to look at page 47 and p.58-59
32 complex sentences. ask them to read the words from the box. Ask:
What are these words? Make sure they know the
10. Complete the difference between connectors and sequence. Ask
sentences. them to complete the table.
9. Write on the board: When you are in a flood, try
11. Rewrite the Sentences to stay calm. The teacher returned the homework
in the correct order. after she noticed the error. Ask Ss to read the
sentences, explain the use of the comma. Have
12. Discuss what them complete the activity. Check and share
communities or people can answers.
do to help cities or regions 10. Draw Ss attention to the words in the box and
that have been affected or ask: Are they connectors or sequence? Have Ss
hit by a hurricane. complete the activity, offer help if needed.11.
Have Ss rewrite the sentences from activity 10.
Pay attention to punctuation and spelling. Ask
someone to write it on the board so everybody can
check their answers.
12. In groups of five, let them discuss the
information they researched about the topic.
Monitor the activity.
13. Match the parts of 13. Ask Ss: Have you ever been eaten by an
instructions for what to do animal? What did you do? Where were you? Who p. 49
Lesson I can in case of a snake bite. was with you? Have Ss read the parts of
2 14. Write the sentences sentences and match them to give a complete
Class under the corresponding instruction. In the space, ask them to write the
33 illustration. sequence or connectors that correspond.
14. Ask Ss to look at the pictures and ask them to
describe them. Ask them to write the previous
instructions under the corresponding illustration.
Product Stages Activities Procedures for: Instruction Manual. Notes &

1 Materials
I get 1. Make a list of potential 1. Explain to Ss that they are going to create an p.50
read environmental instruction manual to face an environmental T walks
emergencies in your area. emergency in their community. Ask Ss to open around the
page 50 and make a list of potential environmental class and
emergencies. Have a class discussion about the monitor Ss
Lesson2 lists. conversation
Week 12 practice.
Class
34 2. Work in groups and 2. Ask Ss to share their lists, make sure they
share your notes. speak English. Ss must
I plan 3. Choose one of the 3. Have a class discussion to choose one of the bring
emergencies and write emergencies they mention. Explain that each scissors,
notes. student has to look for information about what to glue,
4. Find out more about do in case of the environmental emergency they magazines,
what to do in the have chosen. markers,
emergency. 4. Elicit from Ss where they can find the paper
5. Distribute in your group information. They have to select the most relevant sheets for
the actions to make the points and take notes about it. next class.
instruction manual. 5. Ask Ss about the parts of an instruction manual.
6. What materials do you Have them open their Readers to chapter 3 What
need? to do in an emergency? Explain the actions
required to elaborate the manual (drawing, writing,
etc.) Have them organize into who does what.
6. Have Ss decide what materials they will need to
elaborate their manual.
7. Use your notes to write 7. In groups, Ss look at page 51 and work on
Lesson instructions for what to do if deciding which of the information that they Worksheet
2 I do the emergency happens. gathered is more relevant. Ask them not to forget p.178.
Class 8. Check and edit the the use of connectors and sequence words.
35 instructions. Monitor and give help if necessary. T. G. p.61
9. Use the worksheet 8. Have Ss check the order and logics of their
p.178. instructions, the sequence and connectors, and
the grammar and spelling.
9. Ask Ss to go to page 178 in the worksheets
section and have them use it to write the
instructions and make drawings.
10. Have Ss ask for the school principals
10. Find out if you can put permission to post their instructions manuals on
Lesson All up your worksheets in the the bulletin board, so everybody can read them.
2 ready bulletin for other Ss to p. 51
Class to read. Ask Ss what they can do now that they couldnt do
36 share at the beginning of the learning environment and
I learn listen to their responses. Then have them answer
the I learn box and take note.

Teacher:
Social Practice of the Language: Interpret and Learning Environment 2: Product 2: Script
convey information published in various media. Familiar and Community
environment
Specific Competency: Script dialogues and Achievement (s): Can anticipate central sense and main ideas
interventions for a silent short film. from previous knowledge and non-verbal communication. Can
compose expressions to produce oral exchanges. Can provide
examples to main ideas during an oral exchange. Can rephrase
expressions produced during an oral exchange.
Acquisition of structured knowledge: Connectors; verbs: modals (would, could, need to).

CONTENTS
Using the language in the necessary purposes. Anticipate main ideas. Write expressions for a
dialogue. Include examples in a dialogue. Use different words in a dialogue.
Developing independence, critical way of thinking and judgment. To reflect emotions and
experiences from people and their cultures, appreciate English cultural expressions, knowing
values and behaviors of English speaking countries.

/ Week Stages &
/ Materials
Class
1. Look at the pictures and 1. Ask Ss to open their Student Books to page 52. p.52
Lesson I know answer these questions Direct Ss attention to the pictures. Have them
3 describe the actions and characters of each picture, T. guide
Week Reader: Silent story p.46- read out loud, and help them with vocabulary.2. P. 62-63
13 55 Draw on the board a mind map and write movie in
Class I build the center. Have Ss copy it in their notebooks and Cd player
37 ask them to write as many words related to movies
Track 09
2. Listen to the as they can in the mind map. Ask for volunteers to
conversation and match. do it on the board. Direct Ss attention to page 52
and play the CD. Ask Ss to match each
conversation.
3. Listen again and answer 3. Ask Ss to look at the pictures again. Have them p.54
Lesson I think describe the pictures. Ask: Where are the people?
1 4. Choose the completion What are they doing? Are they happy or sad? Help
Class for each sentence. with vocabulary. Play the CD and have them answer
38 the questions. Glossary
5. Read and write the 4. Ask Ss about the movie genres they remember for
names. and write them on the board. Ask questions to make unfamiliar
sure they understand. Go through activity 4 with words
6. Look and number the them and refer them to the Glossary for unfamiliar p.159.
scenes. words.
5. Ask Ss to work in groups of three, ask them to
7. Read the questions and discuss about their favorite movie and character.
match them. Have them read and complete the activity. T. guide
8. Answer the questions. 6. Ask Ss to look at the scenes and have them p.64
9. Complete the sentences. describe them, then ask them to number them in the
correct order. Check answers out loud.
7. Ask Ss to work in pairs. Have them take turns
asking questions and answering about emotions,
motivations, hopes, etc. they see in the scenes.
Then have them read and match the sentences.
8. In pairs, have Ss complete activity 8 on page 54.
Walk around and listen. Correct if necessary.
9. Have Ss look at the words in the box, making
sure they understand. Have them complete the
sentences.
10. Have Ss read the dialogues and write the p.55-56

Lesson I 10. Read the sentences correct genre, make them read out loud and have
1 practice and write the genre. them act it out in pairs. T walks
Class 11. Match the dialogues 11. Direct Ss attention to the illustrations and have around the
39 with the movie scene. them describe each clip. Ask them to match the class and
dialogues from the previous activity. Check answers monitor Ss
and share. Actv. 10

/
Class
12. Read the movie 12. Have Ss to look at the picture, ask; Where can p.57
Lesson summary and draw a you find this type of information? Ask them to read
3 poster. it, and explain they have to draw a picture to T walks
Week I can represent it. Share with the rest. around the
14 13. Was it easy to draw? class and
Class How can you improve? 13. Ask these questions to the class and monitor
40 encourage them to participate. Check they use activity 14
14. Write the dialogue for English.
the scene.
14. Ask Ss to work in pairs. Explain they are going
15. Check the dialogue for to write a dialogue for the scene they drew in
errors. activity 12. Walk around and give help if necessary.
15. Have Ss check their dialogue for possible
grammatical errors.
Lesson 1. Say what emotion the 1. Draw Ss attention to the illustrations and have p. 58
4 I know mime is expressing. them say what emotion the mime is portraying in
Class each picture. Elicit answers from different Ss.
41 Check answers.
2. Ask Ss the title of the story in Chapter 4 of their p. 58

Lesson I build Readers, Silent Story, and elicit the story of the two
4 2. Look at the pictures and characters. Direct Ss attention to the story on page
Class answer the questions. 58, have them describe it, go over the questions
42 3. Listen and check. with the Ss and have them answer them
4. Number the sentences in individually.
order. Go around
3. Play the CD and have Ss listen and check their the class
answers from Activity 2. Play the audio as many listening
times as needed. intonation and
pronunciation.
4. Ask comprehension questions like: Why is Tricia
watching him? What question did Nick ask Tricia?
Make sure they understand. Ask Ss to number the
dialogue in order and to write it in order in their
notebooks and to practice the dialogue with a
partner.
Class
5. Look at the extracts 5. Make sure Ss understand the use of modal P.59
Lesson and follow the instructions verbs (can, could, have to, should). Have them
4 look at page 59 and ask them to read the T. Guide
Week 15 I think 6. Read the dialogues extracts from the conversation and to complete pp.68-69.
Class and match them. the activity.
43 6. Direct Ss attention to the illustrations. Ask
Reader: Silent Story Ss to describe them. Pay special attention to
p.46.55 the expressions and gestures: Look at this
face! Is he happy or sad? Ask Ss to read the
dialogues and match with the picture.
7. Read the conversation 7. Direct Ss attention to the picture and ask:
Lesson and number the What do you think the children are talking
4 I practice sentences. about? Are they angry or happy? Are they P. 60-61
Class friends? Where are they? Ask some Ss to read
44 8. Write down the the sentences and then have them number
conversation in activity 7. them in the correct order to form a dialogue. T. guide
8. Have Ss read the sentences again. Ask p.70
9. Read the conversation them to complete the conversation in their
with a partner. notebooks individually.
9. In pairs, have Ss read the dialogue out loud.
10. What word is used to Go around and correct pronunciation, stress,
express respect and to and intonation if necessary.
avoid a problem? 10. Read the conversation again. Stress the
expression that is used to show respect and its
11. Complete the proper pronunciation. Elicit other examples of
dialogue. phrases to show respect.
12. Act out and say the 11. Have Ss read the sentences, have them
dialogue. read the dialogue and to complete it with the
sentences from the box. Refer them to the
Glossary on page159 for unfamiliar words.
12. In pairs, have Ss practice the dialogue
(dubbing) and ask volunteers to act it out for
the rest of the class.
13. Ask Ss to cover the text below the pictures.
13. Look at the pictures Point to the pictures and ask Ss to explain the p. 62-63
Lesson I can and match. scene. Then ask Ss to write in their notebooks
4 a description for each scene. Finally, have T. guide.
Class 14. Choose one situation them match the pictures to the situations P.71
45 and write a dialogue. below. Check answers together.
14. In pairs, have Ss choose one situation from
15. Act out and dub the activity 13 and write a dialogue along with it.
dialogue. Exchange writings for corrections.
15. In pairs, have Ss act it out in front of the
class. Let them practice and correct
pronunciation and intonation if necessary.
Product Stages Activities Procedures for: Script Notes &

2 Materials
I get read 1. When you watch a 1. Write these questions on the board: When p.64
movie, do you prefer you watch a movie, do you prefer subtitles or to
subtitles or have it have it dubbed? When you were a child, did T walks
dubbed? you use to watch movies with subtitles or around the
dubbed? Was it easier to understand the movie class and
Lesson4 with subtitles or dubbed? Next, have Ss monitor Ss
Week 16 discuss the questions and to give arguments. conversation
Class 2. Work in groups and 2. Ask Ss to write a list of movies and TV practice.
46 choose a movie or TV shows they remember. In groups of three have
I plan show. them share their lists and ask them to choose
3. Complete the one movie or show all the group members had
information about the seen before. Ss must
scene you chose. 3. Ask Ss to choose a scene from the movie or bring
4. Who will take each role show they chose previously and tell them to materials for
in the scene? complete the chart. Give help if needed. next class.
5. What materials do you 4. Ask each group to decide who will take a
need? role in the scene.
5. Have Ss decide what materials they will
need, objects for sound effects, and clothes
and props to dub.
6. Use the information to 6. In groups, have Ss work on their scripts with
Lesson write a script. the information from the chart. Give help if p.65
4 I do 7. Check grammar, needed.
Class spelling and punctuation. 7. Ask groups to exchange their scripts to Teachers
47 8. Practice acting out and check for possible mistakes, rewrite the Guide p.61
dubbing. dialogues if needed. Walk around and give
help.
8. Have Ss practice and act out their scripts.
9. Ask the groups to present and act out their
9. Act out and dub the scripts for the rest of the class, have Ss vote for
Lesson All ready to scene for the class. the best dialogue.
4 share p. 65
Class I learn Ask Ss what they can do now that they couldnt
48 do at the beginning of the learning environment
1. Ask Ss go page 168 of the Student book p.168-169
Class Self-Test 1. 1. Self- test
48
Formal 2. 2. Apply the formal 3. 2. Ss do their formal assessment from page Teachers
Class assessment assessment 157 in the Teachers Guide. Guide p.157
48
Teacher:
Social Practice of the Language: Participate in Learning Environment 1: Product 1: Hangman Game
language games to work with specific linguistic Literary and ludic environment.
aspects.
Specific Competency: Participate in language Achievement (s): Can distinguish the stress of specific parts of
games in order to recognize rhythm, stress, and sentences. Can read and write sentences to practice rhythm,
intonation of sentences. intonation and stress. Can contrast the stress of words, both on
their own and within sentences.
Acquisition of structured knowledge: Sentence composition; punctuation; apostrophe (He didnt,
Ive) upper and lower case letters; diphthongs: (oi, ou, au).
CONTENTS
Using the language in the necessary purposes. Distinguish the stress of specific parts of
sentences. Read and write sentences to practice rhythm, intonation and stress. Contrast the stress
of words both on their own and within sentences.
Developing independence, critical way of thinking and judgment. To enjoy school work, the active
participation in common activities among the students and elicit respectful and hard competition.
/ Week Stages
/ &
Materials
Class
1. Whats the difference 1. Ask Ss to open their books p.68 and look at the p.68-69
between these games? pictures. Write the words puzzle, hangman, jigsaw,
Lesson I know crossword, bingo and hopscotch. Ask Ss: What T. guide
1 2. Which ones are language materials do you need in order to play? How many p. 76
games? people can play? What are the basic rules? Let them
Week identify the differences between each game. For more
17 2. Ask Ss to identify which games are language informatio
games. Elicit similarities and determine which n about
Class Reader: lets communicate elements define a language game. games go
49 p.59-62 to p.191
3. Elicit the materials for playing Hangman. Have Ss
Ss book.
I build read silently the rules for this game. Then, in pairs,
one student reads and the other mimes the action;
then switch roles.
3. Read the rules and
answer.
p.70
4. Label the graphic
Lesson I think components. 4. Have Ss label the graphic organizer individually T. guide
1 and to check the answers with a partner. Refer them p. 77-78-
5. Answer the questions to the Glossary on page 160 for unfamiliar words. In 79
Class pairs, ask them to work on answer the questions and
50 6. Complete the table. work out the movie title. Make comprehension
questions; ask for a volunteer to do it on the board.
7. Circle the correct option. CD
8. Unscramble the options. 5. Ask volunteers to read the questions out loud. Give player
time to think and analyze the answers. Check for
pronunciation and intonation.
Reader: Lets 6. Have Ss look at the table and the words from the
communicate box. With their previous knowledge, have them
Pages 59-62
complete it.
7. Ask Ss to work in groups of three and recall the

meaning of intonation. Then instruct them to choose
the objective of the game. Check answers.
8. In pairs, ask Ss to complete the activity. Let them

share their answers.
p.71-72
9. Listen to the rules of a
Lesson I game and number them in 9. Have Ss listen to the track and ask them to pay
1 practic order. Track 11 attention to the rules of the game Categories. Ss must
e recognize the steps and the order for them to number. T. guide
Class 10. Listen to two people p.79
51 playing the game. Track 12. 10. Write some comprehension questions on the
board. Play track 12 and ask Ss to underline stressed
words from the sentences.
/
Class
11. Complete the activity for 11. Prepare a card for each student with 1, 2, or 3 p.73
Lesson syllable ranking. syllable words. Give each student a card and ask
1 them to line up at the front of the class. Ask Ss who CD player
Week I can 12. Listen and check your think they have a word with three or more syllables
18 answers to stand in a circle, and students who think the have T walks
Class Track 13 a word with one syllable at another circle, the around the
52 students left, should gather together in a third circle class and
13. Read the rules for the since they should have words with 2 syllables; they monitor Ss
game and complete the have to determine the number of syllables in each conversation
sentences. word. practice.
12. Have Ss write their answers in their Student
14. Make a list of categories Books on page72, then play track 13 to check T. guide
to play a game. answers. p.80
15. In pairs write example 13. Ask Ss to read the rules of the game out loud,
sentences that fit each and, in pairs, ask them to finish the activity. Check
category. answers.
16. Exchange cards with 14. Brainstorm categories that can be used to play
another pair and play. the game and write them on the board. Ss have to
keep the categories as a secret until theyre paired
to play.
15. In pairs again, Ss use the board phrases to write
example phrases for each category. Then have Ss
read their phrases to check for possible mistakes.
16. Assign two pairs to play Categories. Teams take
turns saying single words until the other team
guesses the category.
Lesson 1. Look at these words for a 1. Ask Ss to look at the words on page 74. After one p.74
2 I know minute. In pairs say the minute, ask them to close the book and find a
Class words. partner. One should dictate the words he / she T. guide
53 remembers and the other has to write them on a p.81
2. Do you have good piece of paper, then switch roles. After they finish,
memory? let them check how many words they remembered
correctly.
2. Have Ss work in pairs or groups of three. Make a
scrambled sentence game and ask them to
exchange the sentences with another team and put
the sentences together. See if they can remember
them.
3. Read the extract and 3. Have Ss to read the text out loud. At the end of p. 74-75
Lesson I build circle T or F. each paragraph, ask questions so Ss search for
2 answers in the text. Have Ss read the statements
Class and answer them all together.
54
/
Class
4. Look at the table and 4. Have Ss read the contractions chorally and elicit p.76
Lesson notice. examples of each, using them in a sentence. Ask Ss
2 5. Look at the table again to identify the letters that are eliminated from the full T. guide p.
Week I think and answer. forms. Make sure they notice the eliminated letters in 83
19 6. Complete the sentences. the book.
Class 7. Match the contraction to 5. Have Ss look at the table again and have them
55 the full words. ask the questions about contractions. Check and
give help if necessary.
6. Have Ss read the sentences and ask them to
answer with words from the box.
7. Have Ss read the words, ask them to match the
contraction to the full words, check answers out loud.
8. Complete the sentences 8. Have Ss complete the sentences with the
Lesson with contractions. contractions individually, after that let them switch p.77
2 I 9. Listen to the sentences books to check for possible mistakes. Write the
Class practic an underline the stressed answers on the board for them to check the CD player
56 e part. Track 14 apostrophe placement, spelling, etc.
10. Complete the 9. Write on the board: I like him (twice). Read the
sentences. two sentences and change the intonation from one Audio
11. Listen to the native to the other (I like him, and I like HIM) ask the class Script p.
speakers. Track 15 to repeat chorally to practice rhythm, stress, and 187
12. Listen again and intonation. Play the track and ask Ss to underline the
complete. stressed part, check and share answers.
10. Write Content words and Function words on the
board and ask about the difference between the two.
Tell Ss to complete the activity and to check their
answers with a partner.
11. Have Ss look at the picture. In pairs, ask them to
discuss what they might be talking about, play the
track to see if their predictions were correct. Ask
them to notice the contractions.
12. Ask Ss if they remember what each person was
doing, play the track again to fill in the missing
information.
13. Ask Ss to read the sentences and to rewrite
Lesson I can 13. Read the sentences and them in full form in the space provided. Pay attention pp. 78-79
2 write the full form for each to the s that is not contraction but possessive
Class one. adjective. T. guide
57 14. Read and match the 14. Based on the stress, ask Ss to match the p.85
sentences. sentences to their meanings. Check answers.
15. Listen to the 15. Play the track one last time for the class to
conversation T.16 complete the sentences.
16. Act out the 16. Have Ss read the complete dialogue. Ask them
conversation. to act it out in pairs. Monitor and check for
17. Are intonation and pronunciation and spelling.
stress important in other 17. Have Ss discuss about stress and intonation and
languages? if they are important in Spanish.
Produc Stages Activities Procedures for: Hangman Game Notes &

t1 Materials
1. Explain Ss that theyre going to read the rules for p.80

Hangman and ask: Which are specifically used for T walks
I get 1. Check the rules for this game? Ask Ss to put the rules in order, they can around the
read hangman check on page 68 to remember. class and
Lesson 2. Brainstorm six topics 2. Ask Ss to form groups and then ask them to monitor Ss
2 3. Select three topics. brainstorm six topics to include in the game: clothes, conversatio
Week I plan 4. Brainstorm a list of words movies, food, games, sports, etc. n practice.
20 with different stress related 3. Have Ss choose 3 of the 6 topics and write them
Class topics. on the corresponding lines.
58 5. Write a list of contractions 4. Ask Ss to look at the examples and brainstorm
to use. words related to the topics.
6. Write a list of sentences 5. Ask Ss to use as many contractions as possible.
with different rhythm, 6. Write the examples provided on the board. Ss will
intonation and stress. write the sentences they need to play the game T. guide
7. Revise the sentences. using the topics, contractions, and stress. p.87
8. In pairs, what materials 7. Have Ss exchange their sentences to check if
will you need? they comply with grammar, spelling, and punctuation
conventions.
8. In pairs, they will play against another pair, make
a tournament roster for everyone to compete.
Eliminate the losing teams and the two best teams
will play for the Sentence Hangman championship.
9. Play sentence 9. Use the roster created previously to begin the
Lesson Hangman. tournament. Winning teams advance to the next p.81
2 I do 10. Read the sentences round.
Class out loud at the end of 10. Make Ss read each sentence out loud to practice T. guide
59 each round. intonation, pronunciation and rhythm. p.88
11. Have Ss place the sentences around the

11. Put the sentences up classroom after they finish playing.
Lesson All ready around the classroom. 12. Have the teams circle around the classroom and
2 to share 12. Go around and read ask them to read the sentences that others created. p. 81
Class your classmates
60 sentences. Ask Ss what they can do now that they couldnt do at
the beginning of the learning environment and listen
I learn to their responses. Then have them answer the I
learn box and take note.
1. Ask Ss go to page 170 of the Student Book to p.170
Class Self-Test2. 1. Self- test self-assess.
60
Formal 4. 2. Apply the formal 5. 2. Ss do their formal assessment from page 158 in Teachers
Class assessm assessment the Teachers Guide. Guide
60 ent p.158

Teacher:
Social Practice of the Language: Read and Learning Environment 2: Product 2: Poster about the
rewrite informative texts from a particular field. Formation and academic operation of a machine or
environment. device.
Specific Competency: Rewrite information to Achievement (s): Can choose and paraphrase sentences. Can
explain how a machine or device works. organize and link main ideas and the information which explains
them, in a diagram. Can rewrite sentences in order to give
explanations.
Acquisition of structured knowledge: Comparatives (more slowly, less quickly), superlative adverbs
( the least the most quickly, etc.); verb forms: modals (can, could); connectives (in order to, so
that, so / such that): verbs; phrasal verbs (set upon, get about, etc.) adverbs: of the sentence
(too, either, etc.); syntactic features of the English language: split infinitive [to + word(s) + verb]

CONTENTS
Using the language in the necessary purposes. Choose and paraphrase sentences. Organize and
link main ideas and the information which explains them in a diagram, rewrite the sentences in
order to give explanations.
Developing independence, critical way of thinking and judgment. To have access to scientific and
technologic information. To promote feedback as essential part of the learning process.
/ Week Stages &
/ Materials
Class
1. What Sports can you see8. 1. Ask Ss to open their Student Books to page 82.
Lesson I know in the pictures? Ask them to identify the sport shown in each picture
3 and to name the equipment necessary to do it. p.82
Week Refer Ss to the Glossary for unfamiliar words on
21 I build 2. Do you think you have page 161 and then ask Ss which of the sports T. guide
Class the personality to do shown are similar. P. 88
61 extreme sports? 2. Ask Ss to work in groups of four and rank the
Reader: Teen Geek p. 72- sports from the least to the most dangerous, discuss
81 if they would like to participate in any of them, why
or why not?
3.Have Ss read each instruction out loud, then ask 3
Ss to describe what they see in each picture, have
them individually label the instruction under the
appropriate picture.
4. Play the audio so Ss listen to Kim explains to

4. Listen the explanation on Arthur how to use the skateboard, Ss number the
how to use the skateboard. instructions in the order they hear them. Check p.83-84-85
Track 16 answers all together.
5. Ask Ss to listen again to the track and have Ss
Lesson 5. Listen again and answer. write the correct answer for each question. Check
1 I think the first three answers and discuss the last two as a Glossary
Class 6. Read the examples, group. for
62 match question with 6. Ask Ss to answer the two questions and verify unfamiliar
answer.. their answers with a partner. words
7. Ask Ss to read the sentences and to check the p.161.
7. Read the sentences and correct option. Refer them to the Glossary on page
check the best option. 161. Check answers.
8. Read these sentences 8. Explain the use and structure of adverbs, and T. guide
and circle the correct then have Ss read the sentences. Circle the one p.91
option. that makes the statement true. Check answers as a
9. Use the words in the box class.
to complete the sentences. 9. 9. Have Ss work in pairs to choose the correct
answers. Monitor and check on each group. Have
them write an example that demonstrates the rule
shown in each sentence. Monitor and provide help if
necessary.
10. Have Ss work in pairs to complete the activity. p.86
Lesson I 10. Compare basketball Check answers as a class and ask if they agree.
1 practice player with soccer players. 11. Direct Ss attention to the illustrations. In pairs, T. guide p.
Class 11. Put the pictures in order figure out the correct sequence of the instructions. 91
63 to show the instructions. Compare the responses with a partner.
12. Number the instructions 12. Recall what part of speech follows phrases like Audio
and complete. so that and in order to. Refer Ss to the Glossary on Script
13. Look at the picture and page 161 for unfamiliar words. p.188
answer the questions.
13. Have Ss answer the questions. Monitor and
check.
14. Read the statements out loud. Ask Ss to listen
and number them from 1 to 6. Check the answers.

/
Class
15. Read the instructions to the class and instruct p.87
Lesson 15. Choose two instructions them to individually choose a set of instructions
3 and illustrate them. and illustrate them. T walks
Week I can around the
22 16. Find two classmates to 16. Have Ss stand up and move around the room class and
Class work with. looking for two Ss who illustrated other set of monitor
64 instructions. Let them orally describe each activity 16-17
17. In groups, compare the illustration. Monitor conversations.
Sen Skateboard to a T. guide p.92
regular skateboard. 17. Have Ss compare the use of the Sen
skateboard and the regular skateboard. Ask them:
How are the two powered? Which one is more
attractive? Which one is more expensive? Let them
discuss and monitor the conversations.
1. Write the word manual on the board; elicit what

Lesson 1. Look at the manuals. a manual is for each of the images: a paper plane, p. 88
4 I know 2. Which one do you think a recipe a videogame.
Class is easier to understand?
65 2. Ask Ss to look at the manuals again and decide
which one is easier to understand, let them vote,
choose an answer and ask for an explanation.
p. 88-83
Lesson I build 3. Ask Ss to predict what product is being reviewed
4 3. Read the description of a on the web page. In pairs assign a word or phrase
Class machine and answer the from the text. Have them skim the text and refer Go around
66 questions. them to the Glossary for unfamiliar words on the class
page161. Read the text out loud to model listening
pronunciation. In pairs, let them answer the intonation and
Reader: Teen Geek p.72- questions. pronunciation.
81 Glossary
p.161.
Class
4. Read the instructions 4. Have Ss take turns reading the instructions
Lesson and match them to the to one another and pointing to the illustration
4 illustrations. they think matches the instructions. Check and P.89-90
Week 23 I think 5. Complete the flow make corrections if needed.
Class chart for the bread baking 5. Have Ss look at the sentences and the flow
67 machine. chart. Let them complete it. Monitor and check.
6. Look at the flow chart 6. Have Ss work in pairs, analyze the
and check statements and check the ones that define the T. Guide
7. Read the examples flow chart, check answers. p.95 - 96
and answer the 7. Enhance the use of can and could. ask Ss to
questions. look at the sentences and answer the questions
8. Circle T or F. individually. Monitor and give help if needed.
8. Explain the use of some phrasal verbs and
then ask Ss to look at the statements and ask
them to circle T or F. Check the answers.
9. Explain the use of more phrasal verbs. Have
Lesson Ss check the ones from the activity and let
4 I practice 9. Match the meaning of them answer and check with a partner. P. 91
Class the phrasal verbs. 10. Looking back on the activity 9, ask Ss to
68 10. Complete the rules. complete the rule box about abilities and
11. Read the sentences phrasal verbs. T. guide
and add a time phrase 11. Have Ss read the sentences. Decide p.96
from the box. whether they are about the present or the past
12. Complete with can, and add a suitable time phrase.
cant, could, couldnt 12. In pairs, have Ss work in completing the
13. Write two more sentences with the correct time phrase and
sentences using can and verb.
could. 13. Have Ss work in pairs and choose a topic
(television, computers, cell phones, etc). Base
their sentences in these topics using can and
could and comparing past and present.
P. 92
14. Call out the first part of a phrasal verb, like
Lesson I can 14. Underline the phrasal carry and ask Ss to complete it with the
4 verb and match it with the preposition that follows (out). Repeat with other
Class meaning. phrasal verbs. Ask Ss to read the phrasal verbs T. guide.
69 in the activity, match them with their meaning P.97
15. Write the phrasal and check the answers.
verbs from activity 14. 15. Ask Ss to write the phrasal verbs and to put
16. In pairs, read the an S if its separable or an N if its non-
instructions and organize separable. Remind Ss that if they can put the
them. word between the phrasal verb and its
17. complete the flow preposition, then it is separable. Check the
chart in p.179 answers.
18. How do you think 16. Ask Ss to work in pairs to indentify the
electronic readers can order of the instructions for an electronic
help the environment and reader. Have them organize them into steps.
the world? 17. Have Ss transfer the steps into the
worksheet on page 179.
18. In groups of three, have Ss discuss these
questions. Encourage Ss to share their
opinions with other groups.
Product Stages Activities Procedures for: Poster about the operation of a Notes &
2 machine. Materials
I get ready 1. Which machines do 1. Ask for volunteers to identify the machines p.94
you use at home? shown in the pictures. Elicit other electrical
devices used at home. T walks
around the
2. Work in groups, select 2. In groups of three, ask Ss to choose a class and
Lesson4 a machine. machine or product, making sure it is not monitor Ss
Week 24 I plan 3. Check the information selected more than once. conversation
Class to include in the poster. 3. Ask Ss about what graphic elements they practice.
70 4. Search for and select want to include that show how to program their
information. product. Make sure they see the information Ss must
5. What materials do you they need to include. Monitor and give help if bring
need? needed. materials for
4. Ask each group to bring information from next class,
home (magazines, newspapers, etc,) and have markers,
them organize it. glue,
5. Have Ss decide what materials they will scissors,
need. Each group will create a poster. tape, etc.
6. Decide on the 6. In groups, have Ss decide the order in which
Lesson sequence of the the instructions will be presented. Instructions p.95
4 I do instructions. should be short and understandable.
Class 7. Write notes to explain 7. Ss might write short notes to explain the T. guide
71 the information in the information displayed along with the p.61
chart. instructions, but then they must be checked
8. Add illustrations to your and edited into a final copy.
poster. 8. Have Ss assemble their posters with the
information and the illustrations.
9. Ask the groups to present their work and to

9. Display your chart for display it around the classroom for everyone to
Lesson All ready to the class to read see.
4 share p. 95
Class I learn Ask Ss what they can do now that they couldnt
72 do at the beginning of the learning environment
Class Self-Test 1. Self- test Books to self- assess.
72
Formal 2. Apply the formal 2. Ss do their formal assessment from page Teachers
72

Teacher:
Social Practice of the Language: Understand Learning Environment 1: Product 1: Autobiographical

and incite oral exchanges regarding leisure Familiar and Community Anecdote
situations. Environment
Specific Competency: Share personal Achievement (s): Can seek confirmation. Can enunciate
experiences in a conversation. personal experiences spontaneously. Can organize sentences
in a sequence. Can adapt verbal and non-verbal behaviors to a
specific audience. Can anticipate central sense and main ideas
to sustain a conversation. Can use direct and indirect speech
while sharing personal experiences.
Acquisition of structured knowledge: Verbs: modals (would, used to), causative (have / get);
adverbs: of time (always, never, sometimes, etc); connectors (so, nor).

CONTENTS
Using the language in the necessary purposes. Be able to seek confirmation, talk about personal
experiences, order sentences, know how to use verbal and non-verbal language depending on who
I talk to, use direct and indirect speech t talk about personal experiences and understand the main
idea to keep up a conversation.
Developing independence, critical way of thinking and judgment. To be emphatic, cooperative and
communicative and to interchange personal experiences.
/ Week Stages &
/ Materials
Class
1. Write the information in 1. Discuss what kind of diagram they are looking at. P.98-99
Lesson I know the correct order. Get a volunteer to read the instructions. Ask: which
1 of those dates are closer to today? Then ask Ss to
Week Reader: Sharing our lives look at the time periods and have them put in order.
25 through language p.85-94 2. In pairs, have Ss look at the pictures and predict
Class what is the text about. Read the questions and
73 2. Read the letter and proceed to have volunteers reading the text out loud CD player
answer the questions. and answering the questions.
3. Ask Ss to look at the picture and ask: What is it?
Who likes to chat on the internet or phone? Discuss T. guide
3. Look at this text and the pros and cons and answer the questions.
I build p.102-103
answer the questions. 4. Have Ss look at the scrambled conversation and
4. Listen and order the the pictures. Play the CD and ask Ss to number the
conversation. Track 18 conversation in order. Give clues and check.
5. Answer the questions. 5. In pairs, ask Ss to read the questions and discuss
their answers. Monitor and check.
6. Have Ss read the sentences. Read the

Lesson I think instructions and emphasize the word always. Elicit
1 6. Circle the words that Ss to find the words that show how often the cake Pp.100-
Class express how often the was eaten. 101
74 activities were carried out. 7. Read the frequency words on the left column and
7. Match the columns. ask Ss to match them with the words from the right. T. guide p.
8. Read again and Circle T Check answers as a class. 104 -105
or F. 8. Have Ss read the sentences in Activity 6 again in
9. Complete the sentences. order to answer T or F to these statements.
10. Look at the pictures and 9. Ask a volunteer to read the instructions and the
discuss. first sentence. Help Ss, but let them answer on their
11. Complete the organizer. own.
12. Label the organizer with 10. Ask Ss to look at the pictures and analyze them; Glossary
verbal and non-verbal focus on body language and facial expressions. P.162
strategies. Read the bubbles and ask Ss which pictures use
13. Underline the question. expressions to offer turns of speech and keep the
14. Complete the conversation going.
sentences. 11. Ask Ss to analyze the organizer. Ask: Why is
there a hand and an open mouth? Have Ss
complete the activity. Refer them to the Glossary on
page 162 for unfamiliar words.
12. Elicit Ss which side of the organizer refers to
verbal communication and which side to non-verbal
communication.
13. Read instructions and have Ss focus on the
questions. Have them choose the one that helps to
get more information (details).
14. In pairs, have Ss complete the sentences
correctly.
15. Order the conversation. 15. In pairs, have Ss organize the sentences into a p.102
Lesson I 16. Complete the sequence.
1 practice sentences. 16. Enhance the use of frequency words on the T. guide
Class 17. Complete the text. p.105
board, have Ss complete the activity.
75 18. Underline the best
option. 17. In pairs, ask Ss to complete the text with the
phrases. Monitor.
18. Ask Ss to look at the picture; read first and then
answer.
Class
19. Complete the 19. Read the first conversation with a volunteer p.103
Lesson conversation. out loud. Elicit which word fits best in the blank.
1 20. Ask Ss to think about their childhood. Ask
Week 26 I can 20. Write the sentences them questions to find out about information T walks
Class with information about and then ask Ss to complete the sentences. around the
76 how you used to spend 21. In pairs, have Ss talk about their memories, class and
your weekends when you give an example. Monitor the conversation; monitor Ss
were younger. check possible pronunciation or spelling conversation
mistakes. practice.
21. In pairs, Use the 22. Still in pairs, make a pause and ask Ss to
information in activity 20. use follow-up questions to keep the T. guide
conversation going. p.106
22. Use follow-up
questions to get more
details.
1. Ask Ss to look at the table. They must try to

Lesson decode the message using the numbers for p.104
2 I know 1. Decode the message. each letter. Ask a volunteer to reveal the
Class message. T. guide
77 p.107
2. Read the blog and 2. Ask Ss to look at and read the text and
answer the questions. picture. Ask: Who is the celebrity? What kind of p. 105
Lesson I build 3. Listen to the story. text is it? Ask them to read silently and to
2 Track 19 underline unknown words. At the end, answer CD player
Class 4. Has something similar the questions. Audio Script
78 has happened to you? 3. Play the CD so Ss listen to the experience p.188
being told. Give some minutes to complete the
information.
4. The object of this is that Ss enunciate
personal experiences spontaneously. In small
groups have them discuss, monitor the
conversations, and check for possible
mistakes.
Class
5. Check the phrases 5. Ask a volunteer to read the instructions and P.106
Lesson used to start an anecdote. options below out loud. Elicit a phrase to set
2 6. Look at the sentences, the example. Check answers. T. guide p.
Week 27 I think whats the difference? 6. Ask Ss to pay attention to the structure of 110
Class 7. Label the box with the sentences; the use of quotation marks
79 direct and indirect speech. mean something. CD player
8. Listen to the fragments 7. Have Ss discuss with a partner which
and underline. Track 20 sentences are written in direct speech and
9. Circle the best option. which ones are in indirect. Share and compare
10. Complete the table. answers.
8. Ask Ss if they can identify where the lines
are from? Play the CD and ask them to pay
attention to how the sentences are read. Ask
them to underline the emphasized word.
9. Read the sentences. In pairs, have Ss
choose the best option and to make an
explanation.
10. Ss look at the words from the box and
complete the table altogether.
11. Have Ss match the parts of the anecdote

Lesson 11. Match the parts of the to the questions on the right.
2 I practice anecdote to the questions. 12. Have Ss read the sentences and give time P.107-108
Class 12. Complete the to answer. Check as a class.
80 sentences. 13. Ss read the little text and ask them to find T. guide p.
13. Write the punctuation where the punctuation marks are missing. Ask 111-112
marks for these for a volunteer to do it on the board.
sentences. 14. Ask Ss to look at the image and ask: What
14. Read the anecdote do you think is the anecdote about? Let them
and decide. read the text and ask what the best punch line
15. Read the text with a to end the story is.
different emphasis. 15. Read the text in a flat way first, then put
tone and emphasis to it, and finally ask: Which
one sounds better? Which one was easier to
understand? Have them practice the reading
with different emphasis. Check.
16. Have Ss read the anecdote and ask: Is it
Lesson I can 16. Read the anecdote. funny or embarrassing? Tell Ss to act out the pp. 109
2 17. Think of a funny or conversation. Check and provide assistance.
Class embarrassing situation 17. Ss will compose sentences and share T. guide p.85
81 you experienced and personal experiences. Give a couple of
make notes. minutes to think. Have them write the
18. In pairs, use the anecdotes in their notebooks.
anecdote as a model to 18. In pairs, ask Ss to share their anecdotes.
tell your story to your Encourage them to use direct and indirect
classmate. speech and verbal and non-verbal forms of
communication.
Product Stages Activities Procedures for: Autobiographical anecdote. Notes &

1 Materials
1. Ask Ss to think about the events in their p.110

1. Write the dates of these lives that are written in a timeline and to reflect
I get ready events in your life. about other important things that happened at
the same time. Ask them to complete the year. T walks
Lesson2 2. Group Ss according to things they share in around the
Week 28 2. Get in teams. common, like zodiac signs, favorite color, birth class and
Class I plan 3. Select some personal month, etc. monitor Ss
82 anecdotes. 3. Ask Ss to think of two funny things or conversation
4. What materials do you interesting anecdotes from their past. practice.
need? 4. Ask Ss to think about the materials they will
probably need (markers, paper sheets,
pictures, images, etc.). T. guide
p.112
5. Compose sentences to 5. Have Ss write sentences about their
Lesson express your personal anecdotes. Elicit examples of the use of used p.110
2 I do experience. to and would.
Class 6. Organize your 6. Ask Ss to structure their paragraphs to T. guide
83 sentences into a text. begin writing their anecdote; remind them that p.113
7. Practice how to say it should include enough information to answer
your autobiographical Wh- questions. Monitor and give help.
anecdote. 7. Ask Ss to practice telling their anecdotes in
8. Revise that sentences pairs without reading the text they wrote.
are understood when Emphasize on body language and words.
spoken and listened too. 8. Ask Ss to give each other feedback on how
easy or hard was to understand the
anecdotes. Peer evaluation.
9. Divide the class into groups of 4. Have Ss
9. Establish turns to share establish the turns in which they will share
Lesson All ready to the anecdotes. their anecdotes within their groups.
2 share 10. Share your anecdote. 10. Ask Ss to share their anecdotes with other p. 111
Class 11. Discuss the teams.
84 anecdotes. 11. Instruct Ss to ask follow-up questions to
get more details and to get to know their
classmates better through their anecdotes.
I learn
Ask Ss what they can do now that they
couldnt do at the beginning of the learning
environment and listen to their responses.
Have them answer the I learn box and take
note.
Class 84 Self-Test 1. Self- test 1. Ask Ss go to page 172 in their Student p.172
Books to self-assess.
Formal 2. Apply the formal 2. Ss do their formal assessment from page Teachers
84

Teacher:
Social Practice of the Language: Understand Learning Environment 2: Product 2: Comparative

and express differences and similarities between Literary and Ludic environment Chart.
cultural features from Mexico and English
Speaking countries.
Specific Competency: Read short literary Achievement (s): Can differentiate examples and explanations
essays in order to compare cultural aspects from form main ideas. Can formulate and answer questions about
English countries and Mexico speaking. literary essays. Can compare information, using antonyms. Can
compose sentences to describe cultural aspects.
Acquisition of structured knowledge: Antonyms; verb tenses: progressive forms, past, present
adjectives: compound (good-looking, well-dressed); adverbs of time (never, always, sometimes,
often); nouns: irregular plurals.

CONTENTS
Using the language in the necessary purposes. Tell the difference between examples and
explanations from main ideas. Ask and answer questions about literary essays. Use antonyms to
compare information. Make sentences to describe cultural aspects.
Developing independence, critical way of thinking and judgment. To know and respect cultural
differences, to appreciate cultural expressions from different countries and to develop and open
view for people and their cultures.
/
Class
1. Tell your partner 1. Ask Ss to open their Student Books to page 112
Lesson I know everything you know about and ask: What is it? Can you recognize the country
3 Australia. in the map? What things and animals are portrayed p.112-113
Week 2. Which source of in there? Encourage them to describe Australia from
29 information would you geographical, cultural, and natural points of view.
Class choose to know more about 2. Explain Ss they will be reading a lot about T. guide
85 Australia? Why? Australia this unit, they will have to find information P. 114
I build Reader: An Aussie in the on the internet, magazines, books, newspapers, etc,
land of Aztecs p. 98-107 and they can also go to the schools library.
3. Have Ss skimming the text to get the general
idea, then have them read it and underlining in blue
3. Read the essay, the aspects of Australian culture and in red the
underline the aspects of aspects of Mexican culture. Check and discuss the
Australian culture and the differences.
aspects of Mexican culture. 4. A volunteer should read and explain the
4. Complete the organizer. instructions for the class, then, have Ss complete it
5. Check the charts that with the information from Act 3.
reflect the content. 5. Ask Ss to look and analyze the information on the
charts, which chart does not portrait the information
on Keiths essay?
6. Ask Ss to read Keiths text again in order to

6. Read the text and complete the questions.
answer. 7. Ask Ss to read the sentence, this will help them to p.114-115
7. Read the extract, circle identify the way words can describe cultural
the main idea and underline descriptions in a logical and organized way. Have
Lesson the examples. them circle the main idea.
3 I think 8. Look at the sentences 8. Have Ss read the sentences and decide which is Glossary
Class and write past or present. past and which present tense. for
86 9. Complete the sentences. 9. Tell Ss to read the sentences in the box, what are unfamiliar
10. Circle these words in they about? Ask them to complete the table. words
Keiths essay in Activity 3. 10. Have Ss look at the words enlisted, ask them to
p.163
11. Complete the diagram. find them in Keiths essay and to circle them up.
12. Match the antonyms. Refer them to Glossary to find the meaning of
13. Complete the sentences unfamiliar words. T. guide
with words from the box. 11. Ask Ss to complete the diagram with the words p.117.
theyve just revised in the previous activity.
12. Ask Ss to read the two columns, what are these
words? What is an antonym? Ask them to match the
columns.
13. ask Ss to read and complete the sentences in
the table.
14. Find two sentences with 14. Ask Ss to find 2 sentences with antonyms in p.116
Lesson I antonyms in the essay. Keiths essay and write them down.
3 practice 15. Complete with words 15. Ask Ss to read the sentences and to complete T. guide p.
Class from the box. them with the words from the box and decide what 118
87 16. Underline the best are they used for.
option in Leslies essay. 16. Ask Ss to read Leslies essay in silence, then to Audio
17. Read the essay and underline what they think is the best option. Discuss Script
circle the main idea. as a class. p.188
17. Ask Ss to reread the essay, and to circle the
main idea. Discuss.

/ Week & Materials
/ Stages
Class
18. Ask Ss to answer individually and then check p.117
Lesson 18. Complete the answers as a class.
3 sentences in Leslies essay 19. Ask Ss to complete the Venns diagram on T walks
Week I can and write the main ideas. page180 with the previous information. Discuss as around the
30 a class. class and
Class 19. Complete the organizer 20. In pairs, have Ss brainstorm characteristics monitor
88 in the worksheets. about their own personal life at school. Tell them to activity 16-17
make a list of items they would like to talk about
20. Use the different texts and another list about the information about T. guide
in the lesson as a model to Australia, Japan, and USA. Have them compose p.118
write descriptive sentences. sentences to describe the cultural aspects.
1. Explain to Ss that every country is famous for
Lesson 1. What are these Mexican certain types of food and that Mexican food is
4 I know dishes called? Which is becoming very popular in the world. In pairs, have
Class your favorite dish? Ss look at and identify each dish from the pictures p. 118
89 2. Do you know these and discuss what is their favorite and why.
ingredients? Where can 2. Explain to Ss that chefs can be men and women.
you use them? Ask volunteers to share who is the best cook in
their home and what dishes they might make with
the ingredients.
3. Ask Ss to read the paragraph out loud. Write on
3. Read the text about the board the words: food, typical national p. 118-119
Lesson I build typical dessert. Work in desserts, cooking, wedding and exchange student. Go around
4 pairs to retell the main Ask Ss to choose the best title for this text. In pairs, the class
Class points. ask Ss to choose one country each. Then each Ss listening
90 retells to his partner all the cultural aspects he can intonation and
4. Decide which recipe is remember. pronunciation.
for flan and which is for 4. Have Ss look at the text and elicit the kind of text Glossary
pavlova. it is. Also ask if someone knows how to make a p.163
flan? Ask Ss to read the recipes and underline
5. Write the main unknown words. Refer them to the Glossary on
ingredients for each page 163. Then ask them to come up with a catchy
dessert. title for each.
5. Complete the list and write the main ingredients
for each recipe. In pairs, compare and contrast the
two desserts. Ask students: What ingredients
appear on both?

Class
6. What is the difference between ingredients
Lesson 6. Underline the and recipes? explain the difference and ask for a
4 ingredients in the recipes. volunteer to call out the answers of the P.120--121
Week I think 7. Match the adjectives to ingredients
31 the dishes. 7. Ask Ss to read the adjectives on the left. Look Glossary
Class 8. Answer T or false. them up in their dictionaries and write down the P.162
91 9. Check the best meanings. Have them match the columns.
explanation for the 8. In pairs, tell Ss to answer the questions. Ask
sentence. someone to do it on the board. Check and T. Guide
10. Complete the compare as a class. p. 122
sentence. 9. Ask Ss: Are there two actions happening at
11. Read the text again the same time? Ask Ss to choose the best
and circle the time description and explain that to make the
adverbs. relationship of two actions, we use the words
12. Match the columns. when or while and a comma.
13. Complete with words 10. Read the rule for the present progressive.
from the box. Tell Ss to analyze the sentence in Activity 9 to
find the progressive tense.
11. Ask for a volunteer to read the words. They
can find them in Keiths essay, too. Ask: What
are they? What do we use them for? Refer them
to the glossary on page162 to find their
meanings.
12. Ask Ss to read the words on the right and to
reflect on their meaning. Have Ss match the
columns and check answers as a class.
13. Read the words out loud, making sure Ss
understand them now. Ask them to complete the
graphic organizer reflecting on the percentage.
Check answers.
14. Complete the recipe 14. Read the words in the box and ask Ss if they P. 122
Lesson for the chocolate mousse. understand them all. Ask quickly to scan the text
4 I practice 15. Match the columns to and to tell what it is about. Then ask Ss to fill in
Class complete the sentences. the blanks individually. T. guide
92 16. Complete the 15. Ask two Ss to help with the reading. Let p.122-123
organizer with information them match the beginning with the ending part
from Act. 14. of the sentences.
16. In pairs, ask Ss to compare the American
chocolate mousse with the Mexican flan. Ask Ss
to write the information on the flag that
corresponds.
17. Choose a list you like 17. Have Ss discuss in pairs what is the favorite P. 123
and make a list of dish in their families. Ask them to think about the
Lesson I can ingredients. ingredients in order to make the recipe.
4 18. Write sentences to 18. In sentences, encourage Ss to write about
Class describe cultural aspects the cultural aspects of the dish they chose; use T. guide.
93 of the dish you chose. some leading questions. P.123
19.Compare your dish 19. In groups of four, ask Ss to compare and
with another pair and discuss their dishes, their cultural aspects,
complete the diagram. ingredients, etc. Encourage speaking.
Product Stages Activities Procedures for: Comparative Chart Notes &

2 Materials
I get ready 1. Write the name of the 1. Ask Ss to look at the words in the box, label p.124
country under each flag. the flags, and see how many could they identify.
2. In which of the Check as a whole class. T walks
Lesson4 countries is English 2. Tell Ss to circle the flags where English is the around the
Week spoken as a first first language. class and
32 language? monitor Ss
Class 3. In teams choose an 3. In groups of 4, make Ss choose a country to conversation
94 English-speaking country work with. practice.
I plan to compare it to Mexico. 4. Ask each group to discuss about these
4. Select a cultural aspect categories: sports, holidays, traditional dishes, Ss must
of the country you chose. clothing and music. bring
5. Where can you get 5. Have Ss think about where they can get the materials for
information? information they need about the English- next class,
6. Decide which kind of speaking culture and the Mexican culture. cultural
chart you want to use. 6. Decide what kind of chart you want to use to information.
7. What materials do you present your information. Ask them to look at the
need? chart on page 123 and ask if they can come up
with interesting and fun ideas.
7. Have Ss write down the materials they will
need.
8. Help Ss organize their reference materials. In
Lesson 8. Use the sources you groups, ask them to divide the material and start p.125
4 I do chose. taking notes of the most relevant pieces.
Class 9. Chose the most 9. Have Ss analyze the data they selected and T. guide p.
95 important information reduce to the most important points. 125
about the cultural aspects. 10. See if they have enough information about
10. Compare similarities both countries so they can compare them.
and differences. 11. Ss write sentences and proofread them
11. Write the sentences. before writing them on the chart. Check for
12. Design the chart you possible grammar, lexis, or spelling mistakes.
are going to use to 12. Have Ss create their chart as attractive and
compare information neat as they can.
13. Complete the 13. Have Ss complete the chart with the
comparative chart. selected information.
14. Revise that the 14. Ss exchange the chart with another team.
information is complete
and proofread.
15. If possible display the charts on a school
15. Display your hallway or in the classroom.
Lesson All ready to comparative chart in your 16. Ss present their charts in teams, let them
4 share classroom. give feedback. p. 125
Class 16. Explain the information
96 youre presenting. Ask Ss what they can do now that they couldnt
I learn do at the beginning of the learning environment
Class Self-Test 1. Self- test Books to self- assess.
96
Formal 2. Apply the formal 2. Ss do their formal assessment from page 161 Teachers
Class assessment assessment in the Teachers Guide. Guide p.125
96

Teacher:
Social Practice of the Language: Produce Learning Environment 1: Product 1: Round table
texts to participate in academic events. Formation and academic discussion.
environment.
Specific Competency: Write diverse points of Achievement (s): Can use various strategies in order to point
view to participate in a round table. out information containing individual points of view. Can select
and organize information in order to write sentences containing
individual points of view. Can write paragraphs that express
individual points of view. Can solve doubts and provide
feedback in order to edit individual points of view.
Acquisition of structured knowledge: Synonyms; connectives (because, if, unless, although, in spite
of); conditionals (if we were , we would; if they do , they will).

CONTENTS
Using the language in the necessary purposes. Use different strategies to point out information
containing individual points of view. Select and organize information to write sentences describing
personal opinions. Write paragraphs, receive and provide feedback for writing points of view.
Developing independence, critical way of thinking and judgment. To learn how to live in a
community, to promote a respectful opinion to different points of view. Cooperative and
collaborative group work.

/ Week Stages &
/ Materials
Class
1. Match the causes to the 1. Ask Ss to open their Student Books to page 128
Lesson I know effects. and look at the pictures. Encourage them to make p.128-129
1 2. Discuss how the boy sentences using structures and connectors to
Week could change the causes describe the causes and effects shown in the T. guide
33 and what the new effects pictures. P. 129
Class would be. 2. In groups, discuss what the boy could do to
97 3. Write an effect for the change each situation. Elicit their answers and help Glossary
following situation. Discuss. with new vocabulary. p.164
3. Write on the board: How long do you spend on the
computer? Let them discuss in pairs and then ask Ss
to look at the picture and describe what they see.
Reader: Know your rights 4. In pairs, discuss advantages and disadvantages of
p. 111-120. the Internet. Direct them to the text, have them read
4. Read and label with it, and write the key words on the board. Refer them
against, topic and for. to the Glossary on page 164.
5. Read again and answer 5. Ask Ss to read the text carefully again and answer
the questions. the questions. Check answers as a class.
I build
6. Explain to Ss that they are going to listen to a radio
Lesson I think show. Ask them to read the causes and possible p.130-131
1 6. Listen to the radio show effects. Ask them to match and then play the CD to
Class and match. Track 21 check if they did it correctly. Check. T. guide
98 7. Read the information and 7. Tell them to read the subtitles and elicit to guess p.130
circle the phrases that what it is about. Ask them to read the first paragraph
define the cause. and underline the causes and effects. Elicit the CD player
8. Match the beginning of tenses of the verbs. Audio
each sentence to the 8. Have Ss look at the box and ask them to match. script
correct ending. 9. Point to the two questions and ask: Which p.189
9. Read the sentences and sentence talks about a probable future? Have them
answer the questions. answer the questions.
10. Complete the sentences 10. Have Ss look at the sentences and decide which
with words from the box. conditional belongs to each one.
11. Match the causes with 11. Ask Ss to read the causes and effects and match p. 131-132
Lesson I the result. them.
1 practice 12. Read and write 1st and 12. Remind Ss about the structure of conditionals. T. guide p.
Class 2nd according to the Have them look at the sentences and ask them to 131
99 conditional. complete the activity.
13. Unscrambled the words 13. In pairs, have them work on the unscrambling of Audio
to make sentences. the sentences. Discuss and check as a class. Script
14. Rewrite the sentences 14. Have Ss read the statements to identify probable p.188
with if. future results or the unreal ones. In pairs, decide
which are probable and which ones improbable.
Have them write the sentences using if.
/ Week Stages &
/ Materials
Class
15. Add the correct 15. Have Ss look at the sentences. Ask them to insert p.132-133
Lesson punctuation to these the correct punctuation. Check answers as a class.
1 sentences. 16. Have them look at the graphic organizer for
Week I can planning their writing. Divide them into groups and T. guide
34 16. Complete the notes on ask them to remember the arguments of people who p.132
Class the text. agree and of those who disagree. Give time to
100 complete the activity.
17. Add your personal 17. Ss will organize the main ideas on a paragraph
opinion to the ideas in and contrast them with a personal opinion. Have
activity 16. them select information from Activity 4 and write
sentences. This could be a homework assignment.
18. In pairs, share your 18. Ask Ss to walk around the class and discuss their
ideas. ideas with a classmate; have them include other
classmates ideas.
1. What teens rights and 1. Write responsibility and right on the board and
Lesson responsibilities are elicit the differences. Ask them to open their Student p.134
2 I know associated with the picture? Books to page 134 and to observe the image. Ask
Class them what rights and responsibilities are associated T. guide
101 with the picture and write them down. Check p.133
answers.
Lesson I build 2. Listen to the poem and 2. Ask to listen to the poem called Word Play. Play p. 134
2 complete the missing words. the CD and have them listen to identify what it is
Class Track 22 about. Then play it again and ask them to complete CD player
102 3. Read the sentences the missing words. Audio
about the poem and 3. Have Ss read the sentences from the poem and Script
underline the option. ask them to underline the best option. Check p.189
4. Read the text, complete answers as a class.
the table with synonyms. 4. Write: sad, brilliant, happy, and tired on the board Glossary
and then depressed, exhausted, angry and fantastic. p. 164.
Ask Ss: Which of these are synonyms? Why do we
use them? Ask them to read the text and to underline
the synonyms they find to complete the table. Check
answers.

/
Class
5. Complete the sentences 5. Have Ss read the table and ask them to complete P.136-137
Lesson with words from the box. it with words from the box. Check.
2 6. Alter the words with a 6. Ask Ss to look at the 3 words. Make sure they T. guide p.
Week I think prefix or suffix to make new understand the meanings. In pairs, ask them to 136-137
35 words. make 3 new words, using the appropriate suffix or
Class 7. Read the text and write P prefix. Check answers as a class.
103 or S. 7. Ask a volunteer to read the text and in pairs. Ask
8. Complete the sentences them to complete the activity by writing P for prefix or
with words from the box. S for suffix, where correspond.
8. Ask Ss to read the sentences. Complete the table
individually.
9. Read the words in the box and check
Lesson 9. Make new words using understanding. Then have Ss choose the correct
2 I the correct prefix. prefix. Check answers. P.137-138
Class practic 10. Add tion or sion to each 10. Have Ss write the words in their notebooks and
104 e word. try to complete them before doing it in the book. T. guide p.
11. Complete the sentences Check understanding. 137
about each picture. 11. Using the words from activities 9 and 10,
12. Match the words to the complete the sentences for every picture.
synonyms. 12. Have Ss read both columns carefully. Check
13. Write adjectives and understanding of the words. Then have Ss match the
verbs in the organizers. synonyms. Check.
14. Add two more pairs of 13. Ss look at the graphic organizer, they must write
synonyms. 3 pairs of adjectives and 3 pairs of verbs from
15. Rephrase the activity 12 in the organizers.
sentences. 14. Using the glossary on page 164, add an extra
pair in the blank spaces left for each category.
15. Have Ss look at the picture and ask what they
can see. Tell them to look at the sentences and to try
to rewrite them using synonyms. Monitor and check
answers. Ask Ss to read their rephrased sentences
out loud.
16. Write two teen rights 16. Check the Teachers Guide on page 138 for the
Lesson I can that you think are important. complete procedure of this activity. P. 139
2 17. Rewrite the sentences 17. Have Ss rewrite their sentences in the spaces
Class using synonyms. from activity 16 using synonyms. T. guide
105 18. Choose a word with a 18. Ss write a sentence using a word with a suffix p.138
prefix and a suffix. and a prefix and incorporate them into their
19. In groups, share your sentences. Monitor and check progress. Reader
ideas and make a list of 19. In groups of four, Ss share their ideas and will p.111
rights. write a paragraph that conveys points of view from a
model to take part in a round table discussion.
Product Stages Activities Procedures for: Round table discussion. Notes &
1 Materials
1. Write the topics next to 1. Ask Ss: What can you see in the pictures? Elicit p.140
the correct categories on the main categories of childrens rights. Have them
I get the poster. complete the poster.
ready 2. Use the previous 2. Revise synonyms. Ask Ss to find synonyms in the Glossary
Lesson information to find the previous information to complete this activity. Refer P.164
2 synonyms of the given them to the Glossary if needed.
Week words.
36 3. Choose one topic and 3. In pairs, have them choose a topic and write two
Class write two points of view. points of view developing it. Ss pick a topic.
106 I plan 4. Share your ideas. 4. In groups of four, let them share their ideas and
5. What materials do you contrast their personal points of view and note down T. guide
need? the new ideas. p.138
5. Think about the materials they will probably need
to prepare a round table discussion.
Lesson 6. In groups, divide into 6. Ask Ss to choose a moderator. Explain this role is p.141
2 I do those for and those against vital and divide the class into those in favor and
Class a change. those against. T. guide
107 7. Use your sentences and 7. Give time to Ss to think about what information p.140
put together all the points of they would include in the round table. All members
view to present them at the have to contribute, help them decide on the place
round table. and date of the round table discussion.
8. Hold a round table 8. Allow Ss to regroup their ideas and arguments,

discussion. brief the moderators of their responsibilities. Begin
Lesson All 9. When the discussion is the discussion.
2 ready over, the moderator votes 9. Allow the moderator a few minutes to collect the p. 141
Class to on the best ideas. ideas and announce whether the change will happen
108 share or not depending on the presented arguments.
I learn Ask Ss what they can do now that they couldnt do at Learn box.
the beginning of the learning environment and listen
to their responses. Have them answer the I learn
box and take notes.
1. Self- test p.174
Class Self- 1. Ask Ss to go to page 174 in their Student Books to
108 Test self- assess.
Class Formal 2. Apply the formal 2. Ss do their formal assessment on page 162 in the Teachers
108 assess assessment Teachers Guide. Guide
ment p.139

Teacher:
Social Practice of the Language: Interpret and Learning Environment 2: Product 2: Poster with
convey instructions found in daily life. Familiar and Community instructions to carry out daily
environment. life activities.
Specific Competency: Provide and understand Achievement (s): can adjust volume intonation and tone to
instructions for the performance of daily life emphasize or alter instructions. Can understand and request
activities. instructions to carry out an activity. Can compose sequences of
enunciation to provide instructions. Can use linguistic resources
to ensure comprehension of instructions. Can produce
instructions spontaneously.
Acquisition of structured knowledge: Determiners: quantifiers (some, any, few), articles (a, an, the);
nouns: count and non-count; verb tense: simple present; verbs: modals (should, must); adverbs:
CONTENTS
manner, verb forms: imperative; connectors; prepositions (in, to, at, on).
Using the language in the necessary purposes. Understand and request instructions to carry out a
daily life activity. Write instructions. Use different strategies to ensure comprehension of
instructions. Give instructions to perform daily life activities.
Developing independence, critical way of thinking and judgment. To plan and organize, to examine
the need of following indications and to transmit respect and courtesy while giving orders or
instructions.
/
Class
1. Look at Pacos routine. 1. Ask Ss to open their Student Books to page
Lesson I know 2. Are these routines 142 and look at the images of Pacos morning p.142-143
3 universal? routine. Ask: Do you follow a similar routine? Do
Week Reader: The Brothers p. you do anything out of the ordinary in the T. guide
37 124-133 mornings? Discuss. P. 141
Class 2. Give Ss time to think about the differences of
109 going to school in the mornings or going in the Glossary on
afternoons. p.165
3. Read the text and CD player

underline. 3. Draw some food items on the board and check Audio Script
I build 4. Read again and circle the vocabulary. Have Ss read and underline what p. 189
food and drinks. Paco and Isaas have for breakfast. Refer them to
5. Read the descriptions and the Glossary for unfamiliar words.
draw the things on the table. 4. Have Ss read again and ask them to circle all
6. Listen to the conversation the food and drinks they find. Draw two columns
and check what Johnny ate. on the board and label them food and drink. One
Track 23 volunteer comes to the board and makes a list.
7. Label the food. 5. Ask Ss to read the sentences. Tell them to draw
the food on the table in the position according to
the description.
6. Play the CD to listen to the conversation
between Johnny and his dad. Open their books on
page 143 and try to recognize the name of the
foods and drinks they see. Let them answer and
check.
7. Using the words from the box, have Ss label the
foods Johnny had for breakfast.
8. Explain the use of food quantifiers and
8. Listen again and write the prepositions. Have Ss look at the pictures, play p.144-145
words in the correct place. the CD again, and ask them to complete the
Track 23 spaces with the proper words from activity 7. T. guide
9. Complete with words from 9. Have them complete the sentences with the p.142
Lesson I think the box. appropriate quantifier.
3 10. Read and circle the 10. Have Ss look at the text and read it carefully. CD player
Class preposition Check comprehension and ask them to circle all Audio script
110 11. Complete the sentences the prepositions they can find. Explain and then p.189
with words from the box. ask the purpose and function of the prepositions.
Check.
11. Have Ss look and read the prepositions and
the sentences carefully before they answer. After
they finish check as a class.
12. Have Ss look at the illustration and ask them
Lesson I 12. Complete the sentences what they can see. Give time to respond and p. 146
3 practice about the food on the table. encourage them to use quantifiers: some, a few, a
Class 13. Complete the following little, any. Ask them to complete the sentences. T. guide p.
111 sentences with words from 13. Have Ss complete the sentences adding a 143
the box preposition before the word they chose from the
14. Write a sentence to box.
describe each picture. 14. Have Ss look at the pictures and describe
them. Then ask them to write a descriptive
sentence for each. Make sure they use
prepositions and quantifiers. Check answers as a
class.
Lesson Activities Procedures Notes

Lesson Stages & Materials
/ Week
/
Class
15. In pairs tell each other 15. Write some quantifiers on the board: a p.147
Lesson where the food is. package of, a piece of, a bottle of. Check for
3 understanding. Ask Ss to look at the picture and
Week I can 16. In pairs follow the in pairs describe what they see, making sure they T. guide
38 instructions on the role play use language correctly. p.144
Class cards. 16. Hand out sheets of paper to Ss and tell them
112 you are going to describe a kitchen with food and
. they must draw what they hear. When you finish,
ask Ss to show their drawings and show yours to
check if they got it right. After that they will do
something similar in pairs with the role play cards
in the activity. Monitor and check.
1. Listen to the instructions 1. Have Ss look at the pictures let them describe
Lesson and number the pictures in them. Play the CD and ask to number the p. 148
4 I know order. Track 24. activities in order. Check as a class.
Class 2. Listen again and answer CD player
113 the questions to complete the 2. Read the questions, play the CD again in order Audio Script
table. to answer. p.189
3. Listen to the conversation 3. Ask Ss to read the instructions, play the CD,
Lesson I build and number the instructions and ask them to number them in the order they p. 148-149.
4 in order. Track 25 are told. Go around
Class 4. Have Ss look at the questions, answer them, the class
114 4. In pairs, discuss the and ask for volunteers to share their answers. listening
questions. intonation and
pronunciation.

/
Class
5. Give Ss time to read the text, refer them to the
Lesson 5. Read the text and underline glossary on p. 165 to clarify words. Explain the
4 the instructions and rules. difference between instruction and rules, and have P.149-150-
Week I think 6. Read again and answer the them underline them in the text. 151
39 questions. 6. Ask them to read the text carefully again. Have
Class 7. Read and underline the Ss answer the questions and check as a class. Glossary
115 modal verbs. Obligations and 7. Ask Ss to read the sentences and ask them to on P.165
suggestions. identify the modal verbs; must, should. One is for
8. Complete the sentences. obligations and one for suggestions. Tell them to
9. Match instructions with underline the modals in the sentences. Check. T. Guide
picture. 8. Ask Ss to complete the sentences with the p. 146-147.
10. Match beginning with appropriate modal verb.
endings. 9. Read the instructions and ask Ss to look at the
11. Complete and circle the pictures. Match them correctly.
sentences with words from 10. Read the sentences; match the beginnings with
the box. the respective ending. Make sure they understand
the meanings.
11. Ask Ss to read the adverbs out loud. Ask for
the meaning of each. Ask them to complete the
first three and to circle the best option in the last
four. Check as a class.
12. Look at the pictures and 12. Ask Ss to look at the pictures. Ask: What P. 152
Lesson write the corresponding instructions or suggestions would you give for each
4 I instructions. one? Check comprehension by asking about the
Class practic 13. Read the sentences and difference and have them complete the sentences. T. guide
116 e complete the obligations or 13. In pairs, have them work on the obligation or p.148
suggestions. suggestion for each sentence. Monitor and check
14. Complete the table with answers as a class.
words from the box. 14. Read the adjectives and write the adverbial
15. Complete the text. form where it corresponds. Remind Ss about the
grammar rule.
15. Ask Ss to read the text and tell them they have
to complete it with the adverbs constructed in the
previous activity. Check as a class.
16. In pairs, look at the picture 16. Ask Ss to look at the picture, have them P. 153
and discuss the questions. describe it and discuss the questions, monitor and
Lesson I can 17. In pairs, write the rules check the pronunciation, spelling, etc.
4 for the swimming pool. 17. Ask Ss about the possible rules on a swimming
Class 18. Share your rules in pairs. pool. In pairs, have them work on the rules and T. guide. P.
117 19. Do you follow instructions suggestions. 149
when you see rules at the 18. Once they finish their rule poster, have them
pool? Why is it important to share it with another pair. Monitor the discussion
follow rules? and the proper use of the language.
19. Ask Ss to look and reflect on the questions.
With a partner, ask them to compare the answers.
Encourage them to express their points of view.
Produc Stages Activities Procedures for: Poster with instructions to carry out Notes &
t2 a daily life activities. Materials
I get 1. Check the activities you do 1. Ask Ss to look at the picture and ask: What is p.154
ready every day to help at home. the girl doing? Then ask them to read and put a
2. In pairs, use the organizer check mark to the sentences they also do at home. T walks
in the worksheets p. 181 to Ask what other activities they do at home. around the
write other activities you can 2. Guide Ss to the worksheets on page 181 to class and
Lesson do to help. complete the organizer with the new activities they monitor Ss
4 have learned. Monitor and check. conversatio
Week 3. Use the notes to sketch the 3. Ask Ss for ideas as to what daily life activity to n practice.
40 outline for a poster. put on their poster and elicit suggestions. Ask them
Class I plan 4. What materials do you to choose one. Remind Ss that they have to make Ss must
118 need> household chores as attractive as possible. bring
4. Tell Ss to think about the materials they will materials
need: magazine cut outs, colored pencils, markers, for next
glue, scissors, etc. tell them to try to bring as many class.
resources as they can from home.
5. Make the poster in real-life 5. Ask Ss what structures they will use to write
Lesson size. their instructions and suggestions. Elicit should for p.154-155
4 suggestion and must for obligation. Have them
Class I do 6. Check the spelling and write their sentences on paper scrap to make T. guide p.
119 punctuation. corrections. 151
6. Remind Ss to check on punctuation and
spelling. Once they are ready, have them write
their instructions on the poster.
Lesson All 7. In groups, share your 7. In groups, make Ss use the poster to provide
4 ready poster with the rest of the and follow instructions as well as to check if the
Class to group. instructions are understood. They should hold up p. 155
120 share their poster and do a mini presentation. Make sure
8. Vote on the posters, decide they include reasons and full sentences.
on which you think is the most 8. Once each member of each group has
creative. presented their poster, Ss have to vote for which
they think is the best one. The most creative, the
most informative, and the best presented. Those
will be presented to the whole class.
Ask Ss what they can do now that they couldnt do

I learn at the beginning of the learning environment and
listen to their responses. Then have them answer
the I learn box and take note.
1. Self- test 1. Ask Ss to go to page 175 of the Student book to p.175
Class Self- self-assess.
120 Test
lass Forma 2. Apply the formal 2. Ss do their formal assessment from page 163 in Teachers
120 l assessment the Teachers Guide. Guide
asses p.163
sment

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All Ready Lesson Plan

Unit 1 Lessons 1 and 2

School: Grade: Group:

Social Practice of the Language: Understand Learning Environment 1: Product 1: Catalogue of

Being through the language:

Lesson Lesson Activities Procedures Notes

5. Ask Ss to listen to track 3 again and ask them to

Lesson Lesson Activities Procedures Notes

2. Ask Ss to look the illustration, What is it about?

Lesson / Lesson Activities Procedures Notes

12. In pairs, ask Ss to read the conversation P.17

Product Stages Activities Procedures for: Catalogue of goods. Notes &

All Ready Lesson Plan

School: Grade: Group:

Unit Title: Week Dates:

Doing with the Language:

Being through the language:

Lesson / Lesson Activities Procedures Notes

4. Ask Ss to read the sentences and ask them to

3. Number the paragraphs

Lesson / Lesson Activities Procedures Notes

Lesson 13. Have Ss rewrite the letter in first person, as

Product Stages Activities Procedures for: Comic Book Notes &

All Ready Lesson Plan

School: Grade: Group:

Unit Title: Week Dates:

Doing with the Language:

Being through the language:

Lesson Lesson Activities Procedures Notes

14. Ask Ss to compare their answers with a partner,

2. Write on the board: What do you do in the case of

Lesson / Lesson Activities Procedures Notes

8. Complete the tables. 8. Write on the board: It is important to know what

Product Stages Activities Procedures for: Instruction Manual. Notes &

All Ready Lesson Plan

School: Grade: Group:

Doing with the Language:

Being through the language:

Lesson Lesson Activities Procedures Notes

10. Have Ss read the dialogues and write the p.55-56

Lesson Lesson Activities Procedures Notes

2. Ask Ss the title of the story in Chapter 4 of their p. 58

Product Stages Activities Procedures for: Script Notes &

School: Grade: Group:

Unit Title: Week Dates:

Doing with the Language:

7. Ask Ss to work in groups of three and recall the

8. In pairs, ask Ss to complete the activity. Let them

Produc Stages Activities Procedures for: Hangman Game Notes &

1. Explain Ss that theyre going to read the rules for p.80

11. Have Ss place the sentences around the

All Ready Lesson Plan

School: Grade: Group:

Unit Title: Week Dates:

Doing with the Language:

Being through the language:

4. Play the audio so Ss listen to Kim explains to

Lesson Lesson Activities Procedures Notes

1. Write the word manual on the board; elicit what

9. Ask the groups to present their work and to

All Ready Lesson Plan

School: Grade: Group:

Unit Title: Week Dates: