All Ready! 2 Lesson Plans 1

All Ready Lesson Plan
School: ESCUELA SECUNDARIA NO. 21 Grade: SEGUNDO Group:´´A,B,C,D´´

´´ PLAN DE AYALA´´
Teacher:
BEATRIZ AGUAYO RAMIREZ
Week Dates:
SEPTIEMBRE – OCTUBRE
Social Practice of the Learning Environment Product 1:Catalogue of Goods.
Language: Understand and 1:Familiar and Community
convey information about Environment
goods and services.
Specific Competency: Offer Achievement (s): Can anticipate central sense and
and understand suggestions main ideas from known oral expressions. Can
in order to purchase or sell a distinguish main ideas within oral exchanges. Can
product. 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, 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.
CONTENTS 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 &
Class Materials
1. Look at the picture and• 1. Ask Ss: What was the last thing you p.8-9
Lesson 1 I know listen to the bought? Where did you buy it? Was it
Week 1 conversations expensive? Then ask Ss to look at the Audio
Class 1 pictures form p. 8 and say: Who are script on
they? Where are they? What are they p.183
I build going to buy? Ask them to close their
Student
2. Read the descriptions eyes and play the track. Make a pause
Book
of the teens and circle T after the first conversation and ask: Who
or F. was speaking? Are they friends? Where
T monitors
are they? Play the track and ask them to
3. Listen to the number the pictures in order. the class by
conversation, • 2. Ask Ss to read the descriptions then walking
Track 3 make comprehension questions after around the
each description, such as What’s the class
4 Answer Yes / No teenager’s name? How old is he / she?
questions • 3. Play the CD. Ask: Where are they?
What are they going to buy? Play the CD
Reader: What should I again and Ss have to complete the
buy? information. Ask Ss to share and
Pages 7-19 compare their answers.
4. Ask Ss to read the questions with yes
or no individually.
5. Ask Ss to listen to track 3 again and

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

Week / Stages & Materials
Class
13. Questions using 13. In pairs,ask Ss to take turns asking a P.13
Lesson 1 comparative adjectives. classmate questions about the 2
Week 2 bicycles using comparative adjectives T walks
Class 4 I can 14. Discuss which from the box. around the
bicycle is the best to class and
buy. 14. Ss work in pairs and make monitor Ss
suggestions to a classmate using conversation
15. In pairs practice the comparative adjectives in the boxes in practice.
conversation. activity.
15. Ask Ss to practice their conversation

in pairs and walk around the classroom
to monitor and make corrections if
necessary.
P.14
Lesson 2 1. What kind of 1. Write the word catalogue on the
Class 5 I know products do you look at board.Ask Ss:What kind of catalogues Glossary to
in catalogues? do you know?Who are they intended identify the
to? Why are they promoted? Then ask meaning of
Ss to look at page 14 and ask:What kind unknown
of catalogue do you think it is? Then let words
them read and answer the questions.
2. Ask Ss to look the illustration, What is

2. Listen and repeat the it about? Who has a bicycle?Can you P.14-15
Lesson 2 I build jazz chant. Track 05 describe your bike? Play the CD. Ask Ss
Class 6 to listen and follow the chant in their
books, what two-wheel vehicles the Walk around
3.Read the chant, chant is about? Ask comprehension the class,
answer T or F questions then play it again and ask Ss monitor and
to repeat it. help Ss if
3. Ask Ss to read the chant again and necessary
4. Listen to the answer T or F the statements.
conversation and 4. Draw Ss’ attention to the CD player.
answer the questions. illustration.Ask: Who are they? What
Track 6 are they talking about? Play the CD and
ask: What’s the relationship between
the speakers? What’s 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.

Class
5. Ask Ss to look at page 15. Based on
Lesson 2 the picture ask: What do you think P.15-16-17
Week 3 the conversation is about? Play the
Class 7 I think 5. Listen to the CD and ask Ss to write the Walk around
conversation and write suggestions they hear. Ask them: the class,
the suggestions. Track 7 How many did you get right? Then monitor and
6.Look at the sentences complete the activity. help Ss if
and answer the 6. In pairs, have Ss look at the necessary.
questions sentences and answer the questions.
7. Underline the words. Share and compare the answers.
8. Look and check. 7. Remind Ss that to compare 2 or
9. Rewrite the more things or people, we use the
sentences from activity superlative form of the adjective. Ask
8. them to look the sentences and
10. Complete the underline the words that compare.
organizer Check answers and have them
11. Complete the table compare responses.
8. Ask Ss to read the sentences and to
identify 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 P.17

Lesson 2 12. Put the conversation and put it in the correct T monitors
Class 8 I practice conversation in order. order. Have Ss share and compare the class
13. Complete the their responses orally.
conversation. 13. Ask Ss to read the words from the T. guide p.
box then draw their attention to
theillustration and ask: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
15. Invent detailed one product, ask them to give three P.18
Lesson 2 I can information about the suggestions to buy or object to buy it,
Class 9 products. P.19 like the example. Share and present
16. Write a the answers.
conversation. 15. Have Ss look at the pictures and
17. Do you think you elicit from them the names of the
are a compulsive or a products. Explain they have to invent
responsible shopper? detailed information about each
14. Write the sentences product to make them look attractive
under the and worth buying. Ask volunteers to
corresponding present their work.
illustration. 16. In pairs, explain to Ss that they
have to 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 P.20
design and illustrate a goods
catalogue. Ask them to work in Walk around
groups of five. Allow time for Ss to the class
discuss, brainstorm ideas and decide and monitor
Lesson2 which goods will be including in the
Week 4 catalogue. Ss must
Class 10 2. Plan the catalogues 2. Ask them to group the products bring
format they previously listed in the chart in scissors,
I plan 3. Decide on the size page 20. glue,
and number of pages. 3. Ask Ss to think on how many pages magazines,
4. What materials do and the size their catalogue will markers,
you need? have,, then tell them they can use paper sheets
photos, drawings, or paper cutouts to for next
illustrate their work. class.
4. Ask Ss to think about the materials
they will need to design the
catalogue.
p.21
Lesson 2 5. Compose the 5.Explain to Ss that they have to Walk around
Class 11 I do suggestions about the make a buying suggestion for each the class
products included in product on their catalogue. monitor and
the catalogue. help Ss if
necessary
6. Ss will design and illustrate their
6. Illustrate your work, and will practice the
Lesson 2 All ready to catalogue and write enunciation of the suggestions. P.21
Class 12 share your suggestions to 7. Ask for volunteers to present their
present it. catalogue to the class. The rest will Walk around
7. Present the listen and say if they’d buy any of the the class
catalogue. products. monitor and
I learn: Ask Ss what they can do now help Ss if
that they couldn’t do at the beginning necessary
I learn of the learning environment. Then
have them answer the, I learn box on
page 21. Give positive feedback for
their effort and progress.
Ask Ss what they can do now that
they couldn’t 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 12 Self-Test 1. Self- test 1. Ask Ss to go to page 166 in their
Student Books.
Formal 2. Apply the formal 2. Ss do their formal assessment from Teacher´s
Class 12 assessment assessment page 154 in the Teacher’s Guide. Guide p.154
School: Grade: Group:
Teacher:
Unit Title: Week

Dates:
Social Practice of the Language: Learning Environment 2:Literary and Product 2:Comic
Read and understand different Ludic Environment. Book.
types of literary texts distinctive of
English-Speaking countries.
Specific Competency: Read fantasy Achievement (s): Can use strategies to support the
literature 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.
Doing with the Language:
Using the language in the necessary purposes.Use strategies to build

comprehension of texts. Recognize message and main ideas from details.
CONTENTS 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.Torepresent 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 p.22

Lesson 3 I know superpowers. and their powers, write them on the
Week 5 board, then ask Ss to imagine they have Refer Ss to
Class 13 superpowers and allow them to share the
their ideas. Glossary on
I build •
p.157 to
2. Read the story and 2. Draw on the board a mind map. Write
answer the questions. clarify the
movie in the center. Have Ss copy it in
meaning of
their notebooks and ask them to write as
3. Write T or F. words
many words related to movies as they
can in the mind map. Ask for volunteers
to do it on the board. Direct Ss’ attention
to page 52 and play the CD, then ask Ss to
match each conversation.
4. Ask Ss to read the sentences and ask

Lesson 1 I think them to identify the unreal conditions. P.23-24
Class 14 4. Circle the part of the Once they do it, explain why they can’t
sentence that expresses be real. Walk
an unreal condition. 5. Ask Ss to complete the rule in the around the
table. Draw their attention to the class
5. Complete the table. example. monitor
6. Ask Ss to look at column A and ask and help Ss
what they notice. Explain that saying if necessary
6. Read and answer. exactly what someone says is called
P.24 direct speech. Now have them look at
column B and ask again what they notice
7. Write D for direct and (no quotations marks are used, and the
I for indirect speech. verbs are in past tense), reporting what
someone says is called reported or
8. Complete the table. indirect speech. Answer the question.
7. Ask Ss to read and decide if the
sentences are direct or indirect speech.
Share and compare 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

Lesson 1 9. Read and match. P.25 page 22. Ask: What is the main idea? P.25
Class 15 10. Write what you liked What are other key ideas? Have them
and didn’t like about The read the questions on page 25 and match Walk
I
magic skateboard story. them with the correct answer. Check and around the
practice 11. Read and complete compare. Class and
using reported speech. 10. Have Ss reflect about the magic in the monitor
P.26 skateboard story. Ask them to think what activity.
12. Complete with they liked and didn’t like about it and to
would or could and the write their ideas in the spaces provided.
11. Draw Ss’ attention to the illustration
correct verb form. and ask: What kind of text is it? Elicit the
word comic. Have them read the text and
ask comprehension questions like: What
is the girl’s 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.

Class
13. Read and complete 13. Draw Ss’ attention to page 27.Have p.26-27
Lesson 3 the bubbles. them look at the pictures and ask: What is
Week 6 the story about?Have them underline new Teacher´s
Class 16 I can 14. What are your words and let them read.Then ask the Guide p 39-
country’s beliefs about following comprehension questions: What 40
magic? is the girl’s name? Where did she live? Walk
What was she wishing for? Ask them to around the
15. Complete the complete the bubbles. Class and
sentences. 14. Explain to Ss what is considered as monitor
magic. Elicit from Ss magical costums or
16. Write an ending for traditions they have or have heard of in Refer Ss to
the story. their locations. the
15. Ss complete the sentences based on Glossary in
the character’s actions, using the p.156-157.
appropriate form of the verb in
parenthesis. Share and compare.
16. Have Ss write a possible ending for the
story in the space provided.
Lesson 4 1. Do you prefer to read 1. Ask Ss: What are the differences P.28
Class 17 I know books or comics? Why? between a book and a comic? Have
2. What is your favorite different Ss to participate. Then ask:What Teacher´s
book, comic or movie? do you prefer to read, books or comics? Guide p.41
Talk about it Why? Allow them to express their Reader:
Reader: The five opinions. Pp.20-29
Joaquins. 2. In pairs, have Ss talk about their favorite
p. 20-29 books, movies, or comics.Walk around
monitoring and correcting if necessary.
3. Number the
Lesson 4 I build paragraphs in order. 3. Ask volunteers to retell the Five P.28-29
Class 18 Joaquins story.Then ask them to read the
4. Label the paragraphs paragraphs silently, to underline the main Refer Ss to
with the correct events,and finally, to number the the
heading. paragraphs in the correct order. Glossary in
4. Go over the headings with Ss and make p.156-157.
5. Read the article in sure they understand them, ask them to
pairs label each paragraph with the correct
heading. Have them share and 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
Lesson 4 7. Underline the ask them to read and label the book P.30
Week 7 adjectives. with the appropriate words. Share
Class 19 I think 8. Complete the rule. and compare.
9. Write past perfect 7. Ask Ss to read the sentences first Teacher´s
or present perfect. and ask them to underline the Guide p.42-
10. Complete the adjectives that qualify and describe. 43
table. Share and compare. .
11. Underline the 8. Ask Ss to complete the rule and say
words. the word they used to complete it.
12. Complete the 9. Ask Ss to pay attention to the
sentences sentences on page 30 and ask them
what they notice about the verbs.
Explain the use of present and past
perfect and the adverbs of time
forand 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 4 13. Have Ss rewrite the letter in first

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

2 Materials
I get ready 1. Decide on the story 1. Ask Ss to form groups of 4 or p.34

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

Class 24 assessment assessment frompage 155 in the Teacher’s Guide. Guide p.155

Unit 2 Lessons 1 and 2
Teacher:
Unit Title: Week

Dates:
Social Practice of the Language: Learning Environment 1: Product 1: Instruction

Understand and write instructions. Formation and academic Manual
environment
Specific Competency: Understand Achievement (s): Can clarify the meaning of unknown terms
and compose instructions about in order to broaden and refine their vocabulary. Can
facing an environmental understand and point out the order of the components,
emergency 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)
Using the language in the necessary purposes. Learn more words to increase my
CONTENTS 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 • 1. Ask Ss to open their books to p.38
Lesson 1 I know questions page 38 and ask: What are these T monitors the
Week 9 signs for? In pairs, have them to activity by walking
Class 25 discuss these questions and the around the
answers. Walk around and classroom
encourage Ss to use English. Refer
2. Read the information Ss to pages 33-43 in their
from the emergency Readers.
procedures. •
• 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 p.39

Lesson 1 I think words. excerpt again and ask them to
Class 26 label it with the words from the
4. Read, circle and box. Pay attention to p.40-41
answer T or F. abbreviations and explain their Extra activity: take
meanings. Share and compare time to explain and
5. Match the answers. enhance the
instructions with the 4. Make sure Ss understand the importance and
pictures. meaning of bullets, bold, and proper use of the
italics. Have them observe the dictionary.
6. Answer the questions. components of the text and the
uses of images and illustrations.
7. Read the excerpts Let them read and answer T or F.
from the manual and 5. Ask Ss to look at the pictures,
write the meanings of making sure they understand the
the words. meaning of flood, throw away,
8. How did you know the dirty flood water. Ask them to
meaning of the words? match the instructions to the
9. Circle the best option. picture. Share and compare
Reader: What to do in answers.
an emergency? 6. Ask Ss to look at the previous
Pages 33-42 illustrations and ask them to
describe them. Then have them
answer the questions on page 40.
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 1 I conversation and 10. Ask Ss to look and recognize T walks around the
Class 27 practice complete. Track 4 p.12 the organization of an class and monitor
11. Check the answers instructions manual, have them Ss Actv. 11
and make corrections. read the instructions and 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 12. Look at the pictures from a different p.43
Lesson pictures; write the manual. Have Ss to describe them.
1 instructions in the Ask:What happened to the boy? What are T walks
Week I can correct picture. they doing? Where are they? Refer Ss to around the
10 the Glossary for unknown words; finally, class and
Class 28 13. Number the have them write the instructions under monitor Ss
instructions in activity the correct picture. conversation
12 under the correct practice.
order. 13. Ask Ss to read the instructions.Have
them look for any sequence word and
14. Compare your instruct them to number the instructions.
answers with a partner.
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 1. Draw Ss’ attention to the illustrations, identify the
2 I know you think could cause elicit the name of the objects. Read the meaning of
Class 29 an emergency. instructions together and allow Ss to work unknown
individually. words
2. Write on the board:What do you do in

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

Class
4. Read these two 4. Write on the board:Some Ss like to p.45
Lesson 2 sentences and study in the morning. John and George
Week 11 underline the subject play basketball every afternoon. Have Ss T walks
Class 31 I think and circle the verb. copy these sentences in their notebooks around the
and ask them to underline the class and
5. Read the sentences; subject(s) and the verb(s). Make sure Ss monitor Ss
write S for simple and C understand. Enhance the importance of conversation
for complex. P.46 dependent and independent clauses. practice.
Have Ss look at page 45 and ask them to
6. Read the sentences in
repeat the underlined process with the
activity 5 again and
sentences in the book. Share and
underline the
compare answers.
connectors.
5. Have Ss work in groups of three.Ask
7. Complete sentences them to copy the sentences in their
with words from the notebooks.Have them underline
box. subjects and circle verbs, ask them to
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
won’t 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

Lesson 2 know what to do before an emergency
Class 32 I 9. Combine the pairs of happens. Plan a safe place outside for T. guide p.58-
practice simple sentences to everyone to meet after you escape from 59
make complex a fire. Ask Ss to look at page 47 and ask
sentences. them to read the words from the box.
Ask: What are these words? Make sure
10. Complete the they know the difference between
sentences. connectors and sequence. Ask them to
complete the table.
11. Rewrite the 9. Write on the board:When you are in a
Sentences in the correct flood, try to stay calm. The teacher
order. returned the homework after she
noticed the error. Ask Ss to read the
12. Discuss what sentences, explain the use of the
communities or people comma. Have them complete the
can do to help cities or activity. Check and share answers.
regions that have been 10. Draw Ss attention to the words in
affected or hit by a the box and ask:Are they connectors or
hurricane. sequence? Have Ss 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
instructions for what to an animal? What did you do? Where p. 49
Lesson 2 I can do in case of a snake were you? Who was with you? Have Ss
Class 33 bite. read the parts of sentences and match
14. Write the sentences them to give a complete instruction. In
under the the space, ask them to write the
corresponding sequence or connectors that
illustration. 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 1. Explain to Ss that they are going to p.50

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

Teacher:
Unit Title: Week Dates:
Social Practice of the Language: Interpret and Learning Environment 2: Product 2: Script
convey information published in various Familiar and Community
media. environment
Specific Competency: Script dialogues and Achievement (s): Can anticipate central sense and
interventions for a silent short film. main ideas 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).
Using the language in the necessary purposes.Anticipate main ideas. Write

CONTENTS 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.

Class
1. Look at the 1. Ask Ss to open their Student Books p.52
Lesson 3 I know pictures and answer to page 52. Direct Ss’ attention to the
Week 13 these questions pictures. Have them describe the T. guide
Class 37 actions and characters of each P. 62-63
Reader: Silent story picture, read out loud, and help them
p.46-55 with vocabulary.2. Draw on the board
Cd player
I build a mind map and write movie in the
Track 09
center. Have Ss copy it in their
2. Listen to the notebooks and ask them to write as
conversation and many words related to movies as they
match. can in the mind map. Ask for
volunteers to 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 3. Ask Ss to look at the pictures again. p.54

Lesson 1 I think answer Have them describe the pictures. Ask:
Class 38 Where are the people? What are they
4. Choose the doing? Are they happy or sad? Help
completion for each with vocabulary. Play the CD and have Glossary
sentence. them answer the questions. for
4. Ask Ss about the movie genres they unfamiliar
5. Read and write remember and write them on the words
the names. board. Ask questions to make sure
p.159.
they understand. Go through activity
6. Look and number 4 with them and refer them to the
the scenes. Glossary for unfamiliar words.
5. Ask Ss to work in groups of three, T. guide
7. Read the ask them to discuss about their p.64
questions and match favorite movie and character. Have
them. them read and complete the activity.
8. Answer the 6. Ask Ss to look at the scenes and
questions. have them describe them, then ask
9. Complete the them to number them in the correct
sentences. 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 p.55-56

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

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

Class 41 I know the mime is expressing. and have them say what emotion the
mime is portraying in each picture. Elicit
answers from different Ss. Check answers.
2. Ask Ss the title of the story in Chapter 4 p. 58

Lesson 4 I build of theirReaders, Silent Story, and elicit the
Class 42 2. Look at the pictures story of the two characters. Direct Ss’
and answer the attention to the story on page 58, have
questions. them describe it, go over the questions
3. Listen and check. with the Ss and have them answer them
4. Number the individually. Go around the
sentences in order. class listening
3. Play the CD and have Ss listen and intonation and
check their answers from Activity 2. Play pronunciation.
the audio as many times as needed.
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 P.59
Lesson 4 and follow the modal verbs (can, could, have to,
Week 15 instructions should). Have them look at page 59 and T. Guide
Class 43 I think ask them to read the extracts from the pp.68-69.
6. Read the dialogues conversation and to complete the
activity.
and match them.
6. Direct Ss’ attention to the
Reader: Silent Story illustrations.Ask Ss to describe
them.Pay special attention to the
p.46.55
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 7. Direct Ss attention to the picture and
Lesson 4 conversation and ask:What do you think the children are
Class 44 I practice number the sentences. talking about? Are they angry or P. 60-61
happy? Are they friends? Where are
8. Write down the they? Ask some Ss to read the
conversation in activity sentences and then have them number T. guide p.70
7. them in the correct order to form a
dialogue.
9. Read the 8. Have Ss read the sentences
conversation with a again.Ask them to complete the
partner. conversation in their notebooks
individually.
10. What word is used 9. In pairs, have Ss read the dialogue
to express respect and out loud. Go around and correct
to avoid a problem? pronunciation, stress, and intonation if
necessary.
11. Complete the 10. Read the conversation again.Stress
dialogue. the expression that is used to show
12. Act out and say the respect and its proper pronunciation.
dialogue. Elicit other examples of phrases to
show respect.
11. Have Ss read the sentences, have
them 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
13. Look at the pictures pictures.Point to the pictures and ask p. 62-63
Lesson 4 I can and match. Ss to explain the scene.Then ask Ss to
Class 45 write in their notebooks a description T. guide. P.71
14. Choose one for each scene.Finally, have them
situation and write a match the pictures to the situations
dialogue. below. Check answers together.
14. In pairs, have Ss choose one
15. Act out and dub the situation from activity 13 and write a
dialogue. dialogue along with it. Exchange
writings for corrections.
15. In pairs, have Ss actit 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: p.64
movie, do you prefer When you watch a movie, do you prefer
subtitles or have it subtitles or to have it dubbed? When T walks
dubbed? you were a child, did you use to watch around the
movies with subtitles or dubbed? Was it class and
Lesson4 easier to understand the movie with monitor Ss
Week 16 subtitles or dubbed? Next, have Ss conversation
Class 46 discuss the questions and to give practice.
arguments.
2. Work in groups and 2. Ask Ss to write a list of movies and
choose a movie or TV TV shows they remember. In groups of
I plan show. three have them share their lists and Ss must bring
3. Complete the ask them to choose one movie or show materials for
information about the all the group members had seen next class.
scene you chose. before.
4. Who will take each 3. Ask Ss to choose a scene from the
role in the scene? movie or show they chose previously
5. What materials do and tell them to complete the chart.
you need? Give help if needed.
4. Ask each group to decide who will
take a role in the scene.
will need, objects for sound effects,
and clothes and props to dub.
6. Use the information 6. In groups, have Ss work on their
Lesson 4 to write a script. scripts with the information from the p.65
Class 47 I do 7. Check grammar, chart. Give help if needed.
spelling and 7. Ask groups to exchange their scripts Teacher’s
punctuation. to check for possible mistakes, rewrite Guide p.61
8. Practice acting out the dialogues if needed. Walk around
and dubbing. and give help.
8. Have Ss practice and act out their
scripts.
9. Ask the groups to present and act
9. Act out and dub the out their scripts for the rest of the
Lesson 4 All ready to scene for the class. class, have Ss vote for the best
Class 48 share dialogue. p. 65
I learn
1. Ask Ss go page 168 of the Student p.168-169
Class 48 Self-Test • 1. Self- test book
Formal • 2. Apply the formal • 2. Ss do their formal assessment from Teacher’s

Teacher:
Social Practice of the Language: Learning Environment 1: Literary Product 1: Hangman

Participate in language games to and ludic environment. Game
work with specific linguistic
aspects.
Specific Competency: Participate Achievement (s): Can distinguish the stress of specific parts
in language games in order to of sentences. Can read and write sentences to practice
recognize rhythm, stress, and rhythm, intonation and stress. Can contrast the stress of
words, both on their own and within sentences.
intonation of sentences.

Acquisition of structured knowledge: Sentence composition; punctuation;
apostrophe (He didn’t, I’ve) upper and lower case letters; diphthongs: (oi, ou, au).
Using the language in the necessary purposes.Distinguish the stress of specific

CONTENTS 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.

Class
1. What’s the difference 1. Ask Ss to open their books p.68 and p.68-69
between these games? look at the pictures. Write the words
Lesson 1 I know puzzle, hangman, jigsaw, crossword, T. guide p.
2. Which ones are bingo and hopscotch. Ask Ss: What 76
Week language games? materials do you need in order to play?
17 How many people can play? What are the For more
basic rules? Let them identify the information
Class 49 differences between each game. about
Reader: lets 2. Ask Ss to identify which games are
games go to
communicate p.59-62 language games. Elicit similarities and
p.191 Ss
determine which elements define a
book.
I build language game.
3. Elicit the materials for playing

Hangman. Have Ss read silently the rules
3. Read the rules and
for this game. Then, in pairs, one student
answer.
reads and the other mimes the action;
then switch roles.
p.70
4. Label the graphic
Lesson 1 I think components. 4. Have Ss label the graphic organizer T. guide p.
individually and to check the answers 77-78-79
Class 50 5. Answer the questions with a partner. Refer them to the
Glossary on page 160 for unfamiliar
6. Complete the table.
words. In pairs, ask them to work on
CD player
7. Circle the correct answer the questions and work out the
option. movie title. Make comprehension
8. Unscramble the questions; ask for a volunteer to do it on
options. the board.
5. Ask volunteers to read the questions

out loud. Give time to think and analyze
Reader: Lets
the answers. Check for pronunciation and
communicate
intonation.
Pages 59-62
6. Have Ss look at the table and the
words from the box.With their previous
knowledge, have them 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 1 I game and number them 9. Have Ss listen to the track and ask
practice in order. Track 11 them to pay attention to the rules of the
Class 51 game Categories. Ss must recognize the T. guide
10. Listen to two people p.79
steps and the order for them to number.
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 11. Prepare a card for each student with p.73
Lesson 1 activity for syllable 1, 2, or 3 syllable words. Give each
Week ranking. student a card and ask them to line up at CD player
18 I can the front of the class. Ask Ss who think
Class 52 12. Listen and check they have a word with three or more T walks
your answers syllables to stand in a circle, and students around the
Track 13 who think the have a word with one class and
syllable at another circle, the students monitor Ss
13. Read the rules for left, should gather together in a third conversation
the game and complete circle since they should have words with 2 practice.
the sentences. syllables; they have to determine the
number of syllables in each word. T. guide p.80
14. Make a list of 12. Have Ss write their answers in their
categories to play a Student Bookson page72, then play track
game. 13 to check answers.
15. In pairs write 13. Ask Ss to read the rules of the game
example sentences that out loud, and, in pairs, ask them to finish
fit each category. the activity. Check answers.
16. Exchange cards with 14. Brainstorm categories that can be
another pair and play. used to play the game and write them on
the board. Ss have to keep the categories
as a secret until they’re 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 2 1. Look at these words 1. Ask Ss to look at the words on page p.74
Class 53 I know for a minute. In pairs 74.After one minute, ask them to close
say the words. the book and find a partner. One should T. guide p.81
dictate the words he / she remembers
2. Do you have good and the other has to write them on a
memory? piece of paper, then switch roles.After
they finish, 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 p. 74-75
Lesson 2 I build circle T or F. the end of each paragraph, ask questions
Class 54 so Ss search for answers in the text. Have
Ss read the statements and answer them
all together.

Class
4. Look at the table 4. Have Ss read the contractions p.76
Lesson 2 and notice. chorally and elicit examples of
Week 5. Look at the table each,using them in a sentence.Ask Ss T. guide p. 83
19 I think again and answer. to identify the letters that are
Class 55 6. Complete the eliminated from the full forms. Make
sentences. sure they notice the eliminated
7. Match the letters in the book.
contraction to the 5. Have Ss look at the table again and
full words. have them 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 8. Have Ss complete the sentences
Lesson 2 sentences with with the contractions individually, p.77
Class 56 I practice contractions. after that let them switch books to
9. Listen to the check for possible mistakes. Write CD player
sentences an the answers on the board for them to
underline the check the apostrophe placement,
stressed part. Track spelling, etc. Audio Script p. 187
14 9. Write on the board: I like him
10. Complete the (twice).Read the two sentences and
sentences. change the intonation from one to
11. Listen to the the other (I like him, and I like
native speakers. HIM)ask the class to repeat chorally
Track 15 to practice rhythm, stress, and
12. Listen again and intonation. Play the track and ask Ss
complete. to underline the 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
Lesson 2 I can 13. Read the to rewrite them in full form in the pp. 78-79
Class 57 sentences and write space provided. Pay attention to the
the full form for ‘sthat is not contraction but T. guide p.85
each one. possessive adjective.
14. Read and match 14. Based on the stress, ask Ss to
the sentences. match the sentences to their
15. Listen to the meanings. Check answers.
conversation T.16 15. Play the track one last time for
16. Act out the the class to complete the sentences.
conversation. 16. Have Ss read the complete
17. Are intonation dialogue.Ask them to act it out in
and stress important pairs.Monitor and check for
in other languages? pronunciation and spelling.
17. Have Ss discuss about stress and
intonation and if they are important
in Spanish.
Product Stages Activities Procedures for: Hangman Game Notes & Materials
1
1. Explain Ss that theyre going to p.80
read the rules for Hangman and T walks around the
I get read 1. Check the rules for ask:Which are specifically used for class and monitor
hangman this game? Ask Ss to put the rules in Ss conversation
Lesson2 order, they can check on page 68 to practice.
Week remember.
20 2. Brainstorm six 2. Ask Ss to form groups and then ask
Class 58 topics them to brainstorm six topics to
I plan 3. Select three include in the game: clothes, movies,
topics. food, games, sports, etc.
4. Brainstorm a list 3. Have Ss choose 3 of the 6 topics
of words with and write them on the corresponding T. guide p.87
different stress lines.
related topics. 4. Ask Ss to look at the examples and
5. Write a list of brainstorm words related to the
contractions to use. topics.
6. Write a list of 5. Ask Ss to use as many contractions
sentences with as possible.
different rhythm, 6. Write the examples provided on
intonation and the board. Ss will write the sentences
stress. they need to play the game using the
7. Revise the topics, contractions, and stress.
sentences. 7. Have Ss exchange their sentences
8. In pairs, what to check if they comply with
materials will you grammar, spelling, and punctuation
need? 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
Lesson 2 Hangman. to begin the tournament. Winning p.81
Class 59 I do 10. Read the teams advance to the next round.
sentences out 10. Make Ss read each sentence out T. guide p.88
loud at the end of loud to practice intonation,
each round. pronunciation and rhythm.
11. Have Ss place the sentences

11. Put the around the classroom after they
Lesson 2 All ready to sentences up finish playing.
Class 60 share around the 12. Have the teams circle around the p. 81
classroom. classroom and ask them to read the
12. Go around and sentences that others created.
read your
classmates Ask Ss what they can do now that
sentences. they couldn’t do at the beginning of
I learn to their responses. Then have them
1. Ask Ss go to page 170 of the p.170
Class 60 Self-Test • 1. Self- test Student Book to self-assess.
Formal • 2. Apply the formal • 2. Ss do their formal assessment Teacher’s

Class 60 assessment assessment from page 158 in the Teacher’s Guide p.158
Guide.

Teacher:
Social Practice of the Language: Learning Environment 2: Product 2: Poster

Read and rewrite informative texts Formation and academic about the operation of
from a particular field. environment. a machine or device.
Specific Competency: Rewrite Achievement (s): Can choose and paraphrase sentences. Can
information to explain how a organize and link main ideas and the information which
machine or device works. 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
CONTENTS (set upon, get about, etc.) adverbs: of the sentence (too, either, etc.); syntactic
features of the English language: split infinitive [to + word(s) + verb]
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.

Class
1. What Sports can you • 1. Ask Ss to open their Student Books to
Lesson 3 I know see in the pictures? page 82. Ask them to identify the sport
Week shown in each picture and to name the p.82
21 equipment necessary to do it. Refer Ss to
Class 61 2. Do you think you have the Glossary for unfamiliar words on T. guide
I build
the personality to do page 161 and then ask Ss which of the P. 88
extreme sports? sports shown are similar.
Reader: Teen Geek p. 2. Ask Ss to work in groups of four and
72-81 rank the sports from the least to the
most dangerous, discuss 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

4. Listen the explanation explains to Arthur how to use the
on how to use the skateboard, Ss number the instructions p.83-84-85
skateboard. Track 16 in the order they hear them. Check
answers all together.
Lesson 1 5. Listen again and 5. Ask Ss to listen again to the track and
Class 62 I think answer. have Ss write the correct answer for each Glossary for
question. Check the first three answers unfamiliar
6. Read the examples, and discuss the last two as a group. words
match question with 6. Ask Ss to answer the two questions p.161.
answer.. and verify their answers with a partner.
7. Ask Ss to read the sentences and to
7. Read the sentences check the correct option. Refer them to
and check the best the Glossary on page 161. Check T. guide
option. answers. p.91
8. Read these sentences 8. Explain the use and structure of
and circle the correct adverbs, and then have Ss read the
option. sentences. Circle the one that makes the
9. Use the words in the statement true. Check answers as a class.
box to complete the • 9. Have Ss work in pairs to choose the
sentences. 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 p.86
Lesson 1 I 10. Compare basketball activity. Check answers as a class and ask
Class 63 practice player with soccer if they agree. T. guide p.
players. 11. Direct Ss’ attention to the 91
11. Put the pictures in illustrations. In pairs, figure out the
order to show the correct sequence of the instructions. Audio Script
instructions. Compare the responses with a partner. p.188
12. Number the 12. Recall what part of speech follows
instructions and phrases like so that and inorder to. Refer
complete. Ss to the Glossary on page 161 for
13. Look at the picture
unfamiliar words.
and 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 p.87
Lesson 3 15. Choose two instruct them to individually choose a set
Week instructions and of instructions and illustrate them. T walks
22 I can illustrate them. around the
Class 64 16. Have Ss stand up and move around class and
16. Find two classmates the room looking for two Ss who monitor
to work with. illustrated other set of instructions. Let activity 16-17
them orally describe each illustration.
17. In groups, compare Monitor conversations. T. guide p.92
the Sen Skateboard to a
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;

Lesson 4 1. Look at the manuals. elicit what a manual is for each of the p. 88
Class 65 I know 2. Which one do you images: a paper plane, a recipe a
think is easier to videogame.
understand?
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 4 I build 3. Ask Ss to predict what product is being
Class 66 3. Read the description reviewed on the web page. In pairs
of a machine and assign a word or phrase from the text. Go around the
answer the questions. Have them skim the text and refer them class listening
to the Glossary for unfamiliar words on intonation
page161.Read the text out loud to model and
Reader: Teen Geek pronunciation.In pairs, let them answer pronunciation.
p.72-81 the questions. Glossary
p.161.

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

9. Display your chart and to display it around the classroom
Lesson 4 All ready for the class to read for everyone to see.
Class 72 to share p. 95
I learn Ask Ss what they can do now that they
Class 72 Self-Test 1. Self- test Student Books to self- assess.
Formal 2. Apply the formal 2. Ss do their formal assessment from Teacher’s


Teacher:
Social Practice of the Language: Learning Environment 1: Familiar Product 1:

Understand and incite oral and Community Environment Autobiographical
exchanges regarding leisure Anecdote
situations.
Specific Competency: Share Achievement (s): Can seek confirmation. Can enunciate
personal experiences in a personal experiences spontaneously. Can organize sentences
conversation. 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).
Using the language in the necessary purposes.Be able to seek confirmation, talk
CONTENTS
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.
Class
1. Write the information 1. Discuss what kind of diagram they are P.98-99
Lesson 1 I know in the correct order. looking at. Get a volunteer to read the
Week instructions. Ask: which of those dates
25 Reader: Sharing our are closer to today? Then ask Ss to look
Class 73 lives through language at the time periods and have them put in
p.85-94 order.
2. In pairs, have Ss look at the pictures CD player
2. Read the letter and and predict what is the text about. Read
answer the questions. the questions and proceed to have
volunteers reading the text out loud and
answering the questions. T. guide
3. Look at this text and 3. Ask Ss to look at the picture and ask: p.102-103
I build answer the questions. What is it?Who likes to chat on the
4. Listen and order the internet or phone? Discuss the pros and
conversation. Track 18 cons and answer the questions.
5. Answer the questions. 4. Have Ss look at the scrambled
conversation and the pictures. Play the
CD and ask Ss to number the
conversation in order. Give clues and
check.
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 1 I think instructions and emphasize the word
Class 74 6. Circle the words that always. Elicit Ss to find the words that Pp.100-101
express how often the show how often the cake was eaten.
activities were carried 7. Read the frequency words on the left T. guide p.
out. column and ask Ss to match them with 104 -105
7. Match the columns. the words from the right. Check answers
8. Read again and Circle as a class.
T or F. 8. Have Ss read the sentences in Activity
9. Complete the 6 again in order to answer T or F to these
sentences. statements.
10. Look at the pictures 9. Ask a volunteer to read the Glossary
and discuss. instructions and the first sentence. Help P.162
11. Complete the Ss, but let them answer on their own.
organizer. 10. Ask Ss to look at the pictures and
12. Label the organizer analyze them; focus on body language
with verbal and non- and facial expressions. Read the bubbles
verbal strategies. and ask Ss which pictures use
13. Underline the expressions to offer turns of speech and
question. keep the conversation going.
14. Complete the 11. Ask Ss to analyze the organizer. Ask:
sentences. 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 15. In pairs, have Ss organize the p.102

Lesson 1 I practice conversation. sentences into a sequence.
Class 75 16. Complete the 16. Enhance the use of frequency words T. guide
sentences. p.105
on the board, have Ss complete the
17. Complete the text.
18. Underline the best activity.
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 p.103
Lesson conversation. volunteer out loud. Elicit which word fits
1 best in the blank.
Week I can 20. Write the sentences 20. Ask Ss to think about their T walks
26 with information about childhood.Ask them questions to find around the
Class 76 how you used to spend out about information and then ask Ss class and
your weekends when you to complete the sentences. monitor Ss
were younger. 21. In pairs, have Ss talk about their conversation
memories, give an example. Monitor practice.
21. In pairs, Use the the conversation; check possible
information in activity 20. pronunciation or spelling mistakes. T. guide
22. Still in pairs, make a pause and ask p.106
22. Use follow-up Ss to use follow-up questions to keep
questions to get more the conversation going.
details.
1. Ask Ss to look at the table.They must

Lesson try to decode the message using the p.104
2 I know 1. Decode the message. numbers for each letter. Ask a volunteer
Class 77 to reveal the message. T. guide
p.107
2. Read the blog and 2. Ask Ss to look at and read the text
answer the questions. and picture.Ask: Who is the celebrity? p. 105
Lesson I build 3. Listen to the story. What kind of text is it? Ask them to read
2 Track 19 silently and to underline unknown CD player
Class 78 4. Has something similar words.At the end, answer the questions. Audio Script
has happened to you? 3. Play the CD so Ss listen to the p.188
experience 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.
Lesson / Lesson Stages Activities Procedures Notes
Week / & Materials
Class
5. Check the phrases 5. Ask a volunteer to read P.106
Lesson used to start an the instructions and options
2 anecdote. below out loud.Elicit a T. guide p. 110
Week I think 6. Look at the phrase to set the example.
27 sentences, what’s the Check answers. CD player
Class 79 difference? 6. Ask Ss to pay attention to
7. Label the box with the structure of the
direct and indirect sentences; the use of
speech. quotation marks mean
8. Listen to the something.
fragments and 7. Have Ss discuss with a
underline. Track 20 partner which sentences are
9. Circle the best written in direct speech and
option. which ones are in indirect.
10. Complete the Share and compare answers.
table. 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

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

1 Autobiographical anecdote.
1. Ask Ss to think about the p.110
1. Write the dates of events in their lives that are
I get ready these events in your written in a timeline and to
life. reflect about other T walks around the
Lesson2 important things that class and monitor Ss
Week happened at the same time. conversation
28 Ask them to complete the practice.
Class 82 year.
2. Group Ss according to
2. Get in teams. things they share in T. guide p.112
I plan 3. Select some common, like zodiac signs,
personal anecdotes. favorite color, birth month,
4. What materials do etc.
you need? 3. Ask Ss to think of two
funny things or interesting
anecdotes from their past.
4. Ask Ss to think about the
materials they will probably
need (markers, paper
sheets, pictures, images,
etc.).
5. Compose sentences 5. Have Ss write sentences

Lesson to express your about their anecdotes.Elicit p.110
2 I do personal experience. examples of the use of used
Class 83 6. Organize your to and would. T. guide p.113
sentences into a text. 6. Ask Ss to structure their
7. Practice how to say paragraphs to begin writing
your autobiographical their anecdote; remind
anecdote. them that it should include
8. Revise that enough information to
sentences are answer Wh- questions.
understood when Monitor and give help.
spoken and listened 7. Ask Ss to practice telling
too. their anecdotes in pairs
without reading the text
they wrote. Emphasize on
body language and words.
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
9. Establish turns to groups of 4. Have Ss
Lesson All ready to share the anecdotes. establish the turns in which
2 share 10. Share your they will share their p. 111
Class 84 anecdote. anecdotes within their
11. Discuss the groups.
anecdotes. 10. Ask Ss to share their
anecdotes with other teams.
11. Instruct Ss to ask follow-
I learn up questions to get more
details and to get to know
their classmates better
throughtheir anecdotes.
Ask Ss what they can do

now that they couldn’t 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 p.172
Student Books to self-assess.
Formal 2. Apply the formal 2. Ss do their formal assessment Teacher’s Guide
Class 84 assessment assessment from page 160 in the Teacher’s p.160
Guide.

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

Understand and express and Ludic environment Chart.
differences and similarities
between cultural features from
Mexico and English Speaking
countries.
Specific Competency: Read short Achievement (s): Can differentiate examples and
literary essays in order to explanations form main ideas. Can formulate and answer
compare cultural aspects from questions about literary essays. Can compare information,
English countries and Mexico using antonyms. Can compose sentences to describe cultural
speaking. 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
Lesson 3 I know everything you know page 112 and ask: What is it? Can you
Week about Australia. recognize the country in the map? What p.112-113
29 2. Which source of things and animals are portrayed in
Class 85 information would you there? Encourage them to describe
choose to know more Australia from geographical, cultural, and T. guide
about Australia? Why? natural points of view. P. 114
Reader: An Aussie in 2. Explain Ss they will be reading a lot
I build the land of Aztecs p. 98- about Australia this unit, they will have to
107 find information on the internet,
magazines, books, newspapers, etc, and
they can also go to the school’s library.
3. Read the essay, 3. Have Ss skimming the text to get the
underline the aspects of general idea, then have them read it and
Australian culture and underlining in blue the aspects of
the aspects of Mexican Australian culture and in red the aspects
culture. of Mexican culture. Check and discuss the
4. Complete the differences.
organizer. 4. A volunteer should read and explain
5. Check the charts that the instructions for the class, then, have
reflect the content. Ss complete it with the information from
Act 3.
5. Ask Ss to look and analyze the
information on the charts, which chart
does not portrait the information on
Keith’s essay?
6. Ask Ss to read Keith’s text again in

6. Read the text and order to complete the questions.
answer. 7. Ask Ss to read the sentence, this will p.114-115
7. Read the extract, help them to identify the way words can
circle the main idea and describe cultural descriptions in a logical
Lesson 3 underline the examples. and organized way. Have them circle the
Class 86 I think 8. Look at the sentences main idea. Glossary for
and write past or 8. Have Ss read the sentences and decide unfamiliar
present. which is past and which present tense. words p.163
9. Complete the 9. Tell Ss to read the sentences in the
sentences. box, what are they about? Ask them to
T. guide
10. Circle these words in complete the table.
p.117.
Keith’s essay in Activity 10. Have Ss look at the words enlisted,
3. ask them to find them in Keith’s essay
11. Complete the and to circle them up. Refer them to
diagram. Glossary to find the meaning of
12. Match the unfamiliar words.
antonyms. 11. Ask Ss to complete the diagram with
13. Complete the the words they’ve just revised in the
sentences with words previous activity.
from the box. 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 14. Ask Ss to find 2 sentences with p.116
Lesson 3 I with antonyms in the antonyms in Keith’s essay and write them
Class 87 practice essay. down. T. guide p.
15. Complete with 15. Ask Ss to read the sentences and to 118
words from the box. complete them with the words from the
16. Underline the best box and decide what are they used for. Audio Script
option in Leslie’s essay. 16. Ask Ss to read Leslie’s essay in silence, p.188
17. Read the essay and then to underline what they think is the
circle the main idea. best option. Discuss as a class.
17. Ask Ss to reread the essay, and to
circle the main idea. Discuss.

Class
18. Ask Ss to answer individually and p.117
Lesson 3 18. Complete the then check answers as a class.
Week sentences in Leslie’s 19. Ask Ss to complete the Venn’s T walks
30 I can essay and write the diagram on page180 with the previous around the
Class 88 main ideas. information. Discuss as a class. class and
20. In pairs, have Ss brainstorm monitor
19. Complete the characteristics about their own personal activity 16-17
organizer in the life at school.Tell them to make a list of
worksheets. items they would like to talk about and T. guide p.118
another list about the information about
20. Use the different Australia, Japan, and USA. Have them
texts in the lesson as a compose sentences to describe the
model to write cultural aspects.
descriptive sentences.
1. Explain to Ss that every country is
Lesson 4 1. What are these famous for certain types of food and
Class 89 I know Mexican dishes called? that Mexican food is becoming very
Which is your favorite popular in the world. In pairs, have Ss p. 118
dish? look at and identify each dish from the
2. Do you know these pictures and discuss what is their
ingredients? Where can favorite and why.
you use them? 2. Explain to Ss that chefs can be men
and women. 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.
3. Read the text about Write on the board the words: food, p. 118-119
Lesson 4 I build typical dessert. Work in typical national desserts, cooking, Go around the
Class 90 pairs to retell the main wedding and exchange student. Ask Ss class listening
points. to choose the best title for this text. In intonation and
pairs, ask Ss to choose one country pronunciation.
4. Decide which recipe each.Then each Ss retells to his partner Glossary p.163
is for flan and which is all the cultural aspects he can
for pavlova. remember.
4. Have Ss look at the text and elicit the
5. Write the main kind of text it is.Also ask if someone
ingredients for each knows how to make a flan? Ask Ss to
dessert. read the recipes and underline unknown
words.Refer them to the Glossary on
page 163. Then ask them to come up
with a catchy 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
Lesson 4 6. Underline the ingredients and recipes? explain the
Week 31 ingredients in the difference and ask for a volunteer to P.120--121
Class 91 I think recipes. call out the answers of the ingredients
7. Match the 7. Ask Ss to read the adjectives on the Glossary
adjectives to the left.Look them up in their dictionaries P.162
dishes. and write down the meanings.Have
8. Answer T or false. them match the columns.
9. Check the best 8. In pairs, tell Ss to answer the T. Guide
explanation for the questions.Ask someone to do it on the p. 122
sentence. board.Check and compare as a class.
10. Complete the 9. Ask Ss:Are there two actions
sentence. happening at the same time? Ask Ss to
11. Read the text again choose the best description and
and circle the time explain that to make the relationship
adverbs. of two actions, we use the words
12. Match the when or whileand a comma.
columns. 10. Read the rule for the present
13. Complete with progressive.Tell Ss to analyze the
words from the box. sentence in Activity 9 to find the
progressive tense.
11. Ask for a volunteer to read the
words.They can find them in Keith’s
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 14. Read the words in the box and ask P. 122
Lesson 4 recipe for the Ss if they understand them all.Ask
Class 92 I practice chocolate mousse. quickly to scan the text and to tell
15. Match the columns what it is about. Then ask Ss to fill in T. guide
to complete the the blanks individually. p.122-123
sentences. 15. Ask two Ss to help with the
16. Complete the reading.Let them match the beginning
organizer with with the ending part of the sentences.
information from Act. 16. In pairs, ask Ss to compare the
14. American chocolate mousse with the
Mexican flan. Ask Ss to write the
information on the flag that
corresponds.
17. Choose a list you 17. Have Ss discuss in pairs what is the P. 123
like and make a list of favorite dish in their families.Ask them
Lesson 4 I can ingredients. to think about the ingredients in order
Class 93 18. Write sentences to to make the recipe.
describe cultural 18. In sentences, encourage Ss to T. guide.
aspects of the dish you write about the cultural aspects of the P.123
chose. dish they chose; use some leading
19.Compare your dish questions.
with another pair and 19. In groups of four, ask Ss to
complete the diagram. compare and discuss their dishes,
their cultural aspects, ingredients, etc.
Encourage speaking.
Product Stages Activities Procedures for: Comparative Chart Notes &

2 Materials
I get ready 1. Write the name of 1. Ask Ss to look at the words in the p.124
the country under box, label the flags, and see how many
each flag. could they identify. Check as a whole T walks
Lesson4 2. In which of the class. around the
Week 32 countries is English 2. Tell Ss to circle the flags where class and
Class 94 spoken as a first English is the first language. monitor Ss
language? conversation
3. In teams choose an 3. In groups of 4, make Ss choose a practice.
English-speaking country to work with.
I plan country to compare it 4. Ask each group to discuss about Ss must bring
to Mexico. these categories: sports, holidays, materials for
4. Select a cultural traditional dishes, clothing and music. next class,
aspect of the country 5. Have Ss think about where they can cultural
you chose. get the information they need about information.
5. Where can you get the English-speaking culture and the
information? Mexican culture.
6. Decide which kind of 6. Decide what kind of chart you want
chart you want to use. to use to present your information.Ask
7. What materials do them to look at the chart on page 123
you need? 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
Lesson 4 8. Use the sources you materials. In groups, ask them to p.125
Class 95 I do chose. divide the material and start taking
9. Chose the most notes of the most relevant pieces. T. guide p.
important information 9. Have Ss analyze the data they 125
about the cultural selected and reduce to the most
aspects. important points.
10. Compare 10. See if they have enough
similarities and information about both countries so
differences. they can compare them.
11. Write the 11. Ss write sentences and proofread
sentences. them before writing them on the
12. Design the chart chart. Check for possible grammar,
you are going to use to lexis, or spelling mistakes.
compare information 12. Have Ss create their chart as
13. Complete the attractive and neat as they can.
comparative chart. 13. Have Ss complete the chart with
14. Revise that the the selected information.
information is 14. Ss exchange the chart with
complete and another team.
proofread.
15. If possible display the charts on a
15. Display your school hallway or in the classroom.
Lesson 4 All ready to comparative chart in 16. Ss present their charts in teams,
Class 96 share your classroom. let them give feedback. p. 125
16. Explain the
information you’re Ask Ss what they can do now that they
presenting. couldn’t do at the beginning of the
I learn learning environment and listen to
Class 96 Self-Test 1. Self- test Student Books to self- assess.
Formal 2. Apply the formal 2. Ss do their formal assessmentfrom Teacher’s

Teacher:
Social Practice of the Language: Learning Environment 1: Formation Product 1: Round table
Produce texts to participate in and academic environment. discussion.
academic events.
Specific Competency: Write Achievement (s): Can use various strategies in order to point
diverse points of view to out information containing individual points of view. Can
participate in a round table. 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 Doing with the Language:
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.

Class
1. Match the causes to 1. Ask Ss to open their Student Books to
Lesson 1 I know the effects. page 128 and look at the pictures. p.128-129
Week 2. Discuss how the boy Encourage them to make sentences using
33 could change the causes structures and connectors to describe the T. guide
Class 97 and what the new causes and effects shown in the pictures. P. 129
effects would be. 2. In groups, discuss what the boy could
3. Write an effect for the do to change each situation. Elicit their Glossary
following situation. answers and help with new vocabulary. p.164
Discuss. 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 4. In pairs, discuss advantages and
rights p. 111-120. disadvantages of the Internet. Direct
4. Read and label with them to the text, have them read it, and
against, topic and for. write the key words on the board. Refer
5. Read again and them to the Glossary on page 164.
answer the questions. 5. Ask Ss to read the text carefully again
I build and answer the questions. Check answers
as a class.
6. Explain to Ss that they are going to
Lesson 1 I think listen to a radio show. Ask them to read p.130-131
Class 98 6. Listen to the radio the causes and possible effects. Ask them
show and match. Track to match and then play the CD to check if T. guide
21 they did it correctly. Check. p.130
7. Read the information 7. Tell them to read the subtitles and
and circle the phrases elicit to guess what it is about. Ask them CD player
that define the cause. to read the first paragraph and underline Audio script
8. Match the beginning the causes and effects. Elicit the tenses of p.189
of each sentence to the the verbs.
correct ending. 8. Have Ss look at the box and ask them
9. Read the sentences to match.
and answer the 9. Point to the two questions and ask:
questions. Which sentence talks about a probable
10. Complete the future? Have them answer the questions.
sentences with words 10. Have Ss look at the sentences and
from the box. decide which conditional belongs to each
one.
11. Match the causes 11. Ask Ss to read the causes and effects p. 131-132
Lesson 1 I with the result. and match them.
Class 99 practice 12. Read and write 1st 12. Remind Ss about the structure of T. guide p.
and 2nd according to the conditionals. Have them look at the 131
conditional. sentences and ask them to complete the
13. Unscrambled the activity. Audio
words to make 13. In pairs, have them work on the Script p.188
sentences. unscrambling of the sentences. Discuss
14. Rewrite the and check as a class.
sentences with if. 14. Have Ss read the statements to
identify probable future results or the
unreal ones. In pairs, decide which are
probable and which ones improbable.
Have them write the sentences using if.

Class
15. Add the correct 15. Have Ss look at the sentences.Ask p.132-133
Lesson 1 punctuation to these them to insert the correct punctuation.
Week sentences. Check answers as a class.
34 I can 16. Have them look at the graphic T. guide
Class 16. Complete the notes organizer for planning their writing. p.132
100 on the text. Divide them into groups and ask them to
remember the arguments of people who
17. Add your personal agree and of those who disagree. Give
opinion to the ideas in time to complete the activity.
activity 16. 17. Ss will organize the main ideas on a
paragraph and contrast them with a
18. In pairs, share your personal opinion.Have them select
ideas. information from Activity 4 and write
sentences. This could be a homework
assignment.
18. Ask Ss to walk around the class and
discuss their ideas with a classmate; have
them include other classmates’ ideas.
1. What teens’ rights and 1. Write responsibility and right on the
Lesson 2 responsibilities are board and elicit the differences. Ask them p.134
Class I know associated with the to open their Student Books to page 134
101 picture? and to observe the image.Ask them what T. guide
rights and responsibilities are associated p.133
with the picture and write them down.
Check answers.
Lesson 2 I build 2. Listen to the poem and 2. Ask to listen to the poem called Word p. 134
Class complete the missing Play.Play the CD and have them listen to
102 words. Track 22 identify what it is about. Then play it CD player
3. Read the sentences again and ask them to complete the Audio
about the poem and missing words. Script
underline the option. 3. Have Ss read the sentences from the p.189
4. Read the text, poem and ask them to underline the best
complete the table with option. Check answers as a class. Glossary p.
synonyms. 4. Write: sad, brilliant, happy, and tired 164.
on the board and then depressed,
exhausted, angry and fantastic. 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 5. Have Ss read the table and ask them P.136-137
Lesson 2 sentences with to complete it with words from the
Week words from the box. Check. T. guide p. 136-
35 I think box. 6. Ask Ss to look at the 3 words.Make 137
Class 6. Alter the words sure they understand the meanings. In
103 with a prefix or pairs, ask them to make 3 new words,
suffix to make using the appropriate suffix or prefix.
new words. Check answers as a class.
7. Read the text 7. Ask a volunteer to read the text and
and write P or S. in pairs.Ask them to complete the
8. Complete the activity by writing P for prefix or S for
sentences with suffix, where correspond.
words from the 8. Ask Ss to read the
box. sentences.Complete the table
individually.
9. Read the words in the box and check
Lesson 2 9. Make new understanding.Then have Ss choose
Class I practice words using the the correct prefix. Check answers. P.137-138
104 correct prefix. 10. Have Ss write the words in their
10. Add tion or notebooks and try to complete them T. guide p. 137
sion to each word. before doing it in the book. Check
11. Complete the understanding.
sentences about 11. Using the words from activities 9
each picture. and 10, complete the sentences for
12. Match the every picture.
words to the 12. Have Ss read both columns
synonyms. carefully.Check understanding of the
13. Write words.Then have Ss match the
adjectives and synonyms. Check.
verbs in the 13. Ss look at the graphic organizer,
organizers. they must write 3 pairs of adjectives
14. Add two more and 3 pairs of verbs from activity 12 in
pairs of synonyms. the organizers.
15. Rephrase the 14. Using the glossary on page 164, add
sentences. 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 16. Check the Teacher’s Guide on page
Lesson 2 I can teen rights that 138 for the complete procedure of this P. 139
Class you think are activity.
105 important. 17. Have Ss rewrite their sentences in T. guide p.138
17. Rewrite the the spaces from activity 16 using
sentences using synonyms. Reader p.111
synonyms. 18. Ss write a sentence using a word
18. Choose a word with a suffix and a prefix and
with a prefix and a incorporate them into their sentences.
suffix. Monitor and check progress.
19. In groups, 19.In groups of four, Ss share their
share your ideas ideas and will write a paragraph that
and make a list of conveys points of view from a model to
rights. take part in a round table discussion.
Product Stages Activities Procedures for: Round table discussion. Notes &
1 Materials
1. Write the topics 1. Ask Ss:What can you see in the p.140
next to the correct pictures? Elicit the main categories of
I get ready categories on the children’s rights. Have them complete
poster. the poster. Glossary P.164
Lesson2 2. Use the 2. Revise synonyms. Ask Ss to find
Week previous synonyms in the previous information
36 information to to complete this activity.Refer them to
Class find the synonyms the Glossary if needed.
106 of the given
words. T. guide p.138
3. Choose one 3. In pairs, have them choose a topic
topic and write and write two points of view
I plan two points of developing it. Ss pick a topic.
view. 4. In groups of four, let them share
4. Share your their ideas and contrast their personal
ideas. points of view and note down the new
5. What materials ideas.
do you need? 5. Think about the materials they will
probably need to prepare a round table
discussion.
Lesson 2 6. In groups, 6. Ask Ss to choose a p.141

Class I do divide into those moderator.Explain this role is vital and
107 for and those divide the class into those in favor and T. guide p.140
against a change. those against.
7. Use your 7. Give time to Ss to think about what
sentences and put information they would include in the
together all the round table. All members have to
points of view to contribute, help them decide on the
present them at place and date of the round table
the round table. discussion.
8. Hold a round 8. Allow Ss to regroup their ideas and

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

Teacher:
Social Practice of the Language: Learning Environment 2: Familiar Product 2: Poster with
Interpret and convey instructions and Community environment. instructions to carry
found in daily life. out daily life activities.
Specific Competency: Provide and Achievement (s): can adjust volume intonation and tone to
understand instructions for the emphasize or alter instructions. Can understand and request
performance of daily life 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.
CONTENTS 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: 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 Paco’s routine. 1. Ask Ss to open their Student Books to
Lesson 3 I know 2. Are these routines page 142 and look at the images of p.142-143
Week universal? Paco’s morning routine. Ask: Do you
37 Reader: The Brothers p. follow a similar routine? Do you do T. guide
Class 124-133 anything out of the ordinary in the P. 141
109 mornings? Discuss.
2. Give Ss time to think about the Glossary on
differences of going to school in the p.165
mornings or going in the afternoons.
3. Read the text and CD player
underline. Audio Script
I build 4. Read again and circle 3. Draw some food items on the board p. 189
the food and drinks. and check vocabulary. Have Ss read and
5. Read the descriptions underline what Paco and Isaías have for
and draw the things on breakfast. Refer them to the Glossary
the table. for unfamiliar words.
6. Listen to the 4. Have Ss read again and ask them to
conversation and check circle all the food and drinks they find.
what Johnny ate. Track Draw two columns on the board and
23 label them food and drink. One
7. Label the food. volunteer comes to the board and
makes a list.
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
8. Listen again and write and prepositions. Have Ss look at the p.144-145
the words in the correct pictures, play the CD again, and ask
place. Track 23 them to complete the spaces with the T. guide
9. Complete with words proper words from activity 7. p.142
Lesson 3 I think from the box. 9. Have them complete the sentences
Class 10. Read and circle the with the appropriate quantifier. CD player
110 preposition 10. Have Ss look at the text and read it Audio script
11. Complete the carefully. Check comprehension and ask p.189
sentences with words them to circle all the prepositions they
from the box. can find. Explain and then 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
Lesson 3 I 12. Complete the ask them what they can see. Give time p. 146
Class practice sentences about the food to respond and encourage them to use
111 on the table. quantifiers: some, a few, a little, any. T. guide p.
13. Complete the Ask them to complete the sentences. 143
following sentences with 13. Have Ss complete the sentences
words from the box adding a preposition before the word
14. Write a sentence to they chose from the 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 / & Materials
Week / Stages
Class
15. In pairs tell each 15. Write some quantifiers on the p.147
Lesson 3 other where the food is. board: a package of, a piece of, a
Week bottle of. Check for understanding. Ask
38 I can 16. In pairs follow the Ss to look at the picture and in pairs T. guide p.144
Class instructions on the role describe what they see, making sure
112 play cards. they use language correctly.
16. Hand out sheets of paper to Ss and
. tell them 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 1. Have Ss look at the pictures let them
Lesson 4 instructions and number describe them. Play the CD and ask to p. 148
Class I know the pictures in order. number the activities in order. Check
113 Track 24. as a class. CD player
2. Listen again and Audio Script
answer the questions to 2. Read the questions, play the CD p.189
complete the table. again in order to answer.
3. Listen to the 3. Ask Ss to read the instructions, play

Lesson 4 I build conversation and the CD, and ask them to number them p. 148-149.
Class number the instructions in the order they are told. Go around the
114 in order. Track 25 4. Have Ss look at the questions, class listening
answer them, and ask for volunteers to intonation and
4. In pairs, discuss the share their answers. pronunciation.
questions.

Class
5. Give Ss time to read the text, refer
Lesson 4 5. Read the text and them to the glossary on p. 165 to
Week 39 underline the clarify words. Explain the difference P.149-150-
Class I think instructions and rules. between instruction and rules, and 151
115 6. Read again and have them underline them in the
answer the questions. text. Glossary on
7. Read and underline 6. Ask them to read the text carefully P.165
the modal verbs. again. Have Ss answer the questions
Obligations and and check as a class.
suggestions. 7. Ask Ss to read the sentences and T. Guide
8. Complete the ask them to identify the modal verbs; p. 146-147.
sentences. must, should. One is for obligations
9. Match instructions and one for suggestions. Tell them to
with picture. underline the modals in the
10. Match beginning sentences. Check.
with endings. 8. Ask Ss to complete the sentences
11. Complete and circle with the appropriate modal verb.
the sentences with 9. Read the instructions and ask Ss to
words from the box. look at the pictures.Match them
correctly.
10. Read the sentences; match the
beginnings with 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 12. Ask Ss to look at the pictures. P. 152
Lesson 4 and write the Ask:What instructions or suggestions
Class I practice corresponding would you give for each one? Check
116 instructions. comprehension by asking about the T. guide
13. Read the sentences difference and have them complete p.148
and complete the the sentences.
obligations or 13. In pairs, have them work on the
suggestions. obligation or suggestion for each
14. Complete the table sentence. Monitor and check answers
with words from the as a class.
box. 14. Read the adjectives and write the
15. Complete the text. adverbial 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 16. Ask Ss to look at the picture, have P. 153
picture and discuss the them describe it and discuss the
Lesson 4 I can questions. questions, monitor and check the
Class 17. In pairs, write the pronunciation, spelling, etc.
117 rules for the swimming 17. Ask Ss about the possible rules on T. guide. P.
pool. a swimming pool.In pairs, have them 149
18. Share your rules in work on the rules and suggestions.
pairs. 18. Once they finish their rule poster,
19. Do you follow have them share it with another
instructions when you pair.Monitor the discussion and the
see rules at the pool? proper use of the language.
Why is it important to 19. Ask Ss to look and reflect on the
follow rules? questions.With a partner, ask them
to compare the answers.Encourage
them to express their points of view.
Product Stages Activities Procedures for: Poster with Notes &

2 instructions to carry out a daily life Materials
activities.
I get ready 1. Check the activities 1. Ask Ss to look at the picture and p.154
you do every day to ask:What is the girl doing? Then ask
help at home. them to read and put a check mark to T walks
2. In pairs, use the the sentences they also do at home. around the
organizer in the Ask what other activities they do at class and
Lesson4 worksheets p. 181 to home. monitor Ss
Week 40 write other activities 2. Guide Ss to the worksheets on conversation
Class you can do to help. page 181 to complete the organizer practice.
118 with the new activities they have
learned. Monitor and check. Ss must bring
3. Use the notes to 3. Ask Ss for ideas as to what daily life materials for
sketch the outline for a activity to put on their poster and next class.
I plan poster. elicit suggestions.Ask them to choose
4. What materials do one. Remind Ss that they have to
you need> make household chores as attractive
as possible.
4. Tell Ss to think about the materials
they will need: magazine cut outs,
colored pencils, markers, glue,
scissors, etc. tell them to try to bring
as many resources as they can from
home.
5. Make the poster in 5. Ask Ss what structures they will
Lesson 4 real-life size. use to write their instructions and p.154-155
Class I do suggestions.Elicit should for
119 6. Check the spelling suggestion and must for obligation. T. guide p.
and punctuation. Have them write their sentences on 151
paper scrap to make corrections.
6. Remind Ss to check on punctuation
and spelling.Once they are ready,
have them write their instructions on
the poster.
Lesson 4 All ready 7. In groups, share your 7. In groups, make Ss use the poster
Class to share poster with the rest of to provide and follow instructions as
120 the group. well as to check if the instructions are p. 155
understood.They should hold up their
8. Vote on the posters, poster and do a mini presentation.
decide on which you Make sure they include reasons and
think is the most full sentences.
creative. 8. Once each member of each group
has 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
I learn class.
Ask Ss what they can do now that

they couldn’t do at the beginning of
to their responses. Then have them
1. Self- test 1. Ask Ss to go to page 175 of the p.175
Class Self-Test Student book to self-assess.
120
lass 120 Formal 2. Apply the formal 2. Ss do their formal assessment from Teacher’s
assessment assessment page 163 in the Teacher’s Guide. Guide p.163

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All Ready Lesson Plan

School: ESCUELA SECUNDARIA NO. 21 Grade: SEGUNDO Group:´´A,B,C,D´´

Using the language in the necessary purposes.Predict messages and

Being through the language:

Developing independence, critical way of thinking and judgment.To

Lesson / Lesson Activities Procedures Notes

5. Ask Ss to listen to track 3 again and

Lesson / Lesson Activities Procedures Notes

15. Ask Ss to practice their conversation

2. Ask Ss to look the illustration, What is

Lesson / Lesson Activities Procedures Notes

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

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

Unit Title: Week

Doing with the Language:

Using the language in the necessary purposes.Use strategies to build

Being through the language:

Developing independence, critical way of thinking and judgment.Torepresent the

Lesson / Lesson Activities Procedures Notes

1. Imagine you have 1. Ask Ss what superheroes they know p.22

4. Ask Ss to read the sentences and ask

9. Ask Ss to skim and scan the story on

Lesson / Lesson Activities Procedures Notes

Lesson / Lesson Activities Procedures Notes

Lesson 4 13. Have Ss rewrite the letter in first

Product Stages Activities Procedures for: Comic Book Notes &

I get ready 1. Decide on the story 1. Ask Ss to form groups of 4 or p.34

Formal 2. Apply the formal • 2. Ss do their formal assessment Teacher’s

All Ready Lesson Plan

Unit Title: Week

Social Practice of the Language: Learning Environment 1: Product 1: Instruction

Doing with the Language:

Being through the language:

Developing independence, critical way of thinking and judgment. To prevent and

Lesson / Lesson Activities Procedures Notes

3. Read and label the 3. Ask Ss to read the previous p.39

Lesson / Lesson Activities Procedures Notes

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

Lesson / Lesson Activities Procedures Notes

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

Product Stages Activities Procedures for: Instruction Manual. Notes &

I get 1. Make a list of 1. Explain to Ss that they are going to p.50

All Ready Lesson Plan

School: Grade: Group:

Unit Title: Week Dates:

Knowing about the Language:

Doing with the Language:

Using the language in the necessary purposes.Anticipate main ideas. Write

Being through the language:

Developing independence, critical way of thinking and judgment. To reflect

Lesson / Lesson Activities Procedures Notes

3. Listen again and 3. Ask Ss to look at the pictures again. p.54

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

Lesson / Lesson Activities Procedures Notes

Lesson 4 1. Say what emotion 1. Draw Ss attention to the illustrations p. 58

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

4. Ask comprehension questions like:Why

Lesson / Lesson Activities Procedures Notes

Product Stages Activities Procedures for: Script Notes &

Formal • 2. Apply the formal • 2. Ss do their formal assessment from Teacher’s

School: Grade: Group:

Unit Title: Week Dates:

Social Practice of the Language: Learning Environment 1: Literary Product 1: Hangman

Knowing about the Language: